LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
IN

FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING
IN ACTUAL SCHOOL ENVIRONMENT

Compiled by:

RONITA E. TALINGTING, PhD

Professor 3

MARIVEL M. CATACUTAN, MAEd

Assistant Professor 4

LEONIELYN G. MALICAY, PhD

Associate Professor II

AILYN B. CABA, MAMATH

Associate Professor 1

MA.CRISANTA S. VASQUEZ, MIE

Instructor 1

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TABLE OF CONTENTS

DURATION
TOPIC NO. TOPIC TITLES
(hours)
1 The School Environment 3
1.1 Exploring the School Campus
1.2 Observing Bulletin Board Displays
2 Learner Diversity: Developmental Characteristics, Needs 2
and Interests
2.1 Observing learners characteristics at different stages
3 Focus on Gender, Needs, Strengths , Interests, 4
Experiences Language, Race, Culture, Religion, Socio –
economic Status, Difficult Circumstances and Indigenous
Peoples
3.1 Observing differences among learners’ gender, needs ,
strengths, interests and experiences
3.2 Observing differences among learners with disabilities,
giftedness, and talents
3.3 Observing the school experiences of learners who belong to
indigenous groups
4 Learner Diversity: The Community and Home Environment 2

4.1 Observing the learner’s diversity community and home

environment

5 Creating an Appropriate Learning Environment 3

5.1 Managing Time, Space and Learning Resources

5.2 Identifying the different Aspects of Classroom Mangement
6 Classroom Management and Classroom Routines 2
6.1 Observing Classroom Management and Routines
7 Physical and Personal Aspects of Classroom Management 3
7.1 Identifying Personal and Physical Aspects of Classroom
Management
7.2 Demonstrating knowledge of positive and non-violent discipline
in the management of learner behavior.
8 Close Encounter with the School Curriculum 4
8.1 Curricula in the School Setting
8.2 The Miniscule School Curriculum
8.3 Constructive Alignment of the Components of a Lesson Plan
MID TERM EXAMINATION 2
( total . – 25 hrs.)
9 Preparing for Teaching and Learning 4
9.1 Demonstrating an Understanding of Research -Based
Knowledge Principles of Teaching and Learning
9.2 Identifying Learning Outcomes that are Aligned with Learning
Competencies

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9.3 Distinguishing Between Inductive and Deductive Methods of

Teaching
10 The Instructional Cycle 2
10.1 Applying the Guiding Principles in the Selection and Use of
Strategies
11 Utilizing Teaching – Learning Resources and ICT 3
11.1 Visiting the Learning Resource Center
11.2 Observing Technology Integration in the Classroom
11.3 Exploring Education 4.0
11.4 Professional Development Through MOOCS
12 Assessment for Learning and Assessment as Learning 3
(Formative Assessment)
12.1 Observing Assessment for Learning Practices ( Formative
Assessment)
12.2 Observing Assessment as Learning Practices ( Self-
Assessment)
13 Assessment of Learning (Summative Assessment) 6
13.1 Aligning Assessment Task with the Learning Outcomes
13.2 Observing the Use of Traditional Assessment Tools
13.3 Observing the Use of Non-traditional Assessment Tools and
Scoring Rubrics
13.4 Scrutinizing the types and Parts of a Portfolio
13.5 Determining the level of Teacher’s Questions
13.6 Analyzing a Table of Specifications.
13.7 Computing Student’s Grades based on DepEd Grading
System
13.8 Reporting Students’ Performance
14 The Teacher as a Person and as a Professional 3
14.1 Teacher Personal Qualities : A view from My Lenses
14.2 Is the Teacher a Professional Teacher?
15 Towards Teacher Quality Developing a Global Teacher of the 3
21st Century
15.1 A day in the school life of a quality teacher
15.2 The Creation and Management of the New Learning
Environment as a Skill of the 21st Century Quality Teacher
16 On Teacher’s Philosophy of Education 3
16.1 Analyzing DepEd’s Philosophy of Education
16.2 Articulating My Personal Philosophy of Teaching
FINAL EXAMINATION 2
(Total – 29 hrs.)

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LEARNING MODULE No. 1

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : The School Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. determine the characteristics of a school environment that is
safe, secure and is supportive of learning

Introduction :

This module provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.

REVISIT the Learning Essentials

1. A physical environment conducive for learning is one that has consistent practices
that:
 keep the school safe, clean, orderly and free from distraction;
 maintain facilities that provide challenging activities; and
 address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning
environment. They help in building and establishing the school culture. These boards
become one way for everyone to learn about the vision-mission, goals, and values
that the school upholds.
3. As a basic part of the school's visual environment, display boards have four general
purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set
the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students' outputs that show
that each output is recognized and valued. The bulletin boards help celebrate
the learners' growth and progress.
 Informational- They are used as a strategy to readily disseminate
information.
 Instructional- They move students to respond and participate through
interactive displays. They get students to think about and communicate their
learning.
 The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.

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OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: ___________________ Teacher's Signature: ___________

School: ____________________________ Grade/Year Level: _____________

Subject Area: _____________ Date: __________

To realize the Intended Learning Outcome, work through these steps:

1. Visit a school. Look into facilities and support learning areas in the campus, then in
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE

As you move around the campus, observations forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available, and
say how each will contribute to the students' learning and development.

Facilities / Description Will it contribute students'

learning and
development? Why

Office of the Principal School

Library

Counseling Room

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Canteen/Cafeteria

Medical Clinic

Audio Visual/Learning
/Resource Center

Science Laboratory

Gymnasium

Auditorium

Outdoor/Garden

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (Please specify.)

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An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation provided.

Guide Question Classroom Observation Report

1. Describe the community or

neighborhood where the school
is found.

2. Describe the school campus.

What colors do you see? What is
the condition of the buildings?

3. Pass by the offices. What

impression do you have of these
offices?

4. Walk through the school,

halls, the library, the cafeteria.
Look around and find out the
other facilities that the school
has.

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Resource Teacher: ____________________ Teacher's Signature: ________________

School: _______________ Grade Year Level: ___________

Subject Area: ___________ Date: ______________

1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher's table located?
How are the tables and chairs/ desks arranged?

3. What learning materials/equipment are present?

4. What learning materials/equipment are present? Observe the students. How many are
occupying one room?

5. Is the room well-lit and well-ventilated?

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An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the data.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(location, number, arrangement, condition)
1. Wall Displays

2. Teacher's Table

3. Lerner's Desks

4. Blackboard

5. Learning Materials /
Visual Aids

6.

7.

8.

9.

10.

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Write your observation report here.

Name of the School Observed_______________________________________________

Location of the School _____________________________________________________

Date to Visit _____________________________________________________________

ANALYZE

How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

REFLECT

1. Would you like to teach in the school environment you just observed? Why? Why not?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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2. What kind of school campus is conducive to learning?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. What kind of classroom is conducive to learning?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. In the future, how can you accomplish your answer in number 3?

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. Write your additional learning and insights here.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: ____________________ Teacher's Signature: ________________

School: _______________ Grade Year Level: ___________

Subject Area: ___________ Date: ______________

This display board or what we more commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources.

To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the entrance,
lobby, hallways and classrooms 2. Pick one and evaluate the display. 3 Propose
enhancements to make the display more effective.

OBSERVE

As you look around and examine boards displays, use the observation guide and
forms provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays, How many board displays do
you see?

2. Where are the display boards found? Are they in places where target viewers can
see them?

3. What are the displays about? What key messages do they convey? What images
and colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

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8. Take a photo of the display boards(if allowed).

Based on the questions on the observation guide, write your observation

report:

Observation REPORT
(You may paste pictures of the Board displays here.)

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From among the board displays that you saw, pick the one that you got most
interested in. Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATION FORM

Topic of the board Display ___________________________________

Location of the Board Display in School _________________________

Check the column that indicates your rating. Write comments to back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI S VS O Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly and
clearly.
Attractiveness Colors
and arrangement
catch and hold
interest
Balance
Objects are arranged,
so stability is
perceived
Unity
Repeated shapes or
colors or use of
borders hold display
together.
Interactivity The style
and The approach
entice learners to be
involved and
engaged
Legibility
Letters and
illustrations can be
seen from a good
distance.
Correctness
It is free from
grammar errors,
misspelled words,
ambiguity
Durability
It is well-constructed,
items are securely
attached

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Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses

Description of the Bulletin

Board layout

Evaluation of educational
content. and other aspects

Recommendations or Suggestions for improvement

Signature over Printed Name:

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Based on your suggestions, make your board display lay-out. You may present your out
through any of these:

 A hand-made drawing or layout

 An electronic (computer) drawing illustration or layout
 A collage

My Board Display Lay-out

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ANALYZE

1. What do you think was the purpose of the board display?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Did the board display design reflect the likes/interests of its target audience? Why?
Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Was the language used clear and simple for the target audience to understand?
Why? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Was the board display effective? Why? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. What suggestions can you make?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Based on your suggestions, propose an enhanced version of the display board. Use the
form below.

My Proposed Board Display

Theme:

Board Title:

Rationale: (Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

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REFLECT

1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Which of the skills you named in # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

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EVALUATE Performance Task

Evaluate Your Work Tank 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 & Section: _________________________________ Course: ___________________
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplished One (1) to two (2) Three (3) Four (4) or more
Observation All observation observation observation questions/tasks
Sheet questions/tasks questions/ tasks questions/ tasks not answered /
completely not answered / not answered accomplished
answered/ accomplished. accomplished.
accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline

COMMENT/S Over-all Score Rating: (Based

on Transmutation)

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TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 2

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Learner Diversity: Characteristics, Needs and Interests
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the characteristics, needs and interests of
learners from different developmental levels.

Introduction :
This module provides 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 to determine the learners' characteristics and needs to be able to plan and
implement learning activities and assessment that are all developmentally appropriate.

REVISIT the Learning Essentials

Here are major principles of development relevant to this Module:

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 2.1 Observing learner characteristics at different stages

Resource Teacher: _____________________ Teacher's Signature: ___________

School: _______________________________ Grade/Year Level: _____________

Subject Area: __________________________ Date: _______________________

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.

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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 Learners' 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 deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also 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 there opportunities for problem solving? Describe how they showed problem
solving abilities.

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Learners' Development Matrix

Record the data you gathered about the learners' characteristics and needs 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 a other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range Indicate age range of Indicate ago range
of children observed children observed of children observed
Physical
Gross-motor skill

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional

Moods and
temperament,
expression of
feelings

Emotional
independence

Others
Cognitive

Communication
Skills

Thinking skills

Problem-solving

Others

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ANALYZE

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

Example:

Level Implications to the Teaching-

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

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range of learners
observed_______

Elementary
Age range of learners
observed_______

High School
Age range of learners
observed________

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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?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Share your other insights here.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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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.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 2- Learner Diversity: Developmental
Characteristics, Needs and Interests

Learning Outcome: Determine the characteristics, needs and interests of learners from
different developmental levels

Name of FS Student: ____________________________ Date Submitted: ____________

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

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TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 3

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances and Indigenous Peoples
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the characteristics and needs of learners from diverse
backgrounds;
b. identify the needs of students with different levels of abilities in
the classroom;
c. identify best practices in differentiated teaching to suit the
varying learner needs in a diverse class (PPST 3.1.1); and
d. demonstrate openness, understanding, and acceptance of the
learners’ diverse needs and backgrounds.
Introduction :

This module provides an opportunity to observe how differences in gender, racial,

cultural and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and reflect on
practices that teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn about
strategies that teachers use in addressing the learners’ needs toward effective teaching and
learning.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as
at uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when they
have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse and child labor.

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Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy. They
remember that the learners respond and perform at different levels. The teachers assure the
students that their gender identity, culture and religion are respected, their strengths
are recognized, and their needs will be met. These teachers declare to all that everyone
has the chance to learn and succeed. They create a learning community where everyone
can work together and contribute regardless of their abilities, capacities and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom
 model respect and acceptance of different cultures and religions
 bring each of the student’s home culture and language into the shared culture
of the school
 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices.
Through serious reflection one may realize that the self is a product of all the
influences of key people in one’s life and the community, real and virtual. Similarly,
learners from indigenous groups carry with them their beliefs, views and cultural
practices. One’s attitude needs to be that of openness and respect. Come in not with
the view that one’s own culture is superior, we approach with the sincere willingness
and deep interest to know and understand the indigenous peoples’ culture. We aim
to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethno- linguistic groups, majority of which is in Mindanao, some
in Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples groups which have several smaller ethnic groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangyans, and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law.
However, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful
for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, d. 215 enclosure, pp..15-
18):
1. Curriculum Design, Competencies and Content. Interfacing the national
curriculum with Indigenous Knowledge systems and practices (IKSPs) and

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Indigenous Learning systems (ILS) the design of a culturally appropriate and

responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasizes, competencies that are needed to support the development
and protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are
experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials and other learning resources
shall be developed and utilized in line with the described curriculum content
and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.

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OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths,

interests, and experiences; and differences among learners’ linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps:

Step 1 Observe a class in different parts of a school day. (beginning of the day, class time,
recess, etc.)
Step 2 Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3 Describe the interaction that transpires inside and outside the classroom.
Step 4 Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5 Analyze the impact of individual differences on learners’ interactions.

OBSERVE

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there groups that interact more with the
teacher than others.

2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?

4. Who among the students participate actively? Who among them ask for most help?

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5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will call
them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT
 Language and culture differences
 Differences in religion
 Socio-economic status

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OBSERVATION REPORT

Name of the School Observed: ______________________________

School Address: ___________________________________
Date of Visit: ______________________________________

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ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
What makes the learners assume these roles? What factors affect their behavior?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
What does the teacher do to address issues like this?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

3. How does the teacher influence the class interaction considering the individual
differences of the students?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

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4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?

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Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

1. Observe the class to see the differences on abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to
be behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.

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OBSERVATION REPORT

Name of the School Observed ____________________________

School Address ________________________________________
Date of Visit ___________________________________________

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ANALYZE

1. Did your observation match the information given by the teacher?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
______________________________________________________________________
______________________________________________________________________

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

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OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:

Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no.3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Traditions, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy. Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if
still not feasible consider a “virtual” field study through watching Indigenous
Peoples in the Philippines videos. There are several available at Youtube. You can
start with this video by DepEd:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve
from: https://www.youtube.com/watch?v=FsMjgQNz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

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OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

If you are watching videos you search, instead of actually visiting a school, have these
questions in mind as you are watching the videos. You can try to get in touch with the
creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interest with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happens. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

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Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed _________________________________________

School Address __________________________________________________
Date of Visit __________________________________________________

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OBSERVATION REPORT

(You may include photos here.)

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ANALYZE

Curriculum Design, Competence, Answer each question based on your observation and
and Content interview data.
1. Does the school foster a sense
of belonging to one’s ancestral
domain, a deep understanding
of the community’s beliefs and
practices? Cite examples.
2. Does the school show respect
of the community’s expression
of spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach
skills and competencies in the
indigenous learners that will
help them develop and protect
their ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help
strengthen, enrich, and
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize
the use of the ancestral
domain and activities of the
community as relevant settings
for learning in combination
which classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, Culture bearers of
the Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment processes
include application of higher
order thinking skills?

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What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________

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REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by

_____________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices

by____________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.3 Advocate for indigenous peoples education
by______________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students’ different ability levels.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 3- Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous Peoples

Learning Outcomes: Describe the characteristics and needs of learners from diverse
backgrounds
 Identify the needs of students with different levels of abilities in the classroom
 Identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1)
 Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished One (1) to two (2) Three (3) Four (4) or more
Observation All observation observation observation questions/tasks
Sheet questions/tasks questions/ tasks questions/ tasks not answered /
completely not answered / not answered accomplished
answered/ accomplished. accomplished.
accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning

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outcomes; Complete; well outcomes. outcomes not

Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 4

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Learner Diversity: The Community and Home Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the influencing factors in the home environment
that affect the students’ learning;
b. seek advice concerning strategies that build relationships
with parents/guardians and the wider community (6.2.1);
and
c. identify effective strategies on how teachers can work
together with the family.

Introduction :
This module provides opportunities for you to have a more in-depth look into the
factors that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will
also focus how the teacher links with the community to maximize the learning and
development of students.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of
layers of relationship systems that make up the learner’s environment. The layers are:

Microsystem – Mesosystem – Exosystem – Macrosystem – Chronosystem

includes the the connection the bigger Outermost layer – the element of
structure such between the social system which includes time patterns of
as one’s family, structures in the which includes cultural values, stability and
school and microsystem the city customs and pacing of the
neighborhood government, laws child’s everyday
the workplace life.
and the mass
media

The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with
withdrawal of affection, physical punishment or threats.

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Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and
warmth. Make children understand consequence of their behavior.

Children of:

Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to
show self-control. They have higher self-esteem and are better adjusted.

- Based on Child Development by Santrock, 2004.

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OBSERVE, ANALYZE, REFLECT

Activity No. 4.1 Observing the learner’s community and home environment

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling.
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains
of development:
 physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 socio-interaction with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs
of the learners?

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Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you
feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate
the questions, if necessary.

Name of Learner:
Date of Birth _________________________________ Age ____________________
Grade/Year Level _____________________________ Gender _________________
Number of Siblings _______________________________________
Birth Order _____________________________________________________
Parents ________________________________________________________
Mother_________________________________________________________
Age ________ Occupation ___________ Educational Attainment _____________
Father ______________ Occupation _________ Educational Attainment ___________

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?

Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

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After you have gathered all the necessary data. Write the learner’s development
profile using the outline below. Type the profile on a separate sheet and attached it to this
learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learners’ Development Profile

Name of the Learner ____________________________________________________

School _______________________________________________________________
Date of Home Visit ______________________________________________________
Date of Birth _______________________________ Age _______________________
Grade/Year Level _________________________________ Gender _______________

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher’s, parents’ responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner’s development. The questions in the Your Analysis portion of
this learning Episode can help you.

Recommendations
Write your recommendations.

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ANALYZE

Your findings and recommendations in the Learner Development Profile, will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

2. Relating your data with what you learned from the child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

4. How can the teacher partner with the community to contribute to the development
and learning of the students? Who are the people or which institutions can the
teacher tap to seek advice regarding the development and learning of students?

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

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REFLECT

1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________-
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

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SHOW Your Learning Artifacts

Color Your
1. World…

1. Make an artistic,
colorful, and
creative visual
expression of your
insights or feelings
about the
influence of the
home and school
and community to
the learner.

Then, write a few

statements on the
space below about
your visual art

Stick
with
Acrostic…

2. 2. Make a reflection
acrostic about the
H- C- home, school and
O- O- community link.
M- M-
E- M-
U-
N-
I-
T-
Y-
S-
C-
H-
O-
O-
L-
L-
I-
N-
K-

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 4 – Learner Diversity: The Community
and Home Environment

Learning Outcomes: Describe the influencing factors in the home environment that affect the
students’ learning
 Seek advice concerning strategies that build relationships with parents/guardians and
the wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the family

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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ANALYZE

Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______

2. Relating your data with what you learned from child development, what family factors do
you think contribute to the development and over-all adjustment of the learner in school?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______

3. Does the communication between the home-school have an effect on the learner? If yes,
what are these effects?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT

1. Reflect on your own development as a child, what type of parenting did you
experience? How did it affect you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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LEARNING MODULE No. 5

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Creating an Appropriate Learning Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. plan on how to manage time, space, and resources; and
b. provide a learning environment appropriate to the
learners and conducive to learning.

Introduction :

This module provides an opportunity to examine how classrooms are structured or

designed to allow everyone’s maximum participation for effective learning. This Module
enhances the application of the theories learned in the following professional subject such as
Facilitating Learner-Centered Teaching and the Child and Adolescent Learners and Learning
Principles.

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.

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OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.

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

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

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ANALYZE

Analyze and answer these questions on observed classroom management practices.

It is also good to ask the additional information, so you can validate your observation. Write
your notes below; and then organize your data 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 these rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

3. Did the students participate in the 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 student’s behavior?

4. What are the 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 off-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)

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REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
_________________________________________________________________________
_______

Activity 5.2 identifying the different Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE
CLASSRROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Effect on the Learners

Aspects of Classroom
Description (to be filled out after you
Management
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

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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 rules you are likely to implement in this level. Why would you choose
these rules?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

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

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

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.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 5 – Creating an Appropriate Learning
Environment

Learning Outcomes: 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 & Section: _________________________________ Course: ___________________

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 6

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Classroom Management and Classroom Routines
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. Identify the classroom routines set by the teacher; and
b. Observe how the students execute the various classroom
routines.

Introduction :

This module 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.

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. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve more.

Establishing routines early in the school year:

 enables you to run your daily activities run smoothly;
 ensures you to manage time effectively;
 helps you maintain order in the classroom;
 makes you more focused in teaching because you spend less time in giving
directions/ instructions; and
 enables you to explain to the learners what are expected of them.

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OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.

Checklist on Classroom Routines

Check Yeas () if observed and () if not observed.

Classroom Routines Observed () Not Observed ()

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room /
washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs / groups
8. Tardy students
9. Absent students
10. Submission of projects
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.

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ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________

2. Which of those routines were systematic and consistently implemented? Explain your
answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________
Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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.

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the activity.
2. -
3. -
4. -
5. -
6. -

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rules?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

2. Are classrooms rules really important?

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

REFLECT

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.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 6 – Classroom Management and
Classroom Routines

Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 7

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Physical and Personal Aspects of Classroom Management
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the two (2) aspects of classroom management; and
b. determine the classroom management strategies that the
Resource Teacher employed in his/her class.

Introduction :

This module tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.

Ref: edglossary.org
Importance of effective Classroom Management
 increases chance of student success
 paves the way for the teacher to engage students in learning
 helps create an organized classroom environment
 increases instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decreases misbehavior in the classroom
 gives student boundaries as well as consequences

Ref: http://www.ehow.com
Two aspects of Classroom Management
1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
2. Managing yourself as a teacher contributes to the order and well-being of your
class.

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3. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure / design of the classroom
3.6 physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.

2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com

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OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.

Check of these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/ structure of the room inviting to classroom activities?
2.6 Is the physical space/ learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/ physical classroom management and

answer the following question.

1. How does the voice of the teacher affect classroom instruction?

2. How does the punctuality of the teacher affect classroom discipline?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
________________________________________________________

3. Why do we need to check on the physical aspects of classroom management?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom
management.”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What are your plans in ensuring effective classroom management?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Activity 7.2 Demonstrating Knowledge of positive and no-violent discipline in the

management of learner behavior.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe the classroom management strategies that your Resource Teacher employs
in the classroom. You may also conduct an interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check () observed, put an () if not observed and O for no opportunity to observe.

Not No Opportunity
Effective Classroom Management Strategies Observed
Observed to Observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.

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ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFLECT

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to diverse

types of learners?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 7 – Physical and Personal Aspects of
Classroom Management

Learning Outcome: Identify the two (2) aspects of classroom management and determine
the classroom management strategies that the Resource Teacher employed in his/her class.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 8

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Close Encounter with the School Curriculum
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the different curricula that prevail in the school
setting;
b. describe how the teacher manages the school curriculum
by planning, implementing lessons through different
strategies and assessment of learning outcomes; and
c. analyze if the teacher aligns the objectives to subject
matter, to teaching strategies and assessment.
Introduction :
Formal education begins in school. Schools are institutions established to design
total learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculums. The recommended
curriculum was stated into written curriculum like books, modules, teachers’ guides and
lesson plans which are the basis of the taught curriculum. A teacher who implements the
curricula needs support materials (support curriculum) to enhance teaching and learning so
that the written and the taught curricula can be assessed (assessed curriculum) in orders to
determine if learning took place (learned curriculum). However, there are so many activities
that happen in schools but are not deliberately planned. This refers to the hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then
puts life to a lesson plan by using it as a guide in the teaching-learning process where
different strategies can be used to achieve the learning objectives or outcomes. There are
many styles of writing a lesson plan, but the necessary parts or elements such as (a)
Learning Outcomes (b) Subject Matter (c) Teaching – Learning Strategies, and (d)
Evaluation or Assessment should always be included.

All of these elements should be aligned so that at the end of the teaching-learning
module, learning will be achieved with the classroom teacher as a guide.

REVISIT the Learning Essentials

School Curriculum: what is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called school.
Schools are formal institutions of learning where the two major stakeholders are the learners
and the teachers.

Basic education in the Philippines is under the Department of Education or DepEd

and the recommended curriculum is the K-12 or Enhanced Basic Education Curricula of
2013. All basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and
Secondary (Grades 7-10, Junior High School and Grades 11 to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal education
for K to 12.

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What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across
every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for higher
level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. gears up for the future. It is expected that those who finish basic education in Grade
12 will be ready for college or tech voc careers. Their choice of careers will be
defined when they go to Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be
ready to embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the Kindergarten to Grade
12 in the country.
 The enhanced curriculum K to 12 curriculum is the Recommendation
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It reflects
the substance of RA 10533 or the Enhanced Basic Education Act of 2013. In the
teacher’s class it is the lesson plan. A lesson plan is a written curriculum in
miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to
the written curriculum, which is referred to as the Taught Curriculum. The
guidance of the teacher is very crucial.
 A curriculum that has planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum.
This is referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan,
an assessment shall be made. It can be done in the middle or end of the lesson.
The curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates accomplishment
of learning outcomes.
 However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?

Teachers then should be multi-talented professionals who:

 know and understand the curriculum as enumerated above;

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 write the curriculum to be taught;

 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

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OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

1. Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Describe your observations.

Type of Curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum
(Teaching Learning
Process)

4. Supported Curriculum
(Subject textbook)

5. Assessed Curriculum
(Assessment Process)

6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum
(Media)

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ANALYZE

Which of the seven type’s curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?

Draw a diagram to show the relationship of one curriculum to the other.

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REFLECT

Make a reflection on the diagram that you have drawn.

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Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the indicators/
Major Curriculum
behavior of the teacher along the key points. Write your
Components
observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in
the class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

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ANALYZE

Write a paragraph based on the data you gathered using these key questions.

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

2. Was the lesson implemented as planned? Describe.

_________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
__________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.

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Activity 7.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson

I. Title of the Lesson: _____________________________________
II. Subject are: ___________________________________________
III. Grade Level: __________________________________________

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

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ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

2. Will the outcomes be achieved with the teaching methods used? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

3. What component would tell if the outcomes have been achieved?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

REFLECT

What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

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SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.

Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: _____________________________________
Subject Area: _____________________________________
Grade Level: _____________________________________

Learning Outcomes Teaching Methods Evaluation

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 8 – Close Encounter with the School
Curriculum

Learning Outcome: Identify the different curricula that prevail in the school setting
 Describe how the teacher manages the school curriculum by planning, implementing
lessons through different strategies and assessment of learning outcomes.
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning

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outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 9

Course Title : Observations of Teaching – Learning In Actual School Environment
Topic : Preparing for Teaching and Learning
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the teaching-learning practices that apply or violate
the principles of teaching learning;
b. determine the guiding principles on lesson
objectives/learning outcomes applied in instruction;
c. judge if lesson objectives/intended learning outcomes are
SMART;
d. determine whether or not the intended learning outcomes
are achieved at the end of the lesson;
e. observe the teaching methods used by the Resource
Teacher; and
f. differentiate the different methods of teaching.
Introduction :
This module 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, Realistic
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 module dovetails with the
course on Facilitating Learner-Centered Teaching.

REVISIT the Learning Essentials

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

DEDUCTIVE INDUCTIVE
Begins with a Begins with the
rule, Methods concrete,
generalization, of experience, details,
abstract and ends Teaching examples and ends
with concrete, with a rule,
experience, generalization,
details, examples abstraction

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OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge

Principles of Teaching and Learning

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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.

What did the Resource Teacher do to

Principles of Learning
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 and relevance of ideas.

4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

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ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied
________________________________________________________
_____
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
Least applied
________________________________________________________
_____
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

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

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

REFLECT

From among the principles of learning, which one do you think is the most important?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

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Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

1. Write the learning outcomes stated in the lesson.

(SMART Objectives?) Achieved

Learning Outcomes
Yes No Yes No
1.

2.

3.

4.

5.

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

1.

2.

3.

4.

5.

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ANALYZE

1. Do SMART objectives make the lesson more focused?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

REFLECT

Reflect on the
Lessons learned in determining SMART learning outcomes.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

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Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations 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 student’s
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a.) constructivist – connected to past experiences of learners; learners constructed new
lesson meanings

b.) inquiry-based

c.) developmentally appropriate – learning activities fit the developmental stage of children

d.) reflective

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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

1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________

2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________

REFLECT

Reflect on Principles of teaching worth applying

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Module. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and
the method used in class.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 9 – Preparing for Teaching and
Learning

Learning Outcomes: identify the teaching-learning practices that apply r 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: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not

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Complete, well organized, very Complete: not complete; not

organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. 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 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning
in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

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