Doing Observation of classes, Pre-Observation

Learning Task and Post-Observation Conferences

Domain 1. Content Knowledge and Pedagogy Domain 2. Learning Environment
Domain 3. Diversity of Learners Domain 7. Personal Growth and Professional Development

PPST Domain(s) 1.1.1 Demonstrate content knowledge and its application within and across curriculum teaching areas
1.7.1 Demonstrate an understanding of the range of verbal and non-verbal communication strategies that support learner understanding,
participation, engagement and achievement
2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery

Strands
and hands on activities within available learning environments
3.4.1 Demonstrate understanding of the special education needs of learners in difficult circumstances, including geographic isolation, chronic illness,
displacement due to armed conflict, urban resettlement or disasters, child abuse and child labor practices
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups
7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice

6.2 b Demonstrate mastery of subject matter and discipline

6.2 c Facilitate learning using a wide array of teaching methodologies and delivery modes appropriate to specific learners and their environments

Strands
6.2 d Develop innovative curricula, instructional plans, teaching approaches and resources for diverse types of learners
6.2 e Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable and educational practices
6.2 f Demonstrate a variety of thinking skills in planning, monitoring and assessing and reporting learning processes and outcomes

0.1 Deepen and broaden my knowledge on what I teach 3.3 Encourage and respect diversity
0.2 Understand education trends, policies and curricula 4.1 Know myself and others
Competency Framework for 3.3 Know my students 4.2 Practice human goodness in my life and work
CFSAT Southeast Asian Teachers
for the 21st Century
2.2 Use the most effective teaching and learning strategy
2.3 Assess and give feedback how my students learn
4.3 Master my teaching practice

TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:
 give the importance of classroom observations. (1.1.1)
 identify the different focus of observation. (1.7.1)
 observe classes assigned by the Cooperating Teacher. (2.3.1, 3.4.1, 3.5.1)
 use professional reflection and learning to improve practice. (7.4.1)

CLARIFYING MY TASK
Classroom Observation plays a central role in Teaching Internship. It is an important
process of learning how to teach. Pre-Service teachers need to observe many classes through
classroom visits or through video-taped lessons in order to learn more about the instructional cycle.
Classroom observation provides a wide array of opportunities to see real-life teachers in actual
teaching situations. These observations will influence the way you plan and teach. Observing the
classes of your Cooperating Teacher will give you the time to reflect and make decisions on how you
will teach your lessons. This means that observation is very important in every stage of your career as
a teacher.

Classroom observation describes the practice of sitting in your Cooperating Teacher's classes
to observe, learn and reflect. Various aspects of the class can be examined such as classroom routines,
use of time, schedule, class participation, teaching strategies, classroom management strategies,
student engagement, instructional materials, differentiated activities, integration of values, modes of
assessment, types of assignment and many more.

After the Orientation sessions, your Teaching Internship will begin with a series of
observations in the classes of your Cooperating Teacher. The number of observations and the duration
of these observations will depend on your Teaching Internship requirements. Your Cooperating
Teacher may give you some opportunities to observe other levels and subject areas based on the
availability of other teachers' schedule. You might also be allowed to observe the classes of the other
interns to learn more on the teaching-learning process.

Importance of Classroom Observation

Classroom Observations involve the sharing of material and non-material resources,

techniques and strategies of both the observer and the one being observed. By allowing you to observe
your Cooperating Teacher in actual classroom setting or online allows you to do self- reflection for
your own growth and development
Advantages of Classroom Observation for the Practice Teacher
 Observes a wide array of new techniques, strategies, ideas and instructional resources
 Gains insights on the degree of student engagement
 Gets student reactions from various perspectives
 Creates a professional learning community through mentoring and coaching
 Provides for Personal Professional Development and growth
Advantages of Classroom Observation for the Cooperating Teacher
 Allows one to see different classes through someone else's eyes
 Assesses one's class from a different perspective
 Receives inputs (suggestions, ideas, resources) from a mentee
 Creates a professional learning community through mentoring and coaching
 Provides for personal professional development and growth

The Focus of Classroom Observation

In order to help you get the best learnings/insights from your classroom observations, you
need to focus on some aspects in the teaching-learning process. This will help you collect some data
and information which you will need in the conferences with your Cooperating Teacher. A Pre-
Observation Conference will be conducted by your Cooperating Teacher so that you can discuss the
focus of your observation and the procedures you will do to record your observations. The process can
be done through a checklist, accomplishment of a matrix, completion of a structured frame, narrative
summary, field notes, making use of a rubric, tallying of frequency, recording anecdotal records,
writing of reflections and the like. Your Cooperating Teacher may suggest the aspects or focus of
observation or you may be given the opportunity to suggest the things that you wish to observe.
Usually, you need to focus on only one or two aspects of observation to give you more time to look
for salient details and in order to have a thorough observation of the process. Some aspects to be
These are
observed are some things
quite easy and you
can be canaccomplished
observe and the questions
immediately you need
but others needmore
to consider during the
time to analyze
observation.
and will need a longer period of time.
Focus/Aspects of Things to Observe Questions to Consider
Observation
1. Intended Learning Intended Learning Outcomes How were these outcomes made known to
Outcomes specified in the Learning Plan the students?
Were they SMARTLY (specific,
measurable, realistic and time bound)
stated?
Were they achieved at the end of the
lesson?
Were the teaching-learning activities
aligned to the objectives and the
assessment?
2. Organization/Structure Opening/Introduction of the How did the teacher introduce the lesson?
of the Lesson lesson How was the lesson developed/
organized?
 Development of the Lesson Are the lessons systematically/
sequentially organized?
Are the lessons arranged from simplest to
complex?
Closing of the lesson How did the teacher synthesize the
lessons?

Appropriateness of the teaching - Are the activities sufficient and

learning activities appropriate for the lesson?

Links and Transition of the

teaching-learning activities Were the links and transitions smooth and
properly executed?
3. Classroom Management Time Management Did the teacher begin and end classes on
time?
Classroom Routines Were the tasks given on time?
Order and Discipline in the Class Were there established classroom
Setting of Groups routines?
Was the class functionally in order?
Physical Aspects Of The Were the rules in group work explained?
Classroom (Ventilation, Sound,
Lighting, Seating Arrangement) if Were the physical aspects of the room
done face-to-face checked when done face-to-
face/virtually?
Management of the Learning
Management System (if done
Virtually)
appropriate for the lesson?
Focus/Aspects of Things to observe Question to Consider
Observation
 4. Teaching-Learning Variety of Teaching Learning How are the teaching-learning activities?
Activities (TLA`S) Activities
 Whole class
 Whole Class
 Pair
 Pair
 Individually
 Individually
Use of Different Instruction
Were there differentiated instruction for the
varied type of learners?
Alignment of Teaching
Learning Activities to the
Were there differentiated instruction for the
outcome and modes of
varied types of learners?
assessment.

Are the teaching-learning activities aligned to

the outcomes and mode of assessments.

5. Teaching Approaches, Approaches, Methods and

Methods and Strategies Strategies Used

6. Instructional Materials Selection, Development and

(IM`S) Resources Use of Instructional Material
Resources including the use
of ICT
 Printed
 Non-printed
 Electronic
 Open online resources

7. Student Engagement Degree of Attention of

students in class
Curiosity in learning
Interest in the lesson
Passion to learn
Commitment to do the tasks

Focus/Aspects of Things to observe Question to Consider

Observation

8. Teaching-Learning Variety of Teaching Learning How are the teaching-learning activities?

Activities (TLA`S) Activities
 Whole class
 Whole Class
 Pair
 Pair
 Individually
 Individually
Use of Different Instruction
Were there differentiated instruction for the varied
type of learners?
Alignment of Teaching
Learning Activities to the
Were there differentiated instruction for the varied
outcome and modes of
types of learners?
assessment.

Are the teaching-learning activities aligned to the

outcomes and mode of assessments.

9. Teaching Approaches, Approaches, Methods and What approach was used in the lesson?
Methods and Strategies Strategies Used
What method was employed?
What strategies were utilized?
Were all these appropriate to attain the learning
outcomes?

10. Instructional Materials Selection, Development and What instructional materials/resources were used in
(IM`S) Resources Use of Instructional Material the lessons?
Resources including the use
Were they appropriate, interactive and innovative?
of ICT
Did they make the class highly engaging?
 Printed
Were they varied?do they cater to the individual
 Non-printed
differences?
 Electronic
 Open online resources

11. Student Engagement Degree of Attention of How focus are the students?
students in class
What is the degree of curiosity of the students?
Curiosity in learning
Were the students interested in the lesson?
Interest in the lesson
How eager and passionate are the students to learn?
Passion to learn
How committed are they in doing their tasks?
Commitment to do the tasks

12. Student interaction Types of Class Interaction Were the types of interaction evident in the class?
 Teacher-student
 Interaction Which one needs to be improved?
 Students-student
interaction
 Student-instructional
Materials
 Student-technology

13. Questioning Techniques Types/level of questions What levels types of question were
formulated/raised?

Questioning Techniques
What questioning technique were utilized?

Reacting techniques
What reacting techniques were employed by the
teacher?

14. Integration of Values Values integration in the What values were integrated in the lesson?
lesson
How were the values concretized in the lesson?
Were these values applied in real life situations?

15.Modes of Assessment Types of Assessment What assessments were utilized to find out if the
outcomes were realized/attained?
Were the assessments aligned to the learning
outcomes and learning activities?
Were the result satisfactory?

16.Assignment Types of Assessment What assignment was given to the class

Does the given assignment improve/ reinforce
learning?
Is the assignment doable? Realistic?

Performing my teaching learning activities

Performance Task 1
Observing the teaching-learning process in Flexible Learning and different Distance
Learning Delivery Modes (online, radio-based instruction, television-based instruction,
and other modalities) focusing on the development of the MELCS and reflecting on
these processes.
Based on the Pre-Observation conference with your Cooperating Teacher, complete the
matrix based on your scheduled classes of observation. The observation may be done face-to-
face or through different Distance Learning Delivery Modes (online, radio-based instruction,
television-based instruction, and other modalities). Take note that your focus of observation
is based on the results of your pre-conference with your Cooperating Teacher. Make sure that
you also need to focus on the development of the MELCS and reflecting on the different
processes. If your observation is more than a week, please copy the given template.

Date Subject Time Grade Focus Of Observation Insights

Level/Se Observatio Notes
ction n
March Mother 8-9:15 Grad1- 1. Intended The learning I think it is
07, Tongue a.m Green Learning outcomes, necessary to
2023 Outcomes objectives, or take track of
SMART were time in order
used. Overall, to fulfill the
they are all desired
partially objective
achieved due within the time
to the time frame.
limit.
March English 8-9:15 Grad1- 2. The lesson It is necessary
8, a.m Green Organizatio was developed for teachers to
2023 n/Structure and organized. be organized
of the in developing
Lesson their lessons in
order to avoid
confusion.
March Filipino,E 9:15 - Grade I- 3. The class was I do believe
13, nglish, 10:00a Orange. Classroom well managed that face-to-
2023 Math. m, Managemen by the face class is
10:30- Teacher. hard to handle
t
11:30, Classroom but when it
1:30- rules and comes to my
cooperating
2:00- routines are
teacher. She
15: being
makes it
00pm, established. smooth which
makes the
class
participative.
Imposing
first the
classroom
rules
 before
starting
the
lesson
make the
student
aware and
behave

March Math 10:30- Grade I- 4. Teaching- Most of the Individual and

20, 11: 30 Orange Learning time my differentiated
2023 Activities cooperating instructional
(TLA`S) teacher uses materials
individual motivate the
activities. But students to
sometimes she participate
also uses since they
differentiated related to them
Instructional and got their
materials. attention.
March English 9:40 – Grade 1- 5.Teaching The teacher This was very
23, 10:30 Orange Approaches, utilizes a more effective for
2023 a.m Methods question-and- them, it helped
and answer the students to
Strategies format. think critically.
There’s two- Your students
way will be more
communicatio engaged and
n. productive if
you have or
create an
effective
lesson plan.
March Mother 8:00- Grade 1- 6.Instruction Teacher, Using them is
27, Tongue 9:15 Orange al Materials utilize printed, highly
2023 a.m (IM`S) non-printed, suggestion.
Resources electronic, and Using visual at
black board. the same time
using the
electronic.
Children
become more
engaged and
actively listen
to the teacher.
 You can see
the eagerness
in their eyes to
listen,
especially if
using the
blackboard and
visual aids for
the discussion
definitely they
will love to
learn.
March Arts Grade 3:30- 7. Student Some students It is really
28, 1- 4:30 p.m. Engagement participate in observable that
2023 Orann answering those who are
ge questions, have high IQ
especially to are the most
those children attentive in the
who are bow class. For my
in the class. own opinion,
Some are hard those children
to cope up. who didn’t
really
participate has
problem
especially with
reading
therefore they
need more
assistance.
March All 8:00- Grade 1- 8. Student I observed The teacher-
29 subjects 4:30 Orange interaction their student
pm. eagerness to interactions
learn more were evident
about the and can be
lesson. obviously
observed
April, English 9:40- Grade 1- 9.Questionin When the The recasting
03, 10:30 Orange g child didn’t question
2023 Techniques get the allows a child
question, the to hear more
teacher will accurate and
recast it and descriptive
then she language and
always uses provides them
 the HOTS. with plenty of
opportunities
to listen to and
figure out how
the language
system works.
April All 8:00- Grade 1- 12. Modes At the end of Well-designed
03, subjects 4:30 Green of the week or assessment
2023 p.m. Assessment every Friday, methods provi
they will take de valuable
their information
summative to about student
measure if learning. They
they really tell us what
understand the students
lesson within learned, how
the week. well they
learned it, and
where they
struggled.
April All 8:00- Grade 1- 13. The It is good in
05, subjects 4:30 Green Assignment assignment order for the
2023 p.m. given to advance
children is reading on
about their their topic.
next topic.

Performance Task 2

Attending pre-observation and post-observation conferences with the Cooperating

Teacher and the College Supervisor

After your observation schedule has been finalized, you are now ready to attend the pre-
observation and post-observation conferences with the Cooperating Teacher and the College
Supervisor.

Date (S) Notes On The Pre- Notes Post Observation Plans Of

Observation Conference Conference Action/Action
Taken
February  Time scheduling,  LP format • I will always
23, 2023  classroom   Grading follow and
management  Classroom management. create the class
 LP format, and  system routine that I
  School established
  school forms. forms because it helps
  Time to make my
scheduling teaching life
  Punctuality easier.
  Do’s and
 dont’s in • I will use a
 Teaching internship language that is
 School rules suitable for the
 Proper wearing of students.
uniform. • I will always
 Delivering lessons motivate my
students and
make them
comfortable to
encourage them
to participate
and boost their
confidence.

February Let the learner read the title of I will always

27, 2023 Start by the lesson and read the meaning adhere to the
of the words. classroom
greetings, Check the parts of the lesson
routine I
created because
prayer, plan.
it makes my job
as a teacher
Use visual aids.
checking easier. • I will
Use Filipino, mother, and speak in a tone

the English languages when appropriate for

teaching these subjects in order the children.

attendance for them to relate.

and review
the
past lesson.
• Explain
the
introductio
 n
of the
lesson.
• Provide
an
assessment
that align
to the
intended
learning
outcomes
Begin by extending
greetings, praying,
checking attendance, and
reviewing the last
session.
Describe how the lesson
will be introduced.
Offer an assessment that
is in line with the desired
learning outcomes.

Performance Task 3

Keeping a daily reflection journal.

Refection journals are personal accounts or records of all your learning experiences. These
are your r insights and learnings gained in the teaching-learning processes. These are records
of events which are pleasant or unpleasant that you can reflect on and learn from. It can help
you assess the important learning events that happened in your teaching which can direct you
to improve your professional career. Your reflection briefly summarizes your ideas, thoughts,
feelings and emotions which will lead you to analyze and improve on your decisions and
actions. You need to write your reflections regularly to motivate you to learn and enjoy the
process of learning.

As you move on with your task as Practice Teacher, you need to write your daily reflection
journal.

You may now start writing your reflection.

WRITING MY REFLECTION

After observing the classes of your Cooperating Teacher whether in face-to-face or distance
delivery mode, what aspects of the instructional cycle, do you think you are now capable of
doing and the areas you still need to improve on?
As I was observing the class that I was assigned, I can tell that my cooperating teacher was
fantastic, having also the energy, blooming, and flexible educator. I gained a lot of
knowledge that I can use when I ultimately start working as a teacher, including
methodologies, strategies, and instructional materials. The parts of the instructional cycle that
I think I am competent in performing include setting learning objectives, creating learning
opportunities, and helping students learn. The way I handle class learning is another area
where I need to make improvements because there’s a big difference when I’m in the field.
Furthermore, I think effective classroom management facilitates learning. The cost of the
pupils' own education is their responsibility. It is the responsibility of the teacher to give the
students content, motivation, rewards, and assistance. When the time comes for me to start
teaching, I'll work hard to
as I begin my career, to be as orderly as possible. My objective is to arrange the mechanics of
my classroom so that it is student-centered rather than teacher-focused. I love education, and
I'm always fascinated by fresh perspectives and young minds. I will
reflect my interest and love for the topic, as well as my desire to offer individualized
assistance, in order to promote a sense of community and respect. Encourage excellence and
active participation.

CHECKING FOR MASTERY

Encircle the letter of the correct answer.

1. Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials

2. Which refers to the materials used to enrich classroom instruction?

A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources

3. Which can be given as an optional activity to reinforce students' learning?

A. Artwork C. Assignment
B. Activities D. Assessment

4. Why is Learning Plan important?

A. It keeps teachers on cue.
B. It is a requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.

5. Which plan is used by teachers who are new in the service or those who have less than a year of
teaching experience?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities

6. Which assessment task is aligned to this competency: "identify classroom routines"?

A. Is classroom routine necessary for class order and discipline?
B. Give an example of classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?

WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of the orientation sessions that you have attended. Label them.
During the observation of my College Supervisor, Sir Christian Dem Haluber