Unit I

The Learner’s Development & Environment

FS 1- Episode 1
The School as a Learning Environment
Are you still familiar with the different areas & facilities in our school (TLC)? Check the column to
indicate their availability. Give a brief description of those that are available.

Available Not Available Description

1. Office of the Principal The office of principal is very
welcoming from our visitors,
parents, teachers and students. This
✔ will show how the principal office is
clean and organize when it comes to
the important files/documents free
from dust and bad odors. The
learning materials such as books,
and research papers, are stored in a
proper area.
2. Library Books are organized on the library
shelves by their call numbers, and
✔ its arranged according to system of
classification.
The tables and chairs are set to use
by the students while they are
studying
3. Guidance Room ✘

4. Canteen The school canteen has their own

equipment and utensils. They serve
a healthy and fresh foods for the
✔ students and also for the teachers,
but there is some food are not
nutritious to our students.
The chairs and tables are present
for the students it is very clean and
well organized.
5. Medical Clinic The medical clinic has an
experienced and well-trained nurse
that will help the students for
✔ immediate medical care and the
medicines are available. Medical
clinic is clean and neat and because
of that they concern on the health
and safety of their places.
6. Audio Visual/Media Center For the Audio Visual and Media
Center they can used their own
✔ classrooms or computer laboratory
help the students to bring
effectiveness in learning through
integrating technology.

7. Reading Center The pre- school and elementary they

 ✔ have their reading corner in every
room, but they can also use the
school library.
8. Speech Laboratory The Speech Laboratory
✔ Students they can used the Faculty
Room to manage/monitor by
teachers and they can also use the
Function Hall.
9. Science Lab Science Lab is located at the middle
✔ of canteen and Medical Center.
They have tools and equipment
when they are going to make an
experiment.
10. Gymnasium ✘

11. Auditorium ✘

12. TVL Room ✘

13. PTA office In College Department we don't

✔ have PTA office. We used covered
court and function Hall.
14. Comfort Room for Boys ✔ Smell's bad and many vandalisms
on the walls and doors
15. Comfort Room for Girls They have enough water to use by
the students. Sometimes dirty
✔ because some other students don't
know how to used it properly. Over
all it is usable by the students.

Answers these:
1. Describe the community or neighborhood where the school is found.
The area of San Ramon Elementary School is surrounded by many trees and there are some near houses
that save as the neighbors of the school. The SK chairman and the barangay officials observe the cleanliness
of the school.

2. Describe the school campus & the condition of the buildings.

The school campus is clean, frees from pollution and have a fresh air. The school has an MRF (Material
Recovery Facility) separate the waste materials. The condition of the school building is good and they have
added more classrooms.

3. What are the other facilities that the school has that are not listed? Write your analysis.
Our school in our community lacks in school facilities such as the library that can only be found in the
principal office, but somehow, we have school canteen that they serve a healthy food.

4. How do the school campus & the classroom in particular impact on the learning of the
pupils/students?
The impact of the school campus and the classroom is very important to the
students because of, if the school environment is lively and full of striving students
then the students in the school campus will be motivated to do their studies even in
classroom also the teacher must encourage the students to not give up even though
it is hard to study and they also need to help the students who are lacking in acquiring
knowledge. In short, a good school campus can develop the learnings needed by
students. and the classrooms are the one to facilitate the classroom management to
avoid disturbance or distraction from the other classes, so the learning process of the
child is still developed and continue to develop.

5. How does this relate to your knowledge of child & adolescent development?
 In child and adolescent there are 3 domain of learning process
1. Cognitive – The cognitive level is still developing their minds this is the development of knowledge, skills,
and problem solving. it means that how the child thinks, explore, construct the idea and figure out things
out.
2. The affective level is the encompasses both the environments conditions which may be affecting the way
children learn and humanistic addition that may affect the manners. The affective domain is concern to
development of feelings and emotions of a child.
3. Psychomotor level – It involves the relationship of the child’s bockey to his/her word. It provides essential
basic training in their motor development. Through the activities the child develops the motor skills as
means of adjustment of psycho moto.

6. How does this relate to your knowledge of facilitating learning?

The facilitating learning, I must be considering the positive learning environment of school that helps
the student to become comfortable, and access a more information provides their confidence and eagerness
to learn in facilitating learning, as a teacher the lesson is aligned to the ability of the child. Their lessons
should be appropriate to a higher thinking skill of the students in mental level. Students showed develop the
4 pillars of learning
1. Learning to know that involves the acquisition and development of knowledge and skills.

2. Learning to live together involves the development of social skills and values.

3. Learning to Do it is involved of acquisitions of skills that would be enable individuals to effectively

participate in global economy and society.

4. Learning to Be involves the activities that promote holistic personal development of the learners.

7. Would you like to teach in the same school environment? Why or why not?
Yes, I would like to teach in the same school because I would like to help my school in the community to
become more productive when it comes to the special needs of our learners. It easy to me to commute
going to school because its near from our house. I can contribute to serve my community as a teacher and
into our school to become an effective teacher I can encourage my students to study well. Having a positive
environment, the school can create, motivate and strong partnership with the parents and teachers to
develop the learner and more productive in the near future.

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

The kind of school campus is conductive to learning is have enough space for the students to explore to
socialize with their classmates and have perfect places for the students to meets their needs inside the
school. Should be surrounded by closed walls to avoid necessary distraction, they observe the cleanliness od
environment. The school must be focus on the safety and academic performance of the child.

9. What kind of classroom is conducive to learning?

The kind of classroom that is conducive to learning is the classroom is very welcoming for our students,
it should be clean and neat free from pollution/bad odors. They have complete facilities and equipment for
the students to meet the needs for their learning process. The classroom has its own comfort room, and
lastly the classroom must be the place where the students have an equal treatment.
Episode 2:

The Learners’ Characteristics & Needs

Your task is to observe a preschooler, a grade schooler (I-VI) & a high school student. These learners may
be your sister, brother, niece, nephew or someone in the neighborhood. The purpose of this is to allow you to
compare the characteristics & needs of these learners at different levels.

Read the guidelines in observations. Then do the matrix. Observe health protocols.
A. Physical
1. Observe their gross motor skills. How they carry themselves. How they move, talk, run,
go up & down a stair.
2. Are their gross movements clumsy or smooth?
3. How about their fine motor skills – writing, drawing?
B. Social
1. How do they interact with you & with other adults?
2. How do they interact with their peers?
3. What do they talk about?
4. What are other concerns?
C. Emotional
1. Describe the emotional disposition or temperament of the learners.
2. How do they express their wants/needs?
3. Can they wait?
4. How do they handle frustrations?
5. Describe their level of confidence as shown in the behavior. Are they self-conscious?
D. Mental/Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe their perception of things or events.
3. Do they comprehend easily?
4. Describe their thinking skills?
5. How do they show problem solving abilities?

Good luck!!!
Activity 1- E2
Learners’ Development Matrix

Development Domain Pre-schooler Grade Schooler Secondary Student

Age: Age: Age:
A. Physical
Gross motor skills A preschooler is very Euricka is a Grade-III John Carl have a good
energetic as they students. She is balance and coordination
move, walk or run they active/energetic in that he can move easily.
can carry themselves play time but a little He has an autism but he
easily. bit clumsy sometimes knows to control himself
they can run or walk according to its larger
As I observed the child together with her movement. The issues
is being clumsy. The friend Micheal a are distinct from the
balance and preschooler student. repetitive behaviors
coordination of the considered to be a
child is more likely hallmark of autism, but
being develop in this in his age the gross motor
stage but they can skills is good than the
move in their own free other children with have
will with or without an autism. He can jump
help of an adult. high, he can run faster,
he can walk as they want
and he is smooth in his
action. In short, he is
energetic inside or
outside the school.

Fine motor skills The fine motor skills She can have already The fine motor skills of a
of the child are just develop her writing child are weak based on
starting to develop skills. my observation, the left
such as holding a hand is weak for example
pencils or crayons. The how to hold the fork
child is difficult to when they are eating. In
control the small this kind of situation,
muscles in their hands they need a guidance to
and fingers but if they correct, and to remind
practice this skill with them the proper way of
the guidance of an holding a fork.
adult the children can He can write but
easily master the skills. sometimes he
misinterprets the letter
how he going to write it
in a proper way, another
example the letter b
changed to d. There basic
skills are being fully
develop in this stage and
they already know their
strength and weaknesses.
Additional when it comes
to drawing, they are very
creative, they used their
imagination and then
they can do it by himself
without assistance with
other peers.
Self-help skills I observed the She is dependable at In this stage self-
Preschooler have a household chores but consciousness of puberty
drive to be not a heavy works in are starting. Another he
independent and do the house. can solve the problem
things in their own. without assistance of
For example: others. Creativity in his
They can used spoon work are
and fork to eat. and increasing/improving.
they can also brush
their teeth.

Others They need a guidance They need a guidance

of their parents or an or assistance with a
adult is to guide the teacher or adviser in
child properly when it some activities that
comes to some are difficult from
difficulties to solve for them.
them. If inside the
classroom, teacher is At the house since we
always there to assist here in pandemic
the child. crisis parents most of
the time observe the
child, and help them
to solve the task or
activity in the school.
B. Social
Interaction w/ adults Micheal have a good Euricka is very shy, He well- disciplined,
characteristic on how she gives me a short Respect with others
to interact with adults. answer. She has good especially to the elders.
Saying 'Po at Opo' to values saying Po at Over all he is a good
respect elders, but he is Opo child and he wants to
naughty and he has share with others.
many questions.
Interaction w/ peers &
He makes friends and She loves to play He interacts with the
friends play with their peers. together with Micheal same manners but
they say their dreams, sometimes they want to
game/play and their play with other peers.
friends. But most of the time he
wants to play alone.

Interests He loves to play with She wanted to help He talks about his
his friends. her mother to do the dreams in life. He loves
simple household to sing, play, eating and
choirs watching a cartoon
characters and heroes in
his laptop.
Others They need attentions A time is curiosity is
with their parents or high Sometimes tantrums are
adults to handle their present but he can control
tantrums. himself by saying sorry if
he thinks he can hurt
people feelings. He
concerns with their
appearance because
puberty is starting at his
age.
C. Emotional
Moods & temperament, His mood is changing. Euricka is a quiet He has an emotional
expression of feelings He easily cries if he's person but if she’s sensitivity the struggle to
sad or upset. He shows happy she active. control their emotions
of what they feel by but, in his situation, he
saying it. knows to handle and
manage his emotions.
Emotional independence He still cannot control She needs to guidance he is easily annoyed if
Others the emotions, so because at this age an there is someone teases
parents or adult can elementary student him.
monitor their child doesn’t know to
sometimes it can harm control their he is difficult to control
of himself. emotions. his tantrum when he is
angry or sad but if he is
happy, she can share a
happiness for everyone.

D. Mental/Cognitive
Cognitive skills He is trying to She can communicate He wants to play alone,
communicate base on already but no so sometimes he can
his/her understanding good. interact with some people
together with his peers. but limited time. He is
She can think and good in problem solving
Thinking skills He is difficult in answer the questions when it comes in real
problem solving so he base on her situation for example
needs a guide by their understanding fixing the broken chair.
parents
In problem – solving
Problem solving skills she need more
Others supervision because
base on my
observation she has a
week foundation in
processing learning
skills as well as her
problem solving

Activity 2 – Analysis:

Review the characteristics of the learners you observed. Write the most salient developmental
characteristics of theses learners. What do you think are the implications of these learners? What do
you think are the implications of these characteristics in the teaching-learning process?

Level Salient Characteristics Observed Implications to the Teaching-

Learning Process

1. Pre-school A preschooler loves to play and move Therefore, teachers should engage
Age: around a lot his/her children to some activities to
develop social and cognitive skills that
can learn to used it into real world
2. Grade school An elementary student is very active in Therefore, teacher should engage the
Age: class. She have a friends inside and students to free communication were the
outside the school and she love to play students can share their ideas knowledge
also. through using group work activity in the
classroom and develop their social
interaction together w/ their classmates
or peers.
3. Secondary He has a problem in interacting with Therefore, the teacher should encourage
Age: their peers he wants to be alone. He is the students to do an activity that are
very creative in many things and it is involve problem solving but give them
easy to him to solve a simple problem in some twist or a fun problem that can
real world for example fixing the broken develop their cognitive affective and
chair. psychomotor the students will of it
Reflections:

1. Did you recall your own experience when you were their age? What similarities or
differences do you have with the learners you observed?
Yes, the similarities are being an active student, talkative, moving around a
lot and I want to play after the class.

The differences since I was in Preschool, I experienced bullies up to when I

graduate in High School. The level of knowledge is one of my difference.

2. Who was that teacher who helped you developed the different characteristics that you
possess? How does it affect you?
Teacher who helped help me developed the different characteristics that you
possess is Ma'am Biget she is the first person who gives me a lot of motivation. I am
very active to participate in class, every session we are going to read after lunch and I
am always present. I want to go to school every day because she is very good teacher
but after school year, she assigned another school, so the foundation of learning
comes to weaken because the new teacher is, she always they punished us. I have a
lot of fear, nervous and I don't want to go school but I need that. I always think of it, a
monster teacher was always given to me a physical abuse I got home a lot of scratch or
wound of some parts of my body. Unlike Ma'am Biget she looked me without any
differences with her another student. They looked her children equally.

 Try to read & clip some theories of development. As a future teacher, how will these
theories guide you?
In Psychosexual Theory it is the influence that sexual growth has a personality development from birth to adult life
base on the theories of Freud children go through a series of Psychosexual ages that lead to a development of
adult were in can focus on how the personality developed.

As a teacher these theories guide me on how my students handle on their unique personality, and to understand
of their differences. This theories helps me in what is going on to my students and if they can handle it or they
need help them from their parents or a teacher, this also helps me to quickly response to my student if they
needed some encouragement to strive their goals in academic performance and to improve their personality
development.

Episode 3
Individual Differences & Learners’ Interaction

Individual differences deal with our distinguishing characteristics that make us unique.
Nevertheless, this term permeated every aspect of teaching & learning. It deals with our approach to
teaching & learning.
The diversity of learners refers to the idea that teachers can facilitate the learning process
among the diverse types of learners. This can be done by respecting individual differences.
With your knowledge of individual differences, you can design diverse sets of activities so that
all students can attain appropriate learning goals.

Activity 1-E3
1. State these major factors of students’ diversity.

1. Socioeconomic
2. Thinking Learning Style
3. Exceptionalist

2. Discuss the implications of each factor in the teaching-learning process.

1. Socioeconomic status is referring to the social and financial levels of individual in society especially inside
the classroom If we observed the properly there are many factors that can affect the students either a
positive or negative. But if we looked the diversity of the students in terms of status in life, we can say that
child is rich, middle class or a poor the differences can affect the child academic performance and how do
they absorb the lesson inside the classroom.
The implication is Teacher should be accepting their students even if it is there are differences in social
status. Teachers boost the child motivation in sharing, to socialize and friends to each other.
2. Thinking Learning Style
This kind of factors it will describe the student’s intellectual abilities and how the child acquired knowledge.
3. Exceptionalist
Teacher should understand the differences of our students in order to meets the basic needs inside the
school. It gives them an appropriate education for the students with or without disabilities. In the teaching
learning process of the child, teacher should be effective and efficient because we think the future of our
students give them a strong foundation to learn and may apply to itself.

3. Suppose you are teaching a heterogenous class, how will you bridge the gap between the –
a. Achievers & non or least achievers
As a teacher. I will need to know my student’s abilities because it can help me to assist my students
properly, especially when I handling a heterogeneous class to facilitate the learners I will reach the
gap between the achievers and non or lead achievers through groupwork this is highly
recommended and one of the strategy to teach the learners even if they have different abilities It is
important to represent a cooperative and collaborative learning approach this will lead to have an
effective communication and build a good relationship to each other additionally they can share
knowledge or ideas effectively. The students who are achievers un class help his/her classmates to
explain the difficult part of the lesson and they are least achievers will gain more knowledge about it
and also, they will learn to organize the classroom and they equalize participating among the
members of the group.
b. Active & reflective learners
I will bridge the gap by giving then a simple activity that the students can answers also I will create a
activity that will help the class to share their knowledge to each other. In a heterogenous class we
will encounter many difficulties in giving them activities because their level of knowledge are
different to one another but the things you can do to bridge this gap is by letting the students helps
one other and in the end of the day give them a reflection in what did they learn in the activities and
if they learn some of the knowledge others provide in the activities.
c. Students with identity or gender crisis
School is one of important institutions that will develop the equality, avoiding discrimination.
Teachers always teach the student the good manners, respect and accept the individual differences.
Inside the classroom students learn to respect the individual having an equal treatment especially
when it comes to gender identity meets the basic needs such as right to educate, have a comfortable
environment, and the materials/ resources in the school. Gender equality is very important to
discussed inside the classroom, giving an equal voice between the man and a women and equal
power.
Episode 4

Home-School Link

According to Hurlock, social development means the acquisition of the ability to behave in
accordance with social expectations.
Social development follows a sequence of orderly social behavior which is similar for all children
within a cultural group. Family influence play a great part in the development of a child.
Children that grew up in a happy home, will develop healthy attitudes toward people & learn to
function successfully in the peer group.

Activity 1-E4
1. From your lesson in Child & Adolescent Development, what family factors contribute to the
development over-all adjustment of the learner in the school?

A. Child development is a dynamic, interactive process. Every child is unique in interacting with
the world around them, and what they invoke and receive from others and the
environment also shapes how they think and behave.

Language is one of the many ways through which culture affects development. Parents in
different cultures also play an important role in molding children’s behavior. For example,
develop in teaching good manner on how do we respect to others. It means that the
emotional moral development of child will give them an importance to his/her life.

B. Support the child

This is one of the factors that will contribute the development of child in school. A child
who has a supportive parent can be become more active in school participation, be
friendly, and has a self-confidence on his/her self.

2. Does the communication between the home-school have an effect on the learner? What are
these effects?

Yes, because through the collaboration of parents and teachers it can be achieved the level of
academic performance of a child. When the children are in the school, the teachers will assist or
supervise the learners, and when they are at home the parents are responsible to teach the
child for their assignments, activity or projects in the school in short parents need to guide them
or to teach them,
In addition, the teacher needs to collaborate with the parents to provide for the needs of the
child, especially if there is concerns, then they will monitor the child's development inside or
outside the school.
Reflect of your own development as a child.
1. What type of parenting did you experience? How did it affect you?

I experienced from my parents is lack of support, love and care. They do not respond well into the needs of
their children. I grew up with no supervision with my biological parents but at some point, there are some
people who believe in me, so that I can pursue my dreams in life.

It affects my physical, mental, and emotional aspects in life because it cannot control yourself to think why I
am here in kind of situation were my parents are not here to support us. But acceptance is one of the
solutions because I cannot change my life.

2. As a future teacher, how would you establish good home-school collaboration?

A teacher, I can establish good home – school collaboration though developing a positive and effective
partnership with the parents and the students a positive environment for our students including the security
and safety provided a complete facilities and resources in learning process of the students to enable them to
boost confidence and influence them a positive attitude. School is welcoming and friendly institution that
teachers, students and parent can interact and regularly communicate to create a good relationship. We
consider our parents is our teacher inside the house to continue our learnings and they develop our moral
values.

3. How can you work well with the parents?

We work together as a team to support the learning development of a child, and also to help our students to
meets the basic needs such as right to educate, has a safety environment, complete facilities and learning
resources. Through the collaboration of the teacher and the parents they can monitor the progress of a
child.

4. How can you help them?

I can help them by giving some advice to the parents to what they can do to help the children's school works.
and also, I can help the children to achieve their goals by supervising their achievements in schools, assure
the safety of my students that they are free to interact, sharing knowledge and communicate with others
students.

5. How can they help you?

They can help me by helping their children do their task given by the teachers and also when the children
participate in school and other activities it can makes the teachers be proud to them and will treasure the
achievements of all the students, they handle in their teaching career. Aside from that Parents help me to
create our School/classrooms have a positive environment for our students. One of the examples is Brigada
Eskwela, the community as well helps the School and teacher to make our environment clean and green.

Challenges:
1. Make a creative visual insights about the influence of the home-school in the learner. (Have
a separate sheet for this.)
2. Make your own acrostic about the home-school link.
H - ouse build the moral values
O - f the child.
M - anage their time to be more
E - ffective and efficient for the lifelong learning process.

S - chool plays the important role in helping the learners to acquire more knowledge.
C - reate a Positive Environment.
H - onesty is the example of ethical values on how do we speak and act in front of other people.
O - bservant teachers help the child to progress
O - ur partnership can give more importance to us
L - ets work together as a team to have a better future of our children.

L - earning is continuous
I - nteract with their peers, sharing knowledge and information.
N - ow because of this they can build their foundation in order to keep moving forward in their
studies.
K - eep and past the knowledge we known in our future generation to help them in their journey in
life.
 Unit II
Experiencing the Teaching-Learning Process

This unit & all the episodes are all about the Principles of Learning. You are supposed to observe
classes, however, due to the pandemic you are restricted to do so. What you will do now is to review
the principles & think of how will you apply each in your lesson. Choose the subject you wish to work
on. However, English & Math groups concentrate on your major.

Activity 1-E1

Begin here:

Principles of Learning Application of the Principles

1. Effective learning begins with the setting of Teacher writes her intended learning outcome on
clear & high expectations of learning outcomes. the board.
2. Learning is an active process The teacher let the student to actively participating
from the class discussion and engage in educational
learning activities.
3. Learning is the discovery of personal meaning The teacher gives an opportunity to the students to
& relevance of ideas. create and share their ideas regarding the topic and
discuss it in front of the class.
4. Learning is a cooperative & a collaborative The teacher gives a group work activity were the
process. students are participating, do a brainstorming on
how they can do the task together with their group
mates, so each of them they can share ideas or
knowledge. They can see the cooperative and
collaboration of each members. Students free to
discussed and comprehend the text properly.

Analyze:
1. Do you agree with these principles of learning? Why or why not?

Yes, I agree because of it help the children to become productive in their academic performance this is more
effective for the teacher to know their students need to be assisted. Teacher always wants that his teaching
should be effective. He wants that all the students of the class should properly listen to him and try to digest
what he teaches in the class. In student’s prior knowledge it can help to improve, if the teacher is effective in
teaching. It can provide a strong foundation for building a new knowledge to them. Students can explore,
discover a new idea, and organize knowledge at the end they can learn and apply what they know.

2. Create your own principles of learning.

1. Learning outcomes are aligned with learning competencies.

2. Create a positive environment

3. Developing partnership between parents and teachers.

4. Effective in teaching and learning strategies.

 The New Taxonomy of Educational Objectives:
The levels of Learning Activities

Episode 2
Intended Learning Outcomes
Intended learning outcomes or lesson objectives set the direction of the lesson. They serve as a
guiding star; therefore, they must be written the SMART way. They should also be formulated in
accordance with the time-tested principles.
Intended Learning Outcomes Explain the Relevance in the lesson
Activity 2-E2
1. Begin with the end in mind. The teacher should be began her lesson by starting her
objectives.
In this statement the teacher should be prepare students
for what they are about to learn and when the students
understand what they should be learning, they have time to
prepare themselves, so at the end of the lesson they achieve the
expected outcome according to learning objectives.
2. Share lesson objectives with The teacher started lesson by posting the learning objectives on
students the blackboard, to read and to analyze the information needed
by the students. It gives them opportunity to connect up with
the previous lesson and the new lesson and also students will
know what they are learning. Learning objectives define
learning outcomes and focus in teaching and learning. They
help to clarify, organize and prioritize the learning process of
the learners. It helps the students evaluate progress and
encourage them to take responsibility for their learning.
3. Lesson objectives/Intended The learning objectives are SMART it tends to help the student
Learning Outcomes are Specific, to have a strong foundation of their learning process, it can
Measurable Attainable Result- easily understand and meets learning goals at the end of the
oriented & Time bounded lesson. It should be Specific, Measurable, Attainable, Relevant
and Time-bound) to be clear and clarify for the student. Each
objective should be aligned according to the level of the
student’s ability.
Activity 3-E2

Study very well Bloom’s Domains of Learning Activity & Kendall & Manzano’s Domains of
Knowledge.

1. The revised Bloom’s taxonomy identified 3 domains of learning – cognitive, psychomotor and
affective.

Figure 1. Bloom’s Domains of Learning Activity

2. Kendall and Marzano likewise identified 3 domains of knowledge taught and learned, namely: 1)
information (declarative knowledge) 2) mental procedures (procedural knowledge)
psychomotor/motor procedures.

Figure 2. Kendall’s and Manzano’s Domains of Knowledge

3. These domains of learning and domains of knowledge are processed in different levels. For the
revised Bloom’s taxonomy, cognitive learning is processed in six (6) different levels of processes
from remembering to creating; psychomotor learning in six (6) levels and affective in five (5) levels.
Refer to the table below.

Bloom identified ‘domains’ of educational activities with categories of educational activities within
those domains:

Domain Categories of Activities/Levels of Processing

1. Remembering 2. Understanding 3. Applying
Cognitive 4. Analyzing 5. Evaluating 6. Creating
1. Receiving 2. Responding 3. Valuing
Affective 4. Organization 5. Internalization
1. Reflex movements 2. Basic fundamental movement
Psychomotor 3. Perceptual 4. Physical activities
5. Skilled movements 6. Non-discursive communications
(Harlow,A.)
Table 1. Bloom’s Domain of Learning with Categories of Educational Activities

Figure 3. The Revised Bloom’s Taxonomy of Cognitive Learning

4. For Kendall and Marzano, the three (3) domains – information, mental procedures and
psychomotor procedures – are processed in six (6) different levels. See Figure below.
 6

Figure 4. Kendall’s and Marzano’s Domains of Knowledge and Levels of Processing

Kendall’s and Marzano’s different levels of processing information, mental and psychomotor
procedures.
Each level of processing can operate within each of the three domains – information, mental
procedures, psychomotor procedures.
The first four levels of processing are cognitive, beginning with “Retrieval” the least complex,
then moving upward with increasing complexity through “Comprehension”, “Analysis” and
“Knowledge Utilization”.
The fifth level of processing, the Metacognitive System, involves the learner’s specification of
learning goals, monitoring of the learner’s own process, clarity and accuracy of learning. Simply put
involves the learner’s organization of his/her own learning.
The sixth level of processing, the Self System, involves the learner’s examination of the
importance of the learning task and his/her self-efficacy. It also involves the learner’s emotional
response to the learning task and his/her motivation regarding it.

A Comparison of Revised Bloom’s Cognitive Taxonomy & Kendall’s & Marzano’s New Taxonomy

Bloom Kendall and Marzano

Domains of Learning Revised Bloom’s Kendall’s & Marzano’s New Domains of
Activities Taxonomy, Taxonomy Knowledge
cognitive domain
Cognitive 6- Creating 6- Self system
Psychomotor 5- Evaluating 5- Metacognitive system Psychomotor
Affective procedures
4- Analyzing 4- Knowledge utilization – Mental procedure
cognitive system
3- Applying 3- Analysis – Knowledge Information
2- Understanding 2- Comprehension –
Knowledge
1- Remembering 1- Retrieval - knowledge
Activity 3-E2
Fill up the activity sheet. Create an activity that would fit in the different cognitive activities.
You may also add a question or two.

Bloom’s level of processing cognitive activities Learning activities

1. Remembering 1. The students were asked to recall the previous
lesson last meeting.
2. Comprehending 2. The teacher ask the students to interpret and
explain of what she posted on the board or a math
3. Applying problem given by the teacher.
3. The teacher presented using representation of
4. Analyzing projector, or pictures wherein the students will be
able to solve the problem in many ways.
Empowering students to create their own problem-
5. Evaluating
solving methods.
4. The teacher asked the students to compare and
6. Creating contrast using the Venn diagram of boat are given
by teacher
5. The students answered the guided question
prepared by the teacher.
6. Learners asked the teacher about the other
examples that are not mention are can use in real
life.
Kendall’s & Marzano’s level of processing Learning Activities
1. Retrieval a. Information – Children will gather information
about their lesson about what is volcano. All
student will go to the library to find information
about the volcano and write their answers.
b. Mental procedures – After gathering
information, teachers will ask the questions
about what they are search related into their
topic about volcano. The student will
participate, recite or share their knowledge and
what did they learn/find about the volcano.
c. Psychomotor procedures – The pupils conduct
an experiment and explain the different parts
of volcano. The students can perform
procedure on how the volcano will erupt.
2. Comprehension The pupils will be able to interpret and classify the
volcano.
3. Analysis The pupils can identify and explain the parts of
volcano.
4. Knowledge utilization Teacher make a group, and pupils will conduct an
experiment about the volcanic eruption.
5. Meta-cognitive system The pupils have an individual worksheet this is a
type of questions that will need to answers by the
pupils to measure their learning and how they
understand the lesson.
6. self-system The pupils learn and encourage them to become
safe in terms of volcanic eruption they learn to
become aware incase of emergency or they have a
natural disaster. Inside the school they will practice
the precautionary measures that will help the child
to be alert and aware they can also share it of the
members of the family they can used it real world.
Episode 3
Teaching Approaches & the K to 12 Curriculum
The K to 12 Law made explicit the pedagogical approach for the K to 12 Curriculum. This
episode revolves around the pedagogical approach.

Rationale:
R.A. 10533, the Enhanced Basic Education Act of 2013 states that, “The curriculum shall use
pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative & integrative.
Sec. 5 states that, “It shall be learner-centered, inclusive, developmentally appropriate.”.

Insights: Teacher-Centered Approach vs. Learner-Centered Approach

Teacher-Centered Approach Learner-Centered Approach

1. Knowledge is deposited into the minds of the 1. Learners construct knowledge & meanings by
students (banking system). The teacher is the receiving information’s from the teachers. They
only expert & the only source of information. integrate it with their experiences & prior
knowledge. (Constructivism)
2. Emphasis is on subject matter for the test. 2. Emphasis is on using knowledge learned to
solve problems in real life contexts.
3. Teacher dominates class discussion 3. Students are actively involved in learning
4. Focus is on single discipline activities.
4. Makes use of inter-disciplinary & multi-
5. Culture is individualistic & highly competitive disciplinary approach.
6. Only students are viewed as learners 5. Culture is cooperative, collaborative &
supportive.
6. Teachers & learners learn together.

Activity 4-E2

Explain the different teaching approaches:

1. Constructivist – The Constructivist in the learning approach is to fosters the critical thinking, creativity,
flexibility and active learning of the students. It develops the logical and analytical abilities of the students
based on their experience in their surroundings and what they are learned. Through analyzing our own
experiences in can help in constructing our own prior knowledge.
2. Inquiry based – A teaching approach that the learners take a question through new knowledge and ideas
based on of his/her observation. The learning approach of students will to enhance comprehension to
analyze the information it is the process of exploring to develop of his prior knowledge and it can lead to
asking question. That provide students to organize information.
3. Developmentally appropriate – Is the teaching approach were the learners begins with a foundation of
understanding or his/her child development and their learning style. It promotes each child to optimal
development a learning through strengthen their abilities and engaged the learners to achieve their full
potentials across all domains of development. Developmentally appropriate support each individual needs
to lead them to become innovative and productive for their decision making in life.
4. Reflective – Reflective teaching approach teacher must be considering their student’s needs, goals and
interest this is called a self-observation it helps the teachers to assist and evaluate the differences of his/her
students. In self-evaluation teacher must be good in decision making on their classes, teacher more aware
what they actually do through keeping a record on what teachers do might help a teacher of their teaching
process. It is very important to be reflective teacher; a teacher should be able to keep a record on what they
have done in the classroom.
5. Inclusive – Inclusive learning and teaching approach recognize students has to right to educate and meets
the basic needs inside the school all students respect diversity. In teaching learning approach for the
learners, it should be nice environment that can acquire more knowledge, the tools and materials should be
appropriate to them to use, because some learners with disabilities are very hard to them to learn because
of the materials used by teachers are not good for them. An environment is very important to make the
 students are comfortable, avoid disturbance from the other classrooms. Another one is teacher should
respect diversity/differences of the students; teachers must be a role model for them treat them equally.
Accommodate the with disabilities and non-disabilities. The teachers should be effective, flexible and
efficient to enable to encourage his/her students to actively participate in class. Create a collaboration with
the teachers and students that will give there to a good relationship
6. Collaborative – Make the use of classroom organization where students work in groups or a team to help
each other to learn collaboration involves social interaction where participants share their ideas or it can
actively participate together with their peers or group mates a groupwork develops friendliness, willingness
to assist and more worthwhile value of caring and sharing.
7. Integrative - Integrative learning is an approach were not only the knowledge of the teacher and experiences
is being given to the learners but also the learners are being tested for their knowledge and skills to create
new experience to learn and grow more. The Integrative
"the things or subjects are put together". In short students connect of what is learned in school and how
they used it real life situation.
8. Contextualized & global - students learns a skill that can exert more effort to extend learning process and
used it in real world for example students learn gauge skills by teaching skills using the authentic contexts.
 Unit II
Episode 3
Deductive & Inductive Methods of Teaching
In this episode you will be dealing with the methods of teaching. A teaching method in the
practical realization or application of an approach.

All methods of teaching can be classified either as deductive (direct) or inductive (indirect).
Deductive Method (Direct) Inductive Method (Indirect)

However deductive method can also be indirect or discovery. So with inductive method that can
be direct or discovery.

Activity 1-E3

If you are to teach using the deductive method. Write the different steps, write also the steps of
an inductive method. No guessing, read Principle of Teaching I or II.
Inductive Method
1. Preparation – This step involves the
a. apperception – the apperceptive basis may be a review of old facts or lessons that can be
utilized as background for the new, or it may recall information that can establish the proper mind-
set before the new lesson is introduced.
b. Motivation – the motivation sets the goal to be achieved and give direction to the activities to
be accomplished.
- Motivation that arouses interests.
c. Statement of the aim – which may be in the form of a problem simply makes the goal
clear to the class.
2. Presentation – Specific cases or instances are presented to the class. There should be
enough cases from which to draw a generalization. It is better to have too many cases rather than
too few. Otherwise students may get into the habit of drawing conclusion from very few instances.
3. Comparison and Abstraction – This is the common element among the specific cases is
deduced. Each case should be evaluated thoroughly.
- Teacher sometimes hurry through this part, thinking that the children’s minds are as mature
as there and have already perceived the common element.
 4. Generalization – the common fact deduced from the specific instances is stated as a
generalization, a rule, a definition, principle, or formula. The children’s ability is to state the rule in
their own words is the test of the success of the lesson, the success of the inductive method
depends on the clear organization of the lesson, and for this the teacher is responsible.
5. Application – this step tests the child’s understanding of the rule or generalization just
developed. If he understood it, he should be able to apply it to other problems or exercises.
The Deductive Method
Steps
1. Statement of the problem – The problem should be stimulating and should arouse a desire
to solve it. As much as possible, it should be related to a life situation and should be real
and vital. It should also be within the ability and maturity of the child.
2. Generalization – Two or more generalization, reels definitions or principles may be recalled.
One of these will be the solutions to the problem.
3. Inference – This is choosing the Generalization, rule or principle that will fit the problems.
Sometimes it may be through trial and error that one arrives at the right conclusion.
Application to a few cases may be necessary
4. Verification – This is trying out and securing the successful generalization. It is determining
the validity of the inference by consulting accepted authorities such as a teacher, the
textbook, dictionaries, encyclopedias, or other books. The emerging conclusion after
verifications become accurate knowledge.

Activity 2-E3

 What are the guiding principles in the selection of a teaching method & the use of strategies?
1. Learning is an active process – This means that we have to actively engage the learners in learning
activities if we want them to learn what we intend to teach. The learner uses sensory input and
constructing meaning of it. Based on Dale Carnegie he says that “Learning is an active process we learn
by doing… Only knowledge that is used sticks in your mind.
In short we need to encourage our learners actively participate in classroom activities to homes and
master the skill to become independent you don’t need help to others every learner learns to use to
“hands on minds on learning process.
2. The more senses that are involved in learning the more and better the learning – It means that “for more
and better learning appeal to all the senses of the learners, if possible” It describe that using many
senses to gain information helps learning to be more meaningful and useful. The children naturally learn
with all the senses. Through our senses it can be process information when learning the students will
actively participate and understand the things around them. There is a communication between the
learners and the real-world.
3. Emotion has the power to increase retention and learning – Emotions can affect the learners at different
stages of the learning process. The learners will be affected through a negative and positive effect but
the power of emotions can touch the learning process of a child, they help us to bring more control in
our life and inside the classroom also we can give joy, fun, motivations, happiness, fear or sadness.
Cognitive processing is emotionally charged.
4. Learning is meaningful when it is connected to student’s everyday life – connecting the lesson to
students’ everyday lives that makes the learners learning more meaningful by giving sufficient examples
related to students their experiences.
5. Good teaching goes beyond recall of information – develop the students higher order thinking skills by
giving emphasis on his creative and critical thinking ability.
6. An integrated teaching approach is far more effective than teaching isolated bits of information –
Consider the multiple intelligences and varied learning styles of the students wherein helping the
learners to show their strong abilities in different ways according to its abilities.
  What is the best method? Is there such a thing?

The best method is using an integrated teaching approach is for more effective than teaching isolated bits of
information because the integrative learning brings the learners to prior knowledge to support the new knowledge and
experiences. The creativity, adaptability, critical reasoning and collaboration will help the learners to accommodate a
variety of learning styles and also the multiple intelligence. The learners more involved in the teaching and learning
process by their experience’s education and skill development. Through their abilities it shows their strong in different
style of learning of the learners the teachers will help the learners to be more productive in his/her doing inside the
classroom and it can connect it in to real world
Episode 4

Effective Questioning & Reacting Techniques

The essence of any effective teaching strategy lies in the questions a teacher asks. How much &
what kind of interaction take place in class is determined by the teacher’s questioning & reacting
techniques. The type of questions vary as to purpose, level of thinking involved or type of answer
expected.

Levels of Questioning
Purpose Type of Question Student-Action Desired
VI. Divergent Thinking Open-ended Gives many possible prediction
V. Evaluation as to the quality Judgmental Tells which of the two or more
of a relationship or conclusion alternatives is best according to
clearly specified criteria
IV. Formation &/or Synthesizing or summarizing States a relationship or
identification of relationship or connection among previously
conclusion unrelated data
III. Analysis of the reasons Explanatory Gives reason why an individual
behind an action acted in a certain way, a given
event occurred as it did, or a
certain effect resulted.
II. Organization of data Descriptive or comparative Describes, compares, contrasts
data
I. Acquisition of information Recall or recognition Gives correct answer

The kind of questions we ask varies according to purpose; here are some –
1. To assess cognition – to determine one’s knowledge in understanding. They promote high
level thinking. Divergent questions & open-ended inquiries call for analysis & evaluation.
2. To verify – determines the exactness or accuracy of the results of an activity or performance.
3. To develop creative thinking – probes into one’s originality.
4. To evaluate – elicits responses that include judgements, value & choice. It also asks personal
opinions about an event, or policy or a person.
5. To develop productive thinking – includes cognitive reasoning, analyses facts, recognizes
patterns or trends & involves memory & recall.
6. To motivate – before of a start of a lesson, ask questions about the topic to arouse interest
& focus attention.
7. To instruct – directs, guides & advices on what & how to do an activity.

Types of questions according to level

1. Low level questions – memory questions or those that require simple recall.
2. High level questions – call for the ability to analyze, evaluate & solve problems.
3. Convergent questions – requires a single predictable answer – define, state, interpret,
summarize.
4. Divergent questions – respondents think in different direction; of alternative action or to
arrive at own decision.
 Questioning skills proven to be highly effective include –
1. Rephrasing
2. Sequencing logically
3. Requiring abstract thinking
4. Asking open-ended questions
5. Varying type of questions
6. Asking non-directed question
7. Calling on non-volunteers
8. Allowing for sufficient wait time
9. Assessing comprehension
10. Involving as many as possible

Activity 1-E4

Write a question for each type

1. Convergent (factual/low level)

Who is the main character of Maze Runner?

2. Divergent
higher order/open-ended – What might happen if the main character of Maze Runner didn’t escape the
maze?

3. Evaluation
Will learners demonstrate increased knowledge related to the lesson?

4. Inference
Taiga runs away from home to go live in the City. Why taiga runs away?

5. Comparison
Which is worse for your health, smoking or drinking?

6. Affective
Why is this job important to you?

Activity 2-E4

1. What are the characteristics of a good question?

1. Relevant
A good question is relevant. It focuses on recall of only the material covered in your lesson and aligns well with the
overall learning objectives.

2. Clear
A good question is framed in a clear, easily understandable language, without any vagueness. Students should
understand what is wanted from the question even when they don’t know the answer to it.

3. Concise
A good question is usually crisp and concise. It omits any unnecessary information that requires students to spend time
understanding it correctly. The idea is not to trick learners but assess their knowledge.
4. Purposeful
A question without a definite purpose has no value. The purpose helps evaluate the question against some set
benchmarks. A good question can seek both innate and specific knowledge.

5. Guiding but Not Leading

A good question guides the learners towards understanding the concept in the picture. But at the same time, it doesn’t
lead them to specific answers.

6. Stimulates Thinking
A good question requires learners to think through and recall the concepts taught. It doesn’t patronize them by asking
the obvious.

2. How will you handle the responses of learners?

As a teacher it is important to be able to handle the student’s responses correctly because the way we
speak in front of our students we should be more knowledgeable than to our students, the way we
responses to our students they can affect the learning process, so that at the start of the lesson discussion,
we should be effective teacher. The way we speak, the student will receive the correctness and fact
information in that correct information they can carry it as they grow and also, they can share information to
their peers.
In addition, teachers must be a good in giving fact information to avoid mistakes of our learners accepts
the answers of every students but by correct them in the way that never ashamed or embarrassed the
students treat them equally. Teachers shows respect and encourage the students to participate in class.
Observation of Teaching Learning in Actual School
Environment.

FIELD STUDY
UNIT- I AND UNIT- II

Submitted to: Submitted by;

Ms. Thelma D. Bobis Jorylene Enteria