Activity 1

EXPLORING THE SCHOOL CAMPUS

Resource Teacher : Asst. Prof Keith Alvin Solamillo

Teacher’s Signature :
Subject Area : Pathfit 2
Date : February 27, 2025

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

OBSERVE:
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different area 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

to the students’
learning and
development?
Why?
Office of the Dean/Principal ✓ Serves as the central You can typically reach
administrative hub for a them for guidance and
school or college to provide questions.
leadership, management
and oversight of all
academic and
administrative activities
within it's jurisdiction.
Library ✓ It's a place for learning, Provides quite areas
research, and intellectual for individual study
exploration offering a wide and collaborative
range of service and work.
resources beyond books.
✓ Is a private and safe space Am area for
Counseling Room designed to facilitate confidential and
therapeutic conversation. comfortable
Its purpose is to create an conversation between
environment conducive to counselor and student.
open communication, self-
reflection and emotional
processing.
 ✓ Provides a convenient and It provides food that
Canteen affordable place to obtain can help students to
meals and refreshments focus on their learning.
with a specific setting.
✓ It is a healthcare facility Yes, because they
Medical Clinic that provides a range of focus on specific area
medical services on an such as mental health.
outpatient basis.
Audio Visual/Learning ✓ It is a facility that provides It supports interactive
Resource Center educational resources and and engaging learning
technologies to support by providing visual and
teaching and learning. auditory materials.
✓ Is a controlled environment Allows hands on
Science Laboratory specifically designed for learning that enhances
conducting scientific problem-solving skills.
experiments, research, and
practical learning.
✓ Is a large, enclosed space Yes, because it can be
Gymnasium designed for sports, used and is convenient
physical exercise, and other for P.E classes and
forms of physical activity. activities.
✓ Is a cultivated area that can Provides refreshing
Outdoor/Garden serve both aesthetic and environment for
practical purposes, offering students
a place for relaxation and
recreation.
✓ Is a facility designed to It may not directly
Comfort Room for Boys provide sanitation and contribute but it
hygienic facilities specially supports a student's
for males. wellbeing and other
development.
✓ Is a facility designed to It may not directly
Comfort Room for Girls provide sanitation and contribute but it
hygienic facilities specially provides comfort and
for females. hygienic room for
students
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report
on the space provided.

Guide Question Classroom Observation Report

 Describe the community or The school is located in a peaceful
neighborhood where the and moderately developed at
school is found. Normal Road, Baliwasan.
 Describe the school campus. There are many colors but red is dominant.
What colors do you see? What The buildings are somehow old but they are
is the condition of the still standing strong and is available for
buildings? learning and teaching.
 Pass by the offices. What The offices are quite comfortable because
impression do you have of they have aircons where they can relax and
these offices? have a rest.
  Walk through the school halls, Aside from the mentioned facilities, the
the library, the cafeteria. Look school also has clinic, court, open stage, and
around and find out the other tables and chairs where students can have
facilities that the school has. meal or do their work.

ANALYZE

1. How do the school campus and the classroom in particular impact the
learning of the students going to school? What are your conclusions?
= The school campus and the classroom can impact both physical and
social influencing the students engagement, motivation, and academic
performance. A positive and supporting learning environment
enhances learning outcomes, while negative environment can hinder
academic success. Therefore, a well-designed and maintained campus
and classrooms are essential for creating a productive and enriching
learning experience for students.

2. How does this relate to your knowledge of adolescent development?

How does this relate to your knowledge of facilitating learning?
= Adolescents are undergoing significant physical, cognitive and
social-emotional changes. The school environment should cater
different developmental needs such as physical development wherein
they need spaces that support their physical activity and health,
cognitive development wherein they need environment that stimulates
critical thinking and problem solving, and social-emotional
development wherein a supportive and inclusive school community is
essential for their social-emotional wellbeing. Effective teaching must
consider the impact of the environment such as differentiated
instructions, promoting collaboration and engagement, utilizing
technology effectively and addressing student’s needs.

REFLECT

1. Would you like to teach in the school environment you just observed?
Why? Why not?
= Yes, because there are a lot of facilities that can be used in the
school and the school classroom has a positive and supportive learning
which can help me as a teacher in the future and to my future
students.

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

= A conducive school campus is not just about having a well-
maintained building; it is about having an environment that supports
the development of the students.

3. What kind of classroom is conducive to learning?

= A conducive classroom is a dynamic space that adapts to the needs
of both students and teachers, fostering a positive, engaging, and
supportive learning environment like what we observed, the subject
area of Pathfit 4 which is volleyball, is taken place in the volleyball
court which is very convenient for students to learn about volleyball.

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

 = My role is to act as knowledgeable consultant and resource,
providing information, analysis, and suggestions to help create a
conducive classroom. I cannot physically design or built classroom, but
I can significantly enhance the design process through data analysis,
research and expert recommendation.

5. Write additional learning and insights.

= The school campus and classroom environment significantly impact
student learning, well-being and overall development. And it should
always promote safety and security, sense of belonging and teacher-
student relationship. By understanding these insights, we can create
learning environments that optimize student success.

SHOW Your Leaning Artifacts

My Personal Illustration of an Effective School Environment

Activity 2
OBSERVING LEARNER CHARACTERISTICS AT DIFFERENT STAGES

Resource Teacher : Ms. Fatima Edriane A. Carpizo

Teacher’s Signature :
Subject Area : Pathfit 4
Date : February 21, 2025

Instruction:
3. Observe 2 groups of learners from different levels (High School and Tertiary).
4. Describe each of the learners based on your observations.
5. Validate your observations by interviewing the learners.
6. Compare them in terms of their interests and needs.

OBSERVE:

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

Physical
1. Observe their gross motor skills how they carry themselves, how they
move, walk, run, go up the stair, etc.
= Students exhibit different levels of coordination in their
movements while practicing Arnis. Some are smooth, while others
struggle with synchronization.

2. Are gross movements clumsy or deliberate/smooth?

= Some students show clumsy execution while others perform the
routines smoothly.

3. How about their fine motor skills? Writing, drawing, etc.

= The ability to handle Arnis sticks varies, some students grip and
maneuver them with ease while others struggle.

Social
1. Describe how they interact with teachers and other adults.
= The teacher closely observes each student to ensure they know
the basic routines and proper execution.

2. Note how they also interact with peers. What do they talk about?
What are their concerns?
= Students collaborate in their groups under the guidance of their
leaders. Some show teamwork while others struggle with
synchronization
Emotional
1. Describe the emotional disposition or temperament of the learners.
(happy, sad, easily cries, mood shifts)
= Some student shows enthusiasm and interest while others lack of
energy or struggle with confidence.

2. How do they express their wants/needs? Can they wait?

= Some students seek guidance from their leaders or teachers when
they struggle while others try to follow along without asking.

3. How do they handle frustrations?

= Students who struggles to synchronize show signs of difficulty but
continue practicing

4. Describe their level of confidence as shown in their behavior? Are they

self-conscious?
= some students execute the routines with confidence while others
appear hesitant or unsure.

Cognitive
1. Describe their ability to use words to communicate their ideas. Note
their language proficiency.
= Students understand instructions and communicate with peers and
leaders to execute the routine properly.

2. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills.
= Some students grasp the basic movements easily while others
need more practice.

3. Were there opportunities for problem solving? Describe how they

showed problem solving abilities.
= Some students adjust their movements to match their group
showing adaptability while others struggle but continue trying to improve.

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 add other
aspects which you may have observed.

Development Domain High School Tertiary

Physical students are more
 Gross-motor Skills refined in their motor
 Fine-motor Skills skills but still requires
 Self-help Skills practice. Proper
 Others execution is
emphasized and
students show
improvement over
time.
Social Group cooperation is
 Interaction with more structured, with
Teachers leaders ensuring
 Interaction with proper execution.
Classmates/Friends Peer-to-peer learning
 Interests is evident with
 Others student supporting
each other.
Emotional Students are more
 Moods and independent and self-
temperament, motivated in
expression of feelings practicing routines.
 Emotional They developed
independence resilience despite
 Others challenges in
mastering
techniques.
Cognitive Critical thinking and
 Communication Skills problem-solving skills
 Thinking Skills improve as they
 Problem-Solving refine their
 Others movements. Students
analyze and correct
their mistakes with
minimal teacher
intervention

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

Example:
Level Salient Characteristics Implications to the Teaching-
Observed Learning Process
Elementary Elementary pupils like to Therefore, the teacher should
move around a lot. remember to use music and
movement activities not just in
PE but in all subject areas.
Therefore, teachers should not
expect elementary pupils to stay
seated for a long period of time.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
High School

Tertiary Students exhibit varying The teacher should provide

skills level in Arnis, with individualized feedback and
some demonstration of corrections to help students
proper execution while refine their techniques.
others struggle. There is Encouraging peer coaching and
collaboration within groups, structured group activities can
with leader guiding peers. enhance collaboration. Strategies
Some students lack energy such as motivation techniques
and enthusiasm, while and engaging drills can help
others show strong interest. students who lack energy.
Challenges in Synchronization drills and
synchronization are rhythm-based exercise can help
observed in some groups. student struggling with
coordination.

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?
= While observing the learners, I recalled my own experience in physical education
classes. Similar to them, I encountered challenges in mastering proper techniques and
synchronization in group activities. However, I noticed that students today have more
structured guidance, teamwork, and access to better learning resources. The differences
lie in their level of enthusiasm and engagement, some are highly interested, while
others lack energy, similar to what I experienced in the past.
 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?
= A teacher can never forget who was highly and supportive and patient. Our teacher
helped improve my physical skills by breaking down movements into smaller steps.,
which made learning easier. Emotionally, they encouraged students to stay motivated
and not fear mistakes. Socially, they promoted teamwork, ensuring every student was
involved. Cognitively, they emphasized strategy and problem-solving, which made
learning more meaningful. This teaching approach boosted my confidence and
discipline, reinforce the importance of perseverance.

3. Share your other insights.

= Observing the learners highlighted the importance of a teacher’s role in guiding
students effectively. Individualized feedback, structured group work, and motivation
play a crucial role in student engagement and progress. Additionally, fostering a positive
learning environment encourages students to participate actively and overcome
challenges.

SHOW Your Leaning 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.

One of the most influential theories of development is Lev Vygotsky's

sociocultural theory, which emphasizes the role of social interaction and
cultural context in learning. According to Vygotsky, students develop their
cognitive abilities through guided participation, where they interact with
more knowledgeable individuals such as teachers and peers. This theory can
guide me as a future teacher by encouraging collaborative learning through
group activities, peer monitoring and discussions. It also highlights the
importance of scaffolding, where I can provide structured support and
gradually reduce assistance as students gain independence. Additionally,
Vygotsky's concept of the Zone of Proximal Development (ZPD) helps in
designing lessons that are appropriately challenging, ensuring students are
neither overwhelmed nor unchallenged. By recognizing the influence of
cultural and social factors in education, I can create an inclusive and
engaging learning environment that caters to diverse student’s needs.

Activity 3
 Managing time, Space and Learning Resources

Resource Teacher: Mr. Arnold Ferolino

Teacher’s Signature:
Subject Area: Research Project
Date: February 06, 2025

Activity 3.1

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.
The students in this observation are most likely in the 17–18 age range, which
places them in a crucial developmental stage as they transition from adolescence to
adulthood. This age group usually displays a growing sense of independence, an
interest in the world beyond school, and an increasing ability to think critically and
collaborate with others. Their approach to research assignments and interaction with
peers shows that they are beginning to take greater responsibility for their education.
2. How many boys are there? How many girls?
Based on the observation, there are 46 pupils in the class. Among them, 19
are boys and 27 are girls.
3. Focus on their behavior. Are they able to manage their own behavior?
The students demonstrate varying levels of independence and behavior
management during the class. At first, most are engaged and work diligently in their
research groups, maintaining a quiet atmosphere. However, as the class progresses,
some students lose focus, with a few resorting to using their phones for
entertainment. While many students can manage their behavior effectively, some still
struggle to maintain concentration, particularly towards the end of the class.
4. Can the learners already work independently?
The students can work on their research mostly by themselves. They
understand the work and are able to figure things out. However, they still need help
and more practice in explaining their research. This is normal for their age, as they
are still developing the ability to work both independently and collaboratively.
5. Describe their span of attention?
Based on observation, students listen well when the teacher speaks, which
indicates they enjoy learning. However, they tend to get bored and lose focus as the
class continues, especially when the activity is not engaging. This is normal for their
age group, as their attention spans are typically shorter and require interactive or
stimulating tasks to stay focused.

ANALYZE

Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you
can validate your observation. Write your notes below; and then organize
your data in the Table that follows.
 1. Are these 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?
The classroom lacked designated storage areas for teaching aids and student
belongings. This could lead to clutter and disorganization, which may disrupt
learning. Having organized storage areas in place would improve classroom
management and enhance the learning environment.
2. Are these rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
There are no rules posted inside the classroom, but there are monitoring
charts displayed to help guide student behavior. These may serve as reminders;
however, clearly posted rules and procedures would more effectively reinforce
positive behavior and expectations.

3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, as him/her to describe the process. What's the effect of students'
participation in rule-making on student's behavior?
Information on student participation in creating classroom rules was
unavailable. If students had participated, it would likely foster a sense of ownership
and responsibility, resulting in better behavior. If they did not, involving students in
this process is recommended as a classroom management improvement strategy.

4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
The Resource Teacher started with a prayer, took attendance, assigned
classroom monitors, and reminded students of their responsibilities. These routines
were done consistently and helped students stay focused and organized throughout
the lesson.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help
managing the class?
The seating arrangement of the class included adequate space between
chairs. The basis of the arrangement allowed students to move freely and
comfortably. It was effective in managing the class because the teacher could easily
monitor student behavior and movements.

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.
The teacher consistently reminded students to control their voices and stay focused,
especially when their behavior was unrelated to the task. This strategy was effective in
redirecting off-task behavior and maintaining order in the classroom.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
Based on our observation, the teacher smoothly transitioned between activities
while giving clear instructions. This approach promoted positive behavior among students.
Additionally, the teacher used positive reinforcement, such as verbal praise and
encouragement, to motivate students to stay on task.
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

We need to enforce positive discipline because it focuses on guiding

students with respect, empathy, and consistency rather than punishment.
Positive discipline emphasizes communication and understanding, helping
learners feel safe, heard, and valued. It encourages them to reflect on their
actions and learn from mistakes rather than fear consequences.

For example, instead of scolding a student for misbehavior, a teacher

might talk with the student to understand the reason behind their actions
and then guide them toward better choices. This approach helps develop
self-worth, confidence, and a sense of responsibility and accountability.

As a future teacher, I would use positive discipline to build a supportive

and respectful classroom culture. This approach ensures that students grow
not just academically but also emotionally and socially. It teaches them to
take ownership of their actions and fosters long-term positive behavior,
making learning more effective and meaningful.

Activity 3.2 Identifying the Different Aspects of Classroom

Management
OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspect of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the No designated storage for Potential for clutter and
Classroom student materials disorganization
2. Classroom Rules Not explicitly sated Students follow verbal
cues
3. Classroom Procedures Implied through teacher Students follow
instruction instruction
4. Daily Routines Implied by classroom Potentially enhance
activities learning
5. Seating Arrangement Seated in groups, arrange Encourage collaboration
in circles
6. Handling Teachers used verbal Effective in maintaining
misbehavior/off-task reminders to correct order, demonstrating
behavior misbehavior and off-task peer influence
behavior
7. Reinforcement of Positive reinforcement Motivation and positive
Positive Behavior method not observed behavior development
possibly weakened due to
lack of recognition
8. Others
9. Others
10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners’
behavior?
The way the classroom was organized helped the students
behave and focus better. When chairs and tables were arranged
properly, and students worked together in groups, it encouraged
collaboration. This setup helped minimize distractions and made
students more engaged in their tasks.

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?
A teacher should consider student-centered learning, multiple
intelligences, and positive behavior support when organizing a
classroom. The design should ensure that learners feel safe, respected,
and supported. Good routines and a well-thought-out layout help
develop responsibility, cooperation, and independence. These are
supported by constructivist and behaviorist theories, which emphasize
structure and positive reinforcement.

3. Which behavior strategies were effective in managing the behavior of

the learners? In motivating students? Why were they effective?
 The teacher used strategies such as assigning daily
responsibilities, organizing group work, and using positive
reinforcement. These strategies were effective because they gave
students a sense of ownership and accountability. For example,
assigning students to lead a group activity or tidy a corner of the room
helped them feel responsible. The teacher also praised good behavior,
which motivated students to repeat it. These methods were clear,
consistent, and appropriate to the learners’ developmental level.

REFLECT

Reflect on the following and write on your insights.

1. Imagine yourself organizing your classroom in the future. In what year

level do you see yourself? What routines and procedures would you consider
for this level Why?

I can see myself managing a senior high school classroom. At this

level, students are beginning to prepare for adulthood, so I would establish
clear daily routines focused on developing responsibility and discipline. I
would emphasize cleanliness and neatness not only in their personal
appearance but also in maintaining a clean and organized learning
environment. Boys and girls would be seated strategically—not strictly
separated, but in a way that minimizes distractions and promotes focus.
These procedures are important because senior high school students need
structure to help them form positive habits and prepare for future
responsibilities.

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

Some rules I would implement include:

 Respect everyone’s opinions and differences.

 Avoid any form of bullying.
 Come to class prepared and on time.
 Raise hands before speaking.
 Keep the classroom clean and orderly.
I would choose these rules because they promote a respectful and safe
learning environment. Respect is essential to help students feel accepted
and understood. Rules about preparation and punctuality encourage
responsibility. Cleanliness builds discipline and accountability. Together, these
rules foster cooperation, attention, and mutual growth.

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

Yes, learners should be involved in making class rules because this

gives them a sense of responsibility and ownership. When students
participate in setting expectations, they are more likely to follow them. It also
empowers them to be part of the classroom community, promoting a
cooperative and respectful atmosphere. Ultimately, the classroom rules are
designed to benefit the students, and their involvement ensures the rules
reflect their needs and perspectives.

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.
As we observed, there are no classroom

rules attached. There is no learning

station too.

Activity 4

OBSERVING CLASSROOM MANAGEMENT AND ROUTINE

Resource Teacher: Ms. Vanessa Marie T. Almazan

Teacher’s Signature:
Subject Area: Pathfit 2
Date: February 7, 2025
OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing

the given checklist.

Checklist on Classroom Routines

Check Yes ( ) 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/Collection of materials √
11. Submission of projects √
12. Asking questions during lessons √
13. Asking for assistance √
14. Joining classroom activities √
15. Lining up √
16. Walking in the line √
17. Fire drill / emergencies √
18. Movement between activities √
19. Use of classroom supplies √
20. Checking if assignments √

ANALYZE

1. Were the routines effective in ensuring discipline and order in the class?
Why? Why not?

Yes, the routines were effective in causing discipline because the students
are attentive and observing what they’ve learned based on their actions.

2. Which of those routines were systematic and consistently implemented?

Explain your answer.
The most important routine that was systematically and consistently
implemented—based on our observation—was maintaining an everyday
routine before starting the class. This included greeting the students,
checking their attendance, asking what the previous lesson was about, and
arranging the classroom before the teacher left. These practices helped
establish a clear structure and promoted student readiness for learning.

REFLECT

1. Which of the routines will you most likely apply in your class? Why?
Why not?
From that list, I’d definitely use the routines about students moving into
and out of the classroom, how they work in pairs or groups, and how
they submit their work and projects. These are important for keeping
things organized and making sure everyone knows what to do. I’d also focus
on making sure students know how to ask questions during lessons,
because it's important for them to feel comfortable getting help when they
need it. The other routines are also good, but these are the ones I think are
most important for a smooth and successful class.

Activity 4.2

Listing Down Classroom Rules

Resource Teacher: Ms. Vanessa Marie T. Almazan

Teacher’s Signature:
Subject Area: Pathfit 2
Date: February 7, 2025

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

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

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the
activity.
2. Proper P.E. Uniform Ensures appropriate protection and free
to move
3. Tie hair for girls Keep hygiene and focus on lessons
4. Remove I.D. Ensures safety in doing activities
5. 15 minutes late will be absent Promotes punctuality and responsible
students
6.

ANALYZE

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

The formulated rules ensure the needs of the students such as protection,
hygiene and focus on the lesson’s safety. Which can help students to become
a better individual.

2. Are classroom rules really important?

Yes, because rules are not just to be restrictive but rather it creates positive,
supportive and productive learning environment for all students.

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.

The rules for the Pathfit Class seem pretty good for keeping things safe and
organized. I would probably keep most of them, especially the rules about
wearing the right clothes for class, trying up long hair, and putting bags
away. These rules help everyone stay safe and not get in the way of each
other. However, I might change the rule about being marked absent after 15
minutes late. It can be a warning or a short assignment would be used first,
instead of automatically marking them absent. This give the students a
second chance and helps them learn to be on time.

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.
The photo shows students in their Pathfit class working on a project. They are
sitting in groups on bleachers in a large gym or indoor sport area. The
students are wearing all WMSU PE. There are orange cones scattered on the
floor, suggesting some kind of activity or game might be involved. They
seem to be working together to make a concept map about pickleball likely
using papers and possibly other materials. The overall scene in one of
organized group work in a spacious setting.

Activity 5

Identifying Personal and Physical Aspects of Classroom

Management
Resource Teacher: Mr. Jovannie M. Sarona
Teacher’s Signature:
Subject Area: Filipino
Date: February 12, 2025

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 if 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 it 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 questions?

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

The teachers voice, being audible and clear to all students, facilitates
effective communication of lesson content. This clarity allows student to
focus on the lesson without straining to hear, leading to better
comprehension and a more productive learning environment.

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

The teacher's late arrival during the observation negatively impacts

classroom discipline consistent punctuality establishes a structured and
shows respect for students' time. Lateness disrupts this routine, potentially
leading to decrease student focus and increased behavioral challenges. It
can also determine the teacher’s authority and make it more difficult to
enforce classroom rules.

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

management?

Checking physical aspects ensures a conducive learning environment.

Factors like ventilation, lightning, noise levels, seating, and overall design
affect student comfort, concentration, and engagement, comfortable and
well organize od classroom minimizes distractions and promotes a more
positive and productive learning experience.

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.”

The statement highlights the inter dependence of effective teaching and

classroom management. High-quality instruction requires a supportive
learning environment. Without effective classroom management-establishing
clear expectations, maintaining order, and addressing disruptions-even the
best lesson plans will be hampered by students’ inattention, disruptions, and
lack of focus. Classroom management is a necessary condition for successful
teaching and learning. If the classroom is chaotic or disruptive, it’s hard for
students to learn, even if lesson is excellent.

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

To ensure the effectiveness of classroom management according to our

observation these are the several key strategies:

1. Clear rules and Expectations - It start by establishing clear, simple rules

and expectations from the beginning of the year. These will be consistently
enforced.

2. Positive Reinforcement - Focusing on rewarding positive behavior. Creating

positive classroom climate to foster respect, cooperation and engagement
among students.

3. Use a Variety of Instructional Strategies – engaging lessons will minimize

opportunities for disruptive behavior.

4. Address Misbehavior Promptly and Fairly - This will maintain order and
consisting in the classroom.

5. Seek Support from Collogues and Mentors – This will provide more
guidance and strategies for addressing challenging situations.
Activity 5.2 Demonstrating knowledge of positive and non-violent
discipline in the management of learner behavior.

Resource Teacher: Mr. Jovannie M. Sarona

Teacher’s Signature:
Subject Area: Filipino
Date: February 12, 2025
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 for no opportunity

to observe.

Effective Classroom Management Observed Not No

Strategies Observed Opportunity
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. Continuously engage the students. √
14. Assign open-ended project.
15. Write group contracts.

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.

Based on our checklist, there are 10 out of 15 classroom management

strategies. These Strategies-modeling positive behavior, establishing
guidelines, documenting rules, discouraging class-wide punishment,
encouraging initiative, offering praise and rewards, using non-verbal
communication, addressing misbehavior promptly, generally contributed to
better classroom management. The consistent use of positive reinforcement
and proactive strategies likely fostered a more positive learning
environment. However, the lack of open-ended projects and group contacts
might have limited opportunities for deeper learning and collaborative work.

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

Interviewing students to assess their needs, assigning open-ended projects,

writing group contracts, and take time to celebrate group effort. While
interviewing students might provide valuable insights, it's not always feasible
in the context of a busy classroom. However, documenting the rules clearly
and making them accessible to student is crucial for establishing consistent
expectations. Open-ended projects and group contracts could have
significantly enhanced students to take ownership of their learning and work
together towards common goals. Incorporating these strategies improved
classroom management by fostering student-centered approach.

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?

To effectively manage diverse learners, I need to employ a variety of

strategies. This includes establishing clear expectations and rules, using
positive reinforcement and addressing misbehavior promptly and fairly.
However, it is equally crucial to understand and cater to different learning
styles and needs. This requires incorporating differentiated instruction,
providing choices in assignments, and using variety of teaching methods
(visual aids, hands-on activities, group work). Regularly assessing student
needs and adjusting my strategies accordingly is essential for creating an
inclusive and supportive learning environment for all students. Open-ended
projects can also be valuable tools to courage collaboration and cater to
diverse learning preparations.

SHOW Your Learning Artifacts

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

strategies used by your Resource Teacher.
 Activity 6
The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Ma’am Edda B. Roxas

Teacher’s Signature:
Subject Area: PED 108 Assessment in Learning 2
Date: February 28, 2025

OBSERVE
Observe and Record Observation on the Following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write
your 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.
The teacher had a well-organized lesson plan that outlined the
key components of the lesson. The structure was evident, as
the teacher followed the prepared plan throughout the session.
However, it was unclear whether the lesson plan allowed
flexibility for student responses and deeper engagement.

Answer the following questions:

a. What are the lesson objectives/learning outcomes?
The learning objectives were clearly stated and aligned with the
subject matter. The teacher ensured that students understood
the goods of the lesson. However, while the objectives were
present, the level of engagement from students could been
further enhanced by making the learning outcomes more
interactive and relatable.

b. What are included in the subject matter?

The subject matter was relevant and well-structured within the
lesson plan. The teacher provides accurate information and
presented the topic logically. However, the lesson could benefit
from more real-life examples or hands-on activities to deepen
student's understanding.

c. What procedure or method will the teacher use to implement

the plan?
The teacher introduced the lesson with an eye-catching
activity, that initially captured the student's attention. This
approach helped set the tone for the session and encouraged
participation. While the method was effective, sustaining
engagement throughout the lesson required more variation in
teaching strategies, such as discussions, group works, or
multimedia integration.
d. Will the teacher assess or evaluate the lesson? How will this
be done?
The teacher had an evaluating plan to measure student
learning, but there was limited observation of how formative
assessment was applied during the lesson. Including more
frequent checks for understanding, such as quick quizzes or
think-pair-share activities, could enhance learning outcomes.

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?
The teacher started the lesson with an activity, which was
effective in drawing student interest. This method helped create
curiosity and readiness for learning. However, maintaining the
 same level of enthusiasm throughout the lesson was a
challenge, as some students become less engaged over time.

b. What procedure or steps were followed?

The teacher adhered to the structured lesson plan and ensured
a logical progression of the lesson. The instructions were
generally clear, but in some instances, additional clarifications
were needed to ensure all students understood the concepts
being presented.

c. How did the teacher engage the learners?

The teacher made efforts to involve students in the discussion,
but the level of excitement and emotional engagement was
somewhat lacking while the teacher encouraged participation,
a more dynamic approach - such as storytelling role playing, or
gamification could have made the lesson more engaging and
interactive.

d. Was the teacher a guide at the side?

The teacher played the role of a facilitator by guiding students
though the lesson. However, there were moments where a
more energetic approach could have encouraged broader
student participation. The teacher's neutral tone sometimes
resulted in reduced enthusiasm from students.

e. Were the learners on task? Or were they participating in the

class activity?
The same students frequently raised their hands to answer
questions, showing that they were comfortable engaging in the
discussion. The teacher made an effort to call on other
students, ensuring more balanced participation. However, a
greater emphasis on inclusive engagement strategies, such as
small group discussions or randomized questioning techniques,
could ensure that all students contribute actively.

f. Was the lesson finished within the class period?

The lesson was finished with the allocated class period. The
pacing was appropriate, though some sections could have
benefited from slightly more time for discussion and interaction.
Ensuring that all key points are adequately covered while
allowing students to ask questions is an area for retirement.
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
The lesson Objectives were partially achieved, as students
demonstrated some understanding of the key concepts,
However, due to the variation in participation levels, it was
difficult to assess whether all students fully grasped the
material. more direct assessment tools, such as exit tickets or
short written reflections, could help determined the depth of
understanding.

b. How did the teacher assess/evaluate it?

The teacher used questioning as a primary assessment
method to check student comprehension. while this method
provided some insight into student learning, incorporating
additional evaluation techniques such as peer assessments,
 quick written responses, or formative quizzes could give a
clearer picture of overall class performance.

c. What evidence was shown? Get pieces of evidence.

The evidence of learning was observed through student
participation and responses to teacher-led questions. Come
students demonstrated strong understanding, while others
were less vocal, making it difficult to determine their grasp of
the material. To provide more concrete evidence, the teacher
could use written exercises, student presentations, or practical
applications of the lesson content.

ANALYZE

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
The teacher demonstrated some key characteristics of an effective educator,
such as organization, preparedness, and the ability to follow a structured lesson plan.
However, there were areas for improvement in terms of enthusiasm and engagement. A
globally competent teacher should display strong communication skills, adaptability, and
the ability to inspire students. In this care the teacher engaged learners but lacked the
excitement and emotional connection that could have enhanced student motivation.

2. Was the lesson implemented as planned? Describe.

The lesson was implemented as planned, with the teacher following the prepared
lesson structure. The Introduction successfully captured students' behavior attention,
and the lesson progressed in a logical manner. However, with the procedural flow was
smooth, some students appeared disengaged at times, indicating that more interactive
strategies could be incorporated to maintain focus throughout the session

3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
After teaching the lesson, the teacher appeared somewhat neutral neither
extremely satisfied nor visibly exhausted. While they completed the session
successfully, their level of excitement did not significantly increase or decrease. This
suggests that the teacher might benefit from retreating on student engagement fuels
and adjusting their approach to create of more dynamic class room environment.

4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager Contented? No reactions at all.
The majority of students participated in the activities, but their reactions varied.
Some were happy and eager to respond, while others remain passive. A few students
seemed disengaged or hesitant to participate, which suggests that more inclusive
engagement techniques, such as group discussions on hands-on activities, could
encourage broader involvement.

REFLECT

Based on your observations, how will you prepare your lesson plan? Make a short
paragraph on the topic.
Based on my observation, I will prepare my lesson plan with strong focus on student
engagement and interaction. I will ensure that my lessons include a variety of teaching
strategies, such as visual aids, group activities, and real-life applications, to cater to
different learning styles. Additionally, I will incorporate regular formative assessments to
gauge student understanding and adjust my teaching methods accordingly. Maintaining
an enthusiastic and energetic approach will be a priority to inspire and motivate
students to actively participate in the learning process.

Activity 6.2
Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Ma’am Edda B. Roxas

Teacher’s Signature:
Subject Area: Assessment in Learning 2 PED 108
Date: February 28, 2025

OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: DEVELOPING PERFORMANCE TASK
II. Subject area: ASSESSMENT IN LEARNING 2
III. Grade/Year Level: BPED III-A

Outcomes Teaching Method Assessment

By the end of Lecture with Short quiz on

the lesson, PowerPoint the
students will be Presentation: components
able to: Introduction to and
key concepts and characteristics
a.) define the
GRASPS elements. of performance
key
components of Problem-Based tasks.
an effective Learning Activity: Group
performance Students analyze performance
task. sample task design
performance tasks using the
b.) explain the
to identify GRASPS
importance of
strengths and method,
designing
weaknesses. presented to
meaningful and
engaging Cooperative the class.
performance Group Work: In Rubric-based
tasks. groups, students evaluation of
design a the group
performance task performance
using the GRASPS task design.
method.
Peer and
Class Discussion & teacher
Feedback: Sharing feedback on
group outputs and clarity,
providing relevance, and
constructive peer engagement of
feedback.

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

 Yes, the three components (Outcomes, Teaching methods, and Assessment) are
constructively aligned. Constructive alignment means that the teaching methods directly
support the learning outcomes, and the assessment methods accurately measure
whether the outcomes have been achieved. In this lesson plan, the outcomes focus on
students' ability to define, value, and construct performance tacks. The teaching
methods (PowerPoint, problem-based learning, etc.) directly support these skills. These
assessment methods (quizzes, presentation, analysis questions) directly measure the
students' achievement of those same skills.

2. Will the outcomes be achieved with the teaching methods used? Why?
It is highly likely that the outcomes will be achieved with the tracking methods
cater to diverse styles, making the learning process more engaging and effective. The
combination of presentations, group work, individual tasks, and quizzes provides
multiple opportunities for students to earn and demonstrate their understanding.

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

The assessment component would tell if the outcomes have been achieved. The
assessments are designed to directly measure the student’s ability to define, value, and
construct performance tasks, which are the stated learning outcomes. The results of the
assessments will show neither her students have mastered these skills.

REFLECT

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

Developing a lesson plan requires careful consideration of the learning
outcomes, teaching methods, and assessment strategies. It crucial to ensure that all
three are aligned and that the teaching methods are appropriate for the learning
outcomes and the assessment methods accurately reflect student learning. The process
highlights the importance of planning for diverse learning styles, and providing multiple
opportunities for students to demonstrate their understanding.

What value will it give to the teacher if the three components are aligned?
If the three components are aligned, it provides the teacher with a clear
framework for teaching and assessing student learning. It ensures that the teaching
methods are effective in helping students achieve the learning outcomes, and the
assessment methods accurately measure student achievement. This alignment leads to
more effective instructions, better student learning and more accurate evaluation of
student progress. It also simplifies and assessing, making the teachers work more
efficient and effective.

SHOW Your Learning Artifacts

1. Present a matrix to show the constructive alignment of the three components of a

lesson plan.
Example:

Lesson Title: DEVELOPING PERFORMANCE TASK

Subject Area: ASSESSMENT IN LEARNING 2
Grade Level: BPED III-A

Lesson Outcomes Teaching Methods Evaluation

Students will be able to PowerPoint presentation Multiple-choice quiz to
define the key components introducing the key assess understanding of
of an effective components and GRASPS performance task
performance task. method. components and
GRASPS.

Students will appreciate Group activities and Peer evaluation and

the importance of cooperative learning feedback during task
designing meaningful and focused on applying the design activities.
engaging tasks. GRASPS framework.

Students will construct a Individual or group work on Presentation of

performance task using the creating sample tasks and performance tasks with
GRASPS method. rubrics, followed by class rubric-based assessment.
discussion and critique.

Activity 7
Demonstrating an Understanding of Research-Based Knowledge Principles of
Teaching and Learning

Resource Teacher: Asst.Prof. Cathy R. Cabangcala

Teacher's Signature:
Subject Area: MAPEH
Date: March 07,2025

OBSERVE

Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins with the The Teacher set clear expectation by asking
setting of clear and high expectations of students to provide examples of adolescent
learning outcomes. health problems and make a graphic
organizer. The use of SMART approach
ensured that objectives were clear and
achievable.
2. Learning is an active process. The students actively engaged by
participating in group discussions, rotating
roles (speaker,listener,time keeper), brain
storming and creating graphic organizer
about the five aspects of health.
3. Learning is the discovery of personal Students’ shared personal experience related
meaning and relevance of ideas. to health problems within the five aspects
(mental, social,spiritual,physical,emotional)
helping them to connect learning to their
personal lives.
4. Learning is a cooperative and a The students worked in groups of three ,
collaborative process. Learning is ensuring that they collaborated and
enhanced in an atmosphere of supported one another by rotating roles and
cooperation and collaboration. brainstorming ideas together.

ANALYZE
1. What principles of learning were most applied? least applied?

Most applied
 The most applied principle was “Learning is cooperative and collaborative
process” The Teacher actively encouraged teamwork by grouping students in
three, assigning roles and ensuring that each student participated in all roles.
This setup promoted cooperation and effective communication. The
brainstorming and group discussion helped students build on each other’s ideas,
fostering a collaborative learning environment.

Least applied

 The principle that was least applied was “Learning is the discovery of personal
meaning and relevance of ideas”. On the other hand, students discussed health
problems, there was limited emphasis on how these issues personally relate to
their own lives. The activity was more group- centered and task-oriented, lacking
deeper and personal reflection.

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

 To strengthen personal meaning and relevance, the teacher could have initiated
an individual reflection activity where students wrote about their personal
experiences with the five aspects of health or identify specific health challenges
they face in the community.
  Another approach would be to conduct a short sharing session where each
student explains on one of the health aspects impacts their day-to-day life. This
would help personalize the learning experience.
 For enhancing clarity of expectations. the teacher could have explicitly stated the
expected outcomes for the graphic organizer activity, such as how detailed the
examples should be or how each role contributes to the overall learning goal.

REFLECT

From among the principles of learning, which one do you think is the most important?
 Learning is an active process, remains one of the most critical principle. Active
participation promotes deeper engagement, critical thinking and better retention
of knowledge. When students are actively involving, such as through discussions
hands-on activities and interactive tastes, they are mere likely to understand and
apply concepts effectively.

Activity 7.2
Identifying Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: Asst.Prof. Cathy R. Cabangcala

Teacher's Signature:
Subject Area:MAPEH
Date: March 07,2025

OBSERVE

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Achieved
Objectives?) NO YES NO
YES
1. Students will correctly identify and
describe the five aspects of
adolescent health.
2. Student will provide relevant
examples of health problems related
to each health aspects.
3. Student will collaborate effectively to
create a graphic organizers
summarizing the lesson.
4. Student will actively engage in
assigned group roles he facilitate
discussions.
5. Students will reflect on how health
issues impact their personal lives.

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

1. Students correctly identified and described the five aspects of adolescent

health during discussions.

2. Each group successfully provided at least one example of a health problem of

every health aspect.

3. Group collaborated and created graphic organizers, showing clear

understanding and teamwork.

4. Students actively participated in discussions, fulfilling their assigned roles and

ensuring equal distribution.

5. While there was group discussion, limited personal reflection on how these
health issues impact their lives was observed.

ANALYZE
1. Do SMART objectives make the lesson more focused?

REFLECT

- Yes, smart objectives make the lesson more focused by setting clear, specific and
measurable goals that guide the teaching and learning process. These objectives
ensure that activities are purposeful and aligned with the intended outcomes. In this
 lesson, the structured task such as creating graphic organizer and assigning roles,
help maintain focus, promoted active engagement, and ensure that students were
working hard achieving the learning objectives. Additionally, SMART objectives
provided a framework for evaluating student progress and ensuring that all key
concepts were effectively addressed.

Reflect on the
Lessons learned in determining SMART learning outcomes.

- Determining SMART learning outcomes ensures the objectives are well- defined
achievable, and aligned with the students’ developmental levels and learning needs.
It provides a clear roadmap for both teaching and assessment, ensuring that every
activity contributes meaningfully to achieved the desired outcomes. SMART
objectives also promote accountability and self-direction among students, as they
clearly understand what is expected of them. Furthermore, it allows for more
effective evaluation of learning progress and identification of gaps in understanding.
In this context the lesson could be improved by incorporating activities that the
lesson could be improved by incorporating activities that encourages deeper
personal reflection, helping students to connect learning with their own experiences
and values for more meaningful engagement.

Activity 7.3
Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: Asst.Prof. Cathy R. Cabangcala

Teacher's Signature:
Subject Area: MAPEH
Date: March 07,2025

OBSERVE

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
-The teacher did not lecture all the time. mere passive recipients of instruction?
Instead, she balanced instruction with
interactive activities. She provided clear -Yes, students were actively involved. They
instructions, explained concepts using real- were divided into groups of three and
life examples and then facilitated student assigned specific roles ensuring active
engagement through group activities. participation. They worked collaborating to
identify health problems created concept
maps and shared insights.

Was the emphasis on the mastery of the Was the emphasis on the students'
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
- The emphasis was on mastering the
lesson rather that test performance. The - Yes, were asked to list health problems
teacher guided the students to deeply they personally encountered or observe,
understand adolescent health issues by connecting the lesson to real-life
engaging them in meaningful discussions, experiences. By relating the discussion to
brainstorming, and real-life application core values. Students were encouraged to
exercises, ensuring they internalized the think about the impact of health on their
concepts. daily lives.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?

- The class atmosphere was positively - Yes, the atmosphere was collaborative.
competitive. The assigned roles Students worked together in small group
encouraged student to actively participate shared ideas and contributed to creating
and take responsibility for their graphic organizers. Brainstorming
contributions. This healthy competition encouraged active listening, mutual
motivated them to perform well and be respect and teamwork.
more engaged.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
- No, the teacher went beyond focusing - Yes, the teacher connected the lesson to
solely a health. she connected the lesson real-life experiences and values. By
to students core values, encouraging discussing how health problems relate to
them to reflect on the moral and ethical the students’ personal values and
implications of health choices , thus experiences, the lesson extended beyond
integrating personal development into the academic knowledge to life skills and
lesson. moral reflection.
 What teaching-learning practice shows that teaching approach was:
a) constructivist - connected to past experiences of learners; learners constructed
new lesson meanings
- The teaching approach connected to students’ past experiences by encouraging them to
reflect on health problems that they or their community have encountered. This allowed
students to contrast new meanings based on real-life contexts, enhancing personal
relevance and understanding.

b) inquiry-based
- The lesson encouraged curiosity and questioning, such as when students asked about the
difference between mental and emotional health. This approach foster critical thinking a
deeper understanding of the topic.

c) developmentally appropriate - learning activities fit the developmental stage of

children
- The activities and discussion were suited to the student’s developmental stage, as the focus
on adolescent health problems was relevant to their current experiences as Grade 7 students.
This ensured the lesson was meaningful and relatable.
d) reflective
- Students were encourage to think critically about health problems and how these issues
impact their lives and core values. This reflective approach helped deepen their understanding
and encourage self-awareness.
e) inclusive - No learner was excluded; teacher taught everybody.

- The learning activities were designed to ensure that no student was excluded. By forming
groups of three, all students had roles and opportunities to participate, ensuring inclusivity
and engagement.

f) collaborative - Students worked together.

- The class atmospheric supported collaboration, with students working together in groups
to create concept maps or bullet-type list. This promoted teamwork and the exchange of
ideas, enhancing learning outcomes.

g) integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were

taught.

- The lesson integrated different disciplines by connecting health education to core values,
helping students see how health issues influence personal and social responsibility. This
multidisciplinary approach encourage holistic understanding.

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

- Focusing solely on subject matter for mastery and test preparation can limit students’
critical thinking, creativity, and real-life application skills. It may result in surface level
learning where students memorize information for exams but struggle to apply the
concept in practical or real-life situations. This approach can also reduce
engagement and motivation, as students may perceive learning as a task rather than
a meaningful experience. Furthermore, it can neglect the development of essential
life skills such as collaboration, communication, and problem-solving, which are
necessary for holistic development.

2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
- I would adapt a student-centered approach because it encourages active
participation, critical thinking, and meaningful learning experiences. Involving
students in activities such as group discussions, brainstorming, and problem solving
helps them develop deeper understanding and practical skills. It also promotes
collaboration, inclusivity, and reflection, allowing students to connect lessons to real-
life context and personal experiences. This approach makes learning more
engaging, relevant, and effective in fostering long-term retention and application of
knowledge.

REFLECT
Reflect on Principles of teaching worth applying

- Among the observed teaching principles, collaborative, inclusive, and reflective

learning. Standout as highly valuable. Collaborative learning fosters teamwork,
communication, and problem-solving while inclusivity ensures that every student
participated and feels valued. Reflective learning encourages students to critically
assess their experiences and relate concepts to real-life scenarios, enhancing
understanding and personal growth. Applying these principles helps create a
dynamic and meaningful learning environment that supports holistic development.

SHOW Your Learning Artifacts

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

Activity 8
Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: Mrs. Olga Victorio
Teacher's Signature:
Subject Area: 21st Century Literature
Date: March 6, 2025

OBSERVE

1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.

2. Learning is an active process. Students actively participated in the open

forum by sharing their opinions and
reflections about love. This involvement
promoted deeper understanding and
engagement.
3. A non-threatening atmosphere The teacher facilitated an open and
enhances learning. respectful discussion making students
feel comfortable to share their thoughts
and experiences without fear of
judgement.
4. Emotion has the power to increase Discussing personal experiences and
retention and learning. feelings about love made the lesson
relatable and emotionally engaging, which
can help in better retention or the
concepts discussed.
5. Good teaching goes beyond recall of The teacher encouraged critical thinking
information. by asking students reflective questions
about love and life priorities, helping them
connect the topic to personal values and
experiences.
6. Learning is meaningful when it is The teacher connected the theme of love
connected to students' everyday life. to real-life experiences, such as
prioritizing studies, the importance of
timing in the relationships, and placing
God at the center of personal decisions.
These reflections made the lesson
meaningful, as students could relate the
discussion to their own lives and future
choices. This connection helps solidify
learning, as it becomes personally
relevant and applicable to everyday
experiences.
7. An integrated teaching approach is far The teacher connected various concepts
more effective than teaching isolated bits such as love, life priorities and
of information. responsibilities, preparing the students for
a deeper understanding of the upcoming
literature topic, " Dead Stars". This
approach helps students build a
comprehensive understanding, allowing
them to connect personal experiences to

the literary theme when they eventually

analyze the story. The integration of real-
life experiences with literature makes the
 overall learning experience Eicher and
more meaningful.

ANALYZE

What is the best method of teaching? Is there such a thing?

= There is no single, universally "best" method of teaching, as effectiveness depends on
various factors, including subject matter, student meeds and learning objectives.
However, an effective teaching method is one that engages students actively,
encourages critical thinking and makes learning more relevant and meaningful. In this
case, the teacher's strategy - using open discussion and personal reflection - proved
effective because it fostered engagement and emotional connection. The use of real-life
examples, relatable themes, and student participation helped enhance understanding
and retention.

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

Selecting the appropriate strategy for lessons involves considering

several key factors. First, understanding the learning objectives is essential to
determine what students need to learn and how they will apply that
knowledge. For instance, if the goal is to foster critical thinking, strategies
like open discussion and reflective activities are effective. Second, knowing
the learners backgrounds, interests, and experiences help choosing relatable
topics, as seen in the discussion of love, which engaged students emotionally
and intellectually. Third, the nature of content influences strategy choice, for
abstract or complex topics like Dead Star, strategies such as storytelling,
discussion, and real-life examples enhance understanding. Fourth,
encouraging engagement through activities like open forums or collaborative
projects foster participation and deeper learning. Fifth, connecting lessons to
real-life experiences such as relationships and personal growth, makes
learning more meaningful. Lastly, flexibility is crucial, as teachers must adapt
strategies based on student response to maintain interest and ensure
effective learning.
 Activity 8.2
Determining Outcome-Based Teaching and Learning

Resource Teacher: Mrs. Olga Victorio

Teacher's Signature:
Subject Area: 21st Century Literature
Date: March 6, 2025

OBSERVE

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOS) at
the beginning of the class? Did he/she share them with the class? How?
= Yes, the teacher introduced the lesson by connecting it to real-life experiences about
love, helping students understand that the discussion would prepare them for the
upcoming reading of Dead Star. Although the objectives were not explicitly stated in
formal terms, the teacher made it clear that aim was to encourage reflection on the
concept of love and its relevance to personal experiences. This approach helped
students relate personally to the topic aligning with the intended learning outcomes.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAS help
him/her attain his/her lesson objectives/ ILOS? Explain your answer.
= The main activity was an open forum where students shared their thoughts and
experiences about love. The teacher facilitated the discussion on types of love, love in
relationships and life priorities. This method helped achieved the objectives by
encouraging critical thinking, self-reflection and engagement which prepared students
for deeper understanding of the upcoming literature topic.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOS?
= The teacher employed formative assessment by observing student participation and
responses during the discussion. The teacher asked reflective questions that prompted
students to think critically and share personal insights, allowing her to assess their
understanding informally. Students' ability to articulate their thoughts and relate the to
real-life experiences demonstrated their engagement and comprehension. This method
of assessment was aligned with the lesson objectives because it encourage personal
reflection and deeper understanding both of which are essential for the upcoming
literature lesson.

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
= OBTL is an effective approach as it focuses on achieving specific, measurable
learning outcomes. It encourage teachers to plan lessons with clear objectives in mind
and to design activities and assessment that align with these goals.
In the observed class, the teacher successfully used OBTL by designing a
discussion that helped students connect personal experiences with the literary theme.
OBTL encourage relevance and adaptability, making learning more meaningful for
students. It ensures that lessons are purposeful and that assessments are designed to
measure whether learning objectives have been met.
REFLECT
Reflect on the use of OBTL.
= OBTL is an effective teaching approach because it focuses on desired outcomes
and helps ensure that lessons are structured, relevant, and meaningful. In this case, the
teacher's strategy of connecting the lessons to real-life experiences about love created a
meaningful experience. Students were able to reflect on their own experiences, which
deepend their understanding of the lesson. The reflective questioning and open
discussion allowed the teacher to assess students' understanding informally while
ensuring that the lesson objectives were met.

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain by interviewing at least two teachers
on their thoughts on OBTL.
1. The students' active participation and willingness to share personal reflections on love
demonstrate that they understood and engaged with the lesson, aligning with the
intended learning outcomes.

2. The teachers' open discussion approach encourage deeper thinking and critical
reflection, preparing students to analyze the theme in Dead Stars. The method also
allowed the students to analyze and the teacher to informally assess students'
understanding of the concepts discussed.

3. The connections students made between life priorities and responsibilities show that
they were able to apply their understanding to real-life situations, which is a key aspect
of OBTL.
 ACTIVITY 9
OBSERVING TECHNOLOGY INTEGRATION IN THE
CLASSROOM
Resource Teacher: Bernadeth Encarnacion
Teacher’s signature:
Subject Area: ENTREPRENEUR
Date: FEBUARY 13, 2025
OBSERVE
CLASS OBSERVATION GUIDE
Read the following questions and instructions carefully before you
observe.
1. What is the lesson About?
2. What visual aid/materials/learning resources is the teacher
using?
3. Observe and take notes on how the teacher presents/uses
learning resources.
4. Closely observe the learners response to the teachers use of
learning resources. Listen to their verbal responses. What do
their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and
are they showing their interest in the lesson and in the
materials? Are they looking towards the direction of the
teacher and the materials? Do their actions show
attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT
Date of observation: FEBUARY 13, 2025
School: ILS WMSU
Subject: ENTREP
Topic: THE MOST COMMON MEDIUM IN PROMOTING A PRODUCT AND
THIS IS CALLED PROMOTIONAL MIX
Grade/year level: 12

ANALYZE

UTILIZATION OF TEACHING AIDS

Grade/Year Level of Class Observation: Grade 12

Date of Observation: February 13, 2025
Subject Matter: the most common medium in promoting a product and this is called
promotional mix
Brief description of teaching approach used by the teacher:
The teaching approached used by the teacher is Teacher-centered approach which primarily
focused on the teacher itself who is the source of knowledge and information. On the day of
the observation, the teacher only asked students to read what is on the tv but never asked
for some thoughts from learners. The lesson was not engaging because the students are not
involved in the learning process.

Teaching Aids used Strengths Weaknesses Appropriateness of the

(Enumerate in bullet teaching aids used
form)
 Laptop  Use of  Teacher-  TV: Appropriate
 Tv technology. centered for visual
 PowerPoint The teacher approach. presentations,
presentation utilized Limited especially if the
technology student PowerPoint
(tv, laptop, interaction includes images
PowerPoint) beyond or videos.
 To present reading from  LAPTOP:
the lesson. the appropriate as
this PowerPoint. the platform for
enhances  Repetitive delivering the
visual warning PowerPoint
learning.  Lack of presentation.
engagement.  PowerPoint
 Availability  Accessibility presentation
of materials/ issue. the
the used of appropriateness
PowerPoint depends heavily
presentation on its design
suggest the and use.
lesson was
prepared
and organize.

REFLECT

1. Put yourself in the place of the teacher. What would you do similarly
and what would you do differently if you would teach the same lesson
to the same group of student? Why?
-To improve the lesson, a more student-centered approach is needed.
While the use of technology (PowerPoint presentation) provided a
structure presentation, the observed teacher-centered method limited
students engagement and participation. The repetitive warnings about
noise indicate a need for proactive classroom management strategies,
rather than reactive measures. The observation revealed a significant lack
of student engagement, suggesting the lesson lacked interactive
elements or opportunities for active learning. Furthermore, the reliance on
projected PowerPoint presentation created and accessibility issue for
students with poor eyesight. Future instruction should incorporate more
interactive elements, such as group work, discussions, or more hands on
activities, to increase student engagement.
 Activity 10
Observing Assessment as Learning Practice (Self-
Assessment)

Resource Teacher: Assist. Prof. Marites A. Montero

Teacher’s Signature:
Subject Area: Science
OBSERVE

TEACHER
1. Did teacher provide opportunities Yes the teacher facilitated a science
for the learners to monitor and activity involving a light bulb, metal
reflect on their own learning? spoon, and plastic ruler, focusing on
energy transformation and conductors.
The teacher used real-life scenarios
(avoiding electrical hazard) to illustrate
concepts. Student demonstrated
understanding by providing examples of
energy transformation in classroom
objects (laptop, fan, tv). This indicates
the teacher provided opportunities for
students to monitor and reflect on their
learning by applying concepts to real-
world situations and actively
participating in discussions.
2. What are proofs that students Student’s ability to provide examples of
were engaged in the self- energy transformation in various devices
reflection, self-monitoring, and (laptop, fan, tv) demonstrated self-
self-adjustment? reflection and self-monitoring. Their
understanding of the concepts, as
evidence by responses to the teacher’s
questions, shows self-adjustments in
their learning process. The use of real-
life scenarios by the teacher helped
students connect theoretical knowledge
to practical applications, fostering self-
directed learning.
3. Did students record and report Based on the provided observation,
their own learning? there’s no direct evidence that student’s
formally recorded their learning.
However , their active participation in
discussions and ability to apply concepts
to real-world examples suggests they
engaged in formal reporting of their
learning through verbal contribution.
4. Did teacher create criteria with the The observation does not explicitly
students for tasks to be completed mention the teacher co-creating criteria
or skill to learned? with students. However, the structured
nature of the science activity and the
teacher’s use of real-life examples
suggest an implicit framework for
understanding and applying the
concepts of energy transformation and
 conductivity. The teacher’s guidance and
questions acted as a form implicit
criterion for students learning.

ANALYZE

1. If the students is at the heart of all assessment should support student

learning. Do you agree? Why or why not?
Yes, we agree. If the students is central to assessment the assessments
should directly benefit the students learning. The observed classroom
demonstrate this principle. The teacher’s use of real-life examples and
interactive activities supported students understanding and
engagement, making the assessment process itself a learning
experience.

2. Does assessment as learning have the same ultimate purpose as

assessment for learning?
While both ‘assessment as learning’ and ‘assessment for learning’ aim
to provide and improve students learning, their focus differs.
Assessment as learning integrates assessment directly into the
learning process, as seen in the observed classroom. Assessment for
learning uses assessment data to inform future teaching and learning.
Both approaches share’s the ultimate purpose of improving the
students learning, but they achieve this through different methods. The
observe classroom primarily showcased assessment as learning where
the assessment activity itself was a learning tool

REFLECT

The primary purpose of assessment is not to measure but to further

learning. Reflect on your personal experiences of assessment in school.
Were you given opportunities for self-assessment? If yes, what was its
impact on your learning?

Reflecting on my personal experiences with assessment in school, I

recall limited opportunities for self-assessment. Most assessments
were primarily summative, focusing on measuring knowledge at the
end of a learning unit rather than integrating assessment into the
learning process itself. While I did occasionally receive feedbacks on
assignments, this feedback was often delayed and lack opportunities
for me to actively reflect on my learning and adjust my approach. In
contrast, the classroom observation highlighted a more effective
approach. Instead of a final exam, having regular, shorter quizzes with
immediate feedback, allowing for self-reflection and clarification of
understanding. This interactive methods like those we observed, would
have greatly enhance my understanding by allowing me to identify and
address knowledge gaps during the learning process, not just after.