THE

FIELD STUDIES
LEARNING MODULES

2 0 2 1 - 2 0 2 2
 AUTHOR
S
THE FACULTY OF INSTITUTE OF TEACHING AND LEARNING

Edwin Auditor, Ph.D. (cand.)

Rosarie Anne S. Borja, RGC, Ph.D. (cand.)
Felicidad Corenna E. Broño, MA (cand.)
Carmela M. Buhain, MA
Dhana A. Canoy, MA
Lorena A. Castro, Ph.D. (cand.)
Victoria L. Delos Santos, Ph.D. (cand.)
Joseph P. Erfe, Ph.D.
Irma L. Escobia, MA
Charmaine T. Espejo, MA
Teresita S. Festin, Ph.D.
Jeffrey C. Ginez, MA
Cristina D. Macascas, Ph.D. (cand.)
Dorothy J. Naval, MA
Annabelle D.C. Palmiery, Ph.D. (cand.)
Pauline Giselle L. Paraan, MA
Marivic M. Pimentel, Ph.D. (cand.)
Myrna G. Rabina, Ph.D. (cand.)
Nikolee Marie A. Serafico-Reyes, Ph.D.
Myla Zenaida Cabrillas Torio, Ph.D. (cand.)
Marilou M. Ubiña, Ph.D.
Evelyn M. Varron, Ph.D. (cand.)

Darryl Roy T. Montebon, Ph.D.

Director
INTRODUCTION
THE PT01 EXPERIENTIAL LEARNING
MODULE
Welcome to Practice Teaching 1, “Career Stage 1 or Beginning Teachers
the Field Study course for your have gained the qualifications
Outcomes Based Teacher Education recognized for entry into the teaching
Curriculum. This course is primarily to profession. They have a strong
prepare you, future teachers, for the understanding of the subjects/areas in
teaching profession by exposing you which they are trained in terms of
to the different areas of teaching and content knowledge and pedagogy.
learning processes. They possess the requisite knowledge,
skills and values that support the
In this Experiential Learning module, teaching and learning process. They
you are going to perform activities manage learning programs and have
that will particularly help you possess strategies that promote learning based
the competencies of the teacher on the learning needs of their students.
professional development in the They seek advice from experienced
country is described in the Philippine colleagues to consolidate their
Professional Standards for Teachers or teaching practice”
the PPST. The PPST describes the
continuous development of teachers With the different Domains of the PPST in
from beginning to exemplary stages. mind, these learning modules are divided
Each stage in the PPST articulates into the six units that correspond to each
certain skills in teaching and learning domain. Each lesson has been purposely
and other areas of education. designed to let you develop as beginning
teachers endowed with skills and
More importantly, it is our desire to attitudes described in the PPST.
prepare you in your first career
stage--the beginning teacher. As
described in the PPST Handbook
(2017) the:
TABLE OF CONTENTS

This page has been left blank

fo you to organize as to the
flow of your presentation of
your answers
ABOUT THE MODULE
The learning modules are divided into seven units that correspond to each learning
domain in the PPST. The activities for each module follow the TORCH model developed by
Montebon, Calamlam, and Varela (2015). The TORCH model is an acronym for the flow of
activities to facilitate field study courses.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Gathers preconceived knowledge or identifies the motivation of pre-service teachers on

the topic to be studied.

OBSERVATION FOR
CLARIFICATION

Provides pre-service teachers with opportunities to observe and study the different
classroom scenarios where they can further learn the different strategies and approaches
to teaching and learning.

REALIZATIONS THROUGH
REFLECTIONS

Allows pre-service teachers to reflect on their observations and determine which

practices are aligned or differ from their preconceived knowledge on the topic being
studied.

CONFIRMATION OF PASSION

The confirmation of passion happens through feedback and conference between the pre-service teachers and supervising
instructors. The feedback process allows pre-service teachers to discuss what they have realized as they observed in the online
class. The supervising instructors confirm correct ideas and correct misconceptions at this stage.

HABITUATE TO PERPETUATE

Showcases pre-service teachers’ evidence of practice based on what they have learned
from the topic.
AUTOBIOGRAPHY

NAME
PASTE YOUR
PICTURE HERE Year and Section:
Majorship:
Faculty:

PERSONAL INFORMATION TEACHING

Let me know you by writing a short introduction of yourself below. PHILOSOPHY
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WHY TEACHING? TEACHING

Why do you consider teaching as your profession? APPROACH
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 DOMAIN 1
CONTENT KNOWLEDGE AND PEDAGOGY
DOMAIN

The first Domain recognizes the importance of teachers’ mastery of content

knowledge and its interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of theories and principles
of teaching and learning. This Domain encompasses teachers’ ability to apply
developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. It considers teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning process, as well as needed
skills in the use of communication strategies, teaching strategies, and technologies
to promote high quality learning outcomes.
Specifically, this domain envisions the beginning teachers to:
1. Demonstrate content knowledge and its application within and/or across
curriculum teaching areas.
2. Demonstrate an understanding of research-based knowledge and
principles of teaching and learning.
3. Show skills in the positive use of ICT to facilitate the teaching and
learning process.
4. Demonstrate knowledge of teaching strategies that promote literacy
and numeracy skills.
5. Apply teaching strategies that develop critical and creative thinking,
and/or other higher-order thinking skills.
6. Use Mother Tongue, Filipino and English to facilitate teaching and
learning.
7. Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner
understanding, participation, engagement and achievement.
 LESSON 1
CONTENT KNOWLEDGE AND ITS APPLICATION

Teachers as facilitators of learning should be able to demonstrate content

knowledge and its application within and/or across curriculum teaching areas.
Demonstration of content knowledge and its application makes one an efficient and
effective facilitator.
COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate content knowledge and its application within and/or
across curriculum teaching areas.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Are you ready to be a teacher? Well, based on your perception and self-reflection,
kindly complete the statements below.

GUIDE QUESTION:
What do you know, can you do, feel and envision about your content
knowledge as a beginning teacher?

AS A BEGINNING TEACHER, I...

KNOW:
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DO:
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FEEL:
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ENVISION:
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 OBSERVATION FOR
CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

Do the following:
● As a beginning teacher, examine how your supervising instructor/professor prepares
her /his MEDIA lesson on asynchronous learning mode.
● Observe how s/he conducts his/her synchronous virtual class.
● Answer the following question:

GUIDE QUESTION:
How did s/he apply his/her content knowledge within and/ or across curriculum teaching
areas to provide an engaging and meaningful learning experience to his/her
students/pupils in asynchronous mode? Synchronous mode?
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GUIDE QUESTION:
What misconceptions were common among students on the topic discussed? How did the
teacher correct the misconception?
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 REALIZATIONS THROUGH
REFLECTIONS

SELF-REFLECTION
Ponder on the following questions and write your answers on the space provided below.

GUIDE QUESTION:
Revisit your previous answer to KWLE statements. Is there anything you’ve realized you
should have indicated explicitly in the chart? Why?
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GUIDE QUESTION:
Reflect on the outcome of your virtual observation, is there anything you need to
improve to become more adept with your content knowledge? Justify your answer.
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 CONFIRMATION OF PASSION

PEER REFLECTIVE CIRCLE

● Set a common time with your groupmates for a peer-reflective circle. Post a picture
of your work in the space provided as evidence of your session.
● Share your answers for the KWL chart and your learning plans with your groupmates.

GUIDE QUESTION:
What can you deduce from the result of your comparative analysis, sharing and
colleagues’ critique on your e learning plan?
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 HABITUATE TO PERPETUATE

ADDRESSING MISCONCEPTIONS
Recall the misconceptions you have identified in your lesson observation. Post an
evidence or describe the scenario of that observation. Design an activity or plan
how to better address the said misconception. Post a copy of your plan in this
section of the module.

This page might need extra pages

 LESSON 2
RESEARCH-BASED KNOWLEDGE AND PRINCIPLES
OF TEACHING AND LEARNING

Teachers as managers of the teaching-learning process should be able to choose a

strategy that will work best in their class. To do this, effective teaching and learning
strategies that are primarily supported by research studies must be used.
Research-based knowledge and principles of teaching and learning means that the
teachers carry out their tasks guided by different studies on the education process.
Guerrero (n.d.) described in her study that teacher-knowledge significantly affect student
outcomes. Therefore, it is imperative for research to inform teacher-knowledge.
More importantly, it is crucial that the knowledge teachers gained from researches be
integrated in the teaching-learning process. Teacher-knowledge then in this context
doesn’t just involve only the content in the discipline but encompasses both cognitive and
affective capabilities of a teacher. This knowledge is believed to contribute to the
development of the teacher’s principles on teaching and learning.
Therefore in this lesson, you are expected to:

1. Describe different principles on teaching and learning

2. Identify effective research-based teaching-learning practices
3. Develop one’s principle on teaching and learning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate an understanding of research-based knowledge and
principles of teaching and learning.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

MY FAVORITE TEACHER
Directions: Identify one teacher that you admire most and answer the questions that follow.

1. Who is your favorite teacher?

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PASTE A PICTURE OF
YOUR FAVORITE
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TEACHER (if _____________________________________________________________________
possible) _____________________________________________________________________
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2. What discipline/subject did he/she teach you?

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3. What are the qualities of your teacher that you admire most? Why?
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4. What specific teaching strategy can you remember that your favorite teacher
employed that helped you effectively learn the content he/she is teaching?
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5. How did your favorite teacher influence you to become a teacher too?
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 OBSERVATION FOR
CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

Your supervisors will facilitate a classroom observation either through recorded classroom
demonstration or actual online synchronous instruction. Accomplish the observation guide
below for this activity.

OBSERVATION GUIDE
(modified from Practice teaching Form A7A & B)
Directions: Take down notes from the beginning to the end of the lesson. Based on these
notes, answer directly the given questions on important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Instructional Materials
1.1 What materials were used?
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1.2. What were the reasons for the use of such materials?
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1.3. Were the materials adequate and appropriate? Why or why not?
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2. Classroom Management
2.1. What routine activities were systematized?
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2.2. Was the classroom atmosphere conducive to learning?
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2.3. How did the teacher maintain discipline?
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2.4. What classroom management problems were evident?
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2.5. How did the teacher cope with such incidents?
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2.6. Was the class well-managed? Justify your answer.
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 1.1 How did the teacher arouse the attention of the learner?
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1.2. How did the teacher maintain the interest of the learner on the lesson?
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1.3. How did the teacher establish learner’s goal or direction of learning?
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2. Developmental Activities
2.1. How did the teacher present the lesson?
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2.2. How did the teacher solicit learner’s participation/involvement in the
lesson?
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2.3. Did the students participate actively? Why? Or Why not?
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3. Synthesizing Activities
3.1. Did the learners discover the concepts/principles? How did the teached
lead them to discovery?
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3.2. What technique(s) did he/she used to help the class arrive at the
synthesis of the lesson?
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3.3. What provisions were made for the application on the lesson?
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 REALIZATIONS THROUGH
REFLECTIONS

THE FOUR C’S

Analyze the observation checklist that you have accomplished in the previous activity and
complete the table that follows. Kindly refer to the questions to guide your answers.

1. Connection: What were your personal realizations from your observations on how
teaching and learning proceed in the classroom?
2. Challenge: What challenges have you observed that were encountered by the
teacher and students?
3. Concept: What observations did you have that somehow connect to what you have
discussed in your professional education courses?
4. Changes: What research-based practice do you think can help promote positive
change in the processes that you have observed?

Area on Connection Challenge Concept Changes

Teaching and
Learning

Instructional
Materials

Classroom
Management

Preparatory
Activities

Developmental
Activities

Synthesizing
Activities
 CONFIRMATION OF PASSION

PROFESSIONAL READING
Find one journal article that discusses the importance of research-based teaching practice.
Complete the details below and answer the guide question that follows.

Title:

Author(s):

Reference:

Insights:

1.

2.

3.

4.

5.

GUIDE QUESTION:
Why should teaching-learning strategies be based on research?
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 1. Describe at least one classroom
HABITUATE scenario that you would like to investigate.
TO PERPETUATE
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WHAT WILL YOU DO NOW?
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Describe a classroom phenomenon that interest you to work on a classroom based
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action research (CBAR). Attach a copy of your CBAR proposal here.
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2. What research question can you ask about your identified classroom scenario?
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3. What is your tentative answer to your research question?

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4. How do you plan to study it?

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 LESSON 3
POSITIVE USE OF ICT

Teachers as facilitators of learning should be able to show skills in the positive use of
ICT to facilitate the teaching and learning process.
Positive use of ICT can empower learners and teachers and transform the teaching
and learning process.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Show skills in the positive use of ICT to facilitate the teaching and
learning process

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

WORD CLOUD
GUIDE QUESTION::
What are your own perceptions about positive use of ICT to facilitate teaching and
learning process?
 OBSERVATION FOR
CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

● Observe how your supervising instructor/professor integrates ICT in their
asynchronous learning on ePNU/GMeet.
● Observe how your SI/SP conducts the synchronous learning mode and list down the
positive use of ICT to facilitate teaching and learning process.

GUIDE QUESTION::
How do we positively use ICT to facilitate teaching and learning process?
 REALIZATIONS THROUGH
REFLECTIONS

PAIR AND SHARE

● In pairs, take turns in sharing your insights regarding the asynchronous and
synchronous learning modes you have observed with emphasis on the positive use
of ICT to facilitate teaching and learning process.
● Validate your insights and consensually synthesize positive use of ICT to facilitate
teaching and learning process using a graphic organizer. Write your answer on the
space provided for.

GUIDE QUESTION::
If you were to teach the same lesson using the resources available to you, would you do
the things shown by the teacher? Which of these things would you continue? Which of
these things need improvement?
 CONFIRMATION OF PASSION

VIDEO ANALYSIS
● Watch more video-based demo lessons on the positive use of ICT from You Tube/Khan
Academy.
● Given a number of classroom scenarios (Based on the You Tube/Khan Academy
videos they’ve watched), analyze further some positive uses of ICT to facilitate
teaching and learning process.

GUIDE QUESTION:
Which practice/s show/s positive use of ICT based on the video/s you’ve watched? Could
you suggest better or other ways of doing it to facilitate and enhance learning? Cite a
concrete example.
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SCREENSHOT OF VIDEOS AND OTHER MEDIA:

 HABITUATE TO PERPETUATE

ACTION PLAN
Prepare an action plan on how to positively use ICT to facilitate teaching and
learning process in two or three lessons agreed upon by your SI/SPs based on the
theme focused for the quarter.

GUIDE QUESTION::
How can you promote positive use of ICT to facilitate teaching and learning process
better?
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 LESSON 4
STRATEGIES FOR PROMOTING
LITERACY AND NUMERACY

The teacher knowledge and skills of his/her subject is very essential in order to help
students achieve their full potential in each subject. Content knowledge generally refers
to the facts, concepts, theories, and principles that are taught and learned in specific
academic courses. Pedagogy is the method, techniques and strategies of teaching, both
as a subject or theoretical concept The key to enhanced and holistic learning is by taking
principles from knowledge of the subject matter and the art of teaching, and combining
them for a fully immersive learning environment.
Literacy and numeracy are important because they form the basis of our
learning. They are required to acquire other skills, as well as for participation in everyday
life. Literacy and numeracy skills underpin workforce participation, productivity and the
broader economy, and can also impact on social and health outcomes.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Discuss what is literacy and numeracy.
● Determine the different strategies applicable to promote students literacy
and numeracy.
● Reflect on which teaching and learning strategies are appropriate to
develop fundamental literacy and numeracy among learners.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

TEACHER’S ROLE IN PROMOTING

LITERACY AND NUMERACY
Directions:
1. Read on the given article with comprehension.
2. Illustrate through the use of concept map the difference between literacy and
numeracy.
3. Briefly discuss your own understanding of literacy and numeracy.
4. Be ready to present your work to the class and answer the guide question that follow.

GUIDE QUESTION::
What do you think are the challenges in the promotion of literacy and numeracy among
students?
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 OBSERVATION FOR
CLARIFICATION

Directions
● Watch the video on strategies to promote literacy and numeracy.
● Accomplish the checklist and answer the given guide questions (with observation
checklist)

GUIDE QUESTION::
Enumerate and discuss briefly the appropriate strategies used to develop literacy and
numeracy.
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REALIZATIONS THROUGH
REFLECTIONS

Revisit and analyze your output in the previous activities.

1. Connection: How does the knowledge of content and strategy to use affect
students’ learning?
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2. Challenge: What are the factors that one should consider in selecting appropriate
strategy to promote students’ literacy and numeracy?
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3. Concept: What are the concepts or theories that you learned from professional
educational courses that are essential/helpful in choosing the appropriate strategies
to develop literacy and numeracy of students?
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 CONFIRMATION OF PASSION

CASE ANALYSIS
Study the following classroom scenarios (two case studies will be presented showing
strategy used to promote literacy and numeracy.

GUIDE QUESTION:
Does the teacher used appropriate strategy to develop literacy and numeracy among
students? Why or why not? Briefly explain your answer.
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HABITUATE TO PERPETUATE

WHAT WILL YOU DO NOW?

Based on what you learned, choose one or two strategies that you plan to use to develop
literacy or numeracy. Make a lesson plan and integrate the chosen strategy/ies.
● Reading Literacy Program
● Numerical Literacy
● Science Concept and Skills
MY LESSON PLAN
 Lesson 5
STRATEGIES FOR DEVELOPING CRITICAL AND CREATIVE
THINKING, AS WELL AS OTHER HIGHER ORDER THINKING
SKILLS
DESCRIPTION AND IMPORTANCE OF PPST DOMAIN 1, STRAND 5
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. It takes into
account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and
learning process, as well as needed skills in the use of communication strategies, teaching
strategies, and technologies to promote high-quality learning outcomes. (PPST, 2017)
Strand 5 of Domain 1 which focuses on strategies for developing critical and creative
thinking, as well as other higher order thinking skills aims to prepare you, the pre-service
teacher, to foster meaningful, active and engaged teaching and learning. Through this
strand, you will be equipped with the know-how and pedagogy to apply in strengthening
your learners’ and your own competencies such as distinguishing fact from fiction,
synthesizing and evaluating information as well as the ability to clearly communicate,
solve problems and discover truths.
Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond
basic observation of facts and memorization. They are what we are talking about when we
want our students to be analytical, evaluative, creative and innovative. Creative
thinking, a companion to Critical thinking, is an invaluable skill for learners. It is important
because it helps one look at problems and situations from a fresh perspective. Creative
thinking is a way to develop new, novel or unorthodox solutions that do not depend wholly
on past or current solutions.
This module will help you understand, apply and reflect on certain strategies that
promote or develop Critical thinking, creative thinking and Higher-Order Thinking Skills.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Define, identify and differentiate Critical thinking skills, Creative thinking skills, and
other Higher-order thinking skills;
● Determine the different strategies that are applicable in promoting or developing
critical and creative thinking, as well as other higher order thinking skills; and
● Reflect on different observed lessons that use certain strategies which promote or
develop critical and creative thinking, as well as other higher order thinking skills.
● Explain why teachers need to develop Critical thinking, Creative Thinking and other
HOTS among the 21st century learners..
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

VIDEO ANALYSIS
Directions:
1. Go over the Guide Questions below first and then answer them after watching the
video through the link indicated below:
[Link]

GUIDE QUESTION::
What is the video all about?
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GUIDE QUESTION::
What examples were provided to compare and contrast the ideas presented in the
video?
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GUIDE QUESTION::
What definitions or key words were given to set apart Critical thinking from Creative
thinking?
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GUIDE QUESTION::
What can you say about the importance of developing Critical Thinking and Creative
Thinking as personal skills or competencies in a teacher or a learner?
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 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

ARTICLE ANALYSIS
Directions:
1. Read the article using the link below and the answer the questions that follow:
[Link]

GUIDE QUESTION::
What are the 4C’s of the 21st-century skills?
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GUIDE QUESTION::
Why do the learners need to develop these skills?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
Recall a few strategies which you were taught in your Strategies subject that may fall
under and/or lend itself to the development of any of the 4Cs of the 21st-century skills.
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 OBSERVATION FOR
CLARIFICATION

Directions
1. Your supervisors will facilitate a classroom observation either of the following
scenarios:
a. Videotaped classroom demonstration
b. Actual online synchronous instruction
2. As you observe, accomplish the checklist that follows.
3. Answer the guide questions that follow.

OBSERVATION QUESTIONNAIRE
1. What strategies were employed by the teacher which you think promotes Critical
Thinking, Creative Thinking or HOTS?
a. _______________________________________________________________________________
_______________________________________________________________________________
b. _______________________________________________________________________________
______________________________________________________________________________
c. _______________________________________________________________________________
______________________________________________________________________________
d. _______________________________________________________________________________
______________________________________________________________________________

2. What kind of questions were asked by the teacher? Write a few and then put a check
to those which you think target HOTS.
a. _______________________________________________________________________________
______________________________________________________________________________
b. _______________________________________________________________________________
______________________________________________________________________________
c. _______________________________________________________________________________
______________________________________________________________________________
d. _______________________________________________________________________________
______________________________________________________________________________

3. What activities done can you consider to be under Critical Thinking and Creative
Thinking?
a. _______________________________________________________________________________
______________________________________________________________________________
b. _______________________________________________________________________________
______________________________________________________________________________
c. _______________________________________________________________________________
______________________________________________________________________________
d. _______________________________________________________________________________
______________________________________________________________________________
FOCUS QUESTION
What big ideas did you gather from your classroom observations regarding Critical,
Creative Thinking and HOTS?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

REALIZATIONS THROUGH
REFLECTIONS

Analyze the observation that you have done in the previous activity and complete the table
that follows. Kindly refer to the questions to guide your answers.
1. Connection: What were the connections that you can draw between your
observation experience and your own learning?
2. Challenge: From your observation, what challenges were encountered by the
teacher which given the chance you would want to help with?
3. Concept: What concepts from your observations did you learn and somehow can
connect to what you have discussed in your professional education courses?
4. Changes: What changes in your teaching practices will you employ to focus more on
developing HOTS, Critical and Creative teaching among your future students?

Area on Connection Challenge Concept Changes

Teaching and
Learning
 CONFIRMATION OF PASSION

CASE ANALYSIS
Study the following scenarios and describe why or why not they should continue with their
practices.

Scenario 1: A teacher always make his/her students memorize key concepts in the lesson,
define them from memory, make them enumerate the important words from the lesson
and expects them to perform well when given problem solving activities.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Scenario 2: The teacher often asks Why and How questions and encourages his /her
students to ask the same kinds or any question anytime, before, during and after the
lesson for as long as they do it politely.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

GUIDE QUESTION:
Why should teaching-learning strategies be focused on developing Critical and Creative
Thinking?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 HABITUATE TO PERPETUATE

WHAT WILL YOU DO NOW?

From your observations, identify which practices will you adapt in your practice
teaching.
● Strategies for Thematic Planning
● Problem Solving Strategies (integrated with them)
● Experiments
 DOMAIN 2
LEARNING ENVIRONMENT

The second Domain recognizes the importance of demonstrating teachers’

knowledge on existing policies, guidelines and procedures to provide a safe and
secure learning environment. This is to highlight their role to nurture learners by
creating an environment that facilitates effective learning while effectively
managing learners’ behavior in a physical or virtual space.
In this chapter, pre-service teachers are expected to develop the following
competencies in the PPST Domain 2:
1. Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments.
2. Demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning.
3. Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery
and hands-on activities within the available physical learning
environments.
4. Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation.
5. Demonstrate knowledge of learning environments that motivate learners
to work productively by assuming responsibility for their own learning.
6. Demonstrate knowledge of positive and non-violent discipline in the
management of learner behavior.
 LESSON 1
THE LEARNING ENVIRONMENT

As the theorists of behaviorism posit, the environment affects learning. Therefore, as

teachers to be, it is significant to be familiar on how to effectively set-up an environment
that will promote effective learning among students. More importantly, children’s safety in
school is tantamount to the promote effective learning. Hence, pre-service teachers should
be familiar of the existing policies and procedures to ensure that student safety is being
upheld in their schools and classrooms.
Specifically, this domain envisions the beginning teachers to:
1. Identify the characteristics of a safe and secure learning environment based on
the existing policies, guidelines and procedures provided by DepEd.
2. Evaluate the existing learning environment based on the existing policies,
guidelines and procedures
3. Promote the importance of ensuring safety and security of the learners.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge of policies, guidelines and procedures
that provide safe and secure learning environments.
● Demonstrate understanding of learning environments that
promote fairness, respect and care to encourage learning.
 OBSERVATION FOR
CLARIFICATION

LEARNING SPACE AT HOME

Identify a student from the class you are observing and ask consent for interview. You may
set an appointment with the child and the parent on his/her learning space. Post a picture
of the child’s learning space below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or Present Absent
absence of the following in the child’s learning space at home:

● Permanent learning space

● Adequate lighting

● Adequate ventilation

● Sturdy table

● Sturdy chair that is fit to the learner’s height

● Sufficient space that allows movements

● Safe electrical connections

● Safely functioning gadgets

● Free from noise and other distractions

● Adult support/presence
 FACE TO FACE CLASSROOM
Identify an in-service teacher in your community that you can interview. Ask for pictures of
their classrooms and then paste them in the space provided below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:

● Seats that are fit for the learner’s heights

● Enough distance in between rows of chairs

● Adequate sturdy shelves that are reachable by students

● Fittings like doorknobs, switches, outlets and the like are

safely installed and within reach of children

● Available functioning instructional devices such as visual

aids, audio- visual aids, and other devices, that can
promote learning

● Properly framed and safely installed chalkboard or

whiteboard with ledge

● Contains the standard facilities like handwashing corner,

drinking jar, trash can, storage cabinet, chart stand, first aid
kit, etc

● Enough classroom space that allows flexibility of seating

arrangement

● Grilled windows with emergency exits

● Two swing-out doors at the opposite sides of the classroom

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:

Smooth finished walls

Curtains that are away from wall-mounted electric fans

Unobstructed doors and exit windows

Visible fire extinguisher/s in the area

Covered wirings and other electrical fixtures

GUIDE QUESTION::
How are students’ safety promoted in the two kinds of classrooms that you have
observed?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What are the challenges have you identified?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What strategies can you suggest?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 REALIZATIONS THROUGH
REFLECTIONS

DOCUMENT ANALYSIS
Visit the link below to read the policies, guidelines and procedures for school safety as
prescribed in the different orders issued by the DepEd.
1. Chapter 4 of Educational Facilities Manual (2010)
2. DO. 27 s. 2015 Promoting family earthquake preparedness
3. DO. no.72 s. 2012 Continuing fire safety and awareness program
4. DO. 37 s. 2015 The comprehensive disaster risk education and management in
education framework

Based on the representation that you made and using the spaces below, create a list of the
items observed and practiced items that are unobserved or neglected as stipulated in the
DepEd Orders.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety

security policies and guidelines and security policies and guidelines

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.
Share it with the class and counter check your work with others. Come up with a list of the
provisions that are most commonly observed/practices and another list of those that are
generally neglected or violated.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety

security policies and guidelines and security policies and guidelines

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Share it with the class and counter check your work with others.

GUIDE QUESTION::
How faithful are the schools in implementing the School Safety Policies?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 CONFIRMATION OF PASSION

● With a partner, make a table of those neglected provisions and suggest doable
activities to ensure safety and security.
● Make another chart of the observed safety and security practices and suggest ways
to improve them.

GUIDE QUESTION::
What measures can be done to ensure safety and security?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Neglected safety and security DepEd Suggested doable safety and security
policies and guidelines measures/activities

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.
 Observed safety and Suggested actions for improvement
security practices in school

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

HABITUATE TO PERPETUATE

CREATION OF A VIRTUAL CLASSROOM

In groups of three or four, create a virtual classroom using Augmented Reality apps such
as Roblux. Post a link of your work in the space provided below.

GUIDE QUESTION::
How will you ensure safety and security in your own classrooms?
 LESSON 2
MANAGEMENT OF CLASSROOM AND LEARNER BEHAVIOR

Classroom management is used to describe classroom order. Teachers may have

different functions, yet one of the most important roles is to manage the class effectively.
One important reason is that effective teaching and learning cannot take place in a poorly
managed classroom. While the struggle of handling classroom management is shared by
both newly hired teachers and those who are considered more experienced, newly hired
teachers identify student discipline as their most challenging problem. Armed with
appropriate teaching strategies and an effective discipline plan, you will soon find
classroom management one of the least worries in teaching.
Specifically, the following are the objectives in this lesson:
1. Analyze the practices of effective school teachers and the role of the personal
philosophy of the teacher in developing a classroom management plan.
2. Implement classroom/behavior management techniques

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge of managing classroom structure that
engages learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within the
available physical learning environments
● Demonstrate understanding of supportive learning
environments that nurture and inspire learner participation.
● Demonstrate knowledge of learning environments that motivate
learners to work productively by assuming responsibility for
their own learning.
● Demonstrate knowledge of positive and non-violent discipline in
the management of learner behavior.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

MIND MAP ON CLASSROOM MANAGEMENT

Directions:
1. In groups of 2 or 3, work together and create a mind map that describe your idea of
classroom management.

GUIDE QUESTION::
How will you describe an effective learning environment?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
Share your personal experiences from your school days about classes in which your
learning space design was used effectively and classes where this design just did not
work. Identify some reasons why that is so.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

VIDEO ANALYSIS
Directions:
1. Watch the video on YouTube using the link below and answer the guide questions
that follow:
[Link]

GUIDE QUESTION::
What is the video all about?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What ideas have you learned about maintaining a positive classroom environment?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
How do you think the ideas if the speaker apply in the Philippines?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 OBSERVATION FOR
CLARIFICATION

VIRTUAL CLASSROOM OBSERVATIONS

Observation assignments are designed to help you have a more productive learning
experience. Your supervisors will facilitate a classroom observation either of the following
scenarios:
1. Videotaped classroom demonstration
2. Actual online synchronous instruction
Take down notes from the beginning to the end of the lesson. Based on these notes, answer
directly the given questions on the important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Draw a map of the learning environment.

1.1 How is it (or is it not) conducive to learning?

_____________________________________________________________________________________
_____________________________________________________________________________________

1.2. How would you describe the room? How many students? Teachers? Others?
_____________________________________________________________________________________
_____________________________________________________________________________________
 2. Materials Instruction
2.1. What materials were used? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________

2.2. Were the materials adequate and appropriate? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________

2.3. How effective do the materials seem to be? What evidence do you have?
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Classroom Management
3.1. What are the routine activities?
_____________________________________________________________________________________
_____________________________________________________________________________________

3.2. How many interruptions were there during the class period? For what? By
whom?
_____________________________________________________________________________________
_____________________________________________________________________________________

3.3. How did the teacher manage classroom procedures (i.e. management
of instructional groups, transitions, and materials and supplies etc.)?
_____________________________________________________________________________________
_____________________________________________________________________________________

3.4. How did the teacher maintain discipline/manage student behavior?

(e.g. expectations are being implemented)
_____________________________________________________________________________________
_____________________________________________________________________________________

3.5. What classroom management problems were evident?

_____________________________________________________________________________________
_____________________________________________________________________________________

3.6. How does the teacher deal with the management problems?
_____________________________________________________________________________________
_____________________________________________________________________________________

3.7. Are all students treated equally? Is sexist or racist language used?
_____________________________________________________________________________________
_____________________________________________________________________________________
GUIDE QUESTION::
What best practices did you gather from your classroom observations?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
In terms of your style of classroom management, what did you find out about yourself
today?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What did you commit to change about your classroom’s physical space to better
represent about teaching and learning?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 REALIZATIONS THROUGH
REFLECTIONS

Complete the diagram below on your realizations on classroom equipment.

 CONFIRMATION OF PASSION

PROFESSIONAL READINGS
Find professional readings about classroom and learner management. Based on your
readings, answer the guide questions.

Title of Article:

Author:

Reference:

GUIDE QUESTION::
Why is classroom management important?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
Why should classroom and learner management be based on research?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What is Positive Behavioral Interventions and Supports (PBIS)?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 HABITUATE TO PERPETUATE

YOUR TURN!
Based on your classroom demonstration, how did you facilitate effective classroom
strategies? Describe your experience and post an evidence in the space provided.

EXPERIENCE

EVIDENCE
 DOMAIN 3
DIVERSITY OF LEARNERS

The most important stakeholders of the teaching-learning process are the

students because the whole process should be centered around them. Therefore, it
is imperative that teachers should know their students. In today’s education
setting, inclusivity is a buzzword. The school and the teachers should strive to
ensure that ‘no children should be left behind’. Hence, the PPST stresses the need
for teachers to exhibit the competencies on catering and responding to the needs
of the learners. Such competencies are described in Domain 3—Diversity of
Learners.
Specifically, the Domain 3 aims to develop among teachers’ competency to:
1. Demonstrate knowledge and understanding of differentiated teaching to
suit the learners’ gender, needs, strengths, interests and experiences.
2. Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds.
3. Use strategies responsive to learners with disabilities, giftedness and
talents.
4. Demonstrate understanding of the special educational needs of learners in
difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.
 LESSON 1
LEARNERS’ GENDER, NEEDS, STRENGTHS, INTERESTS
AND EXPERIENCES IN DIFFICULT CIRCUMSTANCES

The role of the teachers requires them to be knowledgeable not only of the content of
their subject matter but also other essential information such as relevant details about
their diverse learners. The domain that covers this lesson emphasizes the central role of
teachers to establish learning environments that are responsive to the diversity of
learners. Knowing and understanding the diverse background of learners is pertinent to the
design and planning of learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of
every learning activity. Recognizing diversity of learners will help lead teachers to
differentiate teaching and learning activities that will ensure the production of productive
citizens contributing to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs,
strengths, interests and their situation.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths,
interests and experiences.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

A TEACHERS’ STORY IN TEACHING INDIGENOUS

Directions: PEOPLE
1. Go to the link below and read the article entitled: Indigenous people’s education
during COVID-19: An environmentalists’ perspective
[Link]
onmentalists-perspective

GUIDE QUESTION::
What were the notable experiences of the teachers?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What struggles did the teacher describe?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
Why do you think that teachers should address the challenges described?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 OBSERVATION FOR
CLARIFICATION

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following
factors contributing to the learners’ diversity are addressed in class:
a. Gender
b. Needs
c. Strengths
d. Interests
e. Experiences
f. Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate
column. Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

1. The teacher effectively uses a variety of teaching methods that meet

different learning styles.

2. The learner assessment is fair and does not discriminate against any
learner.

3. The language used by the teacher is non-discriminatory, inclusive and

appropriate.
 Statement Evident
(/)

Teaching Learning Process

4. Discussion and comments within the learning environment are managed to

ensure learner language is appropriate, inclusive and non-discriminatory.

5. The class is well-managed to ensure a safe learning environment.

6. Materials and topics are sensitively presented.

7. Resources utilized are accessible (easy to read, visual/symbols, auditory,

large print, etc.)

8. Provision is given to help learners access information needing additional

resources.

Classroom Interactions

1. Discriminatory behavior is always dealt with in accordance with the

provider’s disciplinary and harassment policy and charter

2. Learners treat each other with respect, and listen to one another’s views,
even if they do not agree with them. Learners respect the teacher.

3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and
from different backgrounds.

6. Alternative approaches are naturally considered when group activities

present communication difficulties who find social interaction difficult

7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to
meet student’s needs.

8. Behavior of all students is fairly and consistently managed always taking

into account the severity/level of their disability
 Statement Evident
(/)

9. Respect is shown for religious beliefs and practices, for example

appropriate break times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity
practice, for example modelling language and behaviour that promotes
inclusivity and respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about
behavioural change

3. In their behaviour, teachers, encourage harmonious relationships

between different groups of learners

4. No assumptions are ever made about students, for example the

assumption that students are white, middle class, English speaking, non-
disabled, living in a house owned by two biological heterosexual parents with
internet access, broadband and PC’s

5. The teacher creates an atmosphere of mutual trust where each learner

feels valued regardless of background, identity or personal circumstances

6. The teacher sets high expectations for all students.

7. The teacher is confident in talking about equality and diversity and

tackling equality and diversity issues

Note: Items adapted from: [Link]

 REALIZATIONS THROUGH
REFLECTIONS

Analyze the data you have gathered in the Observation activities that you have done.
Reflect on the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity of
learners is properly addressed?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

What are the effective ways to ensure that diversity of learners will be properly
addressed?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Should teachers always be able to effectively address concerns on diversity of learners?

What are their common difficulties/challenges?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

In your future practice, how do you see yourself ensuring that diversity of learners will
be properly dealt?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 CONFIRMATION OF PASSION

Consider the following pictures and illustrations depicting diversity of learners. Accomplish
the second and third column by: 1) Describing the diversity of learners shown (column 2)
and 2) Identifying the issues and concerns related to the picture (column 3). Answer the
guide questions that follow.

Description Diversity issues and concerns

[Link]
sions-truly-inclusive-education/

Bangketa Eskwela: UE student sets u

p foundation to teach street kids (rap
[Link])

The remarkably different answers me

n and women give when asked who’s
the smartest in the class - The Washi
ngton Post

Non-disabled and disabled students (i

n this case a boy in a wheel Stock Ph
oto - Alamy

[Link]
40150007629/?autologin=true&lp=tr
ue
GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
What issues have you identified based on the given pictures?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

GUIDE QUESTION::
As a future teacher, how would you address these issues?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
 HABITUATE TO PERPETUATE

IN YOUR OWN EXPERIENCE

Recall your encounter with children and site a specific challenge that you have
experienced. How did you manage the said challenge? Post an evidence of the said
experience (if there is).

EXPERIENCE

EVIDENCE
 LESSON 2
DIVERSITY OF LEARNERS: MAKING CLASSROOMS
INCLUSIVE AND RESPONSIVE TO LEARNER DIVERSITY

Teachers are expected to understand that learning environments must be

responsive of learners’ diversity. These diverse characteristics and experiences of
learners become inputs to an effective planning and development of learning
opportunities. Diversity is shown in different constructs such as culture, religion,
socio-economic status, ethno-linguistic background, disability, and giftedness.
Hence, the celebration of learner diversity is shown through inclusivity in
classrooms, which presupposes a purposeful design, teaching, and assessment that
is engaging, meaningful, and accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that
will foster success of learners with various linguistic, cultural, socio-economic, and
religious backgrounds; disabilities, giftedness, and talents; and learners from
indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s
linguistic, cultural, socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities, giftedness
and talents

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge of teaching strategies that are
inclusive of learners from indigenous groups.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

SOCIAL IDENTITY WHEEL

To understand diversity, one must be keen on identifying social identities and reflect on
the various ways these identities become visible or more keenly felt at different times, and
how these identities impact the ways others perceive and treat them. By doing so, as
teachers, we are able to translate these in our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of
your own social identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.)
and further categorize these identities based on which matter most in your own perception
and which matter most in others’ perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart
below features a circle that is separated into 11 sections. Each section is labeled:
(starting at the top and moving clockwise around the circle) ethnicity; socio-
economic status; gender; sex; sexual orientation; national origin; first
language; physical, emotional, developmental (dis)ability; age; religious or
spiritual affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the
corresponding number beside the social identifier section. These prompts are in the
center of the circle: (1) Identities you think about most often; (2) Identities you think
about least often; (3) Your own identities you would like to know more about; (4)
Identities that have the strongest effect on how you perceive yourself; (5) Identities
that have the greatest effect on how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
[Link]
[Link]

3. Accomplishment of activity may be done electronically/online or you can print the

image and have your answers handwritten.
SOCIAL IDENTITY WHEEL
 SPECTRUM ACTIVITY FOR THE SOCIAL IDENTITY
WHEEL
After accomplishing you Social Identity Wheel, answer the following questions for
discussions. These questions will guide you on how critical social identities are and how
these are more or less keenly felt in different social contexts. You can write your answers on
the space provided below each question.

1. What part of your identity do you think people first notice about you?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___
2. What part of your identity are you most proud of?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___

3. What part of your identity did you struggle the most with growing up?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___

4. For what part of your identity do you feel you receive privilege for most often?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___

5. For what part of your identity do you feel you face oppression for most often?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___

6. What part of your identity do you see having the most effect on your interactions
with students?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___

7. What part of students’ identities do you most often see effecting their interactions
with you?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___
 OBSERVATION FOR
CLARIFICATION

HOW PRIVILEGE IMPACTS LEARNER DIVERSITY AND

INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own
identities are a double-edged sword when it comes to understanding diversity. Oftentimes,
these identities are a privilege that we use as a gateway to have access in the teaching and
learning process. In order to design effective strategies that are responsive to learners’
diversity and incorporating inclusion in the classroom, understanding privilege is essential.
The LSA Inclusive Teaching Initiative of the University of Michigan identified ways on how
our privilege may impact us and how instructor or teacher privilege impact students.

A. Some ways that your privilege may impact you:

● If your students read you as white, gender-conforming, male, able-bodied, and
affluent, they likely perceive you as a person of intelligence and authority, which may
benefit you in student course evaluations and the ways your students engage with
you in class.
● If you experience privilege, you can assume that many of your students, if not most,
likely share your identity and privilege, and that they won’t be biased against you.
● If you do not experience disabilities or language barriers, you are likely better able to
meet the expectations of workload and grading turn-around than some of your
colleagues who lack those kinds of privilege.
● If you experience privilege, the standard canon for your field of study is likely written
by people who share your identity or identities. And you can teach that canon
without students or peers suggesting that your course is political or overly topical.

A. Some ways instructor privilege may impact students who don’t share that
privilege:
● Students who don’t experience privilege may worry that their instructor and peers
are biased against them and their worldview.
● If a student’s identity is not well represented in the syllabus or shared among their
peers, they may fear that their experiences, interests, and perspectives will be
treated as marginal, off topic, or overly political. And they may worry that they will
be asked to speak for their entire social group (for example, that they may be called
on to provide “the Muslim perspective” or have their experience objectified as a
“teachable moment” or “inspirational story”).
● Students may worry that they can’t depend on the instructor to identify harmful
comments or behavior in the classroom and that you may not support them if they
call-out those harmful comments and behavior themselves.
 ● If a student has language barriers (such as from speaking English as a secondary
language, having a disability that impacts their processing of written or spoken
language, or having grown up speaking a dialect of English that is not commonly
valued in the college classroom), they may be concerned that the instructor and
their peers will think that they are underprepared for the course or that the instructor
might not take those obstacles into account when they evaluate their work.
● If a student requires an accommodation in order to manage the course requirements,
they may fear that the instructor will doubt the validity of their needs, demand
documentation that they don’t have, judge them adversely for needing an
accommodation, or express other resistances to providing an accommodation that
the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following
factors contributing to the learners’ diversity are addressed in class:
a. Culture
b. Religion
c. socio-economic status
d. ethno-linguistic background
e. Disability
f. giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note
of your observations.
Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate
column. Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

1. The teacher effectively uses a variety of teaching methods that meet

different learning styles.

2. The learner assessment is fair and does not discriminate against any
learner.

3. The language used by the teacher is non-discriminatory, inclusive and

appropriate.

4. Discussion and comments within the learning environment are managed to

ensure learner language is appropriate, inclusive and non-discriminatory.

5. The class is well-managed to ensure a safe learning environment.

6. Materials and topics are sensitively presented.

7. Resources utilized are accessible (easy to read, visual/symbols, auditory,

large print, etc.)

8. Provision is given to help learners access information needing additional

resources.

Classroom Interactions

1. Discriminatory behavior is always dealt with in accordance with the

provider’s disciplinary and harassment policy and charter

2. Learners treat each other with respect, and listen to one another’s views,
even if they do not agree with them. Learners respect the teacher.
 Statement Evident
(/)

Classroom Interactions

3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and
from different backgrounds.

6. Alternative approaches are naturally considered when group activities

present communication difficulties who find social interaction difficult

7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to
meet student’s needs.

8. Behavior of all students is fairly and consistently managed always taking

into account the severity/level of their disability

9. Respect is shown for religious beliefs and practices, for example

appropriate break times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity
practice, for example modelling language and behaviour that promotes
inclusivity and respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about
behavioural change

3. In their behaviour, teachers, encourage harmonious relationships

between different groups of learners

4. No assumptions are ever made about students, for example the

assumption that students are white, middle class, English speaking, non-
disabled, living in a house owned by two biological heterosexual parents with
internet access, broadband and PC’s
 Statement Evident
(/)

5. The teacher creates an atmosphere of mutual trust where each learner

feels valued regardless of background, identity or personal circumstances

6. The teacher sets high expectations for all students.

7. The teacher is confident in talking about equality and diversity and

tackling equality and diversity issues

Note: Items adapted from: [Link]

 REALIZATIONS THROUGH
REFLECTIONS

Analyze your accomplished observation checklist. Reflect on the data that you have
gathered by answering these probing questions based on the identified practices for
meeting learners’ diversity.

Practice How did the How do I What can I do to

teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

Models, encourages, and

practices respect for
diversity in background,
identity, preferences, and
all other areas.

Creates an environment
that is safe and respectful
of all cultures and
backgrounds

Supports and encourages

a diverse learning
community engaged in
common interests or
activities

Considers students’
diverse backgrounds,
identities, strengths, and
challenges during lesson
planning, instruction,
assessment, and
classroom management

Involves all participants

in whole-class
discussions in a
supportive,
encouraging way,
allowing students to
“take a pass” or to
“recover” as
necessary
Practice How did the How do I What can I do to
teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

When appropriate, invites

students to share unique
experiences,
backgrounds, and
histories and models
active listening and
positive,
responsive questioning,
commenting, and giving
and receiving feedback

Varies the social

demands required for
learning or performance
depending
on student comfort level.
Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
[Link]

CONFIRMATION OF PASSION

EQUITY PRACTICE SPACES USING TEACHER

Addressing learners’ diversity canMOMENTS
be a bit tough as a task but by being aware of these
differences, it opens up a new perspective in designing and implementing responsive
teaching strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion
practices in a scenario. You will be involved in an interactive case study that threads in
creating inclusiveness and belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for this
activity
1. Go to the website: [Link]
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and
click “Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based on
your understanding of learner diversity and personal judgment.
GUIDE QUESTION::
How might you handle such a moment? How can you take advantage of it as an
opportunity to advance student learning?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

General ideas to consider:

● Think ahead about how you might handle difficult classroom dynamics — and what
aspects of your course content might produce them.
● If tensions arise, do acknowledge them, in the moment or later.
● Be flexible with your plans: if students are intensely attuned to an issue, let it have
the time and attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan ([Link]

HABITUATE TO PERPETUATE

INVENTORY OF INCLUSIVE TEACHING STRATEGIES

Applying knowledge on learner diversity and inclusion requires certain level of
understanding, paradigm shift, and proficiency. To help you use, implement, and
demonstrate necessary skills that will celebrate a learners’ diverse background, reflect and
annotate these inclusive teaching strategies in every lesson planning and implementation
you do. Let this be your guide to remind you that every time you teach, there will always
be an opportunity to celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

Do you or would you use the following strategies?
✓= I use this in my teaching
~ = I sort of use this in my teaching
X = I do not use this in my teaching
✩ = I would like to try this, though I may need more information or resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from
Linse & Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan ([Link]
Instructor-Student Interactions
● Learn and use students’ names — what they choose to be called and how they
pronounce it.
○ Clarify how you want students to address you, especially if you teach students
from a range of educational and cultural backgrounds.
○ Distribute a student background questionnaire early in the term to learn about
students’ experience with the course topics, educational background,
professional ambitions, general interests, etc.
○ Encourage students to visit office hours, and use that time to ask about their
experiences with course topics as well as their interests outside the class.

● Communicate high expectations and your belief that all students can succeed.
○ Allow for productive risk and failure. Make it known that struggle and
challenge are important parts of the learning process, not signs of student
deficiency.
○ Seek multiple answers or perspectives to questions.
○ Avoid making generalizations about student experiences.
○ Avoid making jokes at students’ expense.
○ Refrain from asking individual students to speak for a social identity group.
○ Communicate concern for students’ well-being, and share information about
campus resources.
○ Communicate in writing and person your goal of making learning equally
accessible to all students. Welcome requests for documented
accommodations as a chance to include everyone more fully in learning.

● Carefully frame objectives when raising potentially sensitive or uncomfortable topics.

○ Model productive disagreement, showing how to critique a statement or idea
rather than the speaker.

● Stop or intervene in a discussion if comments become disparaging or devalue other

students’ experiences.

● Avoid giving verbal instructions without a written corollary. (Multiple modes can be
helpful to students with processing disabilities as well as non-native English
speakers.)

● Allow ample time for any in-class activities that require substantial reading, and
provide guidance that reflects the fact that processing times will vary (e.g., how to
approach the task given you may not finish reading, or what to do if you do finish it
before the time is up).

● Elicit formative feedback from students about their learning experiences in the
course (e.g. facilitated Mid-Semester Feedback session or survey).

● Ask a trusted colleague or CRLT consultant to observe your class and collect data
about how you include or interact with different students.
Student-Student Interactions
● Encourage students to learn and use one another’s names.
● Use icebreakers regularly so students can learn about one another.
● Establish guidelines, ground rules, or community agreements for class participation.
● In class, have students work in pairs, triads, or small groups.
● Have students write and share about how their background can contribute to a
particular class activity.
● For long-term teams, structure check-ins and opportunities for peer feedback about
group process.
● On the syllabus, identify collaboration or perspective-taking as skills students will
build in the course.
● In class, explain the value of collaboration for learning. Speak of students’ diverse
perspectives as an asset.
● Provide students opportunities to reflect on what they learned through collaborative
activities (formal or informal).
● Deliberately assign students to small, heterogeneous groups that do not isolate
underrepresented students.
● Set up study groups that deliberately group students with different strengths.
● Have students complete a self-assessment inventory and discuss with peers.
● Have students complete low-stakes small group activities that help them see and
value the contributions of others.
● Establish ways for students to intervene if they feel a certain perspective is being
undervalued or not acknowledged.

Content
● Choose readings that deliberately reflect the diversity of contributors to the field.
● Use visuals that do not reinforce stereotypes but do include diverse people or
perspectives.
● Use diverse examples to illustrate concepts, drawing upon a range of domains of
information.
● Avoid references that are likely to be unfamiliar to some students based on their
backgrounds (e.g., citing American pop culture from ‘when you were in high school’
in a class with many international students).
● Emphasize the range of identities and backgrounds of experts who have contributed
to a given field.
● Use varied names and socio-cultural contexts in test questions, assignments, and
case studies.
● Teach the conflicts of the field to incorporate diverse perspectives.
● Deliberately choose course materials with a range of student physical abilities in
mind.
● Deliberately choose course materials with students’ range of financial resources in
mind.
● Analyze the content of your examples, analogies, and humor; too narrow a
perspective may alienate students with different views or background knowledge.
● Include authors’ full names, not just initials, in citations. (This can help emphasize
gender diversity or unsettle assumptions about authorship).
Instructional Practices
● Assess students’ prior knowledge about your field and topics so that you can
accurately align instruction with their needs.
● Help students connect their prior knowledge to new learning (e.g., before introducing
a new topic ask students individually to reflect on what they already know about the
topic).
● Invite students to identify examples that illustrate course concepts.
● Use a variety of teaching methods and modalities (verbal, visual, interactive,
didactic, etc.) rather than relying on one mode of engagement.
● Ask students for concrete observations about content (e.g., a reading, image, set of
data) before moving to analytical questions. (This can give everyone a common
starting point and model analytical processes you want to teach).
● Use a pace that lets students take notes during lecture.
● Clarify the expectations and grading scheme for each assignment.
● Create time in class for students to discuss and ask questions about assignments or
assignment expectations.
● Emphasize the larger purpose or value of the material you are studying.
● Structure discussions to include a range of voices: e.g., take a queue, ask to hear
from those who have not spoken, think-pair-share activities.
● Use brief in-class writing activities to get feedback on what students are learning and
thinking
● Use blind grading methods, when appropriate.
 DOMAIN 4
CURRICULUM AND PLANNING

Domain 4 addresses teachers’ knowledge of and interaction with the national

and local curriculum requirements. This Domain encompasses their ability to
translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. It expects teachers
to apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons. These lesson
sequences and associated learning programs should be contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources. The Domain expects teachers to communicate learning goals to support
learner participation, understanding and achievement.
Specifically, the Domain on Curriculum and Planning envisions beginning teachers
to possess the following competencies:
1. Prepare developmentally sequenced teaching and learning process to
meet curriculum requirements.
2. Identify learning outcomes that are aligned with learning competencies.
3. Demonstrate knowledge in the implementation of relevant and responsive
learning programs.
4. Seek advice concerning strategies that can enrich teaching practice.
5. Show skills in the selection, development and use of a variety of teaching
and learning resources, including ICT, to address learning goals.
 LESSON 1
PLANNING AND MANAGEMENT OF TEACHING AND
LEARNING PROCESS

Planning is crucial for effective teaching and learning process. It is inevitable that
teachers should be skilled in preparing activities that are aligned with the curricular
requirements. More importantly, teachers need to prepare how to execute the plan in the
classroom.
In this lesson, the pre-service teachers are expected to:
1. Describe the importance of lesson planning
2. Determine effective strategies for effective lesson planning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Prepare developmentally sequenced teaching and learning
process to meet curriculum requirements.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Study the quotation below and answer the guide question that follow.

GUIDE QUESTION::
What does the quotation mean
to your classroom preparations?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
 OBSERVATION FOR
CLARIFICATION

LESSON PLAN ANALYSIS

Directions:
1. Identify a teacher (public/private) and ask for a copy of their lesson plan.
2. Attach a copy of the said lesson plan here.
3. Study the lesson plan and complete the checklist that follows.

*Attach Copy Here

Does the Learning Objective…

1. clearly state what you expect students will be able to do by the end of the
instructional unit?

2. reflect the level of learning that you want to see?

3. express what the learners will do (rather than what you, as the teacher, will
do)?

4. explain to learners what “good” looks like?

Does the lesson plan…

1. list the materials needed for its implementation?

2. cites references that were used?

Do the content input strategies…

1. clearly convey the teaching points to learners

2. cover what students need to know to successfully achieve the objectives?

Does the Review and Motivation activities…

1. create relevance and interest in the topic/subject of instruction?

2. generate interest and focus in the learners?

3. make links between previous instruction and the current focus of learning?
Do the learning activities…

1. provide learners with supportive, step by step opportunities to learn and

practice using the content to achieve the objectives?

2. reinforce the learning necessary to achieve the objectives?

3. allow students to learn in a safe environment?

4. provide learners with supportive, step by step opportunities to learn and

practice using the content to achieve the objectives?

Do the review and formative assessment…

1. provide feedback to both the teacher and the students on the learning that
has occurred?

2. measure achievement of the objectives?

3. focus students on the learning that they will be responsible for

demonstrating?

4. reinforce the key elements of learning?

Does the closing…

1. show students explicitly how evaluation aligns with the objectives and
teaching/learning activities?

2. link learning to course outcomes and summative evaluations?

GUIDE QUESTION::
What features of the lesson plan do you find notable?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

GUIDE QUESTION::
How do you think can the plan be improved?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
 REALIZATIONS THROUGH
REFLECTIONS

REFLECTION PAPER
Directions:
1. Go over with the two previous activities, gather your thoughts and reflect the
practices that you have in mind and the learnings you have acquired from the
observation.
2. Write a reflection paper that relates to planning and management of the teaching
and learning process.
3. Provided below is the scoring rubric for you to be guided in crafting your output.
Criteria Advanced Proficient Developing Beginning Rate
4 3 2 1

Content Satisfies Satisfies Satisfies only Satisfies

a. Describes an effective seven- only five- three-four only one or
planning and eight six indicators two
management in the indicators indicators indicator/s
teaching-learning
b. Presents classroom
management techniques
while teaching
c. Indicates appropriate
instructional strategies
d. Identifies the
appropriate learning
experiences given in the
new normal
e. Discusses the
importance of lesson
planning
f. Presents coherent
ideas
g. Has a good reflection
on planning and
management
h. Exhibits originality of
answers
 Criteria Advanced Proficient Developing Beginning Rate
4 3 2 1

Conventions Satisfies Satisfies Satisfies only Satisfies only

a. Uses correct and six-seven only four- three one or two
appropriate words indicators five indicators indicator/s
b. Uses correct sentence indicators
construction and
grammar
c. Exhibits correct
spelling
d. Properly uses
punctuation marks
e. Uses proper
indentions
f. Uses proper
capitalizations
g. Properly cites articles
and/or researches

Promptness Submits Submits Submits Submits

output 2-3 output on output one output 2-3
days before time day after the days after
the deadline the deadline
deadline

Total
 CONFIRMATION OF PASSION

MOVIE REVIEW AND ANALYSIS

Directions:
1. You have already validated the practices you have in mind that was transpired in
your checklist through the actual observation in synchronous teaching facilitated by
SI/SP.
2. You are now ready to strengthen your learning through a movie analysis.
3. Watch the movie entitled, “Like stars on Earth, every child is special.”
4. Make an analysis of the movie by identifying the various areas concerning planning
and management of the teaching and learning process.
5. Your output must consist of introduction, body and conclusion.
 HABITUATE TO PERPETUATE

LESSON PLANNING
Directions:
1. You are now about to complete this module. As you end, you will plan your first ever
actual teaching by writing your lesson plan in your preferred topic.
2. You will create two lesson plans with the same topic using two formats: MEDIA model
used by ITL and Daily Learning Plan (DLP) used by public schools.
3. Ensure that you incorporate the principles of curriculum and planning in writing your
lesson plan.
4. Have your lesson plan checked by your respective SI/SP.
5. Post a copy of your corrected lesson plan in this section.
 LESSON 2
ALIGNING LEARNING OUTCOMES WITH
LEARNING COMPETENCIES

Aligning learning outcomes with the learning competencies is one of the most crucial
components of the lesson planning process and, as much of teaching, aligning is
sophisticated work. Learning outcomes specify teaching intent, that is, what your students
should be able to do the following instructions. They tell you and your students where you
are going. Educators often refer to learning outcome as a specific statement (objective)
that describes exactly what a student will be able to do in some measurable way (Hartel
and Foegeding, 2004). Outcomes answer questions such as:
● By the end of a program of study, what do you want students to be able to do?
● How can your students demonstrate the knowledge the program intended them to
learn?
There may be more than one measurable outcome defined for a given competency.
With practice, this module should lead you to your mastery in writing learning outcomes.
Specifically, the following are the objectives in this module:
● Determine what learning outcomes are and how they can be used to design a lesson
plan and assess student learning.
● Apply the theory of constructive alignment that underlies the outcomes model of
learning.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Identify learning outcomes that are aligned with learning
competencies.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

Directions:
FRAYER MODEL
1. Complete the four-square organizer for the following key concepts: Competency and
Learning outcome.
2. Share your conclusions with the entire class. Use these presentations to review the
entire list of key concepts.

Definition Characteristics

Competencies

Examples Non-Examples

Definition Characteristics

Competencies

Examples Non-Examples
GUIDE QUESTION::
What is the difference between Competencies and Learning Outcomes?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

OBSERVATION FOR
CLARIFICATION

A. Review the sample lesson plan you have secured from a teacher in Lesson 1. Using the
matrix given below, analyse the sample you secured and give your comments and
suggestions.

Components Comments

Title of the Lesson Plan/Topic

Competencies (MELCS)

Intended Learning
Outcomes/Objectives

Instructional strategies

Assessments
GUIDE QUESTION::
Are the objectives composed of only learning outcomes and not learning activities?
Explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

GUIDE QUESTION::
Are the learning outcomes stated in overt observable terms? Explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
GUIDE QUESTION::
Are the learning outcomes aligned with the curriculum competencies? Explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

GUIDE QUESTION::
Are the learning outcomes able to cover meaningful content, skills, and/or dispositions?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

REALIZATIONS THROUGH
REFLECTIONS

Analyse the observation that you have accomplished in the previous activity and complete
the diagram that follows.
 CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about learning outcomes alignment. Based on your readings,
answer the guide questions.

Title:

Author(s):

Reference:

GUIDE QUESTION::
Why should learning outcomes and learning competencies be aligned?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
GUIDE QUESTION::
What do well-aligned learning outcomes look like?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
 HABITUATE TO PERPETUATE

CREATING OBJECTIVES
Use the “Objective Builder” created by the University of Central Florida. Objective builder
provides a step-by-step process for the creation of measurable learning
outcomes/objectives in the cognitive, affective, or psychomotor domains. So here is the
challenge. Take the competencies (MELCS) and use the Objective Builder to create
objectives for your classroom.

Competency Learning Outcomes/Objectives

GUIDE QUESTION::
What are the components of well-constructed learning objectives? Explain each.
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
GUIDE
__ QUESTION::
How do you make a meaningful connection between the competencies and learning
outcomes?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
GUIDE QUESTION::
In terms of constructing a learning outcome, what did you find out about yourself
today?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____
GUIDE QUESTION::
What did you commit to change about constructing a learning outcome to better assess
the learners?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
 LESSON 3
PROFESSIONAL COLLABORATION
TO ENRICH TEACHING PRACTICE

Teaching in the four corners of the room is not enough. Teachers should go out and be
able to experience professional collaboration to enrich teaching practice. Collaborating
teachers can transform learning of the students.
What are these professional collaboration? How would these help develop the teaching
practice of a teacher? How a teacher would set professional collaboration?
Specifically, the following are the objectives in this lesson:
1. Determine different professional collaboration that would help the teacher
enrich teaching practice.
2. Reflect on the different professional collaboration for professional growth.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Seek advice concerning strategies that can enrich teaching
practice.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Write your ideas about the word COLLABORATION.

GUIDE QUESTION::
In one sentence, how will you now define
the word collaboration?
COLLABORATION _________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
 OBSERVATION FOR
CLARIFICATION

Read the following articles about teacher collaboration.

Teacher Collaboration
Strong collaboration and collaborative cultures develop over time and require
commitment to the process. While the benefits are clear, genuine collaboration is complex.
Patience in the moment and anticipation for the outcome can lead to deep teacher
learning that translates into tangible student achievement.
What will it take to maximize organizational models for productive teacher collaboration in
your school? School leaders—principals and teachers—need to work together and commit
to a collaborative culture. They need to ensure dedicated time for the organizational model
within the school day.
Common planning time, professional learning communities, and critical friends groups
each require regular, dedicated time for teachers to collaborate. With time, teachers can
develop authentic collaborative communities in which they address common issues, shared
goals or school-wide initiatives; engage in mutually beneficial endeavours using communal
resources; and advance their skills, knowledge, and dispositions related to student learning.
Retrieved from:
[Link]
/[Link]

GUIDE QUESTION::
What is teacher collaboration?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
Why is collaborative planning important to teachers?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
What do you think is the most effective strategy for teacher collaboration?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
Article 2:
Teacher Collaboration: How to Approach It In 2020
Teacher collaboration occurs when members of a learning community work together to
increase student learning and achievement. If our ultimate destination as educators is
student achievement, think of teacher collaboration as the journey. Collaboration is not a
task to complete then move on, it’s an ever-changing, ongoing process that is only
enhanced by social networks and access to new technology.
The beauty of collaboration is not only the ability to tap into various perspectives and
ideas, but also to share responsibility for our students’ learning. The more people invested
in a student’s education, the better the chance that student has to be successful.
So, why is it that effective collaboration among teachers is not happening in any
formalized or regular way despite the obvious benefits? It could be that some educators are
unaware of the myriad benefits, or simply haven’t put the time or effort into the
collaboration process. Let’s take a deeper look into how teacher collaboration benefits
everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise,
learning becomes more accessible and effective for students. Collaborating means
purposefully building interpersonal relationships and working towards healthy
interdependence, which occurs when teachers are comfortable giving and receiving help
without forfeiting accountability.
When we get teachers co-planning and co-teaching based on a shared vision, here are
some of the benefits we can expect:
● Increased Academic Effort — Since teachers who collaborate on instruction are all
on the same page, they can increase the level of academic rigor to match the core
competencies they want students to meet.
● Increased Understanding of Student Data —Teachers are better equipped to
deconstruct relevant data (and implement effective solutions) from both formative
and summative assessments. They also have a sense of shared responsibility for
celebrating success and analyzing failure.
● More Creative Lesson Plans — When teachers communicate and share ideas,
they also share an enlarged repertoire of instructional strategies that encourage
creative instruction. Colleagues may be influenced to try different approaches or
have opportunities to help a peer with a new approach.
● Less Teacher Isolation — While teachers should not feel forced to collaborate to
avoid any “contrived congeniality,” having the opportunity to share ideas and
information combats professional loneliness and frustration which improves staff
morale and professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality — as
they are in so many learning communities around the world. The key is acknowledging,
understanding, and working diligently to overcome the challenges and obstacles standing
in the way of high-quality teacher collaboration.
Challenges of Effective Teacher Collaboration
According to the Global State of Digital Learning Survey, more than 30% of teachers, and
nearly 50% of administrators report that teacher collaboration is a top priority for them.
When we learned that almost 30% of those administrators believe that getting their
teachers to collaborate is one of their biggest challenges, we tend to wonder where the
disconnection is.
For many schools, teacher collaboration is unchartered territory, leaving the practice
unstructured and inconsistent. The most common challenges of high-quality, effective
teacher collaboration is:
● Lack of a True Professional Learning Community (PLC) — PLCs are a powerful
tool in education and school reform. Without a commitment to the PLC process,
teacher collaboration can seem forced and challenging.
● Lack of Planning, Collaboration, or Reflection Time — Many teachers and
administrators feel like there are not enough hours in the school day. The most
common challenge of effective collaboration is a lack of time to focus on working
together. While this reason may occasionally be used to mask other issues—like
personality conflicts or fear of judgment — it is still worth noting that planning time is
a valuable resource for educators that should be embedded in their teaching
responsibilities.
● Personality Conflicts and Territoriality—Collaborative groups are comprised of
multiple personalities and unique belief systems which can lead to unproductive
experiences.

The Role of Technology in Teacher Collaboration

Despite these challenges, data proves that Professional Learning Communities (PLC) and
Professional Learning Networks (PLN) are extremely effective methods of teacher
collaboration that have a direct influence on student engagement and achievement, as well
as growth for the educators who work with them. Technology plays a major role in modern
teacher collaboration. Actively participating in a PLN on a social network gives you direct
access to the knowledge, experience, and resources of countless educators who you may
have never connected with in your immediate professional circles.
Twitter is an amazing digital hub for educators and educational resources. Create an
account or log in to the one you haven’t used since 2013 and follow educators you admire.
Take it a step further by participating in relevant Twitter Chats — when a group of Twitter
users (Tweeters?) meet at a predetermined time to discuss a particular topic.
Also, don’t forget about the built-in capabilities that your district’s learning management
system (LMS) offers. You probably already have the tools to connect with colleagues and
share ideas in an online community tailored to your district or school. It has the
communication and sharing tools you need, your LMS is the perfect place to create
common assessments, track student data, share resources, and keep assignments.
If you’re part of a PLC school in which educators gather regularly for in-person
collaborative sessions, technology is still a tool for high-quality collaboration. Have access
to your LMS in these meetings as a place to create instructional content, store lesson plans
and resources, and analyze student data—with the added benefit of live human interaction.
Video technology aids teacher collaboration, as well. Record lessons to use for
professional development and coaching in collaborative meetings. Or collaborate with
teams of teachers on other campuses via video chat applications like Google Hangouts or
Zoom.

Retrieved from: [Link]

GUIDE QUESTION::
What can students benefit from teacher collaboration?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
What are examples of teacher collaboration?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
How can you promote teacher collaboration?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
 REALIZATIONS THROUGH
REFLECTIONS

Recall the university activity that your organization engaged with. List down the planning,
preparations and adjustments that you did before, during and after the activity.

Evaluate your activity using the following rubric.

The Self- Assessment

Foundational Level: Establishing and Supporting Collaborative Teams

1.1 Time for Collaboration

4 3 2 1 RATING

Staff have Staff have Staff have Staff do not have

regular collaborative collaborative collaborative
collaborative planning time planning time planning time.
planning time occasionally. infrequently or
daily or weekly outside of the
as schedule. school day.
 1.2 Adequate Materials and Resources (meeting space, venue, logistics, etc.).

4 3 2 1 Rating

Collaborative Collaborative Collaborative teams Collaborative

teams have teams have access have access to teams do not
access to all to some materials some materials have access to
necessary and/or resources and/or resources any necessary
materials and and know how to but do not have a materials or
resources. request additional way to request resources.
from the school. additional from the
school.

1.3 Clearly Articulated Roles and Responsibilities (team leader, facilitator, note-taker) Within
Teams

4 3 2 1 Rating

Collaborative Collaborative Collaborative team Collaborative

teams have a teams have a members have team members
clearly clearly established informal roles and do not have
established structure with expectations are clearly defined
structure with defined functions, unclear for how roles.
defined but staff do not staff should
functions, and participate and/or participate or fulfill
staff play these fulfill these roles these roles.
roles effectively. consistently.

1.4 Building Consensus Around Vision and Goals

4 3 2 1 Rating

All participating Most participating Less than half of There is little to

staff have a staff have a shared participating staff no shared vision
shared vision for vision for how have a shared of how
how collaboration collaboration vision of how collaboration
supports supports improved collaboration supports
improved programs and supports programs improved
programs and activities that will and activities, and programs and
activities that will help them achieve there is little activities.
help them this vision. consensus around
achieve this how this vision
vision. translates into
organizational
goals.

Adapted from [Link]

GUIDE QUESTION::
What big ideas did you gather from your retrospection and assessment?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
________________________________________________________________________________________
_ CONFIRMATION OF PASSION

Read and analyse the article below and complete the activity that follows.

Building Teacher Collaboration School-wide

Models for teacher collaboration are ineffective without true participation.
Micki M. Caskey and Jan Carpenter

Teacher collaboration has been a common element of middle grades initiatives for years,
typically one or more of these three organizational models: common planning time,
professional learning communities, and critical friends groups.
Each model is distinct, yet they share common features. They 1) advance teacher
learning, 2) address context-specific issues, 3) foster collegiality, 4) reduce teacher
isolation, and 5) lead teachers to greater insights about teaching and learning. The
overarching, and arguably the most important common element, is the goal of improved
student learning.
What makes each organization model unique? First, the teachers are organized differently
in each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second,
the starting point for teachers’ collaboration differs. In common planning time, teacher
teams begin with an analysis of the holistic needs of students; in professional learning
communities, the teacher teams begin with the analysis of students’ academic progress;
and in the critical friends groups, the teacher teams begin with an identified need or
interest for improved practice. The recognized features of each organization model are
summarized in Table 1.
Table 1. Organizational Models that Promote Teacher Collaboration

Common Planning Professional Learning Critical Friends Groups

Time Communities

● Interdisciplinary ● Disciplinary teams ● Group gathers

teams— teachers ● On-going process of voluntarily to improve
share same collective inquiry and practice through
students action research collaborative learning
● Coordinate team ● Collective analysis of ● Uses coaches and
policies and student assessment data specific protocols used
procedures in relation to specific to guide sessions
● Discuss students learning targets ● Identify school-specific
● Meet with parents ● Use of data to inform and student learning goals,
● Plan team assess effectiveness of reflect on practices for
activities, thematic instruction achieving the goals,
or cross-curricular collaboratively
units examine student work
● Examine student
work
● Participate in
professional
development

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers
engage in a model can make a difference. Teachers’ personal stance about whether they
“have to” or “want to” participate in an organizational model is critical to successful
collaboration. Equally important is understanding how to engage effectively in collaborative
work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity
to practice. To initiate or revitalize teacher collaboration in your school, try these five
strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the
process influences how much teachers actually invest in collaborative work. A shared vision
and goals can lead to that sense of ownership. For example, identify your team’s shared
vision of caring for students and student learning, set goals related to that vision, discuss
how the team’s work can help attain those goals, and check in often to assess progress.
The strong connection between the work and the vision of the team can help individuals
see purpose and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to

know your colleagues, understanding their passions, and taking the time to connect on a
personal level can help members gain mutual respect and look past perceived
eccentricities in others. Establishing shared values and commitments can unify the group
and provide purpose for their collective work. Like all relationships, a collaborative
community develops over time and requires work to maintain.
Trust influences the effectiveness of collaborative work. Respecting group commitments
such as being fully present at meetings and seeing the best in others helps establish trust
and build a cohesive community. Other ways to develop community include establishing
traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable or stressful at
times. When we are transparent about our work and our beliefs, our colleagues can see our
limitations as well as our strengths, placing us in a position of vulnerability. Sharing with
and trusting colleagues require courage and humility. A climate of trust can help establish
the safe environment that’s necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment.
Norms might include defining roles and responsibilities, using protocols for interpersonal
communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of
each team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing
data, or studying a new practice, teams should understand the roles of, and differences
between, dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions
for the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple
perspectives, values the exploration of biases and assumptions, questions the status quo,
and entertains new ways of knowing and being. Dialogue requires active listening,
willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the
transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as

individuals and teams explore new ideas for practice. However, dialogue may also lead to
conflict. It can be helpful for your team to develop a conflict management plan and to
monitor conflict as it arises.

Teams can help manage conflict by providing time, space, grace, and support for
individuals as they work through their emotions. Individuals also should monitor their own
emotions and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict
and when to provide space for reflection and cooling down. While sometimes
uncomfortable, conflict often provides growth opportunities.
Recall the activities for PT01 that you have collaborated with your colleagues. Reflect on
what you have worked and describe which model did you follow. Elaborate your experience
here.

HABITUATE TO PERPETUATE

SANGANDIWA EXPERIENCE
Recall your experiences on Sangandiwa activity of ITL and describe how did the principles
of collaboration happen in the activity. Post a copy of a sample output that you have
analysed.
EXPERIENCE EVIDENCE
 DOMAIN 5
ASSESSMENT AND REPORTING

Domain 5 relates to processes associated with a variety of assessment tools and

strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment
processes.
Specifically, the Domain 5 aims pre-service teachers to possess the following
competencies:
1. Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent
with curriculum requirements.
2. Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data.
3. Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance.
4. Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
5. Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs.
 LESSON 1
ASSESSMENT IN THE
CLASSROOM
Assessment is a crucial component of the teaching and learning process for it is
tantamount to achieving the objectives of the lesson. Therefore, pre-service teachers
should be prepared for the task that may include designing, selecting, organizing, and
utilizing different assessment strategies.
Therefore, in this lesson you are expected to:
1. Describe valid and appropriate assessment processes
2. Determine assessment procedures that are aligned with the instructional
process
3. Design quality assessment materials

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge of the design, selection, organization,
and use of diagnostic, formative, and summative assessment
strategies consistent with curriculum requirements.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Study the comic strip below and answer the guide questions that follow.
GUIDE QUESTION::
Based on the scenario, how will you define assessment?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
Why is assessment important?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
What is the ultimate outcome for assessment?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
OBSERVATION FOR
CLARIFICATION

Identify a teacher and ask different assessment materials he/she used in a particular lesson
(activity sheets, quiz, unit tests, etc.). Attach a copy of the material in this section.
 Assessment Purpose Objective being General
Material Addressed Observations

Formative Summative

Activity sheets

Seat works

Quiz

Unit Test

Periodical Test

Performance
GUIDE QUESTION::
Do/Does the assessment/s used by the teacher align with the objective/s of the lesson?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
Do/Does the assessment/s used by the teacher engage students in meaningful
_
learning?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
GUIDE QUESTION::
_
Do/Does the assessment/s used by the teacher measure the intended content and
________________________________________________________________________________________
performance standards?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
 REALIZATIONS THROUGH
REFLECTIONS

Based on your observations, list the different assessment principles that you think will work
best in your class.

PRINCIPLE 1:
___________________________________________________________________________________________
___________________________________________________________________________________________
__

PRINCIPLE 2:
___________________________________________________________________________________________
___________________________________________________________________________________________
__

PRINCIPLE 3:
___________________________________________________________________________________________
___________________________________________________________________________________________
__

PRINCIPLE 4:
___________________________________________________________________________________________
___________________________________________________________________________________________
__

PRINCIPLE 5:
___________________________________________________________________________________________
___________________________________________________________________________________________
__
 CONFIRMATION OF PASSION

WHICH TYPE IS IT?

Fill out the matrix below with appropriate assessment type--quiz, performance task,
problem solving, portfolio, reflection paper, role play, brochure making, video presentation,
etc.

Cognitive Domain Affective Domain Psychomotor Domain

Level Assessment Level Assessment Level Assessment

Type Type Type

Creating Internalizing Naturalisation

Evaluating

Analyzing Organizing Articulation

Applying Valuing Precision

Understanding Responding Manipulation

Remembering Receiving Imitation

 HABITUATE TO PERPETUATE

YOUR OWN
Prepare a copy of at least one assessment material that you have prepared and describe its
purpose and how will you further improve it. Post a copy of your assessment output here.
 LESSON 2
MONITORING AND FEEDBACKING

Aside from just giving appropriate assessment tools, it is imperative that pre-service
teachers need to know how to monitor student progress. In assessment, it is important that
teachers need to know the areas that students can still improve on or the challenges that
can hinder their progress. More importantly, teachers should be able to effectively
communicate these observations among their learners.
Therefore, in this lesson you are going to:
1. Describe how to effectively monitor and evaluate a learner’s progress and
achievement
2. Determine how to give feedback to improve learning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge of monitoring and evaluation of
learner progress and achievement using learner
attainment data.
● Demonstrate knowledge of providing timely, accurate and
constructive feedback to improve learner performance.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

VISUAL DIAGRAM
In groups 3 or 4, create a diagram of your understanding of monitoring and feedbacking.
Post a copy of your work in the box below and answer the questions that follow.
GUIDE QUESTION::
Why is monitoring student progress important?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
Why should students know about their progress?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
________________________________________________________________________________________
_
OBSERVATION FOR
CLARIFICATION

Complete the table below based on your class observations at the ITL. Your observations
from your co-preservice teachers may count.

Date Grade Level & Observations on Methods Used

Subject
Monitoring and Feedback Mechanism
Evaluation
GUIDE QUESTION::
Is/Are the feedback mechanism/s used by the teacher appropriate? Why?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
How did the teacher monitor the learner’s progress and achievement?
_
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
________________________________________________________________________________________
REALIZATIONS THROUGH
_ REFLECTIONS

Reflect on your observations above and analyse how did the teacher facilitate monitoring
and feedback based on the RISE model of feedback shown below:
GUIDE QUESTION::
At which level where most of the strategies of the teacher belong?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
What can you suggest to help the teacher improve his/her monitoring and feedback
_
mechanism?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
GUIDE QUESTION::
________________________________________________________________________________________
How about you, at which level is your skill in monitoring and feedbacking? What do you
_
plan to do to improve it?
________________________________________________________________________________________
________________________________________________________________________________________
__
________________________________________________________________________________________
_
________________________________________________________________________________________
_
________________________________________________________________________________________
_
 CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about feed-backing, monitoring, and evaluating learners’
progress and achievement.

Title:

Author(s):

Reference:

GUIDE QUESTION::
What insights have you learned from the research you have read?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
__
GUIDE QUESTION::
What specific strategies have you learned to improve your monitoring and feedbacking
skills?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
__
GUIDE QUESTION::
How will you apply what you have learned from the research?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
________________________________________________________________________________________
________________________________________________________________________________________
__
 HABITUATE TO PERPETUATE

Prepare a copy a written and performance task you have conducted in your class and post
it in this section. Describe how you have conducted the monitoring and feedback in
facilitating the said activities and which principles of assessment you have followed.
 LESSON 3
COMMUNICATING STUDENT
PROGRESS
Upon completing the process of assessment and evaluation, it is imperative that
stakeholders particularly the parents, should be informed about the results of the process.
In this lesson, you are going to:
1. Determine how to effectively communicate the learner needs, progress and
achievement to key stakeholders.
2. Use of assessment data to enhance teaching and learning practices and
programs

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement.
● Demonstrate an understanding of the role of assessment data
as feedback in teaching and learning practices and programs.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Study the picture below and answer the questions that follow.

GUIDE QUESTION::
What does the picture show?
_____________________________________________
_____________________________________________
_____________________________________________

GUIDE QUESTION::
How do you think the situation can affect the
teaching-learning process?
_____________________________________________
_____________________________________________
_____________________________________________
 OBSERVATION FOR
CLARIFICATION

Set an interview with a teacher on how they manage the distribution of report cards
and parent-teacher conference. Post an evidence of your interview and a short
transcript of you conversation.

TEACHER BACKGROUND:

Suggested Interview Questions:

1. What are your memorable experiences on reporting pertinent information about
students’ progress to parents?
2. What challenges have you experience in communicating student progress to
parents?
3. How do you manage the challenges or conflicts during parent-teacher conference?
 REALIZATIONS THROUGH
REFLECTIONS

Answer the following questions based on your interview with a teacher?

1. Why is it important to communicate student progress to the parents?
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2. What principles should be followed in communicating student progress to parents?

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CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about the role of assessment data as feedback in teaching and
learning practices and programs.

Title:

Author(s):

Reference:

GUIDE QUESTION::
How did this article help you understand the importance of the role of assessment data
as feedback in teaching and learning practices and programs?
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 HABITUATE TO PERPETUATE

Describe your own experiences in communicating student progress to parents. Show an

evidence of the process.

GUIDE QUESTION::
How did you communicate student progress to parents?
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GUIDE QUESTION::
What principles did you observe?
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GUIDE QUESTION::
What else can you improve?
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 REFERENCES
DOMAIN 1

Other videos in Critical Thinking

1. [Link]
2. [Link]
Strategies in Developing Critical Thinking Skills
3. [Link]
Creative Thinking
4. [Link]
eature=emb_rel_end
How to Develop Critical and Creative Thinking Skills
5. [Link]
HOTS
6. [Link]

DOMAIN 3 (LESSON 1)

7. Reference for Observation guide for diversity of learners: Items adapted from:
[Link]
8. Reference for picture for item 1 for Picture Analysis:
[Link]
9. Reference for picture for item 2.1 for Picture Analysis:
[Link]
dren

10. Reference for picture for item 2.2 for Picture Analysis:
[Link]
11. Reference for picture for item 3 for Picture Analysis:
[Link]
s-men-and-women-give-when-asked-whos-the-smartest-in-the-class/
12. Reference for picture for item 4 for Picture Analysis:
[Link]
[Link]
13. Reference for picture for item 5 for Picture Analysis:
[Link]

DOMAIN 5

Kauchak, D. & Eggen, P. (2017). Introduction to teaching: Becoming a professional.

Pearson.
Brookhart, S. M. & McMillan, J. H. (2020). Classroom assessment and educational
measurement. Routledge, Taylor & Francis.
 SUMMARY OF DAILY TIME
RECORD
JANUARY TO MARCH 2021
Name of Practice Teacher:

Name of Internship Supervisor: Math:

Science:

Cooperating School: PNU - Institute of Teaching and Learning

Address: Taft Avenue, Manila

MONTHS SYNCHRONOUS (in hrs) ASYNCHRONOUS (in hrs)

January

February

March

TOTAL

I certify on my honor that the above mentioned is a true and correct summary report of
the hours of work performed, record of which was made daily at the time of arrival and
departure from office.

_________________________________
Practice Teacher
(Signature above Printed Name)

Noted by: Signed by:

_________________________________ _________________________________
Math Cooperating Teacher DARRYL ROY T. MONTEBON, Ph.D.
(Signature above Printed Name) Director
PNU-ITL (Manila)

_________________________________
Science Cooperating Teacher
(Signature above Printed Name)
DAILY JOURNALS
OVERALL RETROSPECTION OF THE
FIELD STUDIES
Dates to Remember: Finishing School 1

(Processing of Answers in the Module)

Date Domain

April 21, 2021 1

April 28, 2021 2

May 5, 2021 3

May 12, 2021 4

May 19, 2021 5