FIELD STUDY 1

Identify the following:

1. Characteristics of a physical environment that is conducive to learning.

·        Classrooms should have good natural and artificial lighting, effective blinds, and clear visibility of the whiteboard or projection.

·        The space should be organized and clutter-free to help students stay focused and engaged.

·        Consideration should be given to factors like noise, air quality, and temperature to ensure a comfortable learning environment.

Hannah Hawthorne. (2024). How to Create a Positive Learning Environment. The Hub | High Speed Training. https://www.highspeedtraining.co.uk/hub/how-to-create-a-positive-learning-environment/

2. The importance, purposes, and criteria for evaluating a board display (bulletin board) in school.

Bulletin boards serve as powerful teaching tools that can significantly impact learning environments. They engage students visually through colorful displays and graphics, which help capture their attention and aid in comprehension and retention of complex topics. Furthermore, bulletin boards act as an information hub, reinforcing classroom lessons and serving as constant reminders of what students are learning. They foster interaction, turning the display into a participatory space where students can contribute their work or engage with posted content.

The purposes of bulletin boards in education are diverse and multifaceted. They serve not only to display information but also to enhance discussions and group work, making them suitable tools for both traditional and online learning environments. Bulletin boards are effective in encouraging written communication skills among students, allowing them to articulate their thoughts more clearly than they might in face-to-face discussions. Additionally, they celebrate student achievements, boosting morale and motivating students to take pride in their work

Effective bulletin boards should meet several criteria to be considered successful in their educational goals. They should be visually engaging and updated regularly to maintain relevance and interest among students. The content displayed must adhere to privacy guidelines, ensuring that sensitive student information, such as grades or personal identifiers, is not shared publicly. Interactive elements, such as questions or activities, can further enhance engagement and should be included where feasible

Admin. (2024, August 20). The power of bulletin boards in academic institution. Edu Help. https://eduhelp.ca/the-power-of-bulletin-boards-in-academic-institution/

Brian L. Dos Santos. (2006). Using Bulletin Boards in an Educational Setting – Communications of the ACM. acm.org. https://cacm.acm.org/opinion/using-bulletin-boards-in-an-educational-setting/

Bulletin Boards. (2024). United Federation of Teachers. https://www.uft.org/your-rights/know-your-rights/bulletin-boards

3. Skills to be able to come up with effective board displays.

·         Creativity - Teachers must be able to design visually engaging and informative displays to present concepts and content in an interesting way. They should have unique ideas and artistic skills to create creative and visually appealing board displays.

·         Organization - Keeping the display neat and orderly helps convey information clearly. Teachers should demonstrate preciseness and brevity in organizing the content on the board display.

·         Communication - Teachers should be able to effectively communicate ideas and concepts through the board display. They should have good presentation skills and the ability to attract attention with written material.

·         Attention to Detail - Small touches can enhance the overall impact of the board display. Teachers should pay attention to detail to make the board display visually appealing and informative.

·         Subject Matter Knowledge - Understanding the content being displayed is essential for creating an informative and relevant board display. Teachers should have a good grasp of the subject matter to create an effective board display.

·         Purpose of Board Displays - The purpose of the board displays is to make the viewers more aware of the information presented. Board displays are used to communicate important announcements and information to the viewer.

5 skills of a teacher to come up with effective board displays? - Answers. (2023, October 10). Answers. https://www.answers.com/education/5_skills_of_a_teacher_to_come_up_with_effective_board_displays

4. 2 to 3 up to date journals, researches, and articles that support tasks 1 and 2

·       Simpson Construction. (2024). How K-12 School Facilities Impact Students’ Educational Needs. Simpson Construction Services. https://simpsonconst.com/education/building-the-right-school-facilities/

·       Yangambi, M. (2023). Impact of School Infrastructures on Students Learning and Performance: Case of Three Public Schools in a Developing Country. Creative Education. https://doi.org/10.4236/ce.2023.144052

·       Philip Riedel. (2023). Learning By Design Fall 2023: How School Buildings Can Help Support Student Mental Health. Designquest Media. https://pubs.royle.comhttps://pubs.royle.com/article/How+School+Buildings+Can+Help+Support+Student+Mental+Health/4647321/803090/article.html

1. Describe the community or neighborhood where the school is found.

         Gumaca National High School is located in a quiet and friendly community in Mabini Gumaca, Quezon. The neighborhood around the school is peaceful, with a mix of both residential homes and small local businesses. The school also is located near from the main road. You’ll often see students walking to school or riding tricycles, and the streets are lined with trees that add to the relaxing atmosphere. There are nearby sari-sari stores, small eateries, and vendors selling snacks, especially during school breaks.

2. Describe the school campus. What color do you see? What is the conditions of the buildings?

GNHS campus is the largest schools in Gumaca. It is considered one of the schools with a significant number of students, from Grade 7 to Senior High. Each grade level has its own building, spread across the expansive school grounds. The most common colors you’ll notice on the buildings are white, green, yellow, orange, and brown.  One of the notable structures is the Gabaldon building, which is made of wood and timber, and painted in brown and white. Despite the age of the materials, the building is still in good condition and remains sturdy, as it is still actively used today. If you head over to the Grade 9 and Grade 10 areas, you’ll find buildings called PAGCOR 1 & 2. PAGCOR 1 houses the Grade 9 students and is a two-story building painted with shades of green, orange, and white. There are restrooms conveniently located at both ends of the building. The GNHS campus has three gates. Gate 1 and Gate 2 are located at the front of the school, while Gate 3 provides easier access to the PAGCOR buildings. Most of the buildings have two floors, and the classrooms are generally well-maintained. However, we noticed that some Grade 7 classrooms need repairs, particularly with the ceilings and old paint. These classrooms show visible signs of aging, which makes the building appear somewhat worn out compared to the rest of the campus.

Overall, the GNHS campus is impressive. It features a covered court where various events and activities can be held and a spacious field that serves as a training area for student-athletes. Despite some aging facilities, the campus remains functional, providing ample space and resources for students to learn, play, and grow.

3. Pass by the offices. What impression do you have of these offices?

At GNHs campus, each department has its own offices. You'll notice that they are spread out across the large school grounds, and each department needs a separate office due to the vastness of the campus. As we toured the area, you could really appreciate the beauty and functionality of each office. In the AP (Araling Panlipunan) department, there are 17 teachers, each with their own designated desk. There’s even a restroom inside the office, and certain teachers are assigned to maintain its cleanliness. The office is equipped with a powerful air conditioning unit, making the room refreshingly cool when you enter. You can really say that the teachers working there are comfortable. The same goes for other departments, like the math department, where you’ll find the space well-organized and pleasant to be in, providing the teachers with a comfortable work environment. Every office we visited had an organized layout, with desks and chairs arranged in such a way that teachers could move around freely.

Moreover, all offices are equipped with either air conditioning or electric fans, ensuring the teachers do not suffer from the heat, allowing them to work efficiently and peacefully. These details highlight the school’s commitment to providing a conducive work environment for its staff, ensuring that the teachers are not only comfortable but also able to perform their tasks effectively without distractions.

1. Describe the community or neighborhood where the school is found.

         Gumaca National High School is located in a quiet and friendly community in Mabini Gumaca, Quezon. The neighborhood around the school is peaceful, with a mix of both residential homes and small local businesses. The school also is located near from the main road. You’ll often see students walking to school or riding tricycles, and the streets are lined with trees that add to the relaxing atmosphere. There are nearby sari-sari stores, small eateries, and vendors selling snacks, especially during school breaks.

2. Describe the school campus. What color do you see? What is the conditions of the buildings?

GNHS campus is the largest schools in Gumaca. It is considered one of the schools with a significant number of students, from Grade 7 to Senior High. Each grade level has its own building, spread across the expansive school grounds. The most common colors you’ll notice on the buildings are white, green, yellow, orange, and brown.  One of the notable structures is the Gabaldon building, which is made of wood and timber, and painted in brown and white. Despite the age of the materials, the building is still in good condition and remains sturdy, as it is still actively used today. If you head over to the Grade 9 and Grade 10 areas, you’ll find buildings called PAGCOR 1 & 2. PAGCOR 1 houses the Grade 9 students and is a two-story building painted with shades of green, orange, and white. There are restrooms conveniently located at both ends of the building. The GNHS campus has three gates. Gate 1 and Gate 2 are located at the front of the school, while Gate 3 provides easier access to the PAGCOR buildings. Most of the buildings have two floors, and the classrooms are generally well-maintained. However, we noticed that some Grade 7 classrooms need repairs, particularly with the ceilings and old paint. These classrooms show visible signs of aging, which makes the building appear somewhat worn out compared to the rest of the campus.

Overall, the GNHS campus is impressive. It features a covered court where various events and activities can be held and a spacious field that serves as a training area for student-athletes. Despite some aging facilities, the campus remains functional, providing ample space and resources for students to learn, play, and grow.

3. Pass by the offices. What impression do you have of these offices?

At GNHs campus, each department has its own offices. You'll notice that they are spread out across the large school grounds, and each department needs a separate office due to the vastness of the campus. As we toured the area, you could really appreciate the beauty and functionality of each office. In the AP (Araling Panlipunan) department, there are 17 teachers, each with their own designated desk. There’s even a restroom inside the office, and certain teachers are assigned to maintain its cleanliness. The office is equipped with a powerful air conditioning unit, making the room refreshingly cool when you enter. You can really say that the teachers working there are comfortable. The same goes for other departments, like the math department, where you’ll find the space well-organized and pleasant to be in, providing the teachers with a comfortable work environment. Every office we visited had an organized layout, with desks and chairs arranged in such a way that teachers could move around freely.

Moreover, all offices are equipped with either air conditioning or electric fans, ensuring the teachers do not suffer from the heat, allowing them to work efficiently and peacefully. These details highlight the school’s commitment to providing a conducive work environment for its staff, ensuring that the teachers are not only comfortable but also able to perform their tasks effectively without distractions.

1.  How many board displays do you see? Where do you find those? Is the location strategic?

At Gumaca National High School, there are almost 20 bulletin boards strategically placed in high-traffic areas to ensure maximum visibility for both students and visitors. These locations include the entrance of the first gate, the Gabaldon area, and near the second gate. The entrance of the first gate is a prime spot for bulletin boards as it sees heavy foot traffic from students, staff, and visitors entering the school grounds, ensuring that the information displayed is among the first things they see. The Gabaldon area, being a historically significant section of the school, also serves as a prominent location for bulletin boards, capturing attention as students move between classes or take breaks in the vicinity. Near the second gate, the bulletin boards are strategically placed at another high-traffic point, where students often pause to view announcements or important updates as they enter or exit the campus.

2.  What are the displays about? What can you say about the design such as the color, images, borders, the materials used, etc.?

The bulletin boards cover a broad array of important topics aimed at keeping students informed, engaged, and aware of various school-related activities and programs. Some key topics include:

• Science Department Information: This display likely highlights key scientific concepts, departmental updates, and relevant student achievements.

• Location Map: An essential guide for both new and returning students, this board includes a comprehensive map of the school, highlighting classrooms, offices, and key facilities.

• ESP (Edukasyon sa Pagpapakatao) and Special Needs Education: This board emphasizes the importance of values education and inclusivity, with details about the programs available for students with special needs.

• Junior High School Teaching Personnel List: A helpful resource for students, this board provides names, designations, and perhaps photos of teachers, helping students identify and connect with their instructors.

• Procrastination vs. Productivity: This motivational display encourages students to manage their time effectively, offering tips and guidance on how to stay productive.

• School Mission and Vision: Displaying the school’s core principles and long-term goals, this board is central to reinforcing the values and objectives of the institution.

• Earthquake Safety Guide: A critical resource for disaster preparedness, this guide outlines the necessary steps to take in the event of an earthquake, ensuring the safety of students and staff.

• Student Government Updates: This display informs students about the activities and programs organized by the student government, fostering a sense of involvement in school leadership.

• Mental Health Awareness Month: A campaign spearheaded by the Guidance and Counseling office, this board highlights the importance of mental health, offering tips for self-care and information about available support services.

• ESP Projects like “Bigay Piso Mula sa Puso”: This community outreach project encourages students to participate in charity efforts, building a sense of social responsibility.

• Educational Tours and Enabling Values Programs: These boards provide details on upcoming educational tours and promote school programs designed to instill positive values in students.

In terms of design, the bulletin boards are thoughtfully arranged to complement the topics they cover In Color Schemes the color choices are appropriate for each topic. For instance, they uses bright, eye-catching colors like red and yellow to convey the urgency of the message. Meanwhile, the Mission and Vision display uses more subdued, calming colors such as blue or green to reflect the serious, foundational nature of the school’s core values. The Images and Illustrations, each display features relevant visuals to enhance the clarity and appeal of the message. For example, the Science Department board might include scientific diagrams or images of student experiments, while the Mental Health Awareness board might feature calming images that promote relaxation and well-being. The Borders and Materials used for the displays are durable, with neatly crafted borders that add to the professional appearance of the boards. This attention to detail ensures that the displays remain in good condition despite regular interaction from the school community.

3.  Are the messages clear and easily understood? How about the arrangement of information and images does it convey the message it wants to express?

The bulletin boards at Gumaca National High School are designed to communicate their messages clearly and effectively, with most of the content presented in a straightforward and easy-to-understand manner. Key points are highlighted, and the information is organized in a logical sequence, making it simple for students to absorb. For instance, the Location Map is well-labeled with distinct landmarks and building names, making it easy for new students or visitors to navigate the campus. The Mental Health Awareness and Procrastination vs. Productivity boards are especially clear, utilizing concise language and structured content to make their messages accessible. These boards provide practical advice and actionable steps that students can follow to manage stress, stay focused, and prioritize their mental well-being. Overall, the arrangement of information and images is carefully planned, ensuring that the displays are not only visually organized but also effectively convey their intended messages to the audience.

4.      Are there any errors in the display board?

Upon careful observation, some of the bulletin boards at Gumaca National High School seem to lose their effectiveness due to outdated information, which diminishes their overall impact. While certain boards remain relevant and informative, many display content that is no longer current or reflective of ongoing school activities. Additionally, only a few departments maintain active bulletin boards, leaving significant areas underutilized. This lack of regular updates and limited department participation results in less engagement from the school community, reducing the boards' potential to serve as dynamic communication tools for students and staff. Regular maintenance and updates could help restore their value and relevance.

5.      In all of the board display, which get your attention easily and why it gets your attention?                            What makes this board particularly effective is its structured and clear organization. The school's mission, vision, and core values are presented in a way that is both concise and easy to follow, with each section clearly delineated. The text is formatted in large, legible fonts, ensuring readability. The balance between text and imagery is also well-maintained, with symbolic illustrations and school-related icons complementing the written content, rather than overwhelming it. This thoughtful design ensures that viewers can quickly absorb the essential information at a glance.

Additionally, the board’s strategic placement in a high-traffic area amplifies its visibility. Positioned where students, staff, and visitors frequently pass by, it serves as a constant reminder of the school’s guiding principles. The combination of eye-catching design, clear messaging, and strategic placement makes the Mission and Vision bulletin board not only a focal point among the displays but also an effective tool in reinforcing the school’s identity and goals to the entire school community.

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

Students' attitudes toward learning are heavily influenced by their school campus and classroom environment. A clean, comfortable, and well-organized classroom fosters a positive environment where students can focus and engage more effectively. Simple things like good lighting, proper ventilation, and a clutter-free space help student stay focused. When teachers make the effort to decorate and maintain their classrooms, it shows they care about their students' comfort and well-being. This often encourages students to take pride in their surroundings, making them more likely to keep things clean and take responsibility for their environment. It’s a small but meaningful way to help students feel more connected to their school. Furthermore, when the classroom is equipped with practical amenities like electric fans and adequate lighting, students are less likely to feel uncomfortable and can concentrate better on their studies. Overall, the way a school and classroom are maintained has a significant impact on the students. A clean, pleasant environment not only helps students focus but also makes them feel more motivated and responsible, fostering a positive mindset that supports learning.

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

The purpose of the board display goes beyond simply presenting information, it actively contributes to the learning atmosphere by engaging students in a visual and accessible way. These displays serve as an extension of the classroom’s instructional environment, reinforcing key lessons and concepts. Visual elements, such as charts, diagrams, and relevant imagery, make abstract ideas more concrete and easier to understand, especially for visual learners. Furthermore, bulletin boards can serve as a medium to highlight school values and encourage a sense of community by showcasing student achievements, school events, and other collaborative efforts. By providing visual prompts that encourage reflection and dialogue, they help students stay informed and feel connected to both their academic and social environment.

Moreover, effective board displays can enhance motivation by creating a sense of involvement and ownership among students. When students see their work or contributions on display, they often feel a greater sense of pride and responsibility, which can lead to increased engagement with their studies. This aligns with research suggesting that students are more likely to be motivated when they feel personally connected to the content being presented (Fisher et al., 2011). In addition, board displays that include interactive elements, such as question prompts or rotating themes, encourage students to participate more actively in their learning process. By fostering creativity, curiosity, and a sense of accomplishment, well-curated board displays contribute to a dynamic and participatory classroom environment, making learning more enjoyable and meaningful for students.

3.  Are the board displays that you observed effective? What suggestions can you make?

The board displays observed were effective to some extent, particularly when they managed to capture students' attention and provide valuable information. Displays that are visually appealing and well-organized tend to have a more positive impact on student engagement, as research indicates that students are more likely to interact with content that is both clear and aesthetically pleasing (Fisher et al., 2011). When displays are thoughtfully designed, they not only communicate essential information but also serve as a tool for motivating students to participate actively in classroom activities. The presence of these engaging visuals can contribute to a more inviting learning atmosphere, encouraging students to approach the material with curiosity and enthusiasm.

To improve the effectiveness of these displays, regular updates are important to ensure that the information remains current and relevant to the students' needs and interests. Outdated or repetitive content may lose its appeal, leading to disengagement. Including interactive elements, such as questions or discussion prompts, can further enhance engagement by making the display a more dynamic part of the learning process (Echevarría et al., 2011). Additionally, varying the types of content—such as incorporating academic subjects, personal development topics, or school event announcements—ensures that the board appeals to a wider audience, making it more inclusive and versatile. This diversity of content helps address the varied interests of students, making the board displays not only more informative but also more effective in sustaining long-term engagement.

4.  How does this (conducive learning environment and board displays) relate to your knowledge of child and adolescent development and facilitating learning?

A conducive learning environment and well-designed board displays are deeply connected to the principles of child and adolescent development, as well as the broader goals of facilitating effective learning. As students’ progress through these developmental stages, they are particularly sensitive to their environment, with research showing that a positive and well-organized setting can significantly contribute to both cognitive and emotional development (Pianta et al., 2012). Classrooms that are structured to offer comfort, cleanliness, and visual appeal help students feel secure and supported, fostering a sense of belonging. This in turn helps to enhance their ability to focus on learning tasks. Furthermore, board displays that engage students with stimulating content not only address their developmental need for curiosity and exploration but also encourage a sense of responsibility and self-discipline as they interact with and reflect on the material.

The principles behind these classroom setups are supported by developmental theories that emphasize how environmental factors influence both behavior and learning outcomes. Vygotsky's social development theory, for example, suggests that students learn best when they are in a supportive, interactive environment that encourages social and intellectual engagement (Vygotsky, 1978). Similarly, research from Bransford et al. (2000) highlights that thoughtfully designed learning environments those that promote structure, clarity, and active participation are key to enhancing student understanding and retention of knowledge. Teachers who incorporate well-organized and engaging displays into their classrooms are effectively responding to the developmental needs of their students, providing not only academic content but also fostering a sense of agency and personal growth.

1. What kind of school campus and classroom is conducive to learning and what are your plans to accomplish it in the future?

A conducive school campus and classroom environment, in my opinion, is one that is clean, organized, comfortable, and meaningful. Cleanliness and organization make everyone feel lighter and less distracted, allowing both students and teachers to focus on learning and teaching without the clutter or mess that can disrupt concentration. An organized space ensures that materials are easily accessible, helping maintain a smooth flow in daily activities. Comfortable environments, with adequate lighting and ventilation, contribute to mental ease, ensuring that both students and teachers can work efficiently without the discomfort of heat, poor lighting, or stuffy air. This physical comfort fosters a calm atmosphere, making it easier for students to absorb information. A meaningful environment goes beyond the basics, incorporating elements that are relevant to the students’ lives. It can involve displays that reflect their interests or cultural backgrounds, or classroom activities that relate to real-world applications of what they are learning. For instance, incorporating a student-led bulletin board where they post weekly achievements or current events can help them feel more connected to the space and see their learning as relevant to their personal experiences.

Reflecting on my current experience in the Grade 7 - Mapagbigay classroom, which is in poor condition, I would love to make improvements, but I respect my resource teacher’s authority and do not want to overstep. However, if given the opportunity, I would prioritize essential needs such as functional furniture, chairs, fans, and proper lighting to ensure the students' comfort. Cleanliness would also be a top priority—I'd enforce strict rules about maintaining a clean classroom and regularly check the surroundings before classes start to create a healthy and organized space. Additionally, I have a passion for crafts, so I would put effort into decorating the classroom to make it visually stimulating and engaging. Incorporating interactive displays, motivational posters, and student projects would make the room feel personal and inspiring, transforming it into a space where students feel encouraged to learn and participate.

2. Do you have the skills needed to be able to come up with an effective board display? Which skills do you still need to develop? What concrete steps will you take on how you can improve on or acquire these skills?

Yes, I believe I have the foundational skills to create effective board displays. From an early age, I was exposed to this practice, especially as a public school student where designing board displays was a common activity. My creativity has been nurtured by collaborating with other students and teachers, and as a student leader since my primary years, I often took the lead on stage designs, flags, and other visual elements. These experiences have helped me develop a good eye for layout and design.

However, there are still areas where I can improve, particularly in audience engagement. Creating displays that are not only eye-catching but also relatable and meaningful to students can be challenging. This involves refining my skills in choosing appropriate fonts, styles, designs, and other elements that resonate with my audience. For instance, knowing what kind of visuals or language appeals to a Grade 7 audience versus a higher grade is key to making the display more engaging.

To improve these skills, I plan to focus on understanding my audience more deeply. This includes learning about the students' interests, learning styles, and what motivates them. I will also work on simplifying complex information and presenting it in a way that is both accessible and attractive. Practicing typography and experimenting with different design elements will help ensure my displays are clear and readable from a distance. I could also seek feedback from students and colleagues on my designs to make iterative improvements.

Development Domain

Observations (Age range: 12 – 13)

Physical

The Grade 7 students exhibit a blend of childlike energy and early teenage behavior, capturing the transitional phase between childhood and adolescence. They’re enthusiastic and full of energy, often seen running around or playing outside, and they bring a lively atmosphere to the classroom. Physically, they’re still developing fine motor skills; their handwriting is generally unrefined, with few showing polished penmanship. However, I’ve noticed a spark of creativity in some students, particularly in drawing and other artistic expressions. Despite their occasional clumsiness and a bit of messiness, their eagerness to engage and explore reflects their growth and budding individuality.

Social

In terms of social behavior, the Grade 7 students exhibit a casual, friendly rapport with both my Resource Teacher and me, interacting with us almost like friends but with a touch of respect. They are comfortable and open, sharing stories and even joking around, which creates a warm and lighthearted atmosphere. This dynamic is quite different from my own experience at their age, where teachers were generally approached more formally.

Among themselves, I’ve noticed typical adolescent playfulness. They enjoy teasing each other, sometimes escalating to playful quarrels, and they frequently call out to me when they want to share complaints or stories. Their interests also reflect today’s trends, centering around mobile games, TikTok, social media, and even budding interests in romantic relationships—showcasing the social influences shaping their identities.

Emotional

Observing their emotional behavior, the Grade 7 students generally seem cheerful and lighthearted, finding joy in their daily interactions. Many of them display a natural confidence, engaging openly with both teachers and peers. However, there are also quieter, more self-conscious students who prefer to observe rather than participate, adding a subtle mix of personalities to the\ class.

One notable characteristic is their fondness for complaining and whining, which contributes to the lively noise level in the classroom. Though they’re quick to settle down when prompted, their enthusiasm soon bubbles over again, and the chatter resumes within moments. This back-and-forth reflects their energetic and expressive nature, as they balance between following instructions and asserting their independence.

Cognitive

There is a notable difference in the communication skills between primary and secondary students, and it’s clear that Grade 7 students are navigating this transitional stage. While they often grasp concepts and show understanding, they sometimes struggle to articulate their thoughts clearly. Expressing ideas, especially abstract ones, can be challenging, and there are moments when they struggle to recall previous lessons, which can make learning new material more demanding.

Fortunately, my Resource Teacher addresses this with patience, providing clues and hints that allow students to make connections on their own rather than relying on direct answers. This method encourages them to think critically and aids their comprehension over time. Group work can also be challenging for some, as speaking in front of peers or explaining ideas can feel intimidating. These students are still building confidence in their verbal expression and collaborative skills, learning to communicate ideas effectively while managing the social dynamics of teamwork.

1. What are the salient characteristics that you observed in the learners? What are its implications in the teaching-learning process?

The Grade 7 learners exhibit energy, social expressiveness, and a friendly rapport with their teachers, though they display varied levels of confidence. They enjoy open interaction but often struggle with articulating complex ideas and recalling past lessons, which can hinder their learning process. This necessitates a dynamic, engaging teaching approach that channels their energy productively through scaffolding and memory aids to reinforce understanding. A supportive environment with differentiated support can encourage quieter students to participate, while helping all learners build their communication skills and confidence in expressing their thoughts.

In contrast, the Grade 9 learners showcase diverse communication styles; some are confident and articulate, while others are more reserved. Their genuine curiosity and eagerness to engage in discussions suggest a strong desire to learn, which can be harnessed by creating lessons that relate to their interests and real-world situations. Social connections among students are vital, so fostering collaboration through structured group work and peer teaching can create a supportive environment for sharing and learning. Additionally, their comfort with technology indicates that incorporating digital tools into lessons can enhance relevance and engagement. Recognizing varying levels of confidence is essential, as some students may need encouragement to participate. Creating a classroom atmosphere where mistakes are viewed as valuable learning opportunities can further boost their confidence and encourage idea expression.

The Grade 10 students demonstrate confidence, respect, cooperation, and a strong eagerness to learn. They are generally coordinated, disciplined, and respectful, greeting teachers politely and working well in groups, which reflects their teamwork and positive attitudes. While some may experience brief frustrations, most show patience and resilience. Academically, they can follow instructions and grasp concepts, although a few may require additional support or time. Their curiosity is particularly evident in questions related to their lives. These traits have valuable implications for teaching; their respectfulness and discipline make structured and collaborative activities effective, as they respond well to guidance and group work. Some students might benefit from hands-on activities to improve fine motor skills, while differentiated instruction, such as extra time or individualized support, can aid those needing additional comprehension. Their enthusiasm and curiosity make inquiry-based learning ideal, allowing them to explore real-world connections, while encouraging critical thinking and self-expression will further build their confidence and deepen their learning.

2. What are the differences among pre-school, elementary, and junior high school students?

Pre-school, elementary, and junior high school students exhibit significant differences in their development, thinking skills, social interactions, and learning environments. Pre-schoolers, typically aged 3 to 5, engage in play-based learning, focusing on developing basic motor skills and language through exploration. Their thinking is concrete and intuitive, characterized by short attention spans, and they are just beginning to learn essential social skills like sharing through parallel play, requiring close guidance from adults.

As students transition to elementary school, usually ages 6 to 11, they begin to experience more structured learning environments. At this stage, they gain independence and develop logical thinking skills, allowing them to tackle multi-step tasks. Friendships deepen, and students learn to navigate social dynamics while practicing empathy. They benefit from diverse instructional strategies, such as group work and direct teaching, as their curiosity drives their learning.

In junior high, typically ages 12 to 14, students undergo rapid physical and emotional changes, leading to significant shifts in their thinking and social interactions. They develop abstract and analytical thinking, enabling richer discussions and critical thinking. Peer relationships become increasingly influential, impacting behavior, self-esteem, and identity exploration. This age group seeks autonomy and may struggle with self-expression as they navigate their transition from childhood to adolescence. The learning environment also shifts to a more specialized curriculum, preparing them for the challenges of high school.

Understanding these developmental differences is important for educators, as adapting teaching methods to meet the unique needs of each age group fosters essential social, emotional, and cognitive growth.

1. Looking back when you were a junior high school student, are there any similarities or differences with the learners you observed?

Looking back at my own junior high school days, the classroom atmosphere was noticeably different from what I observe among students today. There was a distinct sense of respectful boundaries between teachers and students, instilled by a healthy level of fear or reverence that encouraged us to follow classroom norms and respect the teacher’s authority. This respect was reinforced by subtle cues—if a teacher paused or gave a sharp look, the entire class would fall silent, knowing it was a signal to pay attention. Speaking out of turn or disrupting the class was avoided out of concern for the consequences, and even the idea of getting caught whispering during a lesson was enough to keep us focused and in line. This fear wasn't negative; rather, it cultivated discipline and respect, reinforcing that the classroom was a space for serious learning.

In contrast, the students I observe now often display a much more relaxed attitude in class. While they are friendly and comfortable with their teachers, this informality sometimes blurs the line between respectful engagement and disruptive behavior. It's not uncommon to see students standing, chatting loudly, facing away from the teacher, or even reclining in their seats while a lesson is being delivered. In one instance, a student was casually standing beside the teacher at the front of the room as the teacher continued with the lesson, without any apparent acknowledgment of how unusual this behavior might have seemed a few years ago. These differences reflect a shift towards a more informal classroom environment, which does allow students to feel more comfortable expressing themselves but also challenges traditional standards of classroom discipline and focus. Balancing this relaxed atmosphere with clear expectations for respect and attentiveness becomes crucial to maintaining an effective learning environment. 

2. When you were a junior high school student, is there a teacher you cannot forget (positive or negative)? How did that teacher help or not help you with your needs (physical, emotional, social, and cognitive) how did it affect you? How would you use these experiences to support your future students’ needs?

Yes, there is one teacher from my junior high school experience who left a lasting impression on me—our English teacher, Sir Ogie. He was unique in that he often deviated from the standard syllabus, which primarily focused on world literature. Instead, he incorporated a variety of activities and performances that he believed would be beneficial for our growth, even if they weren’t part of the formal curriculum. Every morning, he would challenge us to recall synonyms of words he had introduced the day before, aiming to broaden our vocabulary and enhance our language skills. Sir Ogie also assigned tasks like extemporaneous speeches, plays, impromptu presentations, and reports, insisting that we communicate solely in English during class. While this may seem routine to some, for students coming from a small community high school, these opportunities were invaluable. His methods significantly boosted my confidence in speaking and communicating, helping me develop skills that I would carry into my future academic endeavors. When I transferred to a new school for senior high, I was often praised for my ability to speak English confidently and meaningfully—a direct result of Sir Ogie's encouragement and teaching style. His impact on my life was profound, as it marked a change in my self-esteem and communication abilities. Sir Ogie not only supported my cognitive needs by challenging me intellectually, but he also catered to my emotional and social development by creating a supportive environment where we could express ourselves freely. I realized how crucial it is for teachers to be patient and proactive in equipping students with the skills they need to navigate their educational journeys.

Inspired by my experience with Sir Ogie, I am committed to providing similar support to my future students. I aim to create a classroom environment that encourages growth, confidence, and open communication. By understanding the diverse needs of my students—physical, emotional, social, and cognitive—I plan to implement engaging activities and challenges that empower them and prepare them for the obstacles they may face. My goal is to help my students develop not only their academic skills but also the confidence to express themselves and thrive in their future endeavors.

Identify the following:

1. Diversity of Learners and Differentiated Instruction

         In her book, Geneva Gay emphasizes the significance of culturally responsive teaching as a vital approach for addressing the diversity of learners in today’s classrooms. She argues that understanding students' cultural backgrounds, experiences, and values enhances their engagement and academic success. By recognizing the wide range of individual differences among students—including race, ethnicity, language, and socioeconomic status—teachers can create a welcoming and inclusive learning environment. Gay advocates for differentiated instruction as a means to tailor educational experiences to meet the unique needs of each learner, utilizing various teaching methods and materials that resonate with students' backgrounds and interests to ensure equitable access to learning opportunities.

         Similarly, in her influential work, Carol Ann Tomlinson outlines the essential principles of differentiated instruction, highlighting its importance in effectively teaching diverse learners in mixed-ability classrooms. She explains that differentiation involves adjusting instructional strategies to meet the varied needs, interests, and readiness levels of each student, ensuring that all learners are engaged and appropriately challenged. Tomlinson advocates for key strategies such as varying the content being taught, modifying methods of instruction, and offering different ways for students to demonstrate their understanding. By recognizing that students come with unique strengths and backgrounds, teachers can create multiple pathways for learning, fostering an inclusive environment where each student feels supported. Both Gay and Tomlinson emphasize that differentiated instruction not only enhances academic achievement but also promotes a sense of belonging and motivation among students, helping them to develop a lifelong love for learning.

(Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD)

2. Indigenous Peoples Education (IPED) Curriculum Framework – 5 Key Elements of an Indigenous Peoples Education Curriculum (See DO 32, s.2015)

3. DO 32, s. 2015 – Adopting the Indigenous Peoples Education Curriculum Framework

July 29, 2015

   DO 32, s. 2015

Adopting the Indigenous Peoples Education Curriculum Framework

To:     Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public and Private Elementary and Secondary Schools
All Others Concerned

1.     Pursuant to DepEd Order No. 62, s. 2011 entitled Adopting the National Indigenous Peoples Education (IPEd) Policy Framework and DepEd Order No. 43, s. 2013 entitled Implementing Rules and Regulations of Republic Act No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) is adopting the enclosed Indigenous Peoples Education Curriculum Framework.

2.     Recognizing the right of indigenous peoples to basic education that is culturally rooted and responsive, the IPEd Curriculum Framework seeks to provide guidance to schools and other education programs, both public and private, as they engage with indigenous communities in localizing, indigenizing, and enhancing the K to 12 Curriculum based on their respective educational and social contexts.

3. Fundamental to IPEd is establishing institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them. This is to be pursued through sustainable community engagement which guarantees the meaningful participation of indigenous communities in the inclusion of their Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS) in the Basic Education Curriculum.

4. The continuous process of community engagement and refinement of the IPEd Curriculum at the school community level actualizes the Department’s commitment to the attainment of the abovementioned right of indigenous peoples to education. In this regard, for schools and learning programs serving indigenous learners, the aims of the K to 12 Program are realized through IPEd.

5. The IPEd Curriculum Framework was formulated based on inputs from a series of consultations conducted by the DepEd – Indigenous Peoples Education Office (IPsEO) with community elders, leaders, and implementers of community-based IPEd initiatives.

6. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary

Encl.: As stated

References: DepEd Order Nos.: (62, s. 2011 and 43, s. 2013)

https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-education-curriculum-framework/

The Grade 7 class consists of students aged 12 to 13, with a balanced mix of girls and boys. Many students openly identify as part of the LGBTQ+ community, displaying a level of self-awareness and confidence uncommon at their age. The class is predominantly composed of Asian Filipinos. All students identify as Christian, belonging to various denominations such as Iglesia ni Cristo, Roman Catholicism, Born-Again Christianity, and Baptist churches. This blend of cultural backgrounds, beliefs, and identities enriches the classroom environment, fostering a unique setting for diverse perspectives and meaningful connections.

1. Based on what you have observed and discussed with your Learning Circle, how this episode may help you in creating your future inclusive classroom? What are your steps/strategies to make it happen in the future? 

Observing this classroom and discussing it with my Learning Circle has provided me with valuable insights into fostering an inclusive environment where every student feels valued and confident to participate. One of the main takeaways is the importance of addressing behaviors that could discourage participation, like teasing or laughing at mistakes, and establishing a culture of respect and support. In my future classroom, I’ll set clear expectations for respect early on, emphasizing that kindness is essential and laughing at others’ mistakes is unacceptable. By reinforcing these expectations consistently, I can build a safe learning environment where students feel comfortable expressing themselves.

To promote an inclusive space, I’ll also focus on encouraging a growth mindset by reminding students that mistakes are a natural part of learning. By praising effort and courage, especially from shy students, I’ll help them see that their contributions are valued, regardless of whether they have the correct answer. Additionally, I plan to incorporate activities that foster peer support, such as group projects or partner work, where students learn to respect and appreciate each other’s ideas. This can help shy students feel more comfortable and create connections that encourage their participation.

For students who are particularly hesitant, I’ll provide personalized encouragement by setting small, achievable goals for them, helping to build their confidence over time. I also recognize that some students may not feel comfortable speaking up immediately, so I’ll offer alternative ways for them to contribute, like writing responses or sharing ideas in smaller groups. Through these strategies, I aim to create a classroom environment where every student feels empowered to learn, participate, and grow, fostering both academic and social confidence.

The Grade 7 cohort I work with consists of 40 students per class, with five sections in total, adding up to 200 students. The classes include a mix of boys, girls, and some students who openly identify as part of the LGBTQ+ community. All students are Filipino and primarily Christian, which creates a shared cultural and religious background. However, despite these similarities, there are noticeable differences in how they behave and engage in the classroom.

In-Class Interactions:

Within the classroom, students generally interact well and maintain a lighthearted rapport with each other. They seem to find it easy to get along, perhaps due to their young age, which often brings a natural openness and friendliness. It’s unclear if this ease extends to all teachers, but in my experience, they respond well to us and are approachable. Some students are particularly comfortable with the teacher and me, engaging more openly, while others respond more shyly or hesitantly to prompts.

As I observe from the back of the classroom, I notice that participation levels vary by seating. Students who are quieter and less participative often sit along the walls or sides, while those seated centrally are typically more active. However, these quieter students do not isolate themselves; they interact normally with classmates but simply maintain a more reserved demeanor during class. When it comes to group activities and presentations, all students are willing to participate and help one another. The academically stronger students actively engage in discussions, and interestingly, even the noisier students contribute confidently, showing enthusiasm despite occasional mistakes.

In moments where a classmate struggles to answer a question, others are quick to assist, often volunteering to help before I even step in. A few students are comfortable raising their hands to answer, but many prefer to support each other more quietly.

Outside the Classroom:

Beyond the classroom setting, the students naturally form social groups based on shared interests and, at times, by gender. It’s common to see mixed groups of boys and girls playing mobile games together in the classroom, while some girls prefer to chat or film TikTok videos. The boys often congregate in the hallway, chatting with friends from other classes. Throughout my observations, I haven’t seen any student who appears isolated or without a friend group. Even those who are quieter during class participate actively in their social circles during breaks, each with their own group of friends.

This dynamic—where students are supportive of each other in class and socially well-adjusted outside of it—creates a positive and inclusive environment. It highlights their sense of community, with each student finding their place both in and out of the classroom.

Interview the teachers experience:

In my experience as a high school teacher, I have come across students facing a wide range of personal challenges and unique circumstances. From family issues and economic hardship to mental health struggles, students bring their whole lives with them to the classroom, and it inevitably impacts their engagement, performance, and overall well-being. Understanding and supporting these students requires empathy, flexibility, and a commitment to creating an inclusive environment where all students can thrive.

One of the most common issues I’ve encountered is family-related stress, including separation or financial hardship, which can create significant emotional burdens for students. Some have responsibilities at home, such as taking care of siblings, which limits their time for schoolwork. Others may be facing housing instability, which creates additional stress and makes concentrating on school nearly impossible. These types of challenges often lead to difficulties in academics, as students might struggle to complete assignments, maintain focus, or engage with the material. Socially, they may feel isolated, as they don’t always relate to peers who aren’t facing the same situations. This can lead to a lack of confidence and motivation, which affects their sense of belonging in the school community.

To support these students, I’ve found that building strong, empathetic relationships is essential. I try to be flexible with deadlines when needed and communicate openly that they can approach me if they require extra help or time. Flexibility in small areas like this can alleviate some of the pressure they feel. Additionally, I work closely with school counselors to ensure students have access to mental health support when necessary. In the classroom, I focus on creating a low-pressure environment where students feel valued and understood, which encourages them to share their thoughts and concerns without fear of judgment. This helps those going through difficult circumstances feel more included and accepted.

In addition to addressing personal challenges, I’ve also developed strategies to support diverse student needs related to gender, cultural background, religion, and socio-economic status. In particular, I take specific steps to ensure that students of all genders and identities feel safe and respected, including those who identify as part of the LGBTQ+ community. I make a conscious effort to use students’ preferred pronouns and names, encouraging my class to do the same. I also use inclusive examples in my lessons and participate in any available training to better understand and support LGBTQ+ issues. If I notice any mistreatment or exclusion, I address it directly, as I believe it’s crucial to create an environment where everyone feels comfortable being themselves.

With linguistic and cultural diversity, I make it a priority to understand my students’ backgrounds and integrate these perspectives into our classroom discussions. For students who are still gaining proficiency in our primary language, I offer visual aids, simplified instructions, and sometimes alternative ways to demonstrate their understanding, such as through visual representations or presentations. By celebrating these cultural differences in the classroom, I help all students feel seen and appreciated, and we all benefit from the richness that diversity brings to our learning environment.

Religious diversity also plays a significant role in my approach to inclusivity. I ensure that my classroom is a space where all beliefs are respected and accommodated. For instance, if a student needs an absence for a religious observance, I allow for flexible deadlines on assignments. I also avoid scheduling major tests or presentations on significant religious holidays. When discussing topics that may touch on religious themes, I encourage respectful sharing and listening, which fosters a classroom culture of mutual respect and understanding.

Lastly, addressing socio-economic differences requires sensitivity and adaptability. I understand that not all students have the same access to resources, so I avoid requiring materials or activities that might pose a financial burden. I provide alternative options for assignments and try to offer classroom time for research if students lack internet access at home. In cases where students need more support, I connect them with school or community resources that can help meet their needs outside of the classroom.

In all these areas, my goal is to create a supportive, inclusive environment where students from all backgrounds and circumstances feel valued and empowered to succeed. By focusing on empathy, respect, and flexibility, I’ve found that I can better support my students as whole individuals, making the classroom a place where they feel they belong and can focus on their learning journey. This inclusive approach is central to my teaching philosophy and helps me build a stronger, more resilient classroom community.

ANALYZE

1. What are the different roles of students inside the classroom? Is there somebody who appears to be the leader, a joker, an attention seeker, etc.? What makes the learners assume these roles? What factors affect their behavior?

In this Grade 7 classroom, students naturally fall into various roles that shape the dynamics of the class. The class president or secretary typically assumes a leadership role, helping to maintain order and set an example for others. In our advisory class, the class president is not only one of the smartest students but also tends to be quiet and focused, demonstrating leadership through calm responsibility rather than assertiveness. The jokers and attention-seekers, on the other hand, stand out with their noisy and playful behavior. They often raise their hands during recitations, even if they’re unprepared or likely to respond with unrelated answers, adding a humorous, if sometimes distracting, element to the class. Their behavior may be driven by a desire for peer approval or simply by a need to express their energy and creativity.

These roles are influenced by several factors, including personality, social dynamics, and even academic strengths. Students who are more confident or socially outgoing might take on attention-seeking roles, while those who are academically focused or shy tend to adopt quieter roles. This mix creates a familiar classroom environment where students, through their interactions, bring both liveliness and structure to the learning experience.

2. Are there student/s who appear left out or appear different? Why do they appear different? Are they accepted or rejected by others? How is this shown? What does the teacher do to address issues like this?

In this classroom, some students aren't necessarily left out or different—they’re just extremely shy when it comes to participating in discussions and recitations. When the teacher calls on them, they sometimes refuse to speak or stand, which may stem from a fear of making mistakes in front of their peers. This hesitance is often reinforced by the occasional laughter from classmates when someone answers incorrectly, adding to their anxiety about participating.

To address this, the teacher actively works to create a safe and respectful environment. When classmates laugh at an incorrect answer, the teacher promptly calls them out and gently reminds the class that it's unacceptable to make fun of others. Additionally, the teacher reassures all students that mistakes are part of learning and that the classroom is a place to grow, not a place where they’re expected to be perfect. By fostering a culture of encouragement and empathy, the teacher helps build students' confidence, gradually encouraging even the shyest students to feel safe sharing their ideas.

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

The teacher skillfully adapts his approach to accommodate the diverse personalities and needs of the students. Recognizing individual differences, he creates an inclusive and relaxed environment where students feel comfortable expressing themselves, which encourages active participation. He uses humor and positive reinforcement, which helps build rapport with students who may be shy or hesitant.

For students who occasionally disrupt the class due to their comfort level, the teacher maintains his patience and calmly manages behavior. He refrains from harsh discipline, instead using subtle methods like silent treatment or brief pauses, helping students regain focus without feeling singled out. This strategy supports students’ emotional needs and fosters a sense of belonging, encouraging them to engage respectfully with their peers and the teacher.

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

The teacher leverages classroom diversity by encouraging students to bring their unique perspectives into discussions. He uses open-ended questions and relatable, modern-day scenarios, like imagining historical figures’ Facebook statuses, which allow students to express their creativity and insights in ways that resonate personally. This approach not only sparks engagement but also celebrates diverse viewpoints, as students draw from their own experiences and interests to contribute.

To maximize the benefits of diversity, he tailors his responses and feedback to the individual strengths of each student. For instance, he uses humor to connect with students who are outgoing, while offering gentler encouragement to those who may be quieter. By reinforcing the idea that each contribution is valued, he fosters an inclusive atmosphere where students feel respected and motivated to share. This creates a richer learning environment, where students learn not only from the teacher but also from each other's varied perspectives.

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

To ensure that all students, regardless of their abilities, can thrive in my future classroom, I plan to utilize the following strategies that consider individual differences:

o   Flexible Grouping - Organizing students into skill-based groups for specific activities to provide targeted instruction tailored to their needs.

o   Tiered Assignments - Creating assignments with varying levels of difficulty to suit diverse learners, allowing each student to engage with material at an appropriate challenge level.

o   Personalized Learning - Tailoring instruction to meet the specific needs and goals of each student, ensuring they can progress at their own pace.

o   Technology Integration - Utilizing adaptive learning tools and a variety of online resources for personalized practice and immediate feedback, especially beneficial for those needing additional support.

o   Supportive Environment - Encouraging all students, promoting peer tutoring to foster collaboration, and using diverse assessment methods to capture the full range of student learning.

1.      How does the resource teacher utilize other stakeholders to benefit the students?

Utilizing stakeholders effectively can significantly benefit students in various ways:

1.      Collaboration with parents

2.      Partnerships with locals

3.      Community Organizations

Through homeroom project that can be useful for the learners.

2.      What are their experiences regarding home visitation (at present or from the previous year)?

“That all you can do is to convince them but you can’t do anything about it.”

3.      How do they communicate to parents of struggling students?

Communicating with parents of struggling students requires sensitivity and clarity. First, try to schedule a meeting, be specific, use positive language, provide solutions and lastly, follow up, keep the lines of communication open with regular updates on student progress.

4.  On their opinion (and based on your observation of their students) how does the students’ community affect their behavior and how does it manifest at school/classroom? How does the resource teacher handle those behaviors?

A student’s community significantly impacts their behavior in various ways. The prevailing attitudes and behaviors within a community shape what students perceive as acceptable or desirable positive norms can encourage pro-social behavior, while negative influence may lead to risky or disruptive actions as can be evidently present inside the classroom. And the best way to handle this kind of situation is to let them know that every action has their consequence.

1. Relating your data with what you learned from child development, what family factors do you think contribute to the development and overall adjustment of the learner in school?

Family factors significantly impact a child's development and overall adjustment in school. One key element is parental involvement; engaged parents who actively participate in their child's education—by attending school events, helping with homework, or communicating with teachers—foster a positive attitude toward learning. This engagement encourages children to value their education and motivates them to achieve academic success. Additionally, emotional support from a nurturing family environment helps build a child's confidence and self-esteem. When children feel secure and valued at home, they are more likely to express themselves openly in school, take academic risks, and engage positively with their peers.

Another important aspect is the communication styles within families. Open dialogue and effective problem-solving foster strong social skills that enable children to interact well with others and participate in class discussions. Socioeconomic status also plays a role; families with more resources can provide enrichment activities, tutoring, and educational materials that enhance a child's learning experience. Furthermore, the cultural values and beliefs instilled by families regarding education and behavior influence how children approach their studies and interact with others. Families that prioritize education and instill values of respect and responsibility often see better school adjustment and academic performance in their children. Recognizing these family influences can help educators develop strategies to support students more effectively, fostering a more inclusive and supportive classroom environment.

2. Does the communication between the home and school affect the learner? If yes, what are these effects?

Effective communication between home and school significantly influences learners' academic performance and social-emotional development. Strong home-school communication is linked to improved academic achievement, as active engagement from parents and discussions about school enhance students' motivation and engagement. It also promotes positive social-emotional competencies, leading to higher self-esteem and better emotional regulation among students. Additionally, regular communication fosters greater student engagement, encourages participation in school activities, and improves behavior and discipline by aligning parental involvement with school expectations.

Conversely, poor communication can result in negative outcomes such as understanding gaps, increased behavioral issues, and decreased academic performance. When parents lack clear information about their child’s progress, students may struggle, and misunderstandings can lead to behavioral problems. Overall, establishing strong communication and collaborative partnerships between home and school is crucial for supporting students' academic and emotional growth, ultimately leading to significant benefits for learners.

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

Collaboration between teachers and the community is essential for enhancing student development and learning. By building strong partnerships with local organizations and community members, teachers can enrich the educational experience beyond the classroom.

To foster these teacher-community partnerships, one effective strategy is to engage local organizations such as nonprofits, youth agencies, and educational institutions. This can include organizing educational workshops in collaboration with community centers, offering after-school programs that address diverse student needs, and creating mentorship opportunities by connecting students with local professionals to explore various career paths.

Additionally, involving parents and families in the educational process is crucial. Teachers can host family engagement events to strengthen the support system around students, such as social gatherings or educational fairs where families learn about school programs. Establishing regular communication through newsletters, meetings, or digital platforms also keeps families informed and encourages their active participation in their child's educational journey. Together, these strategies foster a supportive community that promotes student success.

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

Establishing effective home-school collaboration is crucial for creating a supportive learning environment that benefits students. As a future teacher, I plan to implement several strategies to engage parents and build strong partnerships. First, I will ensure open lines of communication by using messenger, emails, and a class website to provide regular updates on classroom activities, student progress, and upcoming events. By offering multiple communication channels, including phone calls and virtual meetings, I can accommodate parents' preferences, making it easier for them to engage. Additionally, I will involve parents in the learning process through information sessions, volunteer opportunities, and family engagement events, which will help them feel more connected to their child’s educational journey.

Building strong relationships with parents is fundamental to fostering collaboration. I will prioritize getting to know parents personally, understanding their interests and concerns, and inviting their feedback on classroom practices. This open dialogue not only enhances mutual respect but also enables collaborative decision-making regarding their child's education. By providing resources such as educational materials and setting achievable goals together, I can empower parents to support their child's academic success. It’s also important for parents to play an active role; they can support their child’s learning by engaging in daily educational activities and communicating observations about their child's behavior and learning styles. Ultimately, by fostering a welcoming atmosphere and encouraging parent involvement, we can create a positive learning environment that enhances student achievement and nurtures a supportive academic community.

Key Principles of Effective Behavior Management in Educational Settings

1. Preparation and Planning

   • Proactively plan for potential disruptive behaviors before the school year begins. Use engaging activities at the start of class to redirect focus and set a positive tone.

2. Consistency and Clarity

   • Maintain predictable behavioral expectations and consequences. Clearly and immediately communicate responses to behaviors to reinforce understanding.

3. Promoting Positive Behavior

   • Use behavior-specific praise and establish routines to encourage desired behaviors. Aim for a 5:1 ratio of positive to negative interactions to foster support and recognition.

4. Cultural Responsiveness

   • Understand students' diverse cultural backgrounds to inform responses and instruction. Ensure all students feel valued and understood in the learning environment.

5. Routine and Structure

   • Collaboratively establish clear rules and routines with students to foster ownership. Use non-verbal cues to redirect behavior and maintain instructional flow.

6. Addressing Underlying Issues

   • Identify reasons behind challenging behaviors, such as attention-seeking or task avoidance. Provide support, teach missing skills, and offer fresh starts daily to encourage positive engagement.

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

   The students’ ages typically range from 12 to 14 years old, aligning with the developmental stage of early adolescence.

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

In our advisory class, Mapagbigay, there are 16 girls and 23 boys. For the other classes:

Masinop has 24 boys and 14 girls.

Maaasahan has 20 boys and 19 girls.

Masigasig 20 has boys and 18 girls.

Masunurin has 21 boys and 18 girls.

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

   Most of the time, the students struggle to manage their own behavior. They often need explicit guidance on what to do, as they are not very mindful of their attitudes or actions in class. When they become disruptive or out of hand, you must address their behavior directly and clearly to help them refocus.

4.  Can the learners already work independently?

   Yes, there are specific tasks, such as seatwork and individual activities, that they can manage independently. However, it is crucial to equip them properly by providing clear and detailed instructions before starting any activity. When it comes to group work, especially during presentations, they demonstrate good teamwork and collaboration. They thrive when tasks are structured and expectations are clearly outlined.

5.  Describe their span of attention.

   The students are easily distracted by small events or stimuli in their surroundings, which can lead to bursts of noise or chatter. However, they are generally responsive to redirection. A single reminder often brings them back to their tasks, though their focus might waver again after a few minutes. To maintain their attention, the class needs to be engaging and dynamic. Creating activities that pique their interest is key to sustaining their focus and participation.

Task 1:

1.  Are there areas in the classroom for specific purposes (storage of teaching aids, books Students belongings, the classroom)? Describe these areas. Will it make a difference if these areas for specific purposes are not present?

Classrooms typically have designated areas for specific purposes, which significantly contribute to a conducive learning environment. For instance, a stock room is a crucial space for storing essential teaching aids, cleaning materials, books, and informational flyers. This area keeps the classroom organized, ensures essential resources are accessible, and provides a private space where teachers can discuss important matters with students. Additionally, provisions for students’ personal belongings, such as bags and other items, help maintain the classroom’s neatness, allowing students to focus on their studies without distractions. The inclusion of a water dispenser ensures students stay hydrated without needing to leave the room, enhancing their comfort and productivity during lessons. The classroom itself is described as uncluttered and visually pleasing, creating a welcoming and comfortable space for students to concentrate on their studies. If these designated areas were absent, the learning environment would suffer significantly. Disorganization and clutter could make the classroom chaotic and difficult to manage, while the lack of accessible teaching tools and storage solutions might hinder teaching efficiency and learning effectiveness. Furthermore, a disorganized or uncomfortable classroom could distract students and reduce their focus, ultimately impacting their overall learning experience. These purposeful areas are essential in promoting an organized, functional, and supportive environment for both teaching and learning.

2.  Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive behavior?

Yes, there are rules and procedures posted in the room, including specific guidelines for cleaning and maintaining order. These posted rules help guide student behavior and maintain a disciplined environment.

General Classroom Rules:

1. Be respectful to teachers and classmates.

2. Raise your hand before speaking or leaving your seat.

3. Come to class prepared and on time.

4. Keep the classroom clean and orderly.

5. Use classroom materials responsibly.

In addition to these, the teacher provides oral instructions regarding Do’s and Don’ts, which are not posted but are regularly communicated to the students. These include:

Do's:

• Always be positive.

• Respect authorities, from utility personnel to the principal.

• Obey the school policies.

• Stick together and foster unity.

• Follow KKKDM (a school-specific guideline).

Don'ts:

• Do not skip classes.

• Do not show negativity.

• Do not disrespect others' privacy.

These oral procedures further reinforce positive behavior by emphasizing key values such as respect, responsibility, and cooperation. While they are not physically displayed, the regular verbal reminders help embed these practices into the students’ daily routine, supporting a positive and harmonious classroom environment.

3.  Did the students participate in making the classroom rules? If the Resource Teacher is available, ask him/her to describe the process. What’s the effect of students’ participation in rule-making on student’s behavior?

Sometimes, the laziness of certain students becomes noticeable, but the teacher has implemented a plan to address this. The teacher assigns group leaders as "plan checkers" who monitor their group's assigned cleaning tasks. Each group is responsible for a specific area, and the group leader ensures that their members fulfill their cleaning duties. Afterward, the leaders report the group's performance to the class vice president.

We spoke with one Resource Teacher who mentioned setting up a similar plan. However, despite this strategy, they sometimes observe that areas, especially inside the classroom, are not properly cleaned. According to this teacher, the problem lies in students’ behavior—many put in effort only when a teacher is present. When a checklist system is introduced, the issue often shifts to the group leaders failing to ensure compliance.

Still, the classroom's cleanliness and organization are maintained to a good extent. The teacher emphasized that the state of the classroom reflects the characteristics of both the teacher and the students, implying that a clean and organized environment symbolizes discipline and cooperation.

4.  What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done?

The daily routines followed by the Resource Teacher involve several structured activities that set the tone for a productive day in the classroom. These routines begin in the morning when students start cleaning their assigned areas even before the teacher arrives, demonstrating a sense of responsibility. After the flag-raising ceremony, students line up and return to their classroom, where the Resource Teacher greets them with a cheerful "Good morning," to which the students respond respectfully with a bow.The day formally begins with a student leading a prayer, followed by a motivational thought shared among classmates, referred to as "Pagkaing Pangkaisipan" (Food for Thought), which inspires and sets a positive mindset for the day. Attendance is then checked, with the class secretary reporting absences or tardiness, ensuring accountability. Following this, the teacher engages the students in a warm-up activity, especially during homeroom, to energize and prepare them for lessons. Before diving into the subject matter, the Resource Teacher provides important reminders about rules and regulations, emphasizing discipline and responsibility. While most students are diligent and proactive in their tasks, a few display less motivation or come in late. However, the overall atmosphere is encouraging, with the majority of students showing responsibility and a positive attitude that contribute to the classroom’s dynamic and supportive learning environment

5.  Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class?

Yes, there is a seating arrangement in the classroom, which is organized based on the students' surnames. Each desk is shared by a boy and a girl, promoting a balanced and inclusive seating arrangement. Additionally, students with visual impairments are seated at the front to ensure they can clearly see the board and actively participate in lessons. This arrangement helps manage the class effectively by fostering order and ensuring that students can focus on their studies without distractions. It also encourages equal opportunities for learning and interaction among students while addressing individual needs, such as those with difficulty seeing, which supports a more inclusive and conducive learning environment.

6.  Observe the noise level in the classroom. How is this managed?

The noise level in the classroom is generally low, which can be attributed to the effective training and classroom management strategies of the Resource Teacher (RT). The students have developed a habit of being quiet and attentive when the teacher is present, reflecting the discipline instilled in them. They listen actively during discussions and avoid unnecessary chatter, creating a focused and orderly learning environment. This demonstrates how the consistent guidance and expectations set by my RT it have positively influenced the students' behavior over time.

7.  If a learner is not following instruction or is off-task, what does the Resource Teacher do? Describe the behavior strategies used.

When a learner is not following instructions or is off-task, my Resource Teacher (RT) employs specific behavior strategies to address the situation effectively. My RT first uses gentle reminders to redirect the student, ensuring they understand the importance of staying focused on the task. If the behavior persists, the teacher engages the student in a calm and private conversation, emphasizing the rules and expectations while exploring any challenges the student might be facing. To reinforce positive behavior, the RT acknowledges and praises students who follow instructions, subtly encouraging off-task learners to align with their peers. In some cases, the teacher assigns additional responsibilities or tasks to the off-task student, fostering a sense of accountability and involvement. The RT maintains a composed demeanor throughout, ensuring that discipline is handled respectfully to avoid embarrassment or conflict, ultimately guiding the student back to productive behavior.

8.      What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

My Resource Teacher (RT) employs various strategies to reinforce positive behaviors, creating a supportive and encouraging classroom environment. One of the most effective methods is verbal praise, where my RT acknowledges and appreciates students who demonstrate good behavior, such as attentiveness, cooperation, and responsibility. This recognition motivates students to continue their positive actions and serves as a role model for others. Additionally, my RT implements a reward system, such as organizing a small salo-salo (gathering), to celebrate and encourage consistent good behavior among students. The teacher also fosters a culture of mutual respect by highlighting positive behaviors during class discussions, instilling a sense of accomplishment and pride in students. To further reinforce these behaviors, my RT incorporates activities that promote teamwork and collaboration, rewarding groups or individuals who display exemplary effort or attitude. Through these strategies, my RT not only maintains discipline but also nurtures a classroom culture where students feel appreciated, valued, and motivated to contribute positively.

Task 2:

1. How did the classroom organization and routines affect the learners’ behavior?

 Classroom organization and routines significantly impact the learners’ behavior by promoting structure, discipline, and a sense of responsibility. The clear expectations set by the routines, such as greeting students, assigning tasks, and checking attendance, provide a predictable and organized environment that helps students stay focused and on task. The classroom’s neatness, with designated areas for specific purposes, minimizes distractions and encourages students to engage in learning. When students know what to expect, they are more likely to follow instructions, respect their peers, and demonstrate positive behaviors, contributing to a conducive learning environment.

2. What should the teacher have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind?

When designing classroom organization and routines, the teacher should focus on creating an environment that promotes student engagement, responsibility, and a sense of belonging. Key considerations include the arrangement of furniture to allow easy movement, creating clear spaces for learning materials and personal belongings, and establishing consistent routines for transitions, behavior, and classroom tasks.

Theories and principles to keep in mind include Vygotsky’s Social Development Theory, which emphasizes the role of social interaction and collaboration in learning. The teacher should encourage cooperative learning and peer interactions through structured routines. Skinner’s Operant Conditioning Theory is also relevant, as the teacher can reinforce positive behaviors with praise and rewards. Maslow’s Hierarchy of Needs is crucial in ensuring that basic needs like safety, belonging, and esteem are addressed to create a supportive learning environment.

3. Which behavior strategies were effective in managing the behavior of the learners? Motivating students? Why were they effective?

Effective behavior strategies used by the Resource Teacher (RT) include verbal praise, reward systems, and positive reinforcement. Verbal praise, recognizing students for good behavior such as attentiveness and cooperation, effectively motivates students to continue engaging in positive actions. This is supported by Skinner’s Operant Conditioning, where reinforcing desired behaviors strengthens their occurrence.

The reward system, such as organizing small celebrations or salo-salo, also effectively motivates students by offering them incentives for maintaining good behavior. This strategy fosters a sense of accomplishment and recognition. The inclusion of activities promoting teamwork and collaboration further motivates students by creating a collective goal and reinforcing a sense of shared responsibility.

1. Why do you need to enforce positive discipline?

Enforcing positive discipline is essential because it helps create a respectful, organized, and focused learning environment. Positive discipline encourages students to take responsibility for their behavior, develop self-control, and make better choices. It also reinforces the importance of respect for others and fosters good relationships between the teacher and students. By focusing on guiding students toward positive behaviors rather than punishing negative ones, it leads to greater engagement, better learning outcomes, and a supportive classroom atmosphere. Positive discipline also helps students build important life skills such as problem-solving, communication, and emotional regulation.

2. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself? What routines and procedures would you consider for this level Why?

In the future, I see myself teaching high school students, likely around the 9th or 10th grade level. For this level, I would consider establishing routines that emphasize responsibility, time management, and active participation. Routines like a clear agenda at the start of each class, regular check-ins on assignments, and structured group work would help students stay on track with their studies. I would also ensure there are procedures for transitioning between activities smoothly, such as designated times for questions or discussions. This would help build a more efficient and organized classroom while allowing students to feel more independent in managing their learning. For older students, routines also serve to prepare them for real-world expectations, like deadlines and collaborative work.

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

·  Be Respectful – Treat your classmates, teacher, and classroom materials with respect.

·  Be Punctual – Arrive on time for class and be ready to learn.

·  Participate Actively – Engage in class discussions and activities.

·  Take Responsibility for Your Actions – Own up to mistakes and learn from them.

·  Follow Directions – Listen to instructions and follow them carefully.

·  Keep the Classroom Clean and Organized – Maintain a tidy learning environment.

·  Use Technology Appropriately – Use devices and the internet for educational purposes only.
These rules would encourage a structured and respectful learning environment while helping students develop personal responsibility, communication, and critical thinking skills. They are also aligned with preparing students for the demands of higher education or the workforce, where such expectations are common.

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

Yes, learners should be involved in making the class rules. Involving students in the process of creating rules helps them take ownership of the expectations, making them more likely to follow them. It also fosters a sense of community and collaboration in the classroom. When students have a say in the rules, they are more likely to understand their purpose and see them as fair, rather than imposed. This participation also teaches important life skills such as negotiation, compromise, and the ability to work together for a common goal. Moreover, involving students in decision-making can empower them, boosting their sense of responsibility and accountability.

1. Why do you need to enforce positive discipline?

         Positive discipline is essential for creating a constructive and encouraging classroom atmosphere. It establishes a safe and comfortable environment where students feel respected and supported, allowing them to learn more efficiently. By focusing on solutions rather than punishment, positive discipline fosters better relationships, builds students' self-regulation skills, and motivates them to actively participate in their learning process.

2. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself? What routines and procedures would you consider for this level Why?  

         I envision myself teaching Grade 10 students in the future. They are at a more mature developmental stage, making them easier to guide and instruct compared to younger learners. Their ability to absorb and retain knowledge is more advanced, and their level of independence allows for deeper discussions and collaborative learning.

The topics in Grade 10, such as kontemporaryong isyu (Contemporary Issues), are relatable to their lives, which makes the lessons more engaging and relevant. I plan to incorporate routines and procedures such as:

·         Balitaan: A daily routine where students share recent news or events, connecting these to the lessons and fostering critical thinking.

·         Interactive activities: Encouraging participation through debates, group projects, or gamified lessons to maintain engagement.

·         Structured tasks: Clear procedures for assignments and transitions to keep the class organized and efficient.

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

·        Speak only when called upon: To maintain order and ensure everyone has a chance to share their ideas respectfully.

·        Excuse yourself before leaving the classroom: To promote courtesy and accountability.

·        Balitaan: Encourages active engagement with current events and connects learning to real-world issues.

·        Daily review of lessons: Reinforces understanding and retention of topics discussed.

·        Class-designated birthday corner: Promotes camaraderie and a sense of belonging by celebrating milestones as a group.

·        Weekly class cleaning: Encourages teamwork and responsibility for their shared space.
Note: Cleaning duties are rotated fairly among students rather than used as a punishment, to ensure it is seen as a contribution to their learning environment rather than a penalty.

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

         Yes, learners should be involved in creating the class rules. Involving them fosters a sense of ownership and accountability for their behavior, as they are more likely to follow rules they helped establish. This collaborative approach also ensures the rules are fair, relevant, and reflective of the students' needs and values. Additionally, it encourages critical thinking and decision-making skills as they learn to negotiate and to prioritize what is essential for maintaining a positive learning environment. Empowering students in this way builds mutual respect between teacher and students and promotes a harmonious classroom culture.

1.      Importance of classroom routines and rules in classroom management.

Benefits of Classroom Routines and Procedures

Effective classroom procedures and routines offer many benefits to students. Students who know how they should act in the classroom can be more successful because they can learn and achieve more. Students will spend more time learning instead of getting ready for class or asking questions about what they should do because you've streamlined the process for daily tasks. The benefits of classroom routines and procedures include:

o   Creates consistency: Your students will learn what to expect when you're consistent. Routine consistency fosters a positive learning environment because the same rules apply to everyone so no one can be discriminated against or favored. 

o   Enhances behavior management: Students will learn your rules and what you do to enforce them. Enforcing your rules will increase your students' respect for you and decrease behavioral problems. 

o   Reduces classroom distractions: An established routine will lessen student movement in the classroom or direct it where you want it to go. When the students know what they're supposed to be doing, it will also reduce distractions. If someone comes to class late, they can easily catch up without disrupting the class because they know the class structure. 

o   Boosts focus and engagement: Students will become familiar with the classroom flow and what comes next, making it easier for them to be focused and engaged.

o   Creates an effective classroom management plan: The only way for your classroom management plan to work is if you are consistent and enforce the rules. If you don't, students will think they can get away with things, which leads to behavioral problems. Set clear classroom expectations and ensure students understand them.

o   Makes lesson planning easier: Once you have a routine, it serves as an outline for lesson planning. It makes lesson planning easier and leaves more time for tailored teaching strategies because all you have to do is fill in the blanks based on the times you set for various subjects or activities.

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

         Yes, the routines were effective in ensuring discipline and order because they established clear expectations and created a structured environment where students knew what was required of them. For example, routines like raising hands to speak and asking permission before leaving the classroom minimized disruptions and fostered a sense of respect. However, their effectiveness depended on consistent implementation by the teacher and student adherence. If inconsistencies arose, the routines might lose their impact.

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

Routines such as "Raise your hand when you want to speak" and "Ask permission before leaving the classroom" were systematic and consistently implemented because they are foundational for managing classroom behavior. These routines are straightforward, easy to follow, and address common scenarios that can disrupt class order if left unchecked. Their consistency helps establish habits among students, making them natural parts of the classroom culture. Other routines, such as "Take turns in classroom responsibilities," may vary in consistency depending on how actively the teacher reinforces them and monitors participation.

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

1.        Raise your hand when you want to speak:

o    Formulated to manage interruptions during discussions and ensure all voices are heard in an organized manner.

2.        Clapping silently:

o    Created to celebrate achievements or contributions without causing disruptions or breaking focus in the classroom.

3.        Show respect for everyone’s ideas, even if you disagree:

o    Introduced to encourage a respectful learning environment, especially during debates or discussions, where differing opinions are likely to arise.

4.        Listen attentively when someone else is talking:

o    Developed to foster active listening and prevent overlapping conversations, ensuring clear communication and mutual understanding.

5.        Take turns in classroom responsibilities, such as cleaning or organizing:

o    A response to the need for shared accountability and maintaining a clean, organized space while teaching teamwork.

6.        Monthly celebration of birthdays:

o    Designed to build a sense of community and make students feel appreciated, addressing the need for positive social interactions.

7.        Waste segregation:

o    Created to promote environmental awareness and address issues of improper waste disposal in the classroom.

8.        Ask permission before leaving the classroom:

o    Ensures student safety and accountability, especially during transitions or emergencies.

4.      Are classroom rules really important?

         Yes, classroom rules are essential for maintaining discipline, fostering respect, and creating a conducive learning environment. They provide students with clear expectations, ensuring consistency and fairness. Rules also help manage behavior, minimize disruptions, and promote a sense of responsibility and community within the classroom. Without rules, chaos and misunderstandings could hinder learning and create an unproductive environment.

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

         I would most likely apply the following routines in my class:

• Raise your hand when you want to speak: This is fundamental for maintaining order during class discussions. It encourages turn-taking and ensures that everyone has a chance to speak without interruptions. This routine helps create a respectful and organized classroom environment.

• Clapping silently: I like the idea of non-verbal applause, as it maintains the calm atmosphere of the classroom while allowing students to acknowledge their peers' efforts. It's a great alternative to noisy celebrations, especially during lessons.

• Show respect for everyone’s ideas, even if you disagree: Fostering respect and open-mindedness in a classroom is vital for creating an inclusive environment. This rule helps promote a culture of constructive dialogue, especially when discussing sensitive or diverse topics.

• Take turns in classroom responsibilities, such as cleaning or organizing: This routine teaches students responsibility and cooperation, which is crucial for creating a shared learning environment. It also helps students develop a sense of ownership in maintaining their classroom space.

• Ask permission before leaving the classroom: This is important for safety and maintaining order. It allows the teacher to track students' whereabouts, ensuring that no one is leaving the room without proper supervision or reason.

The routine I might not apply is "Monthly celebration of birthdays". While it’s a nice idea, it may not always be practical for every class, especially with students who may not celebrate birthdays in a traditional way. Instead, I could offer personalized celebrations based on student preferences, which would be more inclusive.   

2.      Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If not, what rules are you going to employ? Explain your answer.

I would adopt most of the rules set by the Resource Teacher, but I would make some adjustments based on my teaching style and the needs of my future students:

• "Raise your hand when you want to speak": I agree with this rule because it helps maintain order and ensures everyone has a chance to speak. This rule would definitely be part of my classroom.

• "Clapping silently": I would also implement this rule. It’s a positive and non-disruptive way to encourage student participation and create a supportive classroom atmosphere.

• "Show respect for everyone’s ideas, even if you disagree": I strongly agree with this rule. It promotes tolerance, critical thinking, and emotional maturity, which are essential for a productive learning environment.

• "Listen attentively when someone else is talking": This is a basic rule that I will definitely follow. Active listening is essential for fostering understanding and making sure everyone feels heard.

• "Take turns in classroom responsibilities": I believe this is important for promoting collaboration and a sense of shared responsibility in the classroom. I will definitely implement this routine, as it teaches students valuable teamwork and organizational skills.

• "Monthly celebration of birthdays": While this is a nice idea, I might adjust it to fit the preferences and needs of my students. Some students may not feel comfortable celebrating in a public way, so I would consider more individualized celebrations or group recognition events.

• "Waste segregation": I would absolutely implement this rule. Teaching students to care for the environment and be responsible with waste is a valuable lesson that extends beyond the classroom.

• "Ask permission before leaving the classroom": I agree with this rule, as it ensures the safety of students and maintains a sense of order. It’s an important rule to establish early on.

Overall, I believe that while I would adopt most of the rules from the Resource Teacher, I would also remain flexible and adjust them to suit the specific dynamics and needs of my future classroom.

1.      Importance of effective classroom management

Effective classroom management is crucial for both students and teachers. It sets the tone for a productive and respectful classroom where students feel safe and motivated to learn. By establishing clear rules, routines, and consequences, teachers can minimize distractions and ensure that students remain focused on their tasks. A well-managed classroom also allows for better teacher-student interactions, fostering trust and respect. This ultimately leads to improved academic outcomes and a more positive classroom atmosphere. Additionally, when teachers manage behavior effectively, they can more easily address the individual needs of students, providing the support necessary for every learner to succeed.

2.      Two aspects of classroom management (Personal and Physical)

Classroom management can be broken down into two key aspects: personal and physical.

1. Personal Aspects- These refer to the teacher's behavior, attitude, and interpersonal skills in the classroom. A teacher’s ability to build strong relationships with students, set clear expectations, and model respect and responsibility is essential. Personal aspects also include maintaining a positive and approachable demeanor, being consistent in enforcing rules, and being adaptable to different student needs. A teacher's presence, enthusiasm, and communication skills help establish authority while creating a supportive learning environment where students feel valued and motivated.

2. Physical Aspects- This involves the arrangement and organization of the classroom space to support effective learning. This includes seating arrangements, the organization of materials and resources, and ensuring that the physical environment is conducive to focused learning. A well-organized classroom with clear pathways, visible instructional materials, and a clutter-free space can help students stay on task and minimize distractions. It also involves creating a space where students feel comfortable and where activities flow smoothly. The physical setup should be flexible enough to accommodate various teaching strategies and learning activities.

3.      Curate some effective classroom management strategies

         Effective classroom management is crucial for fostering a positive and efficient learning environment. Begin by clearly defining expectations for behavior, participation, and the quality of work, so students know what's required from the start. Consistency in applying rules helps establish a sense of security for students. Building strong, respectful relationships with students promotes cooperation, while keeping them actively engaged with interactive lessons prevents distractions. Non-verbal signals, such as hand gestures or eye contact, allow you to guide students without interrupting the flow of the lesson. Positive reinforcement motivates students to maintain good behavior, and having set routines for everyday tasks minimizes confusion. Encouraging students to take responsibility for their learning and behavior, along with handling conflicts calmly, creates a more respectful and focused classroom atmosphere. Moving around the room allows you to maintain control while offering support, ensuring students stay on task. By integrating these strategies, you can create an environment where students are motivated, attentive, and respectful.

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

My resource teacher has a powerful voice that immediately grabs the students' attention. It's clear and commanding, yet it doesn’t come across as harsh. I’ve noticed that when she speaks, everyone listens, which helps her effectively manage the class and keep the students engaged. The tone and volume of her voice help set the mood for the lesson and ensure that even those at the back can follow what’s being taught. As for punctuality, she’s always on time, and I really admire that. It shows respect for the students' time and helps maintain a structured environment where lessons start promptly. Her punctuality also sets a good example for the students, reinforcing the importance of being responsible and prepared. I can see how these qualities, the strong voice and punctuality, create a positive and efficient learning environment, which I strive to emulate in my own teaching.

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

Taking care of the physical aspects of classroom management is really important because it shapes how students feel and how well they can focus. Things like how the room is arranged, the lighting, seating, and even the temperature all have an impact on how students behave and engage in class. When the classroom is organized and tidy, it makes transitions smoother, helps keep distractions at bay, and ensures everyone is comfortable and can easily access what they need. A welcoming space with good lighting and a clean environment can also help students feel more at ease and motivated to learn. On the other hand, a cluttered or uncomfortable room might make it harder for them to concentrate. Making sure the classroom is physically safe is another big part of this. Clear pathways, properly maintained furniture, and easy access to exits help prevent accidents and give students a sense of security. When we pay attention to these details, it helps create a space where students can thrive, participate fully, and feel comfortable learning.

3.      How many strategies were employed by the resource teacher? Did these contribute to better classroom management? Explain your answer.

         My resource teacher uses several strategies that really help with classroom management. For one, she has a strong and clear voice that immediately grabs the students' attention, making sure they stay focused and ready to learn. This is especially helpful when managing larger groups or when students might get distracted. She also uses positive body language, like hand gestures and facial expressions, to reinforce lessons and create a friendly, welcoming atmosphere. This helps students better understand the material and feel comfortable engaging in class.

         Another important strategy she uses is being punctual. She always starts class on time, which shows respect for the students' time and sets a professional tone. This helps establish a routine and keeps everyone on track. At the same time, she knows how to balance fun with authority, making sure the students feel respected but also keeping the classroom in order.

These strategies definitely make a big difference in managing the class. Her strong voice and positive body language keep the students engaged and help them understand the material better. Being punctual adds structure to the day, making it easier for students to stay focused. All of this helps create a classroom where students are motivated, well-behaved, and ready to learn.

4.      What were not used by the resource teacher? Were these important? What should have been used instead? Explain.

         One thing my resource teacher didn’t seem to use much was giving students more chances to take the lead or have more control in the classroom. While she does a great job keeping the class engaged with her strong voice, body language, and punctuality, there could be more opportunities for students to lead discussions, help organize activities, or make decisions during group work. Giving students a bit more responsibility in these areas could help them feel more involved, boost their confidence, and encourage them to participate more actively.

         This kind of approach is important because it helps students develop leadership skills and a sense of responsibility. It also makes the learning experience feel more interactive and student-focused. Rather than always directing the class, the teacher could involve students in more group discussions or have them teach their peers, which would give them a chance to contribute their ideas and take initiative.

If this strategy had been used, it could have created an even more collaborative environment where students feel like their voices matter. It would also help manage the class by encouraging students to take more ownership of their learning, which can lead to a more self-directed and engaged classroom.

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

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

         When I began my field study at Gumaca National High School, I was immediately confronted with the reality that things wouldn’t always go as planned. I was accustomed to receiving compliments and commendations for my ability to learn and deliver lessons effectively in the past. While I felt confident and capable in my instructional skills, I quickly realized that these strengths alone would not suffice if I couldn’t effectively manage my students.

         This truth became particularly evident during my first few weeks, especially when I was assigned to regular classes in our grade level. The students' behavior was overwhelming, and I found myself shocked by the way they interacted with their teachers and peers. Their approach to learning was far different from what I had anticipated.

         That experience taught me an invaluable lesson: no matter how much effort I put into perfecting my instruction or designing engaging and fun activities, they would never reach their full potential if I couldn’t manage the students effectively. The students themselves are the foundation of learning, not the instruction. As educators, we must prioritize their capacities, behaviors, and welfare when designing lessons. Only by doing so can we truly develop instruction that is both meaningful and effective.

2.  What are your plans in ensuring effective classroom management? What classroom management strategies do I need to employ to respond to diverse types of learners?

         To ensure effective classroom management, I plan to establish clear rules and routines collaboratively with students to foster accountability and consistency. Setting expectations from the beginning will help students understand acceptable behaviors and create a sense of fairness in the classroom. I will consistently enforce these rules while remaining flexible and empathetic to individual circumstances. Building strong relationships with students will be another cornerstone of my approach, as understanding their backgrounds, interests, and needs allows for a supportive and inclusive environment. I will prioritize showing genuine care and empathy to earn their trust and respect, which are vital for maintaining a positive classroom culture. 

         In responding to diverse learners, I will employ strategies such as differentiated instruction to meet varying needs and learning styles. Lessons will incorporate a mix of visual aids, group discussions, hands-on activities, and technology to ensure every student can engage meaningfully with the content. Positive reinforcement will play a key role in encouraging desirable behaviors and motivating students to stay on track. Consistent routines, such as structured transitions and start-of-class activities, will minimize disruptions and maintain order. Flexible seating and classroom setups will allow for collaboration or focused individual work, depending on the lesson's goals. These strategies will help create a well-managed, inclusive classroom where all students can thrive.

Definition of School Curriculum

         Curriculum is described as a plan, framework, or roadmap that guides the teaching and learning process, encompassing instructional practices, learning experiences, assessment, and the selection of content and courses to achieve specific educational objectives. The term curriculum refers to an organized plan that outlines what is to be taught in a given educational setting. It serves as a guideline that educators follow to facilitate student learning, including both written and unwritten content. Essentially, curriculum encapsulates the educational content delivered across various subjects and grade levels, defining the road map for students' academic journeys.

https://www1.udel.edu/educ/whitson/897s05/files/definitions_of_curriculum.htm

Types of Curriculum and examples

Types of Curriculum | Definition | Example

1. Written Curriculum

The written curriculum refers to the officially documented and explicitly outlined components of a school's educational program. This includes textbooks, course outlines, and learning objectives formally approved by educational authorities.

Ex. A high school syllabus that details course content, objectives, assessment methods, and required readings for subjects such as biology or literature.

2. Hidden Curriculum

The hidden curriculum encompasses the lessons and values students learn indirectly through their school environment and culture. It includes implicit messages conveyed through interactions, routines, and the overall atmosphere of the educational setting.

Ex. The emphasis on punctuality and discipline in schools, where students learn the importance of time management and obedience through daily schedules and classroom behavior expectations.

3. Societal Curriculum

This type of curriculum involves the lessons and knowledge students acquire from their interactions with society and social influences outside the academic environment. It reflects broader societal values and realities.

Ex.  A student learning about cultural diversity and social justice through involvement in community service projects or extracurricular activities that promote civic engagement.

4. Taught Curriculum

The taught curriculum consists of what is actually delivered by teachers in classrooms. It can differ from the written curriculum due to various factors that may impact teaching methods and student engagement.

Ex.  A teacher using hands-on experiments and interactive discussions to teach scientific concepts in a chemistry class, which may differ from the textbook instruction.

5. Assessed Curriculum

The assessed curriculum refers to the assessment methods and evaluation techniques used to measure student learning and performance. This can include both formal and informal assessments.

Ex.  Standardized testing administered at the end of a school year to evaluate students’ knowledge and skills in subjects like math and reading.

6. Recommended Curriculum

Recommended curriculum includes suggestions from educational experts and policymakers about content and skill sets that should be prioritized. It often sets educational standards for instruction.

Ex.  National Science Education Standards suggesting key scientific concepts and practices that should be included in K-12 science education.

7. Excluded Curriculum

The excluded curriculum, or null curriculum, refers to the topics, concepts, and skills that are intentionally left out of educational programs. This can reflect beliefs about what is less important or appropriate for students.

Ex. A school that does not include topics related to sexuality education or financial literacy in its curriculum may inadvertently leave students unprepared for real-world issues.

8. Integrated Curriculum

An integrated curriculum combines multiple subjects into cohesive learning experiences, helping students make connections between different areas of knowledge.

Ex. A thematic unit that incorporates history, literature, and art to explore a particular cultural movement, such as the Renaissance, allowing students to engage with multiple perspectives and disciplines.

https://counseling.education.wm.edu/blog/8-types-of-curriculum

K to 12 Curriculum and its Salient Features

         The K to 12 Curriculum is structured to cover 13 years of basic education, which includes Kindergarten and 12 years of primary and secondary education. The program aims to provide adequate time for mastery of concepts and skills, fostering lifelong learning among students. The curriculum prepares graduates for tertiary education, middle-level skills development, and employment opportunities, aligning with global educational standards.

Salient Features of K to 12 Curriculum

Strengthening Early Childhood Education - The K to 12 Curriculum emphasizes the importance of early childhood education, making kindergarten mandatory for children aged five. This initiative aims to ensure that all students have a solid foundation by the time they enter Grade 1, which positively influences their learning trajectory.

Making the Curriculum Relevant to Learners - The curriculum focuses on contextualization and enhancement, ensuring that learning materials and subjects are relevant to students' lives and experiences. This relevance helps in keeping students engaged and motivated to learn.

Integrated and Seamless Learning through Spiral Progression - The curriculum employs a spiral progression model, allowing students to revisit subjects and concepts at increasing levels of complexity. This approach helps to build mastery over time, reinforcing previous knowledge while introducing new information.

Mother Tongue-Based Multilingual Education (MTB-MLE) - The K to 12 Curriculum adopts a mother tongue-based approach to education, especially in the early grades. This method facilitates better understanding and retention of information by allowing students to learn in their native languages from Kindergarten to Grade 3. From Grade 4 onwards, the medium of instruction transitions to English and Filipino, fostering bilingual proficiency.

Gearing Up for the Future: Senior High School - The introduction of Senior High School (Grades 11 and 12) is a significant feature of the K to 12 Curriculum. Students can select from various tracks based on their interests and career aspirations, including Academic, Technical-Vocational-Livelihood, Sports, and Arts tracks. This specialization helps students prepare for specific fields or continue their education in higher learning institutions.

Holistic Development - The curriculum emphasizes holistic development, addressing not only academic skills but also socio-emotional competencies. Students are encouraged to develop life skills, critical thinking, and effective communication abilities, preparing them for challenges beyond the classroom.

Focus on Core Competencies - The K to 12 Curriculum delineates essential learning areas that include various subjects such as Mathematics, Science, language arts, and Social Studies. A core curriculum is established for both the lower and senior high school levels, ensuring that all students acquire foundational knowledge and skills.

Flexibility in Learning - The curriculum is designed to offer flexibility, allowing schools to contextualize lessons based on local needs and cultures.

https://k12philippines.com/overview-of-k-to-12-curriculum-in-the-philippines/

The Matatag Curriculum

         The MATATAG Curriculum is an innovative educational framework designed to address longstanding issues in the Philippine education system, which has faced criticism for low performance in global assessments. Initiated by the Department of Education (DepEd), it aims to provide a more relevant, efficient, and comprehensive approach to learning that makes education more meaningful for students in the country.

https://www.diwa.ph/matatag

Make a reflection on the diagram you have drawn.

The diagram beautifully showcases the interrelated nature of the seven types of curriculum, each playing a unique yet interconnected role in the educational process. The Recommended Curriculum is at the heart of it all, serving as the foundation for what is expected in the education system. This curriculum guides the creation of the Written Curriculum, which outlines the content and learning goals set by teachers and the school system. The Taught Curriculum is the real-time application of the written curriculum in the classroom, where teachers engage with students directly. The Supported Curriculum is vital in ensuring that the necessary materials, resources, and tools are available to support teaching and learning effectively.

As the curriculum unfolds, the Assessed Curriculum comes into play, focusing on evaluating how well the students have grasped the content being taught. This evaluation informs the Learned Curriculum, which reflects the knowledge and skills that students have actually absorbed. However, the Hidden Curriculum surrounds all of these, subtly influencing the educational experience in ways that may not be directly taught but are nonetheless significant, such as social norms, behaviors, and values.

The diagram highlights that these curricula do not exist in isolation but interact continuously. The Hidden Curriculum impacts all others, showing how implicit messages can shape learning, while the Assessed Curriculum informs adjustments in the Taught Curriculum, ensuring that students' needs are met effectively. This dynamic system shows that the process of learning is not linear but rather a cycle of feedback and adaptation, with each type of curriculum contributing to a holistic and effective educational experience. It’s a reminder that teaching is more than just the lessons on paper—it involves understanding the connections, supports, and subtle influences that affect students’ growth and development.

Based on my observations and tasks in Activity 2, I will prepare my lesson plan by ensuring it is well-structured and aligns with the principles of effective teaching. I will begin by clearly defining measurable learning objectives that connect to the curriculum and address students’ needs. The lesson will include an engaging motivation activity to spark interest, followed by a logical sequence of instructional steps that incorporate interactive strategies such as group discussions, visual aids, and critical thinking prompts. I will also plan for formative assessments, such as short quizzes or reflective questions, to evaluate learning and provide feedback. Finally, I will allocate sufficient time for each component to ensure smooth transitions and effective classroom management while maintaining a student-centered approach throughout the lesson.

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

Developing or writing a lesson plan has taught me the importance of structure, clarity, and intentionality in teaching. I learned that each part of the lesson must have a clear purpose and connect seamlessly with the others to guide students toward achieving the learning objectives. Careful planning ensures that lessons are student-centered, engaging, and aligned with the curriculum. It has also taught me to anticipate challenges, manage time effectively, and include diverse strategies to address students' varying needs and learning styles.

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

         When the three components of a lesson plan—outcomes, teaching methods, and assessment—are aligned, it ensures coherence and purpose in the teaching process. This alignment enables the teacher to focus on achieving specific learning goals, maximizing the effectiveness of instruction, and accurately evaluating students' progress. It fosters a smoother flow of activities and builds a meaningful connection between what is taught, how it is taught, and how it is assessed. Ultimately, it saves time and effort, increases the likelihood of successful learning, and helps the teacher reflect on and improve their practices. a

What principles of learning were most applied? Least applied?

Most Applied - Learning is an active process

Least Applied- Learning is a cooperative and collaborative process. Learning is enhanced in an atmosphere of cooperation and collaboration.

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

The principle of learning in social studies is put into practice using a range of methods that focus on active involvement, questioning, and applying knowledge to real-world situations. Whether it's through debates, field research, service projects, or role-playing, these strategies help students develop the skills and perspectives needed to engage thoughtfully in our complex, interconnected world. By embracing these methods, social studies education empowers students to better understand and tackle the social, political, and economic challenges we face today.

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

While it is true that learning is an active process is crucial for keeping students engaged, I believe that learning as the discovery of personal meaning and relevance of ideas is the most important principle, particularly in teaching history. As someone who has been in an actual classroom setup with students at this level, I have found that connecting historical events and ideas to what students already know is vital for fostering deeper understanding and retention.

In teaching history, it is not enough to present facts and dates. Students must see how these events shape and influence the world they live in today. By relating historical concepts to their personal experiences or contemporary issues, teachers make the content relevant and meaningful. For instance, exploring the struggles for independence in history can be linked to modern-day discussions on freedom and rights, allowing students to reflect on their own values and societal contributions.

This principle also nurtures critical thinking and personal reflection, as students begin to question how the past informs the present and their role in shaping the future. When students find personal meaning in what they learn, they are more likely to engage actively and develop a lasting interest in the subject. As history teachers, we are constantly reminded to bridge the gap between past events and the students’ current realities, creating a learning experience that is not only informative but also transformative.

Do the SMART objectives make the lesson more focused?

         In my opinion, SMART objectives are essential in making the lesson more focused because they provide clear guidance for both teachers and students. These objectives being Specific, Measurable, Achievable, Relevant, and Time-bound serve as a roadmap for what needs to be accomplished during the lesson. When teachers set these types of goals, they can plan and deliver their lessons more effectively, ensuring that every activity, discussion, and assessment is aligned with the desired learning outcomes.

For students, knowing the SMART objectives gives them a clear understanding of what is expected of them and what they should focus on. This reduces any confusion or uncertainty, helping them stay engaged and actively work towards achieving the set goals. The presence of well-defined objectives also fosters a sense of purpose, as students can see the connection between their efforts and the learning outcomes.

Moreover, SMART objectives keep the lesson on track and free from distractions. With clear goals in mind, both teachers and students can avoid wasting time on irrelevant topics and instead concentrate on what truly matters for meeting the lesson's aims. This structured approach not only ensures that the lesson stays focused, but also enhances its overall effectiveness by helping everyone involved understand their role in reaching the desired outcomes. Ultimately, SMART objectives help create a well-organized and goal-oriented learning environment, making the lesson more purposeful and productive.

Lessons learned in determining SMART learning outcomes.

Clarity is essential in determining SMART objectives, as they make learning goals precise and unambiguous, effectively guiding lesson structure and activities. In a lesson on Spanish policies in the Philippines, objectives like listing key policies, such as land tax reduction, the encomienda system, and the Church's role, provided clear direction for both teaching and learning. Measurability also plays a significant role, as tools like quizzes, group discussions, and written assignments allow for the effective evaluation of student achievement. This evidence-based approach offers tangible proof of progress and ensures objective assessment. Achievability and relevance are equally important, as objectives should be realistic, considering students’ abilities and prior knowledge, while also being meaningful. For instance, connecting the historical context of Spanish colonization to its impact on Filipino society and the colonial system makes the lesson more engaging and relatable. Time-bound objectives further enhance lesson planning by ensuring efficient use of time, preventing diversions, and maintaining focus on achieving learning goals. Overall, determining SMART learning outcomes underscores the value of intentional lesson planning, as well-defined objectives improve focus and provide a clear pathway for student success. By incorporating SMART goals, educators can design purposeful, measurable, and impactful lessons that optimize both teaching and learning experiences.

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

Focusing solely on subject matter mastery and test preparation can have several negative consequences for students. While it's important to ensure that students understand the material, an overemphasis on memorization and exams often leads to shallow learning. When the primary goal is just to pass tests, students may fail to develop deeper critical thinking skills or the ability to apply knowledge in real-world situations. This type of learning can also disengage students, as they may struggle to find personal relevance or meaning in the material, reducing their overall motivation and interest in the subject.

Moreover, this approach often neglects the development of important life skills such as collaboration, problem-solving, and emotional intelligence. These skills are crucial for success in the real world, but they are frequently overlooked when the focus is only on academic achievement. Additionally, the pressure to perform well on tests can create anxiety and stress, which may result in burnout and a negative attitude toward learning.

In conclusion, while mastering the subject matter is essential, education should go beyond test preparation. A more balanced approach that encourages critical thinking, personal growth, and real-world application is key to fostering well-rounded individuals who are prepared for success in both academics and life.

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

         If I were to reteach the classes I observed, I would choose a student-centered approach. This method places students at the heart of the learning process, giving them more autonomy over how they engage with the material. By focusing on the needs, interests, and abilities of the students, a student-centered classroom encourages active participation, collaboration, and critical thinking. Rather than simply delivering content, the teacher acts as a facilitator, guiding students as they explore ideas, ask questions, and make connections to real-world scenarios.

One of the key benefits of a student-centered approach is that it promotes deeper learning. When students are encouraged to take an active role in their learning, they are more likely to retain information and develop the skills needed to apply that knowledge. This approach also fosters a sense of ownership over their learning, which can increase motivation and engagement. Additionally, it allows for differentiated instruction, where students can work at their own pace, explore topics that interest them, and receive the support they need to succeed.

In a student-centered classroom, students are not passive recipients of information but active participants in their education. This method helps cultivate skills such as problem-solving, communication, and teamwork, all of which are essential for success both in school and in life. By focusing on student-centered learning, I would aim to create a classroom environment where students feel empowered, valued, and equipped to take charge of their educational journey.

Principles of teaching worth applying

As I reflect on my teaching practice, I recognize the importance of several principles that contribute to meaningful and impactful education. These principles guide my approach in creating a learning environment that fosters growth, engagement, and understanding.

One principle I value deeply is student-centered learning, where students take an active role in their education, exploring, questioning, and collaborating. This approach empowers learners to connect with the material on a deeper level and fosters critical thinking. However, I acknowledge that fully embracing this principle can be challenging, especially in teaching history. The subject's focus on objective facts, deeper knowledge, and extensive information often requires a more structured and teacher-led approach to ensure that students grasp essential content.

Although it is hard for me to be entirely student-centered in this context, I have found that my creativity flourishes within these constraints. By forecasting my students' level of thinking, I can anticipate their needs and design activities that make the material approachable and engaging. This ability allows me to craft a learning environment where students feel comfortable and supported in navigating the complexities of history.

Lastly, I find great value in integrating real-world applications into my lessons. History is not just a study of the past but a lens through which students can understand the present and shape the future. By relating historical events to modern-day scenarios, I help students see the enduring relevance of the subject and inspire them to think critically about their role in society.

1.      OBE and OBTL

Outcomes-Based Education (OBE)

Outcomes-Based Education (OBE) is an educational philosophy that emphasizes achieving specific goals by focusing on the outcomes of the learning process. In this approach, the curriculum is designed around these predetermined outcomes, ensuring that students achieve specific competencies by the end of their educational experience. This educational theory aims to ensure that the assessment results reflect the level of knowledge and skills that students have acquired.

OBE encourages a shift from traditional teaching methods to a more student-centered approach, where the focus is on what students can demonstrate in terms of knowledge and skills, rather than merely what instructors deliver. This philosophy promotes continuous improvement in educational programs by regularly reviewing assessment results and student feedback to enhance the learning experience.

Outcomes-Based Teaching and Learning (OBTL)

Outcomes-Based Teaching and Learning (OBTL) applies the principles of OBE to the teaching and learning context. This approach is centered on clearly defining intended learning outcomes for students and designing instructional activities that facilitate their achievement. In an OBTL framework, educators act as facilitators who guide students toward achieving these outcomes by aligning teaching methods, assessment tasks, and curriculum content.

The main goal of OBTL is to ensure that students not only understand the material but are also able to apply it in practical situations, demonstrating their competencies effectively. This is accomplished through various Teaching and Learning Activities (TLAs) that are explicitly designed to meet specific intended learning outcomes (ILOs), thus ensuring that all instructional efforts contribute to the desired learner outcomes.

Outcomes-based Teaching and Learning (OBTL). (2018). https://teaching-and-learning.hsu.edu.hk/obtl/

2.      Guiding principles in the selection and use of teaching methods

1.      Active Learning - One of the guiding principles is that learning is an active process, meaning that students learn best through engagement and participation in hands-on activities. Active learning strategies allow students to interact dynamically with the material, promoting deeper understanding and retention. Research shows that when students are involved in their learning, they are more likely to retain information effectively, with retention rates significantly increasing when they teach others.

2.      Multi-Sensory Engagement - Involving multiple senses during the learning process enhances comprehension. This principle suggests that when visual, auditory, and kinesthetic inputs combine, it leads to better retention and engagement. When teaching methods incorporate various sensory modalities, students can grasp complex concepts more effectively, solidifying their knowledge.

3.      Non-Threatening Environment - Creating a non-threatening and supportive learning atmosphere is crucial for effective teaching. A respectful and trusting environment encourages students to express themselves freely and promotes a culture of shared responsibility for learning. The allowance for mistakes in this environment fosters enhanced learning experiences, as students are more likely to take risks and learn from failures without fear of negative consequences.

4.      Emotional Connection - The integration of emotions into lessons has a powerful impact on learning retention. When lessons connect with students' emotions, they become more memorable. Educators are encouraged to make connections between lesson content and students' personal experiences, thus enhancing the meaningfulness of the material and promoting engagement.

5.      Relevant and Integrated Teaching - Teachings should be relevant to students' lives and experiences. When lessons incorporate real-life applications, students are better able to connect theoretical concepts with practical situations, making the material more meaningful. Furthermore, an integrated teaching approach that incorporates multiple disciplines enhances learning by addressing various intelligences and learning styles, leading to a comprehensive understanding of the subject matter.

6.      Varied Teaching Strategies - It is essential to employ diverse teaching strategies to cater to different learning styles within the classroom. Strategies like collaborative learning, project-based activities, and the use of visual aids can address the varying needs of learners, ensuring that all students have equitable opportunities to succeed.

7.      Focus on Higher-Order Thinking - Good teaching goes beyond recalling facts; it should foster higher-order thinking skills, such as application, analysis, synthesis, and evaluation. Engaging students in critical thinking and problem-solving activities encourages them to develop deeper understanding and mastery of concepts.

Guiding Principles in the Selection and Use of Teaching Strategies. (2021). https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-of-secondary-education/principles-of-teaching-guiding-principles-in-the-selection-and-use-of-teaching-strategies/32350462

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3.      Types of Questions that Teachers Ask and some reacting techniques that teachers’ use.

1.      Closed Questions: These questions require specific answers, often a simple 'yes' or 'no'. They are used to check factual understanding or recall specific information.

2.      Open Questions: These questions allow for multiple potential responses from students, promoting critical thinking and discussion. They encourage students to elaborate on their ideas and justify their answers.

3.      Convergent Questions: These questions require students to synthesize information from various fields to arrive at a logical conclusion. They often lead to detailed explanations and problem-solving demonstrations.

4.      Divergent Questions: These questions have no specific answer and encourage students to think broadly about a topic. They help generate multiple perspectives and foster creative thought.

5.      Display Questions: These are used to check understanding, where the teacher knows the answer and probes students’ recall of information.

6.      Referential Questions: In contrast to display questions, these inquiries seek to explore students’ perspectives or experiences. They are typically aimed at insights that the teacher does not already possess.

7.      Leading Questions: These questions guide students toward a particular answer, subtly prompting them towards a desired response.

8.      Probing Questions: These are follow-up questions intended to encourage students to clarify or elaborate on their initial responses, prompting deeper analysis.

18 Types of Questions Teachers Can Ask In Lessons To Enhance ... (2021). https://jonathansandling.com/18-types-of-questions-teachers-can-ask-in-lessons/

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

The best method of searching largely depends on the goal of the search and the resources available. There is no one-size-fits-all approach, but various strategies can make the process more effective. When looking for specific information, using targeted keywords can narrow down results, and applying filters such as publication date or source type can help refine the search. It's essential to critically evaluate sources, ensuring that the information comes from credible, reliable, and authoritative sources, such as peer-reviewed journals or official websites. Cross-checking facts from multiple sources is also important to ensure accuracy.

In addition to traditional search methods, interactive searching through forums, discussion groups, or academic communities can provide diverse perspectives, helping to clarify complex topics. For more organized and efficient searches, using Boolean operators like AND, OR, and NOT can help refine the query and focus on relevant results. Personalized searches, such as those powered by AI, can also be effective, as they tailor the results based on previous interactions and preferences, saving time when seeking specific advice or context.

Moreover, using resource-specific searches in academic databases like Google Scholar or local government websites can yield authoritative information for research-heavy or specialized topics. The effectiveness of the search will also depend on whether you need broad information to explore a new topic or more specific, detailed information. Starting with a broad search can give you a general understanding, which can then be refined with more focused queries.

Ultimately, there is no universally "best" method. The most effective search strategy varies depending on the nature of the information sought, the available resources, and the urgency of the search. Combining multiple strategies—starting broad and narrowing down, verifying sources, and adjusting methods as needed—often yields the best results.

How do we select the appropriate strategy for our lessons?

Selecting the appropriate strategy for our lessons involves a thoughtful and reflective process that considers several key factors, ensuring that both the teacher’s and students’ needs are met. The first step is to know your students. Understanding their backgrounds, learning styles, interests, and prior knowledge allows you to choose a strategy that will resonate with them. For example, if your students are more hands-on learners, incorporating experiential activities like group work or experiments might be more effective. Recognizing their capacity to learn is also crucial—strategies should be neither too advanced nor too basic, but instead should challenge students appropriately, promoting engagement without causing frustration or boredom.

The next consideration is to know your capacity as a teacher. This involves evaluating your own strengths, resources, and teaching style. Are you comfortable with using technology, or do you prefer more traditional methods? Do you have the tools available for certain strategies, such as materials for group activities or multimedia for interactive lessons? It’s important to select strategies that you can implement effectively, ensuring that your teaching is as strong as possible.

Finally, always keep the goal of the lesson in mind. The strategy must align with the desired outcomes, whether the goal is to increase student comprehension, foster critical thinking, or encourage creative expression. For instance, if the goal is for students to understand a historical event in-depth, using inquiry-based strategies or project-based learning might be more appropriate. If the goal is for students to memorize key facts, a more direct, teacher-led approach might be needed.

By considering the needs of the students, the teacher’s capacity, and the goal of the lesson, you can choose the most appropriate strategy that will support student learning and lead to a successful outcome.

Observe a class and answer the following questions

1.      Did the Teacher state the learning objectives and intended learning outcomes (ILOs) at the beginning of the class? Did he/she share them with the class?

In this situation, the teacher's approach to stating the learning objectives and intended learning outcomes (ILOs) seems to vary depending on the resources used. When using resources like PowerPoint presentations from other resources online, the teacher makes an effort to present the ILOs to the class by displaying them on the slides and having the students read them aloud. This approach helps students engage with the objectives and understand what is expected of them for that particular lesson. However, during regular discussions, the learning outcomes are not explicitly stated.

2.      What teaching-learning activities (TLA) did he/she use? Did these TLAs help him/her attain his/her lesson objectives/ ILOs? Explain your answer.

The teacher employs different teaching-learning activities (TLAs) depending on the method of instruction. When using PowerPoint presentations, the TLA involves students reading the content aloud, which encourages active participation and helps reinforce the material visually and audibly. This approach may help reinforce the lesson’s objectives, especially if the lesson is designed to be fact-driven or information-heavy, as students engage with the content directly.

3.      What assessment tasks did the teacher employ? Are these aligned to the lesson objectives/ILOs?

The teacher consistently employs a 5-item short quiz as the assessment task to track students' understanding and retention of the lesson. This quiz is used to gauge how well students have absorbed the key concepts and facts presented during the class. By administering this quiz, the teacher can quickly identify which areas students are grasping and which may need further clarification.

1.      What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

Outcome-Based Teaching and Learning (OBTL) is indeed a highly effective approach, as it aligns teaching strategies with clear, measurable outcomes. By focusing on the desired end results, it provides structure and direction, making planning more streamlined and intentional. With OBTL, educators can ensure that every activity, lesson, and assessment is directly contributing to achieving the learning objectives, which increases the effectiveness of the overall teaching process. This method also allows for better tracking of student progress, ensuring that learning is purposeful and outcomes are achieved. It encourages a more targeted and focused teaching approach that benefits both educators and students.

Reflect on the use of OBTL

It becomes clear how this approach can significantly enhance the teaching and learning experience. One of the most powerful aspects of OBTL is its focus on specific, measurable learning outcomes. By starting with the end in mind, teachers are able to plan lessons and activities that are directly aligned with the goals they want students to achieve. This sense of direction helps in streamlining the teaching process, ensuring that every lesson, discussion, and assessment is purposeful and serves a clear educational purpose.

What stands out in OBTL is its emphasis on student achievement. Since the teaching is centered around outcomes, there is a stronger focus on ensuring students reach specific milestones in their learning journey. This alignment between what is taught and what is assessed provides a clear structure for students to understand what is expected of them, helping them take ownership of their learning. It fosters a sense of accountability, both for the teacher and the student, as everyone is aware of the objectives and what needs to be achieved.

Moreover, OBTL encourages continuous reflection on the part of the teacher. As lessons are designed with clear outcomes in mind, it is easier to reflect on whether those outcomes were met and what adjustments can be made to better support student learning. The approach promotes adaptability—allowing for the modification of teaching methods if certain outcomes are not being achieved or if students are struggling.

Nell Postposes once said: "Children go to school as question marks and leave school in periods!" Does this have something to do with the type of questions that teachers ask and the questioning and reacting techniques that they employ?

Nell Postman’s quote, "Children go to school as question marks and leave school in periods," illustrates how the natural curiosity children bring to school can be dampened by an education system focused primarily on providing right answers. This is closely tied to the types of questions teachers ask and how they handle student inquiries. When teachers predominantly ask factual, closed-ended questions that require students to recall specific information, it can lead to a focus on memorization and surface-level understanding. This often discourages further questioning or critical thinking, as students are conditioned to provide the “correct” answer, leaving them with a sense of closure—symbolized by the "period."

In contrast, when teachers use divergent, higher-order, and open-ended questions, they encourage students to think critically, analyze, and explore ideas. This questioning approach keeps students’ curiosity alive and allows them to remain as "question marks" throughout their learning. By encouraging evaluation, inference, and problem-solving, teachers can foster deeper engagement and intellectual growth. The way teachers respond to students’ questions also plays a key role—positive reinforcement of curiosity promotes continued inquiry, while dismissing questions can stifle students' willingness to ask or think further. Ultimately, fostering a culture of inquiry through thoughtful questioning techniques helps students retain their curiosity and critical thinking skills, preventing them from leaving school with a sense of finality and instead encouraging ongoing exploration.

The importance of using various reacting techniques

The importance of using various reacting techniques lies in their ability to address the diverse learning and understanding capacities of students. Every student has a unique way of processing information and engaging with content, so incorporating a range of reacting techniques ensures that each student is given the opportunity to connect with the lesson in a manner that aligns with their learning style. For example, some students may respond better to verbal feedback, while others might benefit from written or non-verbal cues. By employing different techniques, teachers not only promote inclusivity but also provide a platform for students to express their thoughts in ways that are most comfortable to them.

In addition to fostering inclusivity, using varied reacting techniques allows teachers to gain deeper insights into students' different perspectives. When students are encouraged to share their opinions or respond to prompts through different channels, it helps teachers to see multiple sides of their students—whether it's through a student’s analytical thinking, emotional responses, or creative interpretations. This approach helps to build a classroom culture where every student’s voice is heard, and diverse perceptions are valued. Furthermore, it contributes to the development of critical thinking skills, as students learn to engage with different viewpoints, adapt their thinking, and refine their ideas. Overall, varying reacting techniques not only ensures that students feel respected and understood but also promotes a more engaging and enriching learning environment.

1.      UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)

         The 2030 Agenda for Sustainable Development acknowledges that the widespread use of Information and Communication Technologies (ICTs) has the potential to accelerate progress, bridge the digital divide, and support the development of inclusive Knowledge Societies based on human rights, gender equality, and empowerment.
In order to achieve these aims, technology has the potential to create creative solutions that allow learners to participate in excellent lifelong learning opportunities, have access to information and knowledge, and actively participate in society.
The proper integration of ICT into schools and classrooms has the potential to alter pedagogy and empower students. In this setting, instructors must be able to integrate ICT into their professional practices in order to ensure learning fairness and quality. Teachers must also be able to use ICT to help students acquire Knowledge Society skills such as critical and innovative thinking, complex problem solving, collaborative abilities, and socio-emotional skills. In response, UNESCO created the ICT Competency Framework for Teachers (ICT CFT) as a framework to guide pre- and in-service teacher training on the use of ICTs throughout the educational system. The ICT CFT is designed to be tailored to national and institutional objectives by offering a current framework for policy creation and capacity building in this dynamic field.

         The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and it incorporates inclusive principles of non-discrimination, open and equitable information access, and gender equality in technology-supported education delivery. It addresses the effects of contemporary technological advancements on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things, and Open Educational Resources, in order to promote the development of inclusive Knowledge Societies.

https://www.unesco.org/en/articles/unesco-ict-competency-framework-teachers#:~

2.      The Learning Resource Center

         The Learning Resource Center (LRC) is a facility within schools or educational institutions designed to support teaching and learning by providing access to a variety of resources, tools, and services. It typically houses a library with books, periodicals, and digital materials, as well as study areas for individual or group use. Equipped with computers, internet access, and multimedia tools, the LRC serves as a hub for research and e-learning. It also offers instructional materials, such as textbooks, charts, and teaching aids, alongside technical support for educational tools. Flexible learning spaces, quiet zones, and supplementary programs like workshops and tutoring further enhance its role. By fostering access to diverse resources and promoting collaboration, the LRC plays a vital role in enriching the learning experience for both students and teachers.

3.      Technology Integration Matrix (Florida Center for Instructional Technology)

         The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019). Each level in the Technology Integration Matrix shows a progression in how technology can be used, starting with simple, teacher-led activities at the Entry level and advancing to more transformative, student-driven experiences at the highest level. These levels align with key learning traits like keeping students engaged, encouraging teamwork, applying knowledge to real-world situations, and fostering independent goal-setting. The matrix helps teachers reflect on their current approach, pinpoint areas for improvement, and create creative, technology-enhanced lessons that deepen understanding and spark innovation in their students.

https://fcit.usf.edu/matrix/matrix/#:~:text=The%20Technology%20Integration%20Matrix%20(TIM,authentic%2C%20and%20goal%2Ddirected.

4.      Evaluation of ICT Resources

   The evaluation of information and communication technologies (ICT) in development activities has metamorphised through different phases in the last 30 years. In this paper we explore the experiences of ICT evaluation in the broad business environment and draw parallels with the ICT for development (ICTD) environment. The paper motivates the need for a fundamental paradigm shift in ICTD evaluation. We argue that it is not sufficient to focus on the easily measurable tangible and quantifiable benefits of ICT. We motivate that the intangible benefits of ICT on development such as empowerment, self-esteem and social cohesion are more important from a developmental perspective. Consequently, a more detailed exploration of the theoretical and methodological implications of this shift in the ICTD field is warranted.

https://www.researchgate.net/publication/262917771_ICT_Evaluation_Are_We_Asking_the_Right_Questions

5.      The Education 4.0 and 5.0

         Education 4.0 and Education 5.0 are transformative educational approaches that emphasize the integration of advanced digital technologies into teaching and learning processes, aiming to prepare students for the challenges of an evolving world.

         Education 4.0 focuses on the holistic integration of digital tools, such as artificial intelligence, adaptive learning systems, and virtual reality, to personalize and individualize the educational experience. By creating flexible learning environments tailored to individual needs, it facilitates the convergence of the real and digital worlds. As noted by Lamattina (2023), Education 4.0 leverages technology not merely as a tool but as a critical enabler for expanding pedagogical possibilities and offering a comprehensive educational experience.

         Building on this foundation, Education 5.0 takes technological integration a step further by incorporating advanced technologies like artificial intelligence, big data, and virtual reality, while emphasizing collaboration and the practical application of knowledge. This approach aims to develop essential skills such as critical thinking, problem-solving, and teamwork. Felcher and Folmer (2021) highlight that Education 5.0 prepares individuals to adapt to rapid changes, apply knowledge innovatively, and work effectively in collaborative environments. Furthermore, it emphasizes inclusivity, ethics, and societal productivity, fostering a more holistic and future-ready educational paradigm.

Together, these approaches transcend traditional methods of knowledge acquisition by prioritizing the development of interpersonal skills and the ability to apply knowledge dynamically in real-world contexts. By aligning education with the demands of a rapidly evolving world, Education 4.0 and 5.0 equip students not only with theoretical knowledge but also with the adaptability, innovation, and collaboration skills essential for future success.

(PDF) The evolution of education and emerging educational technologies: A comparative analysis between education 4.0 and education 5.0. Available from: https://www.researchgate.net/publication/377317343_The_evolution_of_education_and_emerging_educational_technologies_A_comparative_analysis_between_education_40_and_education_50#fullTextFileContent

6.      Fundamental Digital Skills for 21st Century Teachers

                     In the rapidly evolving landscape of education, teachers are required to adapt to technological advancements to meet the needs of 21st-century learners. The integration of digital skills into teaching practices is no longer optional but essential for creating dynamic and effective learning environments. Mastering these fundamental digital skills empowers teachers to enhance student engagement, personalize learning, and prepare students for a technology-driven world.

One of the most critical digital skills for modern teachers is digital literacy, which involves the ability to find, evaluate, and utilize digital information effectively. This foundational skill ensures teachers can access credible resources and guide students in navigating the vast expanse of online content. Alongside digital literacy, proficiency in classroom technology integration is vital. Teachers must be able to use tools such as interactive whiteboards, tablets, and learning management systems (LMS) like Google Classroom or Moodle to facilitate seamless instruction.

Another indispensable skill is content creation, which allows teachers to design engaging and interactive materials such as videos, presentations, and multimedia lessons using tools like Canva, PowerPoint, or Adobe Spark. Equally important is the ability to use communication and collaboration tools, such as Zoom, Google Meet, and Microsoft Teams, to foster virtual learning and connect with students and colleagues. Platforms like Google Workspace and Office 365 further enhance collaboration and streamline classroom activities.

Teachers must also develop skills in data analysis and assessment to monitor student performance effectively. This includes using software like Excel, Google Sheets, and educational assessment tools such as Kahoot! and Quizizz to evaluate progress and adapt teaching strategies accordingly. Additionally, promoting online safety and digital citizenship is crucial. Teachers need to understand cybersecurity basics and educate students about responsible online behavior, privacy, and ethical technology use.

In today’s interconnected world, proficiency in social media and networking enables teachers to engage with professional learning communities and share best practices. Furthermore, basic knowledge of coding and computational thinking is increasingly valuable, as it helps teachers introduce programming concepts and problem-solving skills to students. The ability to adapt to emerging technologies, such as artificial intelligence, virtual reality, and adaptive learning systems, ensures teachers remain at the forefront of innovative education practices. Lastly, project management and productivity tools, like Trello and Asana, allow teachers to organize lessons, manage time effectively, and collaborate efficiently.

By mastering these fundamental digital skills, teachers can create inclusive, interactive, and future-ready classrooms. These skills not only enhance their teaching capabilities but also equip students with the tools they need to succeed in a technology-driven world. As education continues to evolve, teachers who embrace digital transformation will be instrumental in shaping the leaders of tomorrow.

7.      Massive Open On-line Courses (MOOCs)

A massive open online course (MOOC) is a typically free web-based distance learning program that's designed for large numbers of geographically dispersed students.

         A MOOC might be patterned on a college or university course, or it can be less structured. Although they don't always offer academic credits, these courses often offer a certification, enhance employment opportunities or further studies. Typically, MOOCs are used for higher education, upskilling and career advancement. MOOCs are online learning courses that a student accesses through the internet. Typically, these courses use cloud computing platforms for course delivery. The course content is created with course authoring tools and is subsequently hosted on a learning management systems (LMS) platform. The course provider, which is often a university, supplies the course materials and instructors. The LMS platform, such as EdX, Canvas, Coursera or Udacity, provides the technological infrastructure for course modules, user access and other learning resources.

         MOOC -- which rhymes with kook -- was coined in 2008 by Dave Cormier of the University of Prince Edward Island in Canada for an online course offered by the University of Manitoba. There were 25 tuition-paying students from the university and 2,300 nonpaying students from the general public who took the course "Connectivism and Connective Knowledge" online. There were RSS feeds for material, and participation was facilitated through a variety of venues, including the Moodle LMS, blog posts, the Second Life online virtual world and real-time online meetings. In 2011, Massachusetts Institute of Technology (MIT) OpenCourseWare became the first large collection of MOOC resources made available by a university. In 2012, MIT and Harvard University spearheaded the EdX initiative for the promotion of MOOCs.

         As the demand for technology jobs increases, so does the popularity of online courses. As a result of the COVID-19 pandemic, MOOCs are becoming the new standard of education and specialization at all levels -- from elementary education through bachelor's and master's degree programs -- as part of remote learning plans. Enrollment in MOOCs surged during the pandemic, and many new MOOCs have been launched since then.

https://www.techtarget.com/whatis/definition/massively-open-online-course-MOOC

1.      Are you ready and confident to use/operate different gadgets/materials in class? Which ones do you feel you need to learn more about? What are your plans for it?

I am confident in using gadgets such as computers, projectors, microphones, and speakers for classroom instruction. These tools are essential for creating engaging and interactive lessons. I am also skilled at preparing digital resources using software like PowerPoint and Canva. However, I need to enhance my proficiency with advanced tools like interactive whiteboards, learning management systems (e.g., Google Classroom), and video editing software for creating high-quality instructional videos. My plan is to attend training sessions, explore online tutorials, and practice integrating these tools into lesson plans to build confidence and proficiency.

2.      Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you would teach the same lesson to the same group of students? Why? What different technology tools would you use?

If I were teaching the same lesson, I would retain the use of PowerPoint because of its effectiveness in organizing content and visually presenting ideas. I would also continue encouraging student participation through activities like fill-in-the-blank questions and group discussions.

However, I would add variety to the lesson by integrating tools like Kahoot for gamified quizzes, which would make learning more engaging, and Google Earth to give students a virtual exploration experience of the routes taken by Spanish explorers. These tools would foster deeper engagement and understanding while catering to different learning styles.

Additionally, I would pace the activities more carefully to ensure that students fully grasp the material before moving on. This approach ensures students are ready to progress and reduces repeated errors, creating a more supportive and effective learning environment.

students are ready to move forward and minimizes repeated errors, creating a more supportive and effective learning environment.

3.      Reflect on your technology skills. What skills do you already have? What skills would you continue to work on to better utilize education 4.0 resources?

I have a solid foundation in creating visually appealing and organized presentations using PowerPoint, designing materials on Canva, and managing classroom audio-visual equipment. I am also skilled at troubleshooting basic technical issues and navigating digital platforms for research and lesson preparation.

To better utilize Education 4.0 resources, I aim to develop expertise in using collaborative tools like Google Workspace, learning analytics platforms to monitor student progress, and interactive technologies like augmented and virtual reality. Additionally, I plan to improve my ability to integrate AI tools into lesson planning and delivery, ensuring a more personalized and engaging learning experience. I will achieve this through professional development courses, self-directed learning, and consistent practice in applying these technologies.

The lapel mic allowed the teacher’s voice to be amplified, ensuring that all students could hear clearly, even in a noisy classroom environment. The microphone minimized strain on the teacher’s voice and allowed for mobility while teaching. Effective communication was maintained, even for students seated at the back. This tool also made it easier for the teacher to implement interactive teaching strategies without losing vocal clarity.

 The television served as a dynamic visual aid, effectively supporting the presentation of multimedia materials during the lesson. The teacher used it to display engaging slides, videos, and even animations, capturing the students’ attention and enhancing their understanding of the topic. The clear visuals and audio from the television improved the students’ focus and comprehension.

1.      Include an article about the technology gadget/material that you want to learn more about. How can this gadget/material be useful in instruction/teaching?

Holography has emerged as a revolutionary technology that captures three-dimensional images through light projection, offering numerous applications in fields such as entertainment, healthcare, and education. The process of creating holograms allows for a lifelike representation of real objects, providing viewers with a 3D experience without the need for special glasses. ​

Holograms are increasingly being recognized as transformative tools in the educational sector, promising to enhance the learning experience significantly.​ By providing immersive and interactive experiences, holographic technology enables students to engage with educational content in ways previously unavailable.

Holographic technology allows for various engaging teaching techniques. This includes simulated interactions where students can explore 3D models, such as human organs in medical education, making otherwise difficult subjects more palpable. In addition, holograms facilitate collaborative learning by enabling students to share holographic projections and work together from different geographical locations, thereby fostering teamwork and communication skills.

Numerous educational institutions have begun incorporating holograms into their teaching. For example, some medical schools use holograms to teach anatomy through interactive displays of human organs, allowing students to visualize and manipulate these models from various angles. Similarly, cultural education can benefit from holograms that portray live or recorded interactions with individuals from diverse backgrounds, breaking down geographical barriers and enriching learning experiences.

Holograms in education and how they change the whole process. (2023). https://hypervsn.com/blog/holograms-in-education-how-they-change-the-educational-process.html

Interactive Holographic Learning. (2023). https://axiomholographics.com/industries/learning/

1.      Observe what Teacher does or listen to what Teacher says to find out if the students understood be lesson while teaching-learning is in progress

2.      Did the teacher ask the class "Did you understand"? If she did, what was the class' response?

Yes, before the teacher proceed to the new name or new information he frequently asks the students if they understand what he had said. The students mostly answers yes in his question.

3.      Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How?

The students often sound and look confident in class whenever they are in discussion, during my observation I never sense confusion to them.

4.      If they did, how did the teacher respond?

There are instances that they showed that they did not understand when the teacher asked a specific student. If that happens, the teacher then once again explain in a much simpler manner.

5.      Were the students given the opportunity to ask for clarification? How was this done?

Whenever the teacher finishes  a bit of the lesson, he stops to ask to ask them if they fully comprehend what he discussed and ask them if they have any questions.

6.      If she found out that her lesson was not clearly understood, what did teacher do? Did you observe any of these activities? Please check.

_____Peer tutoring (Tutors were assigned by teacher to teach one or two classmates.

_____Each-one-teacher-one (Students paired with one another).

_____Teacher gave a Module for more exercises for lesson mastery.

___/__Teacher did re-teaching.

7.      She engage herself in re-teaching, how did she do it? Did she use the same teaching strategy?

The teacher usually incorporate different activities for that lesson to see if they understand the lesson. For example, group discussion, they discuss in front whatever they remember and share it to their classmate, or role plays and more.

8.      While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on students' progress?

Yes, he uses the same strategy he used everytime which is the short quiz to see if now they are able to have progress

1.      Why should a teacher find out if students understand the lesson while teaching is in progress? It not better to do a once-and-for- all assessment at the completion of the entire lesson?

Teachers should check for understanding during the lesson to address misconceptions, clarify doubts, and adjust instruction in real time. Waiting for a summative assessment at the end risks students accumulating errors or gaps in understanding, which may hinder their ability to grasp subsequent concepts. Formative checks ensure that learning is ongoing and that issues are resolved promptly.

2.      Why is not enough for a teacher to ask "Did you understand, class?" when he/she intends to check on learners' progress?

Simply asking, "Did you understand?" is inadequate because students may hesitate to admit confusion, misunderstand the question, or feel pressured to respond affirmatively. Effective formative assessment requires more concrete evidence, such as asking students to explain concepts in their own words, solving problems, or demonstrating skills to confirm their understanding.

3.      Should teacher record results of formative assessment for grading purposes? Why or why not?

Formative assessment results are typically used to guide instruction rather than for grading. Recording them can help monitor progress and provide feedback but should not heavily impact grades since the purpose is to support learning, not to evaluate final performance. However, teachers might track trends to identify areas where students need more support.

4.      Based on your observations, what formative assessment practice worked?

Interactive questioning and group activities worked effectively. For example, when students were asked to answer specific questions, explain their thought processes, or collaborate on tasks, the teacher could gauge understanding and provide immediate feedback, which kept students engaged and clarified misunderstandings.

5.      For formative assessment, why is peer tutoring in class sometimes seen to be more effective that teacher himself/herself doing the re-teaching or tutoring?

Peer tutoring can be effective because students often explain concepts in ways their peers understand better, using relatable language or examples. It also fosters a collaborative learning environment where students feel more comfortable asking questions. Peer interactions can encourage active learning and reinforce the tutor's understanding as they teach.

6.      Could an unreasonable number of failures at the end of the term/grading period be the attributed to the non-application of formative assessment? Why or why not?

Yes, a lack of formative assessment could lead to a high failure rate as students' misconceptions and struggles remain unidentified and unaddressed during instruction. Formative assessments provide critical feedback loops for both students and teachers, helping to prevent cumulative gaps in understanding that contribute to failure.

Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.

The analogy of formative assessment as "tasting the soup while cooking" highlights its pivotal role in ensuring effective teaching and learning. This approach emphasizes continuous feedback during the instructional process, enabling educators to identify and address areas where students may struggle or excel. Like a chef adjusting seasoning based on taste, teachers can modify their strategies in real-time, tailoring instruction to meet students' needs. This dynamic feedback loop fosters a responsive learning environment, promotes better understanding, and encourages students to reflect on their progress actively.

Moreover, formative assessment engages students by empowering them to take ownership of their learning journey. It encourages self-assessment and metacognitive development, helping learners monitor and adjust their understanding while building confidence. The iterative nature of this process enhances both individual mastery and overall instructional quality. By incorporating formative assessments, educators ensure adaptability and responsiveness, cultivating a growth-oriented classroom where continuous improvement benefits both teaching practices and student outcomes.

Should you record results of formative assessments? Why or why not?

Recording formative assessment results can be helpful, but it depends on how it's done. Keeping track of progress helps teachers see where students are doing well or struggling, adjust lessons to meet their needs, and share meaningful updates with parents. It also helps teachers reflect on what’s working and what isn’t.

However, if recording feels like grading, it might stress students out or shift the focus away from learning. To keep things low-pressure, teachers can jot down notes or focus on giving feedback that helps students improve. The goal is to support learning, not just track numbers. It’s all about finding a balance that helps both students and teachers grow.

1.      If the student is at the heart of all assessment, then all assessment should support student learning. Do you agree? Why or why not?

Assessments should always aim to support student learning by focusing on growth, understanding, and improvement. When assessments provide clear feedback about strengths and areas to work on, they help students take ownership of their learning. This approach makes learning more engaging, especially when assessments are connected to real-life situations or tailored to students' interests. Instead of being just a way to measure performance, assessments become tools that motivate students to improve and grow.

However, supporting learning through assessments isn’t always easy. Students have diverse needs, and not all assessments work for everyone. Balancing the pressure of standardized testing with meaningful, student-focused feedback can be challenging for teachers. Plus, creating assessments that truly support learning takes time, effort, and resources. Despite these challenges, prioritizing assessments that focus on learning over simple grading leads to better educational experiences for both students and teachers.

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

Assessment as learning and assessment for learning share a similar ultimate purpose: to support and enhance student learning. However, they differ in focus and approach.

Assessment as learning emphasizes the student's role in their learning process. It encourages students to reflect on their understanding, monitor their progress, and adjust their strategies. This self-assessment fosters independence and critical thinking, helping students take responsibility for their growth.

Assessment for learning, on the other hand, focuses on the teacher's role in identifying areas where students need help and providing targeted feedback. It aims to guide instruction and ensure students understand the material, promoting a collaborative effort between teachers and students to improve learning outcomes. While both aim to support growth, assessment as learning empowers students to take an active role, while assessment for learning relies more on teacher-led guidance and feedback.

The primary purpose of assessment is not to measure but to further learning. Reflect on your personal experience of assessment in school. Were you given opportunities for self-assessment? If yes, what was the impact on your learning?

As a student teacher, observing different classrooms has provided me with valuable insights into effective teaching practices. I've noticed how the balance between teacher-centered and student-centered approaches plays a crucial role in engaging students. For instance, when teachers used open discussions and allowed students to share their opinions, it promoted deeper understanding and critical thinking. These moments highlighted the importance of shifting from direct instruction to more interactive methods, which encouraged students to take ownership of their learning.

Classroom management strategies also stood out during my observations. I saw how humor could be used to redirect students’ attention while maintaining a positive atmosphere, and how simple non-verbal cues, like hand gestures or pauses, could be effective in regaining focus. These experiences have taught me the significance of flexibility and adaptability as a teacher. Each class and student is unique, and being able to adjust your approach on the fly is crucial in fostering a productive and engaging learning environment.

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.  Determine the alignment of assessment tools and tasks with intended learning outcomes

b.  Critique traditional and authentic assessment tools and learning tasks for learning in the context of established guidelines on test construction

1.      Assessment OF Learning

Assessment of learning provides evidence of student learning and this can be used to inform differentiation and reporting. 'Assessment of learning' provides evidence of student learning at particular key points in time.

Formerly known as summative assessment, 'assessment of learning' helps to summarise what pupils know, understand or can do against the relevant year level achievement standard for different learning areas/subjects, in order to report on achievement and progress.

Assessment of learning takes place after the learning has occurred - to determine if it did - and is used to:

·        plan future learning goals and pathways for students

·        provide evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

·        provide a transparent interpretation across all audiences.

To decide when 'assessment of learning' should take place - which key points in time - teachers can use syllabus outcomes within a standards framework, and related learning goals established at the beginning of a year, semester, term or unit of work.

Assessment of learning requires teachers to make judgements about student learning and to communicate to parents, other teachers and to students themselves about what students know and can do, in relation to the standards-referenced framework of syllabuses.

The reference point of the syllabus standards is a crucial factor in assessment of learning. Other reference points, such as other students (comparisons) and the students themselves (individual progress) should be communicated separately and should not interfere with judgements. Effective implementation of assessments for and as learning ensures that the results do not come as a surprise to students and parents/carers.

It is important that the underlying logic and measurement of assessment of learning be credible and defensible. Gathering information over time and triangulating assessment of learning information assists in ensuring the accuracy of decisions made. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning.

2.      Constructive Alignment

Constructive Alignment is a teaching principle that combines constructivism, the idea that learners construct or create meaning out of learning activities and what they learn, and alignment, a curriculum design concept that emphasizes the importance of defining and achieving intended learning outcomes.

The goal of Constructive Alignment then, is to support students in developing as much meaning and learning as possible from a well designed, coherent, and aligned course. Courses are congruent and cohere in an explicit way when there is good fit and flow between a course’s intended learning outcomes, teaching and learning activities, and assessments of student learning.

As developed and defined by John Biggs  (2014), Constructive Alignment involves:

Thoughtfully determining intentions for what students should learn and how they will demonstrate their achievement of these intended learning outcomes, and clearly communicating these to students;

Designing teaching and learning activities so that students are optimally engaged in achieving these learning outcomes; and

Creating assessments that will allow students to demonstrate their attainment of the learning outcomes and allow instructors to discern how well these outcomes have been achieved. 

https://pressbooks.pub/flexforward/chapter/constructive-alignment/

3.      Traditional and Authentic Assessment (Scoring Rubrics)

Traditional assessments are conventional tests that use pen and paper, while authentic assessments ask students to perform real-world tasks. Scoring rubrics are tools that help teachers objectively measure student performance on assessments. 

Traditional assessments 

·        Use multiple-choice, true or false, or matching questions

·        Are usually standardized

·        Provide a snapshot of what students know

·        Can be used to rank and compare students

Authentic assessments 

·        Ask students to perform real-world tasks

·        Provide a more complete picture of what students know and can do

·        Can be used to guide instruction and provide feedback

·        Can be used to evaluate students' competency

Scoring rubrics 

·        Can be used to measure student performance on an assessment activity

·        Can focus on measuring specific learning outcomes

·        Can use a range to rate performance

·        Can be analytic or holistic

·        Can be checklists, rating scales, or holistic scoring

https://abdao.wordpress.com/2015/07/18/traditional-vs-authentic-assessment/#:~:text=Traditional%20assessments%20refer%20to%20

https://www.wccnet.edu/mywcc/faculty-staff/curriculum/assessment/rubric.php#:~:text=What%20is%20a%20scoring%20rubric,a%20range%20to%20rate%20performance

https://www.slideshare.net/slideshow/authentic-vs-traditional-assessment/10347054

4.      Portfolio Assessment

A portfolio is a collection of student work that demonstrates progress and growth. Teachers can determine if specific assessments should be present or involve students in determining the success criteria for what is to be added. Portfolios can be paper or digital and can provide an immense amount of insight into student learning over a period of time.

The purpose of a portfolio is to collect student learning and demonstrate the specific evidence of growth in a variety of standards and content. Using portfolios is an excellent way to get students involved in the assessment process and for teachers to authentically assess student growth. Portfolios can be used in lieu of testing or final projects.

Process:

Collect: The first part of the portfolio process is collection. Students should keep all evidence of learning in one place. Whether it is in a crate with folders if paper or in Google drive organized by folders, students should maintain all of their work in every state of completion.  

Select: The selection process will largely depend on the determined success criteria. Portfolios can be used to demonstrate success, achievement, growth or improvement or a combination of any of those ideas. Depending on the age and level of students, open up a dialogue about what their portfolios should represent about them as a learner. 

Reflect: Once students have selected the evidence for their portfolio, students should reflect on why they selected the pieces they did. What does the work demonstrate? How do they know? Are their goals that these pieces show being met? Is it their best work? What students are most proud of? Or does it demonstrate how far they have come?

Connect:  This is specifically on here for schools that employ portfolio systems in different classes or for elementary aged students where they can connect evidence of learning a particular skill or content in multiple areas of their learning. It is meant as a way for them to consider transfer of learning and to have evidence of interdisciplinary understanding.

Present: Use a portfolio presentation as an opportunity to allow students to articulate their learning for an audience.

https://masteryportfolio.com/glossary/portfolio-assessment/

1.Are all the assessment tasks aligned with the learning outcome?

Yes, the assessment tasks are aligned with the learning outcome. The activity directly supports the goal of helping students distinguish between the concepts of SEX (biological differences) and GENDER (socially constructed roles). Through group analysis, presentations, and discussions, the tasks encourage students to explore, reflect on, and understand these distinctions, ensuring alignment with the intended learning objectives.

2.   What are the possible consequences if a teacher’s assessment tasks are not aligned with the learning outcome/s? Does this affect assessment results? How?

If assessment tasks are not aligned with the learning outcomes, students may focus on irrelevant or unrelated tasks, resulting in confusion about the intended concepts. This misalignment can lead to inaccurate assessment results, as students’ performance may not reflect their actual understanding or ability to achieve the learning outcomes. Additionally, the teacher may struggle to evaluate whether students have met the objectives, undermining the validity and reliability of the assessment.

3.   Why should assessment tasks be aligned with the learning outcome?

Assessment tasks should be aligned with the learning outcomes to ensure that they accurately measure what students are expected to learn. Alignment helps maintain the focus of teaching and learning activities, guides students toward achieving the desired objectives, and allows teachers to effectively evaluate progress. This alignment ensures that assessments are meaningful, fair, and supportive of both teaching and learning processes.

1,   Reflect past assessments you have been through. Were they all aligned with what your teacher thought (with learning outcome)?

I realize that not all of them were fully aligned with what my teacher taught or the intended learning outcomes. Some assessments focused on memorization or isolated details that didn’t reflect the broader skills or understanding we were supposed to develop. Others felt disconnected from the lessons, making it challenging to see their relevance or purpose. However, the assessments that clearly aligned with the learning outcomes were the most meaningful. These allowed me to demonstrate what I had learned and showed a clear connection between what was taught and what was assessed, making the process more valuable and engaging.

2. How this affect your performance as a future teacher, what lesson do you learn from this past experience and form this observation.  

Reflecting on these past assessment experiences has shaped my perspective as a future teacher by highlighting the importance of aligning assessments with learning outcomes. When assessments are disconnected from what is taught, it can lead to frustration, confusion, and a lack of motivation for students. This has taught me the value of designing assessments that are purposeful, transparent, and directly tied to the skills and knowledge I want my students to develop. Moving forward, I will ensure my assessments not only measure what was taught but also encourage critical thinking, problem-solving, and the practical application of learning. This observation reinforces the importance of fairness, clarity, and relevance in creating meaningful learning experiences for my future students.

1.      Which assessment tools/tasks were most commonly used by teachers? Which ones were rarely used? Why were they rarely used?

         The most commonly used assessment tool by teachers is the multiple-choice test, as it is considered more reliable in assessing knowledge compared to essay-type exams. Additionally, it is time-efficient, allowing students to complete it in a short amount of time. On the other hand, the matching type assessment is rarely used because it resembles the multiple-choice format, where students select answers from a list of options under column B based on statements provided in column A.

2.      Based on your answers found in the Tables above in which type of assessment tools and tasks were the Resource Teachers most skilled in test construction? least skilled?

Based on the table, my resource teacher's strongest skill in test construction is crafting problem-solving and essay-restriction items. These were well-constructed and consistently incorporated into lessons, effectively challenging students to analyze and comprehend situations to formulate thoughtful responses. On the other hand, the least utilized skill is the construction of completion-type assessments, as I did not observe this method being employed in her class.

3.     Can an essay or other written requirements, even if it is a written paper-and- pencil test, be considered an authentic form of assessment? Explain your answer.

Yes, a paper-and-pencil test can be considered an authentic assessment because, despite being a written form of evaluation, it can incorporate creative learning experiences that assess students' skills and knowledge in realistic, real-world contexts.

How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any lesson/s learned?

I find constructing situational questions that specifically measure students' values to be the most challenging. This is because values can differ greatly among individuals, and it can be difficult to create scenarios that accurately assess these personal and subjective aspects. While I can design questions that assess knowledge and skills more clearly, capturing values in a way that is fair and meaningful to all students requires careful consideration. The lesson I’ve learned is the importance of being thoughtful and inclusive when designing assessments related to values, ensuring that the questions are broad enough to allow for different perspectives while still aligning with the intended learning outcomes.

1.     Between analytic and holistic rubrics, which one is more used? Why do you think that type of rubric was used more?
Analytic rubrics are more commonly used because they provide detailed feedback on multiple criteria, making it easier to identify specific strengths and areas for improvement. They support formative assessment by allowing teachers to target skills and provide actionable suggestions. This type of rubric is especially helpful in promoting student learning and growth. It is often preferred for tasks requiring a breakdown of complex skills or knowledge, such as writing or projects. Teachers value its precision and transparency in grading, making it a go-to tool in diverse classroom settings.

2. Based on your answers in no. 1, what can you say about the scoring rubrics made and used by the Resource Teachers?
The scoring rubrics used by the Resource Teachers are likely detailed and well-structured, reflecting their commitment to fair and transparent assessment. By using analytic rubrics, they demonstrate a focus on helping students understand expectations and improve their performance. These rubrics align with best practices in assessment by promoting consistency and clarity. They also suggest that the teachers prioritize feedback as a critical part of the learning process. Overall, these rubrics indicate a thoughtful approach to evaluating student work

.

3. Will it make a difference in the assessment of student work if teachers rate the product or performance without scoring rubrics? Explain.

Yes, it will make a significant difference if teachers assess without rubrics. Without rubrics, assessments can become inconsistent, subjective, and unclear, leading to potential biases and misunderstandings. Rubrics provide a structured framework that ensures fairness and objectivity in grading. They also clarify expectations for students, helping them understand what is valued in their work. The absence of rubrics could undermine the credibility of assessments and hinder students' ability to learn from feedback.

4. If you were to improve on one scoring rubric used, which one and how?

I would improve a rubric for group projects by including criteria for collaboration and individual contributions. These aspects are often overlooked but are critical to fostering teamwork and accountability. Adding descriptors for active participation, respectful communication, and equitable task-sharing would make the rubric more comprehensive. This enhancement ensures that both the process and the product are evaluated. It also promotes essential skills like cooperation and responsibility in group work settings.

5. Can an essay or other written requirements, even if it is a paper-and-pencil test, be considered an authentic form of assessment? Explain your answer.

Yes, essays and other written requirements can be considered authentic assessments when they mimic real-world tasks. For instance, persuasive essays reflect skills used in writing opinion pieces or proposals, while analytical essays develop critical thinking applicable in problem-solving. These tasks go beyond rote memorization, encouraging students to apply their knowledge meaningfully. Authentic assessments are characterized by their relevance to real-life contexts and challenges. Thus, written tasks can be authentic when designed to engage higher-order thinking and practical application.

6.     Can rubrics help make students become self-directed or independent learners? Do rubrics contribute to assessment AS learning (self-assessment)? Explain your answer.

Yes, rubrics play a crucial role in fostering self-directed learning by providing clear criteria for success. Students can use rubrics to evaluate their work, identify gaps, and make improvements independently. They promote assessment as learning by encouraging self-assessment and reflection, helping students develop a deeper understanding of their progress. Rubrics also empower students to set goals and take ownership of their learning. By making expectations transparent, rubrics support the development of skills necessary for lifelong learning.

7. Does the scoring rubric in this FS Book I help you come up with better output?
Yes, the scoring rubric in FS Book I helps improve the quality of my output by providing clear guidelines and expectations. It serves as a roadmap for aligning my work with specific standards, ensuring I meet all required criteria. The rubric also offers a structured way to reflect on my performance and identify areas for improvement. By using the rubric, I gain a better understanding of what constitutes high-quality work. This clarity enhances my ability to produce thoughtful, well-organized, and purposeful outputs.

As authentic assessment tools and tasks new? Reflect on your experiences of test for all the yrears as a student.

I realize that traditional assessments often focused on rote memorization and were structured in ways that didn’t always capture the full range of my abilities. While they helped me demonstrate my understanding of specific facts, they didn’t always allow me to show how I could apply knowledge in real-world situations or think critically about what I had learned. As a result, authentic assessments, which focus on applying skills and knowledge in meaningful, real-world contexts, feel like a more holistic approach to learning. These types of assessments challenge me to think beyond just the "right answer" and demonstrate competencies in practical, relevant ways. Looking back, I can see how more authentic tasks could have deepened my understanding and made the learning process feel more connected to the real world. This reflection helps me appreciate the value of authentic assessments in fostering deeper learning and encourages me to use such approaches in my future teaching.

1.      With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the student was supposed to learn was learned?

In Outcomes-Based Education (OBE), the basis for selecting pieces of evidence should align with the intended learning outcomes (ILOs) specified for the course or subject. Evidence should demonstrate mastery of knowledge, skills, and attitudes outlined in the outcomes. It should also reflect the criteria and performance standards identified in rubrics or assessment frameworks. Authenticity and relevance are crucial; tasks like projects, reflections, case studies, or real-world applications are preferred as they directly connect to the expected competencies. Additionally, evidence should show progression, allowing teachers and students to evaluate growth over time.

2.      Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall?

To determine the type of portfolio, the elements should be examined for their purpose and focus.

• If the portfolio contains evidence of progress over time, such as drafts, revisions, and reflections, it is a developmental portfolio.

• If it showcases the best work that highlights the student’s achievements, it is a showcase portfolio.

• If it combines progress, achievements, and reflections to assess overall learning, it is an assessment portfolio.
  For example, if the portfolio includes a combination of final products, self-assessments, and evidence tied directly to learning outcomes, it most likely falls under the assessment portfolio category. This type is commonly used in OBE to align with measuring and demonstrating outcomes-based competencies.

Elements of a  Portfolio (Which type of portfolio)

1.      Cover letter about – “About the Author” and “what my portfolio shows about my progress as a learner”

2.      Table of contents with numbered of pages

3.      Entries-both core (required items) and optional items (chosen by students).

4.      Dates on all entries to facilitate proof of growth over time.

5.      Drafts of aural/oral and written products and revised revision, i.e.(first drafts and corrected/revised versions.)

6.      Student’s Reflection

3.      Where and when does the teacher make use of each of the three type of portfolio?

Teachers use the three types of portfolios in different contexts and times to support student learning and assessment. Developmental portfolios are used during formative assessments to track progress over time, such as in writing workshops or skill-building courses, where drafts and revisions showcase growth. Showcase portfolios are utilized at the end of a term, unit, or program to highlight a student’s best work, often for presentations, exhibitions, or applications. Assessment portfolios are employed to demonstrate mastery of learning outcomes in structured environments like Outcomes-Based Education (OBE) or competency-based programs, typically during midterms, finals, or accreditation. Each type serves a distinct purpose, ensuring alignment with learning goals and student needs.

Have portfolios made the learning assessment process more inconvenient? IS the effort exerted in the portfolio assessment commensurate to the improvement learning and development of learner’s metacognitive process that result from the use of portfolio.

Portfolios, while potentially more time-consuming compared to traditional assessments, can greatly enhance the learning and development process, especially in fostering metacognition. The effort required to compile a portfolio—such as collecting work, reflecting on learning experiences, and analyzing progress—may seem inconvenient at times, but this effort is often commensurate with the improvement it brings. Portfolios encourage students to engage in deep reflection, track their growth over time, and actively participate in their own learning journey. This process supports metacognitive development by helping students think critically about their strengths, areas for improvement, and the strategies they use to learn. While the assessment process may require more time and effort, the benefits in terms of personal growth, self-awareness, and the ability to self-regulate learning can make portfolios a valuable tool in improving both academic performance and metacognitive skills.

Intended Learning Outcomes

At the end of the episode, the Pre-Service Teachers should be able to;

a.      construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

b.      Explain the function of a Table of Specifications