education

1. Presented by:
EDWINA A. NATIVIDAD, PhD
Review Master

2. • What is Field Study 1?
• Learning Episode 1: The School Environment
• Learning Episode 2: Learner Diversity: Developmental
Characteristics, Needs, and Interests
• Learning Episode 3: Focus on Gender, Needs,
Strengths, Interests, Experiences, Language, Race,
Religion, Socio-Economic Status, Difficult
Circumstances, and Indigenous Peoples
• Learning Episode 4: Learner Diversity: The Community
and Home Environment

3. • Learning Episode 5: Creating an Appropriate Learning
Environment
• Learning Episode 6: Classroom Management and
Classroom Routines
• Learning Episode 7: Physical and Personal Aspects of
Classroom Management
• Learning Episode 8: Close Encounter with the School
Curriculum
• Learning Episode 9: Preparing for Teaching and
Learning
• Learning Episode 10: The Instructional Cycle

4. • Learning Episode 11: Utilizing Teaching-Learning
Resources and ICT
• Learning Episode 12: Assessment for Learning and
Assessment as Learning
• Learning Episode 13: Assessment of Learning
• Learning Episode 14: The Teacher as a Person and as a
Professional
• Learning Episode 15: Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
• Learning Episode 16: On Teacher’s Philosophy of
Education

6.  Observations of Teaching – Learning in Actual
School Environment (Lucas et al., 2020).
 It is the first experiential course which will immerse
a future teacher in actual classroom setting where
direct observation of teaching-learning episodes
that apply educational theories learned in the
content and pedagogy courses will be made.

8.  A physical environment conducive for learning is one
that has consistent practices that:
 Keep the school safe, clean, orderly, and free from
distraction.
 Maintain facilities that provide challenging activities.
 Address the physical, social, and psychological needs
of the students.
 Display boards – It is powerful in communicating
about the learning environment.

9.  Four General Purposes of Display Boards
1. Decorative 3. Informational
2. Motivational 4. Instructional
 Set of Criteria for Evaluating Bulletin Board
Displays
1. Effective communication 5. Interactivity
2. Attractiveness 6. Legibility
3. Balance 7. Correctness
4. Unity 8. Durability

11.  Major Principles of Development
1. Development is relatively orderly.
2. Development takes place gradually.
3. All domains of development and learning such as
physical, social, emotional, and cognitive are important
and they are closely interrelated. (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-
regulation, symbolic, or representational capabilities.
(NAEYC, 2009).

13.  Factors that bring about the diversity of learners
(PPST):
a. Differences in learners’ gender, needs, strengths, interests,
and experiences.
b. Learners’ linguistic, cultural, socio-economic, and
religious backgrounds.
c. Learners with disabilities, giftedness, and talents.
d. Learners under challenging circumstances which includes
geographic, isolation, chronic illness, displacement due to
armed conflict, urban resettlement or disasters, child
abuse, and child labor.

14.  Teachers who celebrate and leverage student diversity
in the classroom.
 Use strategies to build a caring community in the
classroom.
 Model respect and acceptance of different cultures and
religions.
 Bring each of the students’ home culture and language
into a shared culture of the school.
 Provide more opportunities for cooperation than
competition.

15.  Republic Act No. 8371 (The Indigenous Peoples’
Rights Act of 1997)
o It recognizes and protects the rights of indigenous
cultural communities (ICC) and Indigenous People (IP).
 DepEd Order No. 32, series of 2015
o Adopting the Indigenous Peoples Education (IPED)
Curriculum Framework.
o Five Key Elements of an Indigenous Education
Curriculum.

16.  Five Key Elements of an Indigenous Peoples
Education Curriculum
1. Curriculum Design, Competencies, and Content
2. Teaching Methodologies and Strategies
3. Learning Space and Environment
4. Learning Resources
5. Classroom Assessment

18.  Baumrind’s Parenting Style
 Authoritarian – Parents are very firm with their
children and expect unwavering and unquestioning
obedience.
 Permissive – Parents are not firm or controlling.
 Rejecting-Neglecting – Parents are disengaged from
children.
 Authoritative – Parents achieve a good blend and
they are firm loving.

19.  Children of:
 Authoritarian Parents are often unhappy, fearful,
withdrawn, inhibited, hostile, and aggressive.
 Permissive Parents believe that their parents do not
care for them.
 Rejecting-Neglecting Parents are found to be least
competent in their over-all functioning and adjustment.
 Authoritative Parents are socially competent, self-
reliant, and have greater ability to show self-control.

21.  Classroom Climate that is conducive for learning:
 Non-threatening and business-like.
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within
the first few days of the school.
 Students are involved in the design of rules and
procedures.
 Techniques to acknowledge and reinforce acceptable
behavior.

22.  Classroom Climate that is conducive for learning:
 Clear limits for unacceptable behavior are established
and negative consequences for such are communicated.
 Classroom procedures are democratic.
 There are audio-visual presentations.

24.  Classroom Routines – These are the backbones of daily
classroom life.
 Establishing classroom routines early in the school year:
 Enables to run daily activities smoothly.
 Ensures to manage time effectively.
 Helps to maintain order in the classroom.
 Makes focused in teaching because it spends less time
in giving directions/instructions.
 Enables to explain to the learners what are expected to
them.

26.  Importance of Effective Classroom Management
 Increases chance of student success.
 Paves the way for the teacher to engage students in
learning.
 Helps create an organized classroom environment.
 Increases instructional time.
 Creates consistency in the employment of rules and
regulations.
 Aligns management strategies with school wide standards.
 Decreases misbehavior in the classroom.
 Gives students boundaries as well as consequences.

27.  Two Aspects of Classroom Management
1. Personal Classroom Management
 It consists of managing own self to ensure order and
discipline in class.
2. Physical Classroom Management
 It consists of managing the learning environment to
ensure safety, security and order in the class.

28.  Some Effective Classroom Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.

29.  Some Effective Classroom Strategies
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.

31.  Curriculum – It is a total learning process and outcomes
as in lifelong learning.
 Schools – These are formal institutions of learning
where the two major stakeholders are the learners and
the teachers.
 Basic education in the Philippines is under the
Department of Education (DepEd) which is the K to 12
or Enhanced Basic Education Curricula of 2013.

32.  Types of Curriculum
1. Recommended Curriculum
Example: The K to 12 Curriculum which is used nationwide
as mandated by Republic Act 10533.
2. Written Curriculum
 Curriculum writers began to write the content and
competency standards of the recommended curriculum.
Example: Lesson Plan
3. Taught Curriculum
 It is putting life to the written curriculum wherein the
lesson plan has to be implemented in the classroom.

33.  Types of Curriculum
4. Supported Curriculum
 A curriculum that has planned, and taught needs
materials, objects, gadgets, laboratory, and many more
that will help teacher implement the curriculum.
5. Assessed Curriculum
 To find out if the teacher has succeeded in implementing
the lesson plan, an assessment shall be made which can
be done in the middle or end of the lesson.

34.  Types of Curriculum
6. Learned Curriculum
 The result of assessment whether small or big indicates
accomplishment of learning outcomes.
7. Hidden Curriculum
 These are unplanned curriculum in schools
 These are not written, nor deliberately taught but they
influence learning.

35.  Major Curriculum Components
1. Planning
 What major parts of lesson plan do you see?.
2. Implementation
 How the teacher implemented the presented lesson plan?
3. Evaluating/Assessing
 Did learning occur in the lesson taught?

37.  Time-tested Principles of Teaching and Learning
1. Effective learning begins with setting clear expectations
and learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of the personal meaning of
ideas.
4. Learning is a cooperative and a collaborative process.

38.  Teaching Method – It consists of systematic and orderly
steps in the teaching-learning process.
 Classification of Teaching Methods
1. Deductive Method – Begins with the rule, generalization,
abstraction, and ends with concrete, experiences, details
and examples.
2. Inductive Method – Begins with the concrete,
experiences, details, examples, and ends with a rule,
generalization, and abstraction.

40.  Guiding Principles in the Selection and Use of
Teaching Methods:
1. Learning is an active process
2. The more senses that are involved, the more and better
the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.

41.  Guiding Principles in the Selection and Use of
Teaching Methods:
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’
everyday life.
7. An integrated teaching approach is far more effective
than teaching isolated bits of information.

42.  Types of Questions that Teachers Ask
1. Factual/Convergent/Closed/Low-Level
2. Divergent/Open-ended/High-Level/Higher-
order/Conceptual
a. evaluation d. application
b. inference e. problem-solving
c. comparison
3. Affective

43.  Some of the reacting techniques use by teachers:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions.

44.  Some of the reacting techniques use by teachers:
8. Redirecting questions to other pupils
9. Soliciting students’ questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

46.  Criteria for evaluating resources:
1. Accuracy – The resource material comes from a reliable
source and is accurate, free from error and is up-to-date.
2. Appropriateness – The resource material is grade/level
appropriate. The content matches what is needed by the
teacher.
3. Clarity – The resource material clearly address the
instructional goals in mind.

47.  Criteria for evaluating resources:
4. Completeness – The content of resource material is
complete. It has all information needed to be able to use
them.
5. Motivation – The resource material is engaging and
rewarding to learners. It will encourage the active
participation of the learners.
6. Organization – The resource material is logically
sequenced. It clearly indicates which steps should be
taken.

53.  Assessment for Learning
 It is also referred to as Formative Assessment.
 We do assessment to ensure learning.
 It is assessment in the middle of instruction.
 Assessment as Learning
 It is also referred to as Self-Assessment.
 It is manifested when learners reflect on their own
learning and make necessary adjustments so that they
achieve better understanding.

55.  Assessment of Learning
 It is also referred to as Summative Assessment.
 If teachers have done everything they can to help
learners attain the intended learning outcome/s, then
they subject their students for assessment for grading
purposes.
 Traditional Assessment
 It is also called paper-and-pencil tests.
 It usually measure learning in the cognitive domain.
 Classified either selected-response type or constructed
response type.

56.  Authentic Assessment
 It measures learning outcomes like performance and
product.
 It can be assessed by the use of rubrics.
 Rubrics
 It is a coherent set of criteria for students’ work that
includes descriptions of level of performance quality
on the criteria.
 It aims to assess performances and products.

57.  Kinds of Rubrics
1. Analytic Rubric – It describes work on each criterion
separately.
Criteria 5 4 3 2 1
Following
Output
Direction
Art
learner
follows all
the
directions
given.
Art
learner
somewhat
follows all
the
directions
given.
Art
learner
follows
some the
directions
given.
Art
learner
does not
follow
some of
the
directions
given.
Art
learner
does not
follow all
of the
directions
given.

58.  Kinds of Rubrics
2. Holistic Rubric – It assesses a student work as a whole.
Scores Descriptors
41-50
(Excellent)
Slogan of a TLE learner is exceptionally
attractive in terms of neatness, construction,
creativity, and using of new ideas and
originality.
31-40
(Very Good)
Slogan of a TLE learner is attractive in terms of
neatness, construction, creativity, and using of
new ideas and originality.

59.  Portfolio
 It is a purposeful collection of selective significant
samples of student work accompanied by clear criteria
for performance which proves student effort, progress,
or achievement in a given area or course.
 Several types of portfolio:
a. Development or Growth Portfolio
b. Best Work or Showcase or Display Portfolio
c. Assessment/Evaluation Portfolio

60.  Table of Specifications (TOS)
 It is a two-way chart which describes the topics to be
covered by a test and the number of items or points
which will be associated with each topic.

62.  “My Teacher, My Hero”
 It was a banner during the World Teachers’ Day
Celebration in the Philippines in the past years.
 Personal Qualities of Filipino Teachers
 Lives with dignity that exemplifies self-respect,
integrity, and self-discipline.
 Takes care of one’s physical, emotional, and mental
well-being.
 Lives a life inspired by spiritual principles and beliefs.

63.  Personal Qualities of Filipino Teachers
 Exhibits deep knowledge and understanding across
discipline.
 Recognizes own strength with humility.
 Perseveres in challenging situation.
 Demonstrates a natural action to work together with
others.

64.  Professional Qualities of Filipino Teachers
 Abides by the code of ethics for the profession.
 Masters the subject matter to be taught.
 Updates oneself on educational trends, policies, and
curricula.
 Uses teaching methods to facilitate student learning.
 Builds a support network with parents and community.
 Demonstrates knowledge, understanding of the
characteristics and needs of diverse learners.

65.  Professional Qualities of Filipino Teachers
 Plans, prepares and implements school curriculum
responsibly.
 Designs, selects, and utilize appropriate assessment
strategies and tools.
 Provides safe, secure, fair physical and psychological
learning environment that supports learning.
 Serves beyond the call of duty.

67.  Glocal Teacher
 “Teach local, reach global.”
 The teacher brings diverse experiences in the
classroom with the various skills to live and work as
citizens of a global society.
 What teachers do in the local communities impacts the
larger community.
 Three Major Responsibilities of Teachers
1. Actual Teaching 3. Administrative Work
2. Management of Learning

69.  Philosophies of Education
1. Essentialism – teach mastery of the basics; curriculum is
prescribed; subject matter-centered.
2. Perennialism – teach those that last; the classics;
inculcate universal objective values.
3. Progressivism – very child-centered; learners learn by
doing; ones learns by experience.
4. Reconstructionism – school is agent of change; preparing
students for the social change.

70.  Philosophies of Education
5. Existentialism – teachers teach learners to make choice;
to make decisions and not merely to follow the crowd.
6. Pragmatism – teach which is practical, useful, works,
good, effective, and efficient.
7. Rationalism – emphasizes the development of the
learners’ reasoning powers; knowledge comes from reason.
8. Utilitarianism – what is good and most useful to the
greatest number of people.

71.  Philosophies of Education
9. Empiricism – source of knowledge is through the senses.
10. Behaviorism – behavior is shaped deliberately by forces
in the environment and that the type of person and actions
desired can be the product of design.
11. Constructivism – learners are capable of constructing
knowledge and meaning.