MY FIELD STUDY

EXPERIENCES

Feng, Shuwan

Field Study Student

Prepared by:

Field Study 1&2

Title

Table of contents

Introduction

Acknowledgement

Biography

Beliefs Teaching and learning （Pre)

Beliefs Teaching and learning （Post)

Certificate of Completion

Compilation of worksheet

FS1

FS2

Evidence of learning

Reflection

TABLE OF

CONTENTS

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2

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10

11-52

53-71

72-76

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Field Study1 and Field Study 2 are Bachelor of Secondary Education (BSED).

Field study 1 and field study 2 are related to professional education disciplines,

such as youth development, teaching principles or promotion of learning.

Field Study 1 is the first experience course, which will immerse future teachers

in the actual classroom environment and learning environment, and directly

observe the teaching scenarios focusing on the application of educational

theory learned in content and pedagogy courses. Focus on observing learners'

behavior, motivation, teachers' teaching strategies, classroom management

and learning evaluation, etc. According to the observation of learners, preservice teachers should develop the growth and development stage of their

understanding of feasible methods to promote learning.

Field study 2 is a continuation of field study 1. Based on the school, it allows

pre-service student teachers to participate in and assist in limited practical

teaching activities related to learning assessment, preparation of teaching

materials, preparation of bulletin boards and other routines in the classroom.

Introduction

Dec 11 2023

I sincerely thank the Angeles University

Foundation of English Education and its

teachers for equipping all the tools needed

for field observation, and I especially thank

our supporting instructor Ms. Remy Tulabut

is a valuable contribution and guidance for

us to perform at our best in every task.

I sincerely thank Angeles City Science High

School for giving us the opportunity to

observe their school and education system.

I would also like to thank Ms. Sandy Miclat,

my resource teacher. Let me observe her

course schedule and respond to my inquiries

and interviews.

I would like to express my special thanks to

all the teachers who helped me during the

above experience course. At the same time,

I would like to thank ACSCI students for

observing their performance and interaction

in the classroom.

Acknowledgment

My name is Feng, Shuwan also calls me Serena.

I am a currently four-year student at the Angeles

University Foundation majoring in English in

secondary education.

I was born in China and studied college in the

Philippines, which is a new experience and

challenge for me. The first big challenge soon is

verbal communication. I‘m always embarrassed to

say that I know this is a very bad thing for a

future teacher. When facing many people, I feel

nervous and anxious, which is very different from

when I am the only one practicing oral English. At

the same time, I don’t think I‘m a very confident

person. In the face of many things, I always miss a

lot of opportunities because of hesitation and

entanglement. In fact, this is also an experience

and perception of life. Difficulty in communicating

and enhancing self-confidence have become my

new challenges during this period. I think I can do

it!

BIOGRAPHY

Before that, I was confused about one question,

”What

is a teacher?“

Some people say that teaching is the most glorious

profession under the sun. Some people say that

teachers impart knowledge and solve difficulties for

students, and that teachers are the guide for students

on the road to happiness.

But in my opinion, teachers are not only the

transmitters of knowledge, because teachers not only

need to know what knowledge to impart, but also need

to know how to impart knowledge and adopt different

teaching strategies for different students. At the same

time, teachers are also the guides of teaching ideas,

values and morals. The profession of teacher is a

conscious pursuit of lifelong learning and continuous

renewal.

Education is not only for students to learn the expected

learning goals, but also allows students to receive a

better education.

Beliefs on Teaching and Learning

(Pre)

Beliefs on Teaching and Learning

(Post)

When I approached and observed the school, I found that

as teachers, we should not only pay attention to the

improvement of our academic level and professional ability,

but also maintain good words and deeds at all times.

Macalenko, a former Soviet educator, once said that love is

the foundation of education, and there is no education

without love. Only by building a relationship with students

in a passionate and dynamic state can we achieve good

educational results. The teaching process is the process of

establishing positive interaction with students. Teachers

must show a positive, optimistic and confident attitude

towards students.

Allowing each student to have advantages and differences

is a challenge and test for teachers. Starting from the

needs and psychology of students, carefully pay attention

to the development of each student, actively listen to their

voices, understand their confusion and troubles, and give

timely guidance and help. At the same time, we should also

pay attention to cultivating students' innovative thinking and

practical ability to make them more confident and

independent in their study and life.

Certificate of Completion

Certificate of

Completion

Compilation of Worksheets

Submitted by:

Feng, Shuwan

(Student Teacher)

Submitted to:

Ms. Remy Tulabut

Field Study 1

Student-teacher: Feng, Shuwan

Resource Teacher: Ms. Sandy Fatima Miclat

ACTIVITY 1

SCHOOL FACILITIES OBSERVATION WORKSHEET

As you move around the campus, observation forms are provided for you to document

your observations. It is advised that you read the entire worksheet before proceeding to

the school site. A good understanding of the activities and tasks to be accomplished in

the activity sheets will yield better learning.

Familiarize yourself with the different areas and facilities of the school. Check the

column to indicate their availability. Give a brief description of those are that are

available, and say how much will contribute to the student’s learning and development.

ACTIVITY 2

AN OBSERVATION GUIDE for the CLASSROOM VISIT

Read the following statements below. Then write your observation

report on the space provided.

ACTIVITY 3

CLASSROOM FACILITIES MATRIX

Be guided by these tasks as you do your observation. Then

accomplish the matrix to record your data.

ACTIVITY 4

REFLECT

Would you like to teach in the school environment you just observed?

Why? Why not?

1.

Yes, the campus environment of the school is very good, because many plants

are planted, which makes people feel relaxed and happy. Teachers and

students in the school also get along well, and teaching in such a pleasant

atmosphere will be more and more encouraging.

2. How do the school campus and the classroom in particular impact the

learning of the students going to school? What your conclusions?

In the classroom, students will stay in a classroom arranged by them, and the

familiar environment of the students will make them feel dependent and secure.

3. How does this relate to your knowledge of child and adolescent

development/How does this relate to your knowledge of facilitating

learning?

The whole-hearted development of children and adolescents, and the physical,

psychological, emotional and social stages of physical and social growth

experienced by children and adolescents. College learning helps us understand

and solve the different cognitive abilities, emotional expression skills,

educational needs and other behaviors of children and adolescents.

4. Write your additional learnings and insights.

During observation, I found that teachers and students are very involved in

learning in the classroom. The joint efforts of teachers and students ensure the

importance of the learning environment.

**Answers to the questions above should be limited to 5 sentences.

FIELD STUDY 1

WORKSHEET 2

Learner Diversity: Developmental Characteristics, Needs and Interests

Activity 1

Name: Feng, Shuwan

Resource Teacher: Ms. Sandy

At the end of this worksheet, you should be able to describe the

characteristics, needs and interests of learners from different levels.

LEARNERS’ DEVELOPMENT MATRIX

Record the data you gathered about the learners’ characteristics and

needs in this matrix.

*the lower grade levels, e.g. pre-school and elementary, were removed

from the matrix

Reflect (answer in not more than 5 sentences)

While you were observing the learners, did you recall your own

experiences when you were their age? What similarities or differences do

you have with the learners you observed?

1.

I found that before class, the teacher would always review the content of a lesson

with the students. When I was a high school student, we directly ignored this

activity, and the teacher would directly teach the topic. Although we would be asked

to preview, the schedule was not enough. When students make a presentation, the

teacher and students will stare at the speaker, listen carefully, nod or ask questions

from time to time, and form a good interaction with the speaker. And I will not be

used to looking at the teacher, habitually looking at somewhere, and then start my

presentation.

2. Think of a teacher you cannot forget for positive or negative reasons. How

did she/he help or not help you with your needs (physical, emotional, social

and cognitive)? How did it affect you?

The most impressive thing was my high school teacher. At that time, I was confused

about which school I wanted to go to after the college entrance examination and

which major I wanted to choose when I grew up (because in China, we need to

decide our university through exams). At that very confused and uneasy moment,

my teacher found my emotions, and she took me with me. When we went to her

office, we communicated and suddenly I cried in a low mood. The teacher chatted

with me very patiently, helped me analyze the state at that time, and provided me

with solutions. At this time, I came up with the idea of wanting to be a teacher in the

future. At that time, she also gave me a chocolate. She said that it would be good to

eat a chocolate. The taste of that chocolate is still fresh in my memory.

Activity 2

Revisit the learning principles:

PRINCIPLES OF DEVELOPMENT

Development and learning proceed at varying rates from child to child, as well as

at uneven rates across different areas of the child’s functioning (NAEYC, 2019).

1.

Development and learning are maximized when learners are challenged to achieve

at a level just above their current level of mastery, and also when they have many

opportunities to practice newly acquired skills.

2.

Differentiated instruction is a student-centered approach that aims to match the

learning content, activities, and assessment to the different characteristics,

abilities, interests, and needs of the learners.

3.

The PPST highlighted the following factors that bring about the diversity of

learners:

1.Differences in learners’ gender, needs, strengths, interests, and experiences.

2.Learners’ linguistic, cultural, socio-economic and religious backgrounds.

3.Learners with disabilities, giftedness and talents.

Learners under challenging circumstances which include geographic isolation,

chronic illness, displacement due to armed conflict, urban resettlement or

disasters, child abuse, and child labor

4.

Effective teachers are knowledgeable about how issues related to the factors

mentioned affect learners. The teachers develop in them sensitivity and empathy.

They remember that the learners respond and perform at different levels. The teachers

assure the students that their gender identity, culture and religion are respected,

their strengths are recognized, and their needs will be met. These teachers

declare to all that everyone has the chance to learn and succeed. They create a

learning community where everyone can work together and contribute regardless of

their abilities, capacities, and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

1.use strategies to build a caring community in the classroom

2.model respect and acceptance of different cultures and religions

bring each of the student’s home culture and language into the shared culture of

the school

3.

4.provide more opportunities for cooperation than competition

Focus on Indigenous Peoples (IPs)

A young teacher’s approach to indigenous peoples starts with a keen awareness

of one’s own identity, including one’s beliefs and cultural practices. Through

serious reflection one may realize that the self is a product of all the influences of

key people in one’s life and the community, real and virtual. Similarly, learners

from indigenous groups carry with them their beliefs, views and cultural practices.

One’s attitude needs to be that of openness and respect. Come in not with the

view that one’s own culture is superior. We approach with the sincere willingness

and deep interest to know and understand the IPs’ culture. We aim to make

teaching-learning facilitative rather than imposing.

From the professional education subjects, most likely you have discussed IPs

in the Philippines. You learned that our country has about 110 ethnolinguistic

groups, majority of which is in Mindanao, some on Northern Luzon and fewer

in the Visayas. They represent about 10-20% of our total population. There are

two big IP groups which have several smaller ethnic groups within them, the

non-muslim groups called Lumads in Mindanao, and the Igorots in Northern

Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangyans,

and Aetas.

1.

R.A. 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and protects

the rights of indigenous cultural communities (ICC) and indigenous peoples

(IP). Our country was admired by other nations for enacting this law. However,

years later, so much still has to be done to improve the lives of millions of

people from Ips.

2.

Guided by RA 8371, in 2015 DepEd issued Department Order 32, s.2015,

Adopting the Indigenous Peoples Education (IPED) Curriculum Framework.

Most useful for you as a future teacher to remember are the 5 Key Elements of

an Indigenous Peoples Education Curriculum.

3.

Curriculum design, Competencies, and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and

Indigenous Learning Systems (ILS) the design of a culturally appropriate and

responsive curriculum has the following features:

Anchors the learning context on the ancestral domain, the community’s world

view, and its indigenous cultural institutions;

1.

Includes and respects the community’s expression of spirituality as part of the

curriculum context;

2.

3.Affirms and strengthens indigenous cultural identity;

revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous

languages;

4.

emphasizes competencies that are needed to support the development and

protection of the ancestral domain, the vitality of their culture, and the

advancement of Ips rights and welfare.

5.

supports the community’s efforts to discern new concepts that will contribute to

the community’s cultural identity while enabling meaningful relations with the

broader society.

6.

Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that

strengthen, enrich, and complement the community’s indigenous teachinglearning process.

Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are

experiences, lived, and learned is the primary learning environment and

learning space of indigenous learners.

Learning Resources. Instructional materials, and other learning resources

shall be developed and utilized in lie with the described curriculum content and

teaching-learning processes.

Classroom Assessment. Assessment shall be done utilizing tools appropriate

to the standards, competencies, skills, and concepts being covered. Their

design and use shall address the needs and concerns of the community and

shall be developed with their participation.

Reflect (answer in not more than 5 sentences)

How did you feel being in that classroom? Did you feel a sense of oneness or

unity among the learners and between the teacher and the learners?

1.

The classroom atmosphere in the classroom is very good, and its positive and

trusting relationship can promote students’ learning and personal development. The

teacher and students respect each other, encourage each other, and have good

communication. The teacher listens carefully to every question of students and

understand their needs and opinions. At the same time, the teacher gives timely

answers to students’ questions and provide clear guidance and suggestions. In class,

students have the courage to express their thoughts and feelings. The teacher will

establish group activities to cultivate students’ sense of teamwork and mutual

assistance. By organizing group activities and projects, the teacher lets students

cooperate in the team and complete tasks together. This can not only cultivate

students’ cooperation ability, but also strengthen their feelings. The teacher also

encourages students to help each other. When students encounter difficulties and

challenges, they will solve difficulties and challenges together.

School activity

Field Study 1

Worksheet 3

ACTIVITY 1: CREATING AN APPROPRIATE LEARNING ENVIRONMENT

Name: Feng, Shuwan

Resource Teacher: Ms. Sandy

Revisit the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet business-like.

It is a classroom where the following are observed:

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 are employed.

Clear limits for unacceptable behavior are established and negative consequences for such are

communicated.

Classroom processes are democratic.

Analyze and answer these questions on observed classroom management practices. It is also good to

ask the R.T. for additional information to validate your observation. Write your notes below and organize

them in the Table (matrix) that follows.

Managing Time, Space and Learning Resources

Observe and use the observation sheet provided for you to document your findings.

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

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

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

4. Can the learners work independently?

5. Describe their attention span.

1. Are there areas in the classroom for specific purposes (storage of IMs,

books, students’ belongings, supplies, etc.)? Describe these areas. Will it

make a difference if these areas for specific purposes are not present?

Book corners and storage cabinets will be arranged in the classroom. There

are books that students may need to use in the book corner, so the existence

of the book corner enriches students’ inter-class activities and can help

students learn more about extracurricular knowledge. The storage cabinet

was placed by the students with class items, some drawing paper, and some

student items. Student lockers are designed with a certain safety design, and

students can place some of their own valuable personal belongings.

2. Are there rules and procedures posted in the room? List them

down. Do these rules reinforce positive behavior?

No posted rules were found in the classroom. At some times, the

teacher will remind students of certain rules, such as: mobile phones are

not allowed in class; students are required to wear their school uniforms

on which working day; if there is any problem, students need to raise

their hands first. These rules reminded by teachers are always

reminding students to follow them carefully. The existence of these

rules can effectively change students to better regulate their behavior.

3. Did the students participate in making the classroom rules? If the

R.T. is available, ask him/her to describe the process. What is the

effect of students’ participation in rule-making on students’ behavior?

Students’ participation in the formulation of rules is conducive to

cultivating students’ sense of equality. The teacher and students work

together to create a healthy learning environment. Students can always

remind them to abide by the rules. At the same time, participating in

the process of formulating class rules will enable students to learn selfdiscipline and self-discipline. It can also cultivate students’ sense of

teamwork, improve students’ ability to solve problems, cultivate

students’ sense of responsibility, and avoid the arbitrariness of class

rules.

4. What are the daily routines done by the R.T.? (e.g., prayer,

attendance, assignment of monitors, warm-up activities, etc.) How are

they done?

Before the start of the course, the resource teacher asked the students

to check the hygiene around their seats, and then the whole class

prayed together to ask the president if there were any students who

were absent today. In the face of the teacher’s inquiry, the students will

always actively cooperate with the teacher’s work and respond to the

teacher in time. The president will also actively manage their class.

5. Is there a seating arrangement? What is the basis if this

arrangement? Does this help in managing the class?

The seats are centered on the teacher’s podium and are divided into

two sides. There are four seats in one row, with four rows of seats.

Since the student comments in each class are divided into about 30

people, such an arrangement is enough to accommodate students in a

class. This arrangement is convenient for teachers to better observe the

learning status of students.

Reflect (not more than 5 sentences)

1. Why do you need to enforce positive discipline?

The teacher and students abide by classroom discipline together, which is not only

the performance of respect for teachers, but also the behavior of students to

maintain learning and collective. Before each class, the teacher will carefully

design the lesson plan, hoping to pass on more knowledge to every student in a

limited time. In class, any student who disturbs the order of the class will affect the

mood of other students. This not only wastes the time of the whole class, but also

interrupts the coherence of the students' listening to the class. Therefore, abiding

by classroom discipline is not only a respect for teachers and classmates, but also

a respect and responsibility for students.

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

When the teacher speaks, the students will calm down; when the

teacher begins to assign tasks, the students will begin to communicate

with their classmates. At this time, the teacher or the students in the

class will make a “Shhh...” sound, signaling the students to calm down

and listen to the teacher; when the teacher is giving a lecture, the

classroom is noisy, and the teacher will say “keep quiet or be quiet”.

7. If the learner is not following instruction or is off-task, what does

the R.T. do? Describe the behavior strategies used.

As a classroom manager, the resource teacher will observe the

classroom performance of students and find undisciplined students in

time. For these students, she takes appropriate measures, such as

reminders, warnings, etc., so that students can recognize their mistakes

and correct their behaviors.

8. What does the R.T. do to reinforce positive behaviors? (behavior

strategies)

In my observation, teachers will clearly define student’ behaviors in

class, so that students know what can be done and what can not be

done. The teacher will issue a warning to remind students to abide by

classroom discipline.

Observe a class and accomplish the given matrix.

CLASSROOM MANAGEMENT MATRIX

Analyze

How did the classroom organization and routines affect the learners’

behavior?

1.

Students' daily life and learning are carried out in the school. When students are in an

environment with bright colors, reasonable seats, and a harmonious atmosphere, they

will have a pleasant experience and positive emotions, and their classroom behavior

will also be relatively harmonious and cooperative. Teachers' performance and

attitude are directly related to students' enthusiasm and learning effect. Teachers

show their love and professional quality for learning in class and cultivate students'

positive attitudes toward learning through emotional communication and interaction.

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

learners? In motivating the students? Why or why not?

A suitable teacher will flexibly choose teaching methods according to the actual

situation and needs of students and provide rich and diverse learning resources. For

example, group cooperative learning can promote student interaction and

communication and improve the learning effect. In addition, teachers also give

students a certain autonomy in the choice of teaching content according to their

interests and strengths and stimulate students’ interest and initiative in learning.

Teachers give timely and accurate feedback on students’ learning achievements,

which can make students feel their progress and achievements, to enhance their selfconfidence in learning.

Reflect

Imagine yourself organizing your classroom in the future. In what grade

level do you see yourself? What routines and procedures would you

consider for this level? Why?

1.

Perhaps it will be the teaching management of the grade 10. In grade 10, they

have their understanding ability and the ability to manage their behavior. Students

can manage their behavior. The teacher reminds students to abide by these

classroom disciplines when they are inadvertently, and at the same time, it can

enable students to fully reflect the teacher’s respect and affirmation for them. This

will cultivate students’ self-education and self-adjustment abilities.

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

you choose these rules?

However, the teacher will always remind students that they hand in their

assessments on time, listen carefully in class, do not use their own electronic

devices, raise their hands when they encounter problems, and can’t move around

at will... Effective rules are necessary and reasonable, and they are in line with

learners.

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

The teacher and students make rules together to make students have a sense of

participation. Classroom rules are discussed and formulated by teachers and

students, and all students adhere to the standards of behavior. Their formulation

and implementation are inseparable from students. Let the students put forward

their own opinions and revisions. This practice embodies the democratic principle

of establishing classroom rules, that is, teachers respect students' personalities

and opinions, try to make students accept the rules voluntarily and naturally, and

show the behavior of following the classroom rules; let students develop an

attitude of self-esteem and respect for others, and the habit of abiding by the rules.

ACTIVITY 2: CLASSROOM MANAGEMENT AND CLASSROOM

ROUTINES

Revisit the Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and

learning. Routines do not just make the life if the teacher easier but they can also

save valuable time. Efficient routines make it easier for students to learn and

achieve more. Establishing routines early in the school year:

Enables you to perform your daily activities run smoothly;

Ensures you to manage time effectively;

Helps you maintain order in the classroom;

Makes you more focused in teaching because you spend less time giving

directions/ instructions; and,

Enables you to explain to the learners what are expected of them.

Observe the classroom routines of the R.T. by accomplishing the given checklist.

Checklist on Classroom Routines

Put a check mark if observed and X if not observed.

Analyze

Were the routines effective in ensuring the discipline and order in the

classroom? Why or Why not?

1.

As a teacher, it is very important to ensure classroom discipline and class

discipline. This not only helps to create an effective learning atmosphere but

also helps students realize their full potential. This helps students provide selfmanagement and self-discipline.

2. Which of those routines were systematic and consistently

implemented? Explain your answer.

I think this is “asking questions during class”. This routine program will help

teachers quickly and clearly understand students’ mastery of the course. When

teachers ask questions to learners, they help students consolidate and flexibly

use the knowledge they have gained, stimulate students’ interest in learning,

and form a teaching atmosphere of multiple exchanges between teachers and

students.

Reflect

1.Which of the routines will you most likely apply in your class? Why?

“Submission of projects” is what I want to apply in class. On the one hand, it is to

test the effect of students’ learning, and whether students understand and

master the content taught by the teacher in class. In addition to timely testing

through questions, quizzes, and other means in class, it is also necessary to

learn more through after-class homework. On the other hand, around the

knowledge and methods learned in class, assign homework for students to

practice to achieve the purpose of consolidating what they have learned.

ACTIVITY 3: PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM

MANAGEMENT

Revisit the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive on tasks and

academically productive in class.

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

Two Aspects of Classroom Management

Personal Classroom Management consists of managing your own self to ensure

order and discipline in your class. Managing yourself as a teacher contributes to the

order and well-being of your class. It includes:

1.

Voice

Personal grooming

Attendance

Punctuality

Personal graciousness

Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety,

security, and order in the class. It includes:

1.

Ventilation

Lighting

Acoustics

Seating arrangement

Structure/design of the classroom

Physical space/ learning stations

Effective Classroom Management Strategies

Model to the students how to act in different situations

Establish classroom guidelines

Document the rules

Refrain from punishing the entire class

Encourage initiative from class

Offer praise and rewards

Use non-verbal communication

Take time to celebrate group effort

Let students work in groups

Interview students to assess their needs

Address bad behavior quickly

Consider peer teaching

Continuously engage the students

Assign open-ended projects

Write group contracts

Observe

Observe a class and interview the R.T. Ask how the personal and physical aspects of

classroom management ensure proper classroom management and discipline.

Check if these aspects were observed in the classroom.

Analyze

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

The teacher’s language is an important element that attracts students’

attention and affects the teaching effect. The teaching content is finally

expressed through the carrier of sound. In teaching practice, if the tone is too

high, it will harm to teacher and the students. For example, teachers will

damage their voices. Students will feel very tired and easily have irritable

emotions, which will affect students listening efficiency and learning

efficiency. If the tone is too low, students will listen to a voice like a mother

slapping the child’s lullaby before going to bed. In a short time, some

students will be taken to sweet dreams.

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

To create an orderly classroom environment, it is not enough to effectively

manage problematic behaviors. Teachers must also improve the quality of

teaching from time management and improve all aspects of teaching

activities, such as reasonably organizing teaching activities, effectively using

various audio-visual means, appropriately adopting open teaching forms,

making appropriate requirements for students’ behavior and studies, and

smoothly carrying out transitional teaching.

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

management?

The management of physics classrooms aims to understand students’ views

and suggestions on classroom safety issues and their safety awareness, to

put forward opinions and help so that the school can better ensure the safety

of students and create a comfortable, healthy, and tidy living environment for

students.

Reflect

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

in not more than 5 sentences.

1.

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

management”

Efficient classroom management can help teachers better implement

curriculum plans. In the process of implementing teaching design, teachers

can better control the classroom, ensure students’ concentration and

discipline, so that teaching design can proceed smoothly, and can also

promote students’ participation and interaction. In the classroom, students’

participation and interaction are important links in teaching. Through

participation and interaction, students can take the initiative to think, express

actively, and communicate with others, to better understand and digest what

they have learned. Good classroom management can provide students with

a safe, respectful, and fair learning environment, stimulate students’ interest

and enthusiasm, and encourage them to actively participate in classroom

activities. Through efficient classroom management, teachers can

reasonably assign students roles and tasks, guide students to cooperate and

help each other, and improve students’ participation and learning effect.

FIELD STUDY 1

WORKSHEET 4

ACTIVITY 1: ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING

(Formative Assessment)

Spark your Interest:

Assessment is an essential part of the instructional cycle. The instruction cycle

consists of :1) setting the intended learning outcome/s, 2) selecting a teaching

methodology, strategy and activity that are aligned to the learning outcome and topic

which are developmentally- appropriate to the learners and 3) assessment itself.

Assessment is the part of intercultural cycle that determines whether or not the

intended learning outcome has been attained and so necessarily, the assessment task

must be aligned to the intended learning outcome.

In a lesson on assessment, we can speak of assessment for learning, assessment

of learning and assessment as learning.

This episode will dwell on assessment for leaning and assessment for learning and

assessment as learning. Assessment for learning is referred to as formative

assessment while assessment as learning is a referred to as self-assessment.

Discover the Learning Essentials

In outcome-based teaching-learning/competency-based teaching/teaching by

objective, we ensure that the intended outcome/competency/objective is attained at

the end of the lesson and so while we are still in the process of teaching, we do

check learners’ understanding and progress.

If we find out the learners failed to understand prerequisite knowledge and skills,

we reteach until learners’ master them. This is called FORMATIVE assessment,

assessment while the learners are being formed or taught. It is assessment in the

midst of instruction.

Formative assessment is also referred to as assessment for learning. Assessment

for learning simply means we do assessment to ensure leaning.

We do not wait for the end of the lesson to find out if learners understood the

lesson or not because if it is only at the end of the lesson that we discover that the

learners did not understand the lesson, we have wasted so much time and energy

teaching presuming that everything was clear, only to find out at the end of the

lesson the learners did not understand the lesson at all. This means that we have to

reteach from the very beginning, something that we could have saved ourselves

from doing had we given time to find out if the lesson was understood while still

teaching.

Assessment for learning encourages peer assessment.

OBSERVE

Observe what Teacher does or listen to what Teacher says to find out if the

student understood the lesson while teaching-learning is in progress.

1.

2. Did the teacher ask the class “Did you understand”? If she did, what was the

class response?

Yes, when completing a course, the teacher will ask her students, \"Do you

understand?\" Or \"Do you have any questions?\" At this time, the student will answer

her \"Yes po\" or \"None na po ma’am.\"

3. Did the student make the teacher feel or sense they did not understand the

lesson or part of the lesson? How?

Yes, before starting a new course, the teacher will review the content of the previous

lesson together. The teacher will ask questions when students are asked questions

but can’t answer them or answer them incorrectly.

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

The teacher will ask “Any can help?” in the classroom, and when the students can’t

answer, the teacher will explain again.

5. Were the students given opportunity to ask questions for clarification? How

was this done?

Yes, when the teacher explains to the students again, the teacher will ask them, “Is it

clear?” Or “Are there any other questions that I don’t understand?”

Analyze

Why should a teacher find out if students understand the lesson while

teaching in progress? It is not better to do once-and-for- all assessment at

the completion of the entire lesson.

1.

The time of a class is limited. At the end of each knowledge point, asking students will

help them better consolidate their memory. The teacher asks them if they understand,

but also helps students recall the knowledge they have gained in class. The effect of

asking at the end of the course is not effective during the teaching process.

2. Why is not enough for a teacher to ask, “Did you understand, class?” when

he/she intends to check on learners’ progress?

When the teacher wants to check whether the students understand, they can’t just

ask, so that they can only understand what the students get in class at that time, and it

can’t help students consolidate that knowledge well. They may forget. Therefore,

teachers must prepare for lesson quizzes, and they can also review in class, such as

asking questions.

3. Should teacher record results of formative assessment for grading progress?

Why or why not?

No, the purpose of formative evaluation is to monitor students’ learning, help students

identify their strengths and weaknesses, and provide continuous feedback to teachers

to improve teaching. Instead of deciding students by scores.

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

In my observation, I found that teachers usually choose quizzes as a formative

assessment.

Reflect

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

write your reflections.

1.

When people make soup, he occasionally tastes it to decide whether more spices or

ingredients are needed. Every time he tastes it, he evaluates her soup and uses

feedback to change or improve it. Therefore, formative assessment is to record

students’ learning, and teachers can use feedback to improve their teaching.

2. Should you record results of formative assessment? Why or why not?

The object of formative evaluation is students, which is to help students evaluate their

learning. It focuses on students, not teacher. The teacher can provide feedback and

use feedback to change the teaching that students can accept.

ACTIVITY 2: Observing Assessment AS Learning Practices (SelfAssessment)

Revisit the Learning Essentials

Assessment as learning means assessment is a way of learning.

It is use of an ongoing self-assessment by the learners in order to monitor their own

learning.

This is manifested when learners reflect on their own learning and make necessary

adjustment so that they achieve deeper understanding.

Assessment as learning encourages students to take responsibility for their own learning.

It requires students to ask questions about their learning.

It provides ways for students to use formal and informal feedback and self-assessment to

help them understand the next steps for leaning.

It encourages self-assessment and reflection.

Observe

Observer a class and find out practices that reflect assessment as learning. Record your

observations.

Analyze

If the student is at the heart of all assessment, then all assessment should support

student learning. Do you agree? Why or why not?

1.

I agree. One of the main purposes of the assessment is to help students understand their

academic progress and strengthen their knowledge and skills. Through timely feedback and

guidance, teachers can better understand their weaknesses and improve their learning

methods.

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

learning?

Yes. Their purpose is all for students.

ACTIVITY 3: ASSESSMENT OF LEARNING

(Summative Assessment)

Spark your Interest

The first activities dwelt on Assessment for learning (formative assessment) and assessment as

Learning (Self-assessment). These refer to assessment that teachers do while still teaching and

students’ assessing their own learning. In this activity, you will be focused on assessment of

learning. When teachers have done everything, they can to help learners attain the intended

learning outcome/s, teachers subject their students to assessment for grading purposes. This is

referred to as assessment of learning which is also known as summative assessment.

Revisit the Learning Essentials

In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.

Therefore, the assessment task must necessarily be aligned to the learning outcome.

Observe

From your schedule, identify 2 classes with different grade level. Complete the table below.

Analyze

1.Are all the assessment task aligned to the learning outcome?

Whether the evaluation task is consistent with the learning results depends on the

specific evaluation criteria and goals set by the teacher. Ideally, the evaluation task

should be consistent with the learning results, that is, the evaluation content should cover

the objectives of the course and the knowledge, skills and abilities that students should

master.

2. What are the possible consequences if teachers’ assessment tasks are not aligned

to learning outcomes/s? Does this affect assessment results? How?

If the teacher’s evaluation task is inconsistent with the learning results, it may cause

students’ learning goals to not match the teacher’s expectations, which will affect students’

learning motivation and participation. It may also affect the fairness and effectiveness of the

assessment. If the evaluation content does not match the course objectives, the evaluation

results cannot truly reflect the actual learning results of the students.

3. Why should assessment task be aligned to the learning outcome?

Consistent evaluation tasks ensure that all students are evaluated under similar conditions,

thus maintaining the fairness of the evaluation. If there is any inconsistency, some students

may face higher difficulty or stricter standard evaluation tasks, while others may face lower

difficulty or loose standards, which is not really consistent.

Reflect

Reflect on past assessment you have been through. Were they all aligned with what

your teacher taught? (With learning outcome)

How is this affect your performance? As a future teacher, what lesson do you learn from

these past experiences and from this observation?

* When the evaluation is consistent with what the teacher teaches (learning results),

students tend to perform better. This consistency clarifies their expectations and helps them

focus on the specific areas they teach. It also ensures that students are assessed on the

knowledge and skills they should acquire and promote a fair assessment process. For

example, when I was in high school, our teacher asked us to restore some scenes of history.

This is to assess whether we have a deep understanding of history.

In the process of observation, as a future teacher, I can understand the importance of

clear communication and consistency between teaching objectives, classroom

teaching and evaluation. Teachers’ consistency helps to improve students’

understanding of materials, enhance their confidence, improve their overall academic

performance, and encourage their positive learning attitude.

FIELD STUDY 1

WORKSHEET 5

ACTIVITY 1: UTILIZING TEACHING-LEARNING RESOURCES AND ICT

Spark Your Interest

With the lightning speed by which technology is evolving, and now with 4.0, technology

continues to be a significant part of the learning environment. This worksheet provides an

opportunity for students to examine a Learning Resource Center or Multi-media Center and learn

about its collection, services, equipment, observe how a teacher utilizes technology for

instruction, and explore resources in the virtual learning environment. Students will analyze and

reflect on how technology, including artificial intelligence, supports the teaching-learning

process.

Revisit the Learning Essentials

The Information and Communications technology Competency Framework for Teachers

(ICT CFT) ver.3 is a comprehensive framework guide teachers’ development on the effective

and appropriate use of ICT in education. It highlights what teachers should know and do and

they are clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and

Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration,

and 6. Teacher Professional Learning.

Similar to the PPST, the ICT CFT also articulated competencies in levels which guide

teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,

Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher Education

Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely you have

tackled this in your Technology for teaching and Learning classes.

It will good to review the UNESCO ICT CFT v.3 framework as you work in this worksheet.

The activities here are meant for you to observe, analyze and reflect about the competencies

discussed in the framework. (https://unesdoc.unesco.org/ark:/48223/pf0000265721)

The Learning Resource Center (LRC)

A school sets up a center that will provide valuable supports for the teaching-learning

process. Over the years the name if this center has evolved. Some of the names are

Audiovisual Center, Media and Technology Resource Center, Teaching-Learning

Technology Department, or simply Learning Resource Center.

1.

With the swift development of ICT, the natural outcome was the ever-expanding interface

between the traditional library and ICT both in terms of hardware and software systems and

applications.

2.

Schools may have different set-ups when it comes to Learning Resource Center (LRC).

Some have replaced the term library with LRC. Some have separate library, LRC, and

Audio-visual or Media Center. Some only have the LRC both for teachers and students.

3.

The common purpose among these centers is to provide print, audio-visual and ICT

resources to supports the teaching-learning process.

4.

The goals of the center may include orienting and training teachers in the use of audiovisual

and ICT resources, working with teachers and administrators, in producing instructional

materials, making available useful resources to the students, teachers, and the school

community.

5.

In order to support the philosophy and aims of the school, the center must fulfill the

following functions: center of resources, laboratory for learning, agent of teaching, service

agency, coordinating agency, recreational reading center, and a link to other community

resources.

1.

Technology Integration

The Technology Integration Matrix provides a comprehensive framework for you to define

and evaluate technology integration. It will provide you direction and guide you in the process

of achieving effective teaching with technology. The teacher’s integration of technology in

instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion,

and transformation.

The teacher also works at creating a learning environment that encourages and enables

quality technology integration. The interdependent characteristics of the learning environment

are being active, collaborative, constructive, authentic, and goal-directed.

The Technology Integration Matrix connects the Levels of Technology Integration and the

Characteristics of the Learning Environment. Examine the matrix below. To make you

understand how integration is done in each of the levels and environment, explore the TIM

website (https://fcit.usf.edu/matrix/matrix/).

Evaluation of ICT Resources

The World Wide Web is like an endless network of information, ever-expanding and

almost limitless. Electronic resources come in different forms like websites, webquests, blogs,

social network sites, online courses, a wide range of tools, and so many forms of apps.

As a future teacher, one of the skills that will be most useful for you is the ability not only

to search for information but to make decisions, as to which ones you will take and use and

which ones you will put aside. Aim to develop your skills in evaluating internet resources. You

will be able to choose the best resources that will help you attain your teaching-learning

objectives.

Below is a set of criteria which you can use to evaluate resources:

Accuracy. The resource material comes from a reliable source and is accurate, free from

error and is up-to-date.

1.

Appropriateness. The resource is grade/level-appropriate. The content matches what is

needed by the teacher.

2.

3.Clarity. The resource clearly addresses the instructional goals in mind.

Completeness. The content is complete. It has all the information needed to be able to

use them.

4.

Motivation. The resource is engaging and rewarding to learners. It will encourage the

active participation of the learners.

5.

Organization. The resource is logically sequenced. It clearly indicates which steps should

be taken. The procedures or processes flow smoothly.

6.

Education 4.0

The 4th wave of the industrial revolution is the unprecedented speed at which technology

is evolving has disrupted many vital processes that involve how we run production,

businesses and consequently how we teach and learn. The following technology trends have

he potential to transform the ways we teach and learn (UNESCO, 2018):

Open Education Resources (OER). OERs are materials that can be used for teaching

and learning that do not require payment of royalties nor license fees. There is an

abundance of OERs in the form of textbooks course materials, curriculum maps,

streaming videos, multimedia apps, podcasts, and many others. They can have a

significant impact on education as they are made available and easily accessible in the

internet.

1.

Social Networks. These have revolutionized the way people interact, learn about things,

and share information. Sites and apps such as Facebook, Twitter, Instagram provide a

virtual venue for teachers and learners to work together among themselves and with other

classrooms locally and globally.

2.

Mobile Technologies. The Filipinos are one of the most active on the internet, and also

one who sends the most number of text messages per day. This indicates the high

number of mobile device users. These devices can also be used as a learning tool by

allowing teachers and students more opportunities to learn inside and even outside the

classroom.

3.

The Internet of Things. IoT is a system of computing mechanisms that become built-in

into many everyday things, that allow sending and receiving data through the internet. A

lot of things have turned “smart.” There are smart cars that can navigate on its own.

Smart houses that monitor temperature and light. Smart TVs that interface with the

internet. Watches that send our vital signs to our doctors. All of these developments can

influence the way we teach and learn.

4.

Artificial Intelligence (AI). Commonly, AI is associated when computers or machine

simulate thinking and behaviors of humans such as talking, learning and solving

problems. Virtual assistants such as Siri, Alexa, Bixby, and Google assistant are near

samples of AI. Among others, uses of AI in education can be in the areas of gamification

and adaptive instruction for learners with special needs.

5.

Virtual Reality (VR) and Augmented Reality (AR). VR is a simulation of an environment

by a computer program that allows a person to visit and experience the environment

virtually. In AR, images from computer programs interlay with the actual views of the realworld, resulting in an extended, expanded, or altered view of the real-world environment.

In education, VR and AR programs and apps allow more exciting ways of seeing and

experiencing things that add to the motivation and engagement of learners.

6.

Ethics and privacy protection. We have repeatedly heard about how quickly technology

is changing and impacting our lives. Through all this, it is crucial to ensure that human

values and principles govern or guide our use of technology. Ethical practices that protect

the rights of every person need to be upheld.

7.

An Observation Guide for a Learning Resource Center

Read the following statements carefully before you observe.

1.Go around the LRC.

2.Find out what learning resources are present.

Examine and describe how the materials are arranged and classified.

Are they free from dust and moisture? Are they arranged for easy

access?

3.

Read the guidelines/ procedures for borrowing of materials. Are these

guidelines/procedures posted are available for the users to refer to?

4.

Familiarize yourself with the guidelines and procedures. Take photos of

the center (if allowed).

5.

Activity 1: Visiting the Learning Resource Center

Observe

As you visit the LRC (audio-visual or multi-media center), use the observation guide

below. Ask for the assistance of the staff/personnel in charge.

After you are done with your observation, classify the resources available that you

believe are most useful. Use the chart below.

Analyze

Are the learning resources/materials arranged properly according to

their functions and characteristics?

1.

According to my observation, all the learning resources needed in the

classroom are made by the teacher and saved on Microsoft PowerPoint. In their

learning system, all learning resources will be announced by teachers, and

students will be notified when they are released. When it comes to laptops,

mobile phones, and other resources, teachers have the responsibility to provide

these resources.

2. Do the guidelines and procedures facilitate easy access to the materials

by the teachers? Why? Why not?

When teachers announce those learning resources, students will be allowed

free access, and teachers will tell their students when to upload resources so

that they don‘t miss them.

3. What are the strengths of this LRC?

With the help of the Internet, the main advantage of any learning resource

center is that it allows access and the use of different tools. It provides a

platform for centralized management and organization of learning resources,

enabling teachers and students to find, access, and share resources more

quickly.

4. What are its weaknesses?

Many learning resource centers may rely on third-party platforms or services. If

these platforms fail or stop serving, it may affect students’ learning experience.

At the same time, it contains information from multiple sources, but not all

resources are credible and accurate. It is difficult for students to distinguish

between high-quality resources and low-quality resources.

5. What suggestions can you make?

School technical managers can implement a regular review and

update mechanism to ensure that all resources are accurate and

up-to-date, and provide students with a channel for feedback. It can

also provide clear technical support and ensure that the platform’s

user interface is friendly and easy to navigate. Provide training or

tutorials to help students make full use of learning resources.

Reflect

Which of the materials in the LRC caught your interest the

most? Why?

1.

I was attracted to non-electronic visual resources. It is made by

students, which draws students’ ideas and views. At the same time,

the teaching content is vividly presented, and artistic elements are

added.

2. Which gadgets/materials are ready to use/operate?

I believe that I will use all other learning materials from the Learning

Resource Center. Especially laptops, because most teaching

resources can be created through laptops, and they can be taught

anytime and anywhere to promote the flexibility of education.

3. Which ones do you feel you need to learn more about?

I think I need to know more about some new teaching resources,

especially those that can attract students’ attention, which can make

the whole teaching process more attractive and effective.