Field Study 1 Episode 11

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Field Study 1- Episode 11
Field Study 1 (Camarines Norte State College)
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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
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LEARNING ASSESSMENT
STRATEGIES
BEED/BSED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-
Learning in
Actual School
Environment

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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning
Resources and ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
Utilizing Teaching-
Learning
Resources and ICT
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

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Resources and ICT
SPARK Your Interest
With the light speed by which technology is evolving now with 4.0,
technology continues to be an ever significant part of the learning environment.
This epsisode 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 utilies technology for instruction, and explore
resources in the virtual learning environment. Students will analye and reflect on
how technology, including artificial intelligence, supports the teaching-learning
process.
TARGET Your Intended Learning

Outcome
At the end of this Episode, I must be able to:
 Identify and classify learning resource materials in the multi-media center;

 Show skills in the positive use of ICT to facilitate the teaching-learning process
(PPST 1.3.1);
 Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1);
 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals
based on the PPST (PPST 7.5.1).
REVISIT the Learning

Essentials
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency

Framework for Teachers CFT) version 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 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.

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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 — 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 be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze, and reflect about the
competencies discussed in the framework. (Access it at
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content
/2/UNESCO%20ICT%20Competency%20Framework%20V3.pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of 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.
2. 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.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replaced the term library with LRC. Some have a separate library, LRC, and
Audio Visual or Media Center. Some only have the LRC both for teachers and students.
Still, some have combined their learning resource centers with maker spaces.
4. The common: purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process
5. 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.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions: center of resources, laboratory of learning, agent of teaching, service
agency, coordinating agency, recreational reading center, and a link to other community
resources. FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

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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 finally 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 and learn from the many interesting videos showing technology
integration. Go to http://fcit. usf.edu/matrix/matrix.php.
Observing technology integration in the classroom
Levels of Technology Integration into the Curriculum

Technology Entry: The teacher Adoption: The Adaptation: The Infusion: The Transformation:
uses technology to teacher directs teacher teacher creates a The teacher
Integration deliver curriculum students in the encourages learning creates a rich
content to convention use of adaptation of environment that learning
Matrix students. tool-based tool-based infuses the power environment in
software. If such software to select of technology which students
software is a tool and modify tools throughout regularly engage
available, this its use to the day and in activities that
level is the accomplish the across subject would have been
recommended task at hand. areas. impossible to
entry point. achieve without
technology.
ACTIVE: Students are Students use Students begin to Students have Throughout the Given ongoing
Characteristics of the Learning
actively engaged in using technology for drill utilize technology opportunities to school day, access to online
technologyEnvironment
as a tool and practice and tools to create select and modify students are resources,
rather than passively computer based products, for technology tools empowered to students actively
receiving information training. example using a to accomplish select appropriate select and pursue
from the technology. word processor to specific purpose, technology tools topics beyond the
create a report. for example using and actively apply limitations of even
colored cells on a them to the tasks the best school
spreadsheet to at hand. library.
plan a garden.
COLLABORATIVE: Students primarily Students have Students have Throughout the Technology
Students use technology work alone when opportunities to opportunities to day and across enables students
tools to collaborate with using technology. utilize select and modify subject areas, to collaborate
others rather than collaborative technology tools students utilize with peers and
working individually at all tools, such as to facilitate technology tools experts
times. email, in collaborative to facilitate irrespective of
conventional work. collaborative time zone or

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Resources and ICT
ways. learning. physical distances.
CONSTRUCTIVE: Technology is used Students begin to Students have Students utilize Students use
Students use technology to deliver utilize opportunities to technology to technology to
tools to connect new information to constructive tools select and modify make connections construct , share,
information to their prior students. such as graphics technology tools and construct and publish
knowledge rather than to organizers to to assist them in understanding knowledge to a
passively receive build upon prior the construction across disciplines worldwide
information. knowledge and of understanding. and throughout audience.
construct the day.
meaning.
AUTHENTIC: Students Students use Students have Students have Students select By means of
use technology tools to technology to opportunities to opportunities to appropriate technology tools,
link learning activities to complete assigned apply technology select and modify technology tools students
the world beyond the activities that are tools to some technology tools to complete participate in
instructional setting generally content-specific to solve problems authentic tasks outside-of-school
rather than working on unrelated to real- activities that are based on real- across disciplines. projects and
decontextualized world problems. based on real world issues. problem-solving
assignments. world problem. activities that
have meaning for
the students and
the community.
GOAL-DIRECTED: Students receive From time to Students have Students use Students engage
Students use technology directions, time, students opportunities to technology tools in ongoing
tools to set goals, plan guidance, and have opportunity select and modify to set goals, plan metacognitive
activities, monitor feedback from to use technology technology tools activities, monitor activities at a
progress, and evaluate technology, rather to either plan, to facilitate goal- progress, and level that would
results rather than simply than using monitor, or setting, planning, evaluate results be unattainable
completing assignments technology tools to evaluate an monitoring, and throughout the without the
without reflection. set goals, plan activity. evaluating curriculum. support of
activities, monitor specific activities. technology tools.
progress, or self-
evaluate.
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, on-line 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:
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 is grade/level-appropriate. The ‘content matches what
is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to
use them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the

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(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Rober Maribe
(2003). A Gateway to Educational Materials: An Evaluation of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teache;
Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. 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 huge potential to transform the ways we teach and learn
(UNESCO, 2018):
1. Open Educational 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. Be sure to
explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we 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 interact among themselves and
with other classrooms locally and globally.
3. Mobile Technologies. 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.
4. 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.” We have smart cars that can navigate on its ow2. 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.
5. Artificial Intelligence. Commonly, artificial intelligence 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
FIELD special
STUDY needs. on Teaching-Learning in Actual School Environment| 6
1 – Observations

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6. Virtual Reality and Augmented Reality. 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 real-word,
resulting in an extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more exciting ways of seeing
and experiencing things that add to the motivation and engagement of learners.
7. Big Data. Through the billions of interactions and transactions are done electronically,
and through the internet, an enormous amount of data is generated and stored. The
challenge is how to make sense of this data, through analytics and research, possibly answer
pertinent questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce and
hone the skills of young learners. Coding helps learners develop novel ways of exploring and
trying out ideas, especially when done with problem or project-based learning approaches.
9. 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.

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Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger
than the number of students that can fit a regular classroom. There can be hundreds
or even be a thousand students or more.
Open
 There is mostly freedom of place, pace, and time.
 Courses can be accessed by anyone anywhere as long as they have internet
connection.
 Courses are open to everyone without entry qualifications. e Some courses are for
free.
Online
 All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social
media, and animation.
 Facilitation interaction among peers. Builds a learning community through
opportunities to interact.
 Some interaction with the teacher or academic staff.
 Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback from
peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition
like badges or certificate of completion. A formal certificate is optional and most
likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
- Based on definition Massive Open Online Course v1.1 licensed under Creative
Commons Attribution 4.0.
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You
will have a chance to explore them as you go through this episode.

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Resources and ICT
OBSERVE, ANALYZE,
REFLECT
Activity
Visiting the Learning Resource Center
11.1
Resource Teacher: _____Ms. Joy Bongat Pante_______Teacher’s Signature: ____________
School: ___Abaño Laboratory School ____ Grade/Year Level: _____Grade 7____Subject: ________Araling
Panlipunan__Date: ______September 21, 2022___
To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school’s Learning Resource Center. Look around and see what resources ang facilities are
available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or facilities are used.
3. Make an inventory of its available resources and classify them according to their characteristics
and functions.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide provided.
Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines!
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

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After you are through with your observation, classify the resources available that you
believe? are most useful. Use the activity form provided for you.
Name of Center Observed: ___CNSC-Abaño Laboratory Library/Learning Resource Center

________________
Date of Observation: ___October 01, 2022___________
Name of Observer: Kimberly G. Vasquez
Course/Year/School: Bsed 4-Social Sudies / CNSC- Abaño Campus
List of Available Learning Resources
Available Learning Characteristics and Unique Teaching Approaches where

Resources Capabilities the Resource is Most Useful
(Enumerate in Bullet Form)
1. Print Resources  Useful for research-
based approach and
 Books  It is a printed other kind of purpose
information about a in the field of
specific subject and its education.
specific topics.
 It is printed and
 Theses includes an original
research project by
College of Education
students.
 Story Books  It contains fictions and
real-life stories where
students can define its
moral lessons.
2. Audio Resources  When teachers and  When lectures include
students wished to use music or audio, these
 Speaker it in the classroom for options are very useful for
 Audio Speaker education or increasing or
discussion, it would be adding volume.
helpful. The students'
attention is also
captured by the audio
resources.
3. Non-electronic Visual
Resources
1. ICT Resources  Both teachers and  These materials can be

students have access to used in a variety of
 Computer

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 Smart TV a variety of instructional
 Wifi information and approaches since they
 Printer teaching resources. are flexible.
Impression about the LRC:

The Learning Resource Center has good lighting and ventilation. There are a lot of
relevant and suitable learning resources available there that both students and teachers
benefited.
Name and Signature of Observer:
Kimberly G. Vasquez
Name and Signature of the Learning Resource Center In-charge:
Irine M. Arevalo
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the Learning resources/materials arranged properly according to their functions and
characteristics?
___________Yes, the learning resources and materials are arranged properly and neatly in
accordance with their functions and features. The ICT resources are located close to the person in
charge's desk, and individuals who choose to conduct research on their laptops or mobile devices
can also use the free WiFi there. Both books and printed materials are organized.__
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
____________ The usage of the resources, particularly the computer, tablet, and printer, is properly
controlled. The teachers who want to borrow the materials will fill up in the borrower's slip, which
also includes the date they will return the materials. It is crucial to do this in order to prevent the
loss of valuable educational resources. ____
What are the strengths of this Learning Resource Center?

______________ The convenience for both students and teachers is the learning resource center's key
strength. Additionally, it can offer teachers and students with tools and learning materials.
Additionally, the ICT resources are properly maintained. There are numerous books, computers,
and printers that can be used for studying. ________
What are the weaknesses?

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_____________________ Its small physical size is its main weakness. Not enough tables and chairs are
available for all of the students to use. Additionally, 40 to 50 students may use it simultaneously.
Additionally, the quantity of computers available for student use is limited.
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
______________ In the learning resource center, a new Smart TV has just been installed. The screen
can be connected to a PC or laptop and is large enough for students. It makes teaching easier for
the instructors. Since more clips are readily available online, the need to create visual aids can be
reduced. Due to the fact that it held the students' interest, this can also be used to facilitate
interactive teaching and learning in the classroom.___________
2. Which gadgets/materials are you already confident to use/operate?

____________I am confident to use the computer since I know how to operate and use it because
when I was in High School, I learned it in our CSS class. ___________
3. Which ones do you feel you need to learn more about?

____________I think I need to learn more about how to use and operate the printer, I only have few
learnings in using a printer. I only know how to print the papers but I don’t know how to connect
it in the computer by myself.___________

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Resources and ICT
OBSERVE, ANALYZE,
REFLECT
Activity Observing Technology Integration in the
11.2 Classroom
Resource Teacher: ______Ms. Joy Bongat Pante____________Teacher’s Signature: ____________
School: ___Abaño Laboratory School____ Grade/Year Level: ___Grade 7______Subject: _Araling

Panlipunan____Date: __October 2022_
To realize my Intended Learning Outcomes, I will work my way through these steps:
Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was
integrated in the lessons and how the students were involved. Step 3. Use the Technology
Integration Matrix to analyze the technology integration done by the teacher. Step 4. Reflect on
what you have learned,
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show attentiveness,
eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness, and understanding?

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Resources and ICT
OBSERVATION SHEET NO.

REPORT
Date of Observation _______October 03, 2022___________________________________

School ____ Abaño Laboratory School _____________________________________________________
Subject _______Araling Panlipunan_______________Topic ________Mga Salik ng Paglaki ng
Populasyon______
Grade/Year Level – Grade 7
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or year Leve; of Class Observed: Grade 7
Date of Observation: October 03, 2022
Subject Matter: AP (Mga Salik ng Paglaki ng Populasyon)
Brief Description of Teaching Approach used by the Teacher: Lecture Method
Teaching Aids used Strengths Weaknesses Appropriateness of the

(Enumerate in Bullet Teaching Aids used
Form)
 White Board  It’s clearly  Limited  The teacher can
seen by the information show to the
students or students about the
explanation key points or
presented. information that
the students need to
learn about the
topic/lesson.
 It’s used by  The laptop is  It is useful in the

 PowerPoint
the teacher small so that teacher to use in
Presentation
to easily the students her instruction.
discuss the can’t see the
topic by PowerPoint

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using her presentation,
laptop. only the
teacher can
see it.
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration matrix on P. 4, In which level of technology integration do you think the teacher you
observed operated? Why?
AUTHENTIC: Students have opportunities to apply technology tools to some content-specific
activities that are based on real world problem.
GOAL-DIRECTED: Students use technology tools to set goals, plan activities, monitor progress,
and evaluate results rather than simply completing assignments without reflection.
CONSTRUCTIVE: Technology is used to deliver information to students.
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class you observed? Point your observations that justify your answer.
________Based on my observation, the characteristic of the learning environment in the class that I
observe is “Constructive” the teacher used technology to deliver information to the students
through the use of PowerPoint presentation._________
REFLECT
1. Put yourself in place if 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?
__________If I put myself in place as a teacher to the students, I will use also a PowerPoint
presentation in the class but I only use it if there’s have an available projector that I can use, so
that the students can clearly see what I presenting in the slides. ______

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Resources and ICT
OBSERVE, ANALYZE,
REFLECT
Activity
Exploring Education 4.0
11.3
Resource Teacher: _____Joy Bongat Pante___________Teacher’s Signature: ____________
School: ____Abaño Laboratory School_____ Grade/Year Level: ____Grade 7____Subject: ___Araling

Panlipunan______Date: __October 03, 2022______
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
_______The lesson is about “ANG YAMANG TAO SA ASYA”
The learning objectives are not stated by the teacher.
2. Note the important concepts that the teacher is emphasizing.

________________The teacher emphasized about “Mga salik sa Mabilis na paglaki ng populasyon”
which are the “Pag-unlad ng Medisina”, Pagsulong ng Teknolohiya” at ang “Dami at Paglaki ng
Populasyon sa Asya” _________________
3. Note the skills that the teacher is developing in the leaners.

____________The skills that the teacher developing the learners are creative thinking, accuracy,
realization and awareness. All of these skills are essential to the topic.
_______________________________________________________________________-

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ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select electronic
resources, including OERs, social networking sites, and apps with virtual or augmented reality
that will be useful in teaching the same lesson. Evaluate the resources you found, using the set of
criteria discussed in the Revisit the Learning Essentials part of this Episode. Use the form below to
note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year GRADE 7
Level
Subject Araling Panlipunan 7 (Ang Yamang Tao sa Asya)
Matter/Topic
(Based on the
class you
observed)
Lesson  Matukoy ang mga papel na ginagampanan ng yamang tao sa paghubog ng ating kabihasnan.
Objectives/Lear  Determinasyon na makiisa sa pagpapayaman ng kabihasnan ng tao.
ning Outcomes  Kakayahang makagawa ng paraan upang makatulong sa pagpapayabong ng kulturang iyong
kinagisnan.
Name and Type Describe the Put a check if the resource satisfies the criterion. Describe how you
of Electronic electronic resource can use it if you
Resources (include were to teach in
author/publisher/s the class you
ource). observed.
Accurate Appropriate Clear Complete Motivating Organized
Laptop Laptop When I am

computers, / / / / / / presenting the
also known as lesson to my
notebooks, are pupils, I may
utilize my
portable
laptop to show
computers
slides, conduct
that you can interactive
take with you games, and
and use in more.
different
environments.
(TechTerms.com )
Projector A projector is / / / / / /
an output I will also
use a projector

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Resources and ICT
device that is so
capable of that my
connecting to students
a computer, can see my
presentation
which may be
properly and
an other
clear.
option for a
monitor or
television in
terms of
displaying
pictures to a
large number
of people. It
takes images
generated by a
Blu-ray player
or a computer
and projects
them onto a
large surface
like a wall or
white screen.
(projectorlead
er.com)
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made is easy? Difficult?

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________ Using an internet is easy on me, so with online browsing makes it simple for me to look for
the right electronic resources for the class. The only problem in this is, if the internet connection is
low or no signal, I will unable to surf in internet. ____________
2. How did you choose which electronic resources to include here? What did you consider? Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a
teacher? Why?
____________ When choosing which electronic resources to use in the class, there are a few aspects
to consider. The activities or information you will use from the internet should be in line with the
objectives of our lesson. It is also important to consider the accessibility and availability of the
electronic resources. Finally, it is important to consider how relevant it is to the learning
objectives of our lesson. The electronic tool must also be suitable for your students' developmental
level._________
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
____________________ My knowledge of technology is limited, I only know basics of word
processing, video editing, and window explorer. I am also capable of learning how to operate
some of technological gadget applications with ease. For me, these are critical abilities that I
require in order to use electronic resources. I currently enjoy learning more about setting up
computer applications on a computer system and editing audio and video. Knowing the
installation of a new program would be quite good and beneficial for me as a student. ____________
OBSERVE, ANALYZE,
REFLECT
Activity Professional Development Through

11.4 MOOCS
Resource Teacher: ______Ms. Joy Bongat Pante______Teacher’s Signature: ____________
School: ____Abaño Laboratory School________ Grade/Year Level: ___Grade 7___Subject: ______Araling

Panlipunan____Date: ___________
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.

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Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant - to PPST
domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
I. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified.
You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses .
 http://www.forbes.com/sites/skollworldforum/2013/06/1O/moocs-forteachers-learners-
too/

 http://www.mooc-list.com/categories/teacher-professional-development/

 http://ww2.kqed. org/mindshift/2013/04/30/new-online-teacher-training-programjoins-
mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
PPST Domain Competencies I MOOC related to the MOOC Provider

want to work on competency/ies
(Include a short
description)
1. Content Show skills in the Information and edX
Knowledge and positive use of ICT to Communication
Pedagogy facilitate the Technology (ICT)
teaching and Accessibility- iIt teaches
learning process students ICT
Accessibility and the
principles of ICT design.
2. The Learning Fair learning Teaching Character and Coursera

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Environment environment Creating Positive
Classrooms - This course
explores key ideas of
positive psychology and
shows how great
teachers apply those
lessons to maximize
student engagement and
accomplishment.
3. Diversity of Learners’ gender, Negotiating Learner Coursera
Learners needs, strengths, Differences: Towards
interests and Productive Diversity in
experiences and Learning - Examines
Learners in difficult social-cultural theories
circumstances of difference, as well as
considering alternative
responses to these
differences in
educational settings -
ranging from broad,
institutional responses
to specific pedagogical
responses within classes
of students.
4. Curriculum and Teaching and Powerful Tools for Coursera

Planning learning resources Teaching and Learning:
including ICT Digital Storytelling -
introduces educators to
digital storytelling and
explores ways to use
digital stories to
enhance students’
learning experiences
5. Assessing and Monitoring and Responding, Revising Coursera
Reporting evaluation of learner and Assessing Student
progress and Writings - learners will
achievement have a toolbox full of
Feedback to improve strategies and practices
learning for these three
significant components
of any writing class:
responding to, revising
and assessing student
writing.
6. Community Teacher-parent The teacher and social Coursera
relationship and emotional learning

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Linkages and (SEL) Specialization –
Professional this series of online
Engagement courses teaches how to
connect emotionally
with students and the
school community
7. Personal Growth Master the Philosophy and Critical EdX
and Professional Philosophy of thinking- this course
Development Teaching teaches how to think
with clarity and rigor;
how to identify, analyze
and construct cogent
arguments and how to
think of solutions to the
central problems of
philosophy.
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title: _________ Foundations of Teaching for Learning: Developing Relationships ___
Provider: Coursera
Objective of the MOOC: ___Positive relationships with colleagues and school leaders helps school
improvement. ____

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Content Outline:
WEEK 1- The importance of relationships for educational settings
WEEK 2 - Developing positive teacher-student relationships
WEEK 3 - Working with your colleagues and school leaders\
WEEK 4 - The importance of parent involvement for student success
WEEK 5 - It takes a whole village to educate a child: Working with your community
WEEK 6 - Recognizing diversity: Social, Cultural and Values differences in the school
Why did you Pick this MOOC: I choose this because it will develop and strengthen my skills in teaching,
professionalism, assessment, and more. Also, this programme, will find yourself strengthening not only
your skills, but your connection with colleagues across the globe.
2. MOOC Title __________Teaching Impacts of Technology_____
Provider: Coursera
Objective of the MOOC: ______ Show skills in the positive use of ICT to facilitate the teaching and learning
process
Content Outline:
WEEK 1 - Exploring the Impacts of Computing
WEEK 2 - Evaluating Student Work
WEEK 3 - Computational Artifact & Feedback
WEEK 4 - Final Project
WEEK 5 - Review and Reflect
Why did you Pick this MOOC: I pick this MOOC because as a future educators, we have an important role in
helping our students become critical and creative thinkers as they learn with technology, and in guiding
our students in the safe, responsible and ethical use of information and communication technologies (ICT).
3. MOOC Title: ____________Get Organized: How to be a Together Teacher________

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Provider: Coursera
Objective of the MOOC: Examines the purpose for planning ahead, provides tools for tracking time
commitments, deadlines and tasks, and helps teachers develop a personal organization system that
interacts with their day-by-day practices.
Content Outline:
Week 1 - Welcome & Orientation
WEEK 2 - Weekly Worksheet
WEEK 3 - Comprehensive Calendar
WEEK 4 - Upcoming To-Do List
WEEK 5 - Weekly Round-Up
WEEK 6 - Templates & Teacher Interviews
Why did you Pick this MOOC: Because it is designed for classroom teachers who juggle time-sensitive
tasks and often-exhausting teaching schedules.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
___________________By enabling me to learn something beneficial and applicable to my line of work,

MOOCs can help me in my future career as a professional educator and lifelong learner. In order to

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develop and enhance my teaching skills and establish connections with my students, I might sign
up for classes and study. _________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
_______________ The technology is so widely used as a tool for information gathering and
information exchange, learning is excellent and convenient. I can easily find and access these
classes because of how technology is used today. The adaptability of online learning may allow
them to fill in skill gaps while maintaining a full-time job. Access to high-quality education is
made available to as many people as possible, which advances the education of various
socioeconomic groups. _________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday teach a
MOOC?
__ MOOCs are very helpful to me as a learner and as a future teacher. I have such flexible access to
these online for learning. These MOOCs are useful since they allow me to register whenever I want
for a little or no cost and study at my own pace. I should choose the finest MOOC provider for the
topic matter I wish to learn and advance in when I access MOOCs. Along with better time
management, I should also find the study methods and techniques that are most effective for
me.__________________________________
SHOW Your Learning
1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.

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The teacher only uses a white board in teaching her students because there’s have no available
Smart Tv or projector that the students in Grade 7 can be use in the classroom.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional materials
(worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might
be useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share how these tools can be helpful to you. as a teacher
3. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.

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Resources and ICT
EdTechTeacher is a highly respected educational technology professional development provider
with national and international experience dedicated to helping teachers and administrators use
technology to create active, student-centered learning communities. EdTechTeacher partners with
organizations and edtech companies that provide a positive impact for students and teachers while
conducting themselves in accordance with the standards for equity and inclusion.
4. Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?
Audio enhancements
For 40 years, schools in the US have regularly experimented with some form of audio
enhancements. Historically found in auditoriums or large lecture halls, audio enhancement
equipment is finding its way into classrooms of all sizes.
Audio enhancements refer to a suite of tools from high-quality speakers to wireless
microphones. A full system includes easy to wear microphones transmitting an instructor’s voice to
speakers in every corner of a classroom. The speakers can also be connected to a multimedia
presentation or a person joining the class through a camera in a remote location. With quality
speakers distributed around a classroom, each student is able to hear and absorb the information
being shared.
Educational benefits of audio-enhanced environments include higher retention from
pupils, more engagement and interaction, and higher teacher energy because they are less tired
from having to strain their voice day in and day out.
These systems are getting more advanced each day. Directional sound speakers enable
students in different areas of a classroom to engage in activities without disturbing others.
Students who have a hearing problem can tune their area speakers to provide higher amplification
levels. And lectures or discussions can easily be recorded (as videos or podcasts) for later review or
distribution.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 -Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspectsof classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.
Name of FS Student: __________Kimberly G. Vasquez__________ Date Submitted: ____________October 2022_______

Year&Section: _________________4a_________________________Course:___________________________BSED____________________________
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
ACCOMPLISHED All observation One (1) or two (2) Three (3) observation Four (4) or more

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questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more

All questions were
answered completely; answered completely; observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answers are not clearly
ANALYSIS and are thoroughly connected to theories;
connected to theories; connected to theories;
grounded on theories; more than four (4)
grammar and spelling one (1) to three (3)
grammar and spelling grammatical/spelling
are free from errors. grammatical spelling
are free from error. errors.
errors.
Profound and clear; Clear but lacks depth; Unclear and shallow;
Not so clear and
supported by what supported by what rarely supported by what
REFLECTIONS shallow; somewhat
were observed and were observed and were observed and
supported by what were
analyzed analyzed analyzed
observed and analyzed
Portfolio is reflected on Portfolio is reflected on

Portfolio is not reflected
the context of the the context of the Portfolio is not reflected
on in the context of the
learning outcomes; learning outcomes. on in the context of the
LEARNING learning outcomes.
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS Complete; not
organized, highly organized, very complete; not organized,
organized, relevant to
relevant to the learning relevant to the learning not relevant
the learning outcome
outcome outcome
Submitted before the Submitted a day after Submitted two (2) days or
SUBMISSION Submitted on deadline
deadline the deadline more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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Field Study 1- Episode 11

Field Study 1 (Camarines Norte State College)

Studocu is not sponsored or endorsed by any college or university

Republic of the Philippines

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FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

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SPARK Your Interest

TARGET Your Intended Learning

At the end of this Episode, I must be able to:

 Identify and classify learning resource materials in the multi-media center;

REVISIT the Learning

The Information and Communications Technology Competency

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The Learning Resource Center

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The Technology Integration Matrix provides a comprehensive framework for you

Observing technology integration in the classroom

Levels of Technology Integration into the Curriculum

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Evaluation of ICT Resources

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5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers

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FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

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To realize the Intended Learning Outcomes, work through these steps:

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

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Name of Center Observed: ___CNSC-Abaño Laboratory Library/Learning Resource Center

Available Learning Characteristics and Unique Teaching Approaches where

1. ICT Resources  Both teachers and  These materials can be

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Impression about the LRC:

What are the strengths of this Learning Resource Center?

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School: _Abaño Laboratory School Grade/Year Level: _Grade 7______Subject: _Araling

Date of Observation _October 03, 2022_____________________________

Resource Teacher: _Joy Bongat Pante_Teacher’s Signature: ______

School: __Abaño Laboratory School_ Grade/Year Level: Grade 7Subject: _Araling

School: Abaño Laboratory School__ Grade/Year Level: _Grade 7_Subject: ____Araling

2. MOOC Title ______Teaching Impacts of Technology_

3. MOOC Title: ____Get Organized: How to be a Together Teacher