Field Study 1

Special Study Series on Field Study Courses and Linguistics
Royal Institute of Higher Education, Singapore
Name of Group : Group 1
Facilitator : Ms. Camille Vistan
Course : Bachelor of Secondary Education Major in Mathematics
Presenter : Jessa M. Lubiano
Group Members : Lory Mae C. Alcosaba

Jeza Mari M. Alejo
Maureen A. Arambulo
Bhenn Angelo P. Cainglet
Jan Jaime Benjamin Dela Cruz
Julie Anne Domanico
Romailyn Flores
Aramina Herrera
Samniel Otayde
Jessi James Villarama
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“The 21st Century Teacher: Challenges and Opportunities in Field Study
Pedagogy and Linguistics in Global Education”
Good Educational System is really essential to offer good quality of education in order
to produce excellent educators that will contribute for the progress of education globally.
ASEAN Integration has been already set that is why, our country, the Philippines is
making efforts and adjustments for the Filipinos to be globally competitive.
In this study, you are going to look for a best educational model (Theoretical
Framework) that is used in other countries, then compare and evaluate the situation of
that country to the school where you will be conducting the study.
The following questions may be used as your guide in accomplishing it.

1. How can you compare the six areas of Field Study in the Best Practices of the Global
community?
2. State the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the target
audience of your choice and make an analysis based on the given tasks.
3. State your Findings, Conclusions and Recommendations based on your analysis.
FIELD STUDY COURSES
Anchored on the National Competency- Based Teacher Standards and the

Competency Standards of CMO 30, s. 2004, the Field Study courses are practical
learning experience which are aligned to the professional education courses. This feature
of the new teacher education curriculum provides students with rich practical learning
experiences which are drawn out from the actual learning environment. Field Study
courses enable the students to observe, verify and reflect on various events which relate
to the concepts, methods and strategies previously learned. Likewise, these courses
provide opportunities to capture other experiences which can be further verified;
confirmed and reflected on in relation to their becoming a teacher. The authentic
experiences of the students will prepare them to be better student- teacher.
Each of the six Field Study courses covers experiences that support a professional
education course or a cluster of them. These are the following:
FIELD STUDY COURSES

Field Study 1 Learner’s Development and Environment
Field Study 2 Experiencing the Teaching-Learning Process
Field Study 3 Technology in the Learning Environment
Field Study 4 Understanding Curriculum Environment
Field Study 5 Learning Assessment Strategies
Field Study 6 On Becoming a Teacher
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Field Study 1 – The Learner’s Development and Environment
Field Study 1 is an outcome-based course designed to give students significant
opportunities to observe and analyze the characteristics and behaviors of learners in
actual learning environments. It is intended to develop skills in identifying and
understanding the characteristics and needs of diverse learners. These skills will be vital
in creating a conducive environment, choosing and evaluating developmentally
appropriate approaches in planning and managing the environment, delivering content,
facilitating learning activities, and assessing learners. (M.R.Lucas, 2015)
A. School as Learning Environment
School has a very big responsibility for the development of one’s being. It is said
to be the second home of the pupils that is why there should be a conducive place for
them to learn. Learning takes place everywhere so it is a must that every corner of the
school should have particular impact to the pupils/ students.
1. School Facilities
1.1. Checklist
Compare your target school to the Model School of your choice according to the following
facilities and write some differences:
a. Office of the Principal
b. Library
c. Counseling room
d. Canteen / cafeteria
e. Medical clinic
f. Audio-visual/ Learning Resource Center
g. Science Laboratory
h. Gymnasium/ Auditorium
i. Outdoor/ Garden
j. Home economics Room
k. Comfort Room for Girls
l. Comfort Room for Boys
m. Others…
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1. School Facilities
Mandaluyong High School Summerside Intermediate School
Office of
the
Principal
Library
Counsellin
g Rom
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Canteen /
Cafeteria
Medical
Clinic
Audio-
Visual
Learning
Resource
Center
Science
Laboratory
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Gymnasiu
m/
Auditorium
Outdoor/
Garden
Home
Economics N/A
Room
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Comfort
Room for
girls
Comfort
room for
Boys
lobby
Others
Music room
Physical Fitness
Room
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Conference room
1.2. Based on your comparison, create an illustration of an effective

school environment.
An effective school environment is a school where students can feel and be safe,
child-friendly, and can provide learning and growth to its learners. It has complete
facilities that can cater/entertain the school’s population. It has rooms that is
conducive to learning. It has enough space and materials to develop the student’s
cognitive, psychomotor and affective skills. It hones the student’s ability to become
an individual in the society that contributes positively in their own personal and social
well-being.
1.3. Evaluate the school environment – campus facilities by answering the

following questions
Summerside Intermediate
Mandaluyong High School
School
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Strength 1. The principal’s office has a 1. The school library has many
receiving area for guest, fully air- good sets of books, fully air-
conditioned and has three conditioned and have their own
televisions to supervise the desk for the students who wants
school with the help of the CCTVs to read some books.
installed throughout the school.
2. Comfort rooms for both gender
2. There are three canteens has a clean cubicle, fully air-
inside the school. conditioned and has a supply of
tissue paper.
3. The canteen is under the
supervision of the principal.
Weaknesses 1. The clinic is only open during 1. The Public Health Nurse will be
Thursdays because there is only visiting the school only if called
one school nurse attending the upon.
district schools
2. The librarian is also a Filipino
teacher in the school which made
the library’s availability during the
teacher’s free time.
3. The auditorium is not enough
to occupy all the students and is
located at the 4th floor of the NAG
Building.
Opportunities 1. Guests from other school will 1. Students have time to focus
be entertained comfortably and and spend their extra time in the
the principal will be aware of the school library because of the
happenings or situation in the good accommodation and
school. pleasant ambiance.
2. The number of canteens is 2. They will assure that it will be
enough to supply the demands of as clean as they go if they
the students and gives more food maintain the cleanliness of the
choices to students. comfort rooms.
3. The students will be more
disciplined in the canteen.
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Threats 1. Since the clinic is only open 1. There is a tendency of the

during Thursdays, student’s delay of medical assistance in the
illness might worsen. The facility school since the school nurse will
is not fully functional which is only visit if scheduled.
impractical.
2. Students will not benefit from
the library
3. The facility cannot cater larger
events like graduation ball, JS
promenade and graduation. As
for the location, older guests and
teacher are having a hard time in
climbing the stairs so they choose
not to attend instead.
2. Classroom Facilities
Be guided by these tasks as you do your observation. Then accomplish the matrix
to record your data.
Compare your target school to the Model School of your choice according to the
classroom facilities and write some differences:
a. Bulletin boards/ wall displays
b. Teachers’ table
c. Learner’s desk
d. Blackboard
e. Learning materials/ visual aids
f. Reading center
g. Others…
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Bulletin
Boards/
Wall
Displays
Teacher’s
Table
Learner’s
Desk
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Blackboar
d
Learning
Materials/
Visual
Aids
Reading
Corner
2.1 Based on your comparison, create an illustration of an effective

classroom environment.
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An effective classroom environment is a room that is conducive to learning. It has

materials and atmosphere that address the academic, social, and emotional needs of the
students. The physical arrangement of the classroom is decided taking into consideration
the student body and consistent with the needs of all learners.
2.2 Evaluate the school environment- classroom facilities by answering the

following questions.
Strength 1. The ratio of students to chairs 1. The students have their own table
is 1:1 and chair.
2. The room is not crowded since 2. They use whiteboard and
the population of students per projector as means of teaching the
classroom ranges from 30-45 lessons.
3. Each room has an installed
projector.
Weaknesses 1. The learner’s desk is designed 1. Teachers does not have any
only for right handed students. visual aids.
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Opportunities 1. Students can sit comfortably 1. They can easily focus during the
on the chairs. class and manage their things
2. Students can move freely and properly.
will have comfortable space 2. They can easily catch up to the
enough for group works. discussions thoroughly.
3. Teachers can use audio-visual
materials and can integrate
technology in education that
enhances student’s learning
ability.
Threats 1. Left handed students may 1. Students cannot visualize the real
have some difficulty when writing object and focus only on the writings
and may affect their on the board together with their
concentration in class. notes.
B. Learners Characteristics and Needs

2. Comparison of Learners
Compare (3) learners from different grade levels (preschool, elementary, secondary), in
any advance countries and compare it to the types of learners in the Philippines.
Mandaluyong High School
School
Preschool 1. Students has a short attention 1. Pre-schools have a play-based
span. program.
2. They are active and most 2. There is a separation anxiety in
emotional. the learners.
3. They are “teacher directed” 3. Preschools use a number of
students where they were lead different pedagogical approaches.
and guided mostly by teachers.
Elementary 1. Students are dependent on 1. Entrance to Grade 1 in
learning. elementary school is normally at 6
2. They are easily distracted and years of age.
emotional. 2. Teachers maintained a religious
3. Some are still “teacher- history or foundation.
directed”.
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4. They are more interested in
activity-based learning, than
lecture-method.
Secondary 1. Students can follow directions 1. They are very active in
and move straight. academic and extra-curricular
2. Teacher’s authority is well activities.
recognized and respected. 2. There is no prohibition in the
3. Students can express their school dress code.
ideas and opinion on subject 3. Each student shares their
matters. concerns with their teachers.
4. Art of questioning is widely
used.
2.1 Evaluate the type of learners of different grade levels by answering the
following questions.
Strength 1. Primary to secondary students 1. All students are sport-lover.

are not allowed to wear make-ups
and must always be in school
uniform.
2. Progressivist approach is used
for the learners.
Weaknesses 1. Students from poor family often 1. Secondary students are not
drop out after finishing prohibited to wear any type of
elementary, while others after clothing and the female students
finishing secondary. use make-ups when they are in
school.
Opportunities 1. Discipline is strictly practiced 1. They can be a varsity in college or

and students be a professional athlete someday.
Threats 1. Lower employment rate. 1. There will be no unity in school

rules and the female students can
experience an abuse due to rapid
maturity.
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C. Classroom Management and Learning
Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and
increase student academic engagement (Emmer & Sabornie, 2015); Everston &
Weinstein, 2006). Effective classroom management principles work across almost all
subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006)
3. Compare the following Aspects of Classroom Management the Model School of

your choice to your target school.
a. Specific Areas in the Classroom
b. Classroom Rules
c. Classroom Procedures
d. Daily routines
e. Seating Arrangement
f. Handling misbehavior
g. Reinforcement of positive behavior

Specific Student’s belongings are The students are comfortable in the
Areas in the organized. classroom set-up.
classroom
Classroom Classroom rules are not posted Students will control their behavior
Rules on the wall but students are still because these are the rules to be
informed because there is an followed. By this, they will learn to
orientation every first day of the discipline themselves.
school year.
Classroom Classroom procedures cannot Learning of the students will be
Procedures be seen posted inside the more productive because of the
room, instead teachers remind procedures implemented in every
it to students or the principal teacher.
announces it during flag
ceremonies.
Daily  Checking the cleanliness  Hang up the coat and book bag
Routines of the room upon entering the classroom
 Daily prayer  Put the unnecessary papers in
 checking of attendance the basket
 checking of assignment  Answer the question of the day
 lesson proper (to be given by the teacher)
 reflection/generalization  Lesson proper
 Seatwork/group work  Group participation
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Seating
Arrangement
U-shaped which is ideal for Row/ column where the whiteboard

group work activities or and teacher’s table is in the front.
presentation day.
5x4 sets of chairs in both sides,

having a center aisle.
Handling The teacher will call the Problems which cannot be solved
Misbehavior attention of the student and talk between the parent-teacher-student
with the student in private after may need the intervention from
class. time-to-time by a member of the
administration.
Reinforceme The teacher praises the The students are motivated by the
nt of Positive student’s hard work and gives teachers to study harder to become
behavior rewards like extra points or a professional someday.
prizes.
3.1 Evaluate the classroom management and learning of the class being
observed.
Strength 1. Classes always start with a 1. There is a Blue Card System that
prayer. reflects the communication placed
2. Values Integration is always on parent-teacher-student problem.
used in every lesson 2. Each learner have a Students
3. The chairs are movable Achieve Tracking System (SAS) that
will give updated information on
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students’ marks, assignments and
daily attendance as well.
Weaknesses 1. Sometimes, learning 1. For promotion, students must

objectives are not set by teachers achieve a minimum grade for the
when starting a topic. school year of 60% in English and
Mathematics. All other subjects, a
pass for promotion will be 50%.
2. As daily routine, they start the
class without a prayer.
3. There is no learning objectives set
by the teachers.
Opportunities 1. Promotes religious mind set 1. Problems which cannot be solved

inside the classroom and social between the parent-teacher-student
responsibility. may need the intervention from
2. The classroom becomes time-to-time by a member of the
conducive for learning and social administration.
interaction between students. 2. Parents have the opportunity to
track their son or daughter’s
progress daily through the computer
system of SAS.
Threats 1. The students does not have an 1. The students should maintain
idea on the outcome/ target of the their grades above the ceiling grade
lesson. just only to pass the subjects.
2. The students will not embrace
God as their center of life.
3. The students does not have an
idea on the outcome/ target of the
lesson.
Task 2: evaluate the individual differences and learning process.
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Strength 1. Classes always start with a 1. There is a Blue Card System that
prayer and Values Integration is reflects the communication placed
always used in every lesson on parent-teacher-student problem.
2. The chairs are movable. 2. Each learner have a Students
Achieve Tracking System (SAS) that
will give updated information on
students’ marks, assignments and
daily attendance as well.
Weaknesses 1. Classroom rules and 1. For promotion, students must

procedures are not posted achieve a minimum grade for the
anywhere in the classroom. school year of 60% in English and
Mathematics. All other subjects, a
pass for promotion will be 50%.
2. As daily routine, they start the
class without a prayer.
3. There is no learning objectives set
by the teachers.
Opportunities 1. Value acquisition for students 1. Problems which cannot be solved

is important as they build conduct between the parent-teacher-student
in schools. We can say that this may need the intervention from
study will help educational time-to-time by a member of the
authorities to manage the administration.
institutions with better planning, 2. Parents have the opportunity to
coordinating and controlling. This track their son or daughter’s
will help the students for progress daily through the computer
development of managerial skills system of SAS.
as well as leadership skills.
2. This makes the chairs ideal for
different activities in different
subjects. Also, it is easier for
students to discuss in groups.
Threats 1. Teachers might remind the 1. The students should maintain

students repeatedly and problem their grades above the ceiling grade
students may appear. just only to pass the subjects.
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2. The students will not embrace
God as their center of life.
3. The students does not have an
idea on the outcome/ target of the
lesson.
Findings: What have you found out upon observing the focuses in field study 1?
1. Mandaluyong High School (MHS) and Summerside Intermediate School (SIS)
both has school and classroom environment facilities that are present and
functional in the campus.
2. Both schools do not have a full-time school nurse.
3. MHS teachers use visual aids in teaching while teachers in SIS do not.
4. Both schools have diverse kinds of learners.
5. There is diversity in the daily routines of both schools and facilities of
Summerside Intermediate School (SIS) are better than those of MHS in terms of
functionality and availability.
6. Teachers in both schools are good motivators for their students.
7. Students of MHS are required to wear school uniforms while those in SIS are
not.
Conclusions: Based on your findings, what are your conclusions?

1. A child needs a conducive learning environment for an effective and productive
learning.
2. School should have a proper school orientation regarding the student’s negligent
action.
3. Uniforms erase the defined line of the social classes.
4. Motivation is needed to make classes interesting in order for students to have a
good learning environment, which will facilitate their learning overall.
5. Without adequate facilities and resources, it is extremely difficult to serve large
numbers of students with complex needs.
Recommendations: Based on your conclusion, what are your recommendations?

1) To have a productive learning environment, the government should be able to allot
funds in Educational program to create the necessary facilities for the betterment
of having a more conducive environment for the learners.
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2) Every city should allot funds in providing basic necessities for students like uniform,
bags, shoes, pencils and notebooks, especially to those students who came from
poverty-stricken family. Additionally, in line with the school regulations, wearing of
school uniforms should be strictly observed.
3) Moreover, millennial teachers are also advice to attend seminars and trainings to
be able to be more active in giving inspirational motivations to the students in
gaining the necessary confidence to develop their skills and attitudes for their
future paths.
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Field Study 2 – Experiencing the Teaching-Learning Process
The Field Study 2 is designed to provide FS students with opportunities to connect
teaching- learning theories and principles discussed in the six- unit courses in Principles
of Teaching 1 and 2 with actual classroom practice. It is intended to help the FS student
to observe how these principles and strategies of teaching and learning area applied by
the resource teacher to make the teaching- learning process interactive, meaningful,
exciting and enjoyable.
Meaningful Learning Experiences
1. Principles of Teaching and Learning
A. Principles
Task 1. Compare the Principles of Teaching in your model school to your target
school.
Task 2. Evaluate the principles of teaching and learning process.
(Principles of Teaching involves teacher, learner, and teaching content and strategies.
– called Triadic Elements of Teaching)
1. What are the strengths?

Mandaluyong High School School
Graduate of Bachelor’s Degree in
Education and Prince Edward
A Bachelor’s Degree graduate Islands Teacher’s Certification
The Teacher that passed the Licensure (worth 125 dollars for applicants in
Examination for Teachers (LET) Canada and 175 dollars if outside
Canada)
Using the curriculum set by the
The Using the K to 12 Curriculum province of Canada, in which the
Teaching Guide set by the Department of school is residing, named Prince
Content and Education (DepEd)
Edward Island Curriculum.
Strategies
The students are living in Prince
The students are residences of Edward Island. (need picture of
The Learner Mandaluyong City. the island)
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2. What are the weaknesses?
Some teachers are lacking The PEI Teacher’s Certification is
passion and a pure interest in only valid in the province. The fee
The Teacher
teaching the students. is also bit expensive.
The K to 12 Curriculum is The Prince Edward Island
implemented in the school year Curriculum is a set curriculum by
2013 – 2014. The curriculum is still the province of Prince Island. It
The new, that is why, the school is might be confusing to teachers
Teaching undergoing the process of great who just started teaching in the
Content and adjustments especially teachers island that is originally teaching
Strategies who are not used to Outcomes- from the other parts of Canada.
Based Education of K to 12
Curriculum.
Due to overpopulation (4.27 sq mi
with a population of 386, 276 as of The students are far from the city.
The accessible way to get out of
The Learner 2015) in the area, the environment
for the students may not be the province is through a vessel.
suitable.
3. What are the opportunities?

It is easier to teach since you just
Estimating that 80% of the have to pass all the requirements
The Teacher teachers are developing their needed and need not an
teaching abilities. examination to pass.
The Greater value in education and a The students and the teachers will
Teaching more stable job for students who be able to keep the good quality of
Content and turned 18. education in the province.
Strategies
The students can study more
(instead of wasting time due to The students are actively going to
school because it is very
The Learner heavy traffic) because it is residing
in the same community of the accessible to them.
students.
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4. What are the threats?

Aspiring teachers will not apply
Teachers are not passionate because of the expensive fee.
The Teacher means a lesser ability for the Thus, it will cause depreciation of
students to learn more. teachers in the province.
The Graduates of the curriculum are A different curriculum means a

Teaching experiments. It may cause a low different teaching content and
Content and quality of education in the country. strategy to use.
Strategies
Opportunities for the students to
Students are lacking the ability to learn more about other people and
The Learner learn more.
their culture in Canada is limited.
B. Objectives
Task: Observe a classroom-teaching process and evaluate the objectives of the
teacher in teaching the lesson.
A lesson objective is good if:

(a) Begin with the end in mind
(b) Share lesson objective with the students
(c) SMART Objectives (Specific, Measurable, Attainable, Result-Oriented, Time bound)

Begin with The teacher begin the class by Recall of previous lessons.
the end in recalling the ideas about the
previous topic.
mind
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Share lesson The teacher connects the

objective previous topic to the class, then as The topic and objective for 1 week
with the the lesson goes, the objectives + homework is already set.
students are starting to arise.
The objectives are SMART. The objectives are SMART.
SPECIFIC – To the lesson they SPECIFIC – To the lesson they
need to know. need to know for the whole week.
MEASURABLE – As the focus of MEASURABLE – As the focus of
the lesson is elaborated as the the lesson is elaborated as the
lesson goes. lesson goes for a week.
ATTAINABLE – As the activities ATTAINABLE – As all the
SMART
are well-performed and executed activities and assignments are
Objectives
by the students. well-performed and executed by
RESULT-ORIENTED – 75% of the students.
the students able to pass the RESULT-ORIENTED – No record.
evaluation. TIME-BOUND – As the whole
TIME-BOUND – As the class week ended, the objective is
ended, the objectives are attained. attained.

Begin with The students may already forget Retention might be a problem.
the end in what they learned yesterday.
mind
Share lesson Students may not understand the
The objective is not
objective lesson yesterday and do not have comprehensive.
with the the hint of the lesson for the day.
students
Too much objective can cause a The objective is not
SMART greater expectation set by the comprehensive.
Objectives teachers to the students.

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The students might foresee the The objective is already set for the
Begin with next topic to be tackle and the whole week, advance reading for
the end in teacher can easily introduce the the students.
mind new lesson.
Share lesson Easier way to learn because of
objective The lesson will flow smoothly. one topic to tackle for the whole
with the week.
students
The objective of the lesson is easy
SMART The objectives are attained, thus, to understand and direct to what is
Objectives more learning. meant to learn.

Begin with Less or no learning since retention Less or no learning since retention
the end in of the lesson is the problem. of the lesson is the problem.
mind
Share lesson
objective Passive learning or teacher- Less learning for the students.
with the centered.
students
Expectations will not be meet, so
SMART as the objectives of today’s Less learning for the students.
Objectives lesson.
C. Content
Task: Observe a classroom-teaching process and evaluate the information given
by the teacher upon discussing a lesson.
Bloom’s Taxonomy (domains of knowledge) – Cognitive, Psychomotor, and Affective
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Definitions came from credible
Concrete definitions are used in sources such as books.
Cognitive defining a certain topic. Different Examples are given both by the
kinds of examples are also given. students and the teacher.
The activities are relatable to

Fun activities are given by group students of their age. It involves
Psychomotor and individuals.
critical thinking.
Students have their journal to
write their own thoughts to be The teacher asks them before the
Affective submitted by the teacher at the class end on what they learn.
end of the quarter.

Too much examples are given. Limited kinds of examples.
Cognitive
Group work can sometimes lead Group work activities last for a
Psychomotor to passive learning of some long period of time.
students in the class.
Students are having difficulty in
Some lessons do not tell the expressing their thoughts
Affective reason for studying it. regarding the lesson.

The facts, ideas, principles, and Exchange of examples allows an
terms given are helpful in exchange of ideas between the
Cognitive
understanding more the lesson. student and the teacher.
Opportunities to learn more in an Students are enjoying while

Psychomotor active environment. learning.
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Students are given the chance to
Teachers can understand the express their thoughts in the
Affective feelings or thoughts of the student class. It is also a way to clarify
towards the lesson. ideas for better understanding.

The time for activities are already Students learn less.
Cognitive consumed.
Less or no learning since some
Time consuming.
Psychomotor students are passive during the
group activity.
For some, the lesson might be The lesson may not retain to the
Affective confusing to study because they minds of the students.
do not know the reason behind it.
D. on Teaching approaches and methods

Task: Observe a classroom-teaching process and evaluate the approaches and
methods of the teacher in teaching specific lesson? Were they effective?
Is it teacher-centered or learner-centered?
What is the teaching-learning practice? Is it constructivist, inquiry- based,
developmentally appropriate, reflective, inclusive, collaborative, or integrative?
Is it Deductive or Inductive?

Is it teacher-
centered or Learner-centered Learner-centered
learner-
centered?
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What is the constructivist, inquiry-based, constructivist, inquiry-based,

teaching- developmentally appropriate, developmentally appropriate,
learning reflective, inclusive, collaborative, reflective, and collaborative
practice? and integrative
Is it
Inductive
Deductive or Inductive
Inductive?

Some students are not used to Some students are not used to
Is it teacher-
learner-centered and do not learner-centered and do not
centered or
respond well to this kind of respond well to this kind of
learner-
environment. environment.
centered?
What is the Some students who cannot Some students who cannot
teaching- participate became passive participate became passive
learning participants in the classroom. participants in the classroom.
practice?
Is it Limited to a certain area,
Limited to certain topics.
Deductive or especially abstract concepts.
Inductive?

Is it teacher- Helps the students to improve and Allows students to be life-long

centered or develop their learning and learners.
enhance their skills.
learner-
centered?
What is the
teaching- Allows student to develop their Active classroom participation of
own strengths and weaknesses. the students.
learning
practice?
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Is it Encourages higher level thinking Provides students an opportunity

to solve problems and or to create
Deductive or skills.
answers.
Inductive?

Some students do not exert effort Some students do not exert too
Is it teacher-
and they think that teachers are much effort.
centered or
the only ones that is responsible
learner-
for their learning.
centered?
What is the
teaching- Low-achieving students are still Low-achieving students are still
low achievers. low achievers.
learning
practice?
Is it It is not good to use in explaining
Deductive or Not good for concrete concepts. a brand new concept or idea.
Inductive?
E. Art of Questioning
Task: Observe a classroom-teaching process and evaluate the level of
questioning the teacher gives to the students/ pupils.
Type of Question
Questioning Behavior
Reacting Behavior

Type of The teacher uses convergent, The teacher uses convergent,

divergent, evaluation, inference, divergent, evaluation, inference,
Question
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and comparison as types of and comparison as types of
questions. questions.
The teacher asks non-directive
Questioning questions or the questions are The teacher calls on non-
Behavior given before calling a student to volunteers.
answer.
Reacting The teacher is giving the student The teacher explains and expands
Behavior an appropriate and sincere praise. the answer.

of The teacher randomly asks The teacher randomly asks

Type
affective questions. affective questions.
Question
Questioning The teacher randomly asks more The teacher asks simple recall
details for clarification. questions.
Behavior
The teacher overuses the
Reacting The teacher randomly asks for a expressions, such as ‘okay’ or
Behavior follow up questions. ‘right’.

Different type of questions being Different type of questions being
of asked allows the student to think asked allows the student to think
Type
more critically in search for the more critically in search for the
Question
answers. answers.
The students have the chance to All students are given the chance
Questioning think of answers before the to answer the question that is
Behavior teacher call their name to answer being asked.
the question.
More explanations given means a
Reacting The students are more active in more understanding for the
Behavior answering more questions. students.
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The expressions of the students The expressions of the students
Type of are not elicit such as their feelings are not elicit such as their feelings
Question towards the lesson. towards the lesson.
Too much of simple recall
The understanding of the lesson questions can hinder the students
Questioning by the students is quite difficult to to use their critical thinking skills in
Behavior determine. answering.
Not asking too much of follow up Overusing of expression “okay” or

Reacting question can lessen the students’ “right” can be distracting to the
Behavior interest and motivation. students.
1) Principles
a. Teachers of both school had qualification to pass, in the Philippines, a Bachelor’s
Degree graduate that passed the Licensure Examination for Teachers (LET) is
required. In Prince Edward Islands, Canada, a graduate of Bachelor’s Degree in
Education and Prince Edward Islands Teacher’s Certification. In MHS, K to 12
Curriculum Guide set by the Department of Education and in SIS, Prince Edward
Island Curriculum is used.
b. The weaknesses of the teacher in MHS is that they lack passion and a pure
interest in teaching the students. In SIS, PEI Teacher’s Certification is only valid
in the province. The fee is also bit expensive. The curriculum in the Philippines is
undergoing the process of great adjustments especially teachers who are not
used to Outcomes-Based Education of K to 12 Curriculum. In MHS, due to
overpopulation, the environment for the students may not be suitable. In SIS, the
students are far from the city.
2) Objectives
a. Both schools starts the class by recalling ideas about the previous lessons. They
differ in setting the objective because in MHS, the objectives are set different
everyday while in SIS, objective is set for one week plus homework. In both
schools, the objectives are S.M.A.R.T.
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b. The weakness of the approach in setting the objective in both schools is that the
students cannot recall the lesson yesterday. In MHS, students may not
understand the lesson yesterday and do not have the hint of the lesson for the
day and too much objective can cause a greater expectation set by the teachers
to the students. Awhile, SIS’s objective is not comprehensive.
3) Content
a. Both schools used definitions came from both the learner and in credible sources,
such as books. In MHS, fun activities are given by group and individuals and they
uses journal to write their own thoughts to be submitted by the teacher at the end
of the quarter. On the other hand, SIS uses activities that are relatable to students
and to touch their affective domain, the teacher asks them before the class end
on what they learn.
b. In MHS, too much examples are given and during activities, group work can
sometimes lead to passive learning of some students in the class. In some
lessons, the teacher do not tell the reason for studying it. In SIS, limited kinds of
examples are used and group activities usually last for 30-45 minutes. Also, some
students were having difficulty in expressing their thoughts regarding the lesson.
4) On Teaching Approaches and Methods
a. The teaching approach used in both schools is learner-centered and the class is
both inductively conducted. Both schools vary the teaching-learning practice
used. The MHS uses constructivist, inquiry-based, developmentally appropriate,
reflective, inclusive, collaborative, and integrative as SIS uses constructivist,
inquiry-based, developmentally appropriate, reflective, and collaborative.
b. In both schools, some students are not used to learner-centered and do not
respond well to this kind of environment in which students who cannot participate
became passive participants in the classroom. Similarly, due to its inductive
approach, it limits the discussion of some topic.
5) Art of Questioning
a. Both school uses different types of question, specifically the convergent,
divergent, evaluation, inference, and comparison. They differ in the questioning
behavior they use in which MHS asks non-directive questions while SIS asks calls
on non-volunteers. Also, the reacting behavior used in MHS is that the teacher is
giving the student an appropriate and sincere praise, while in SIS the teacher
explains and expands the answer.
b. Both schools have their own weaknesses that can hinder the teaching-learning
process inside the classroom, such as both randomly asks affective questions. In
MHS, the teacher randomly asks more details for clarification and randomly asks
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more details for clarification while in SIS, the teacher asks simple recall questions
and at times the teacher overuses the expressions, such as ‘okay’ or ‘right’.

1) Principles
1.1. Estimating that 80% of the teachers in MHS are currently developing their
teaching abilities. In SIS, it is much easier to teach and they do not focus on the
paper-and-pen rather in skills in becoming a teacher.
1.2. In MHS, graduates of the K to 12 Curriculum are experiments and may cause a
low quality of education in the country. On the other hand, in SIS, a different
curriculum means a different teaching content and strategy to use by the teachers.
2) Objectives
2.1. The objectives in MHS is attained, thus, more learning. As SIS, the objective of
the lesson is easy to understand and direct to what is meant to learn.
2.2. Some students may not fully understand the lesson and can cause less learning
for them. On the other hand, in MHS, expectations will not be meet, so as the
objective of today’s lesson.
3) Content
3.1. The facts, ideas, principles, and terms given to students by their teachers are
helpful in understanding more the lesson. Also, exchange of examples allows and
exchange of ideas between the student and the teacher.
3.2. Affective domain is important but sometimes, it is disregarded and can cause
confusion and less retention of the lesson to the students.
4) On Teaching Approaches and Methods
4.1. The teaching approach used by the teachers can encourage higher level thinking
skills, and can provide students an opportunity to solve problems and or to create
answers.
4.2. Group activities are not suitable for all students because low-achieving students
are still low achievers.
5) Art of Questioning
5.1. Different type of questions being asked allows the student to think more critically
in search for the answers. Also, more explanations and chances given means a
more understanding for the students.
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5.2. In MHS, it prevails that not asking too much of follow up question can lessen the
students’ interest and motivation. Awhile, in SIS, overusing of expression “okay”
or “right” is distracting to the students.
Recommendations: Based on your conclusions, what are your recommendations?

1) The researchers encourage a more unified curriculum around the country, like in the
Philippines, because it will allow an equality on the teaching and learning process.
2) Objectives are important because it will be a guiding star in the daily activities inside
the classroom. The researchers recommend that objectives set by teachers must push
students to discover their talents and abilities and to not judge them.
3) The researchers encourage to give more emphasis in the affective domain of the
students.
4) The researchers recommend to make activities that will allow all students to participate
in the group.
5) The researchers further encourage to ask more follow up questions and to not overuse
words such as ‘okay’ or ‘right’. Instead, give appropriate and sincere praise.
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Field Study 3 – Teaching in the Learning Environment
Compare your target school to the model school of your choice according to the
Learning Resource Center and write some differences:
a. Learning Resource Center
b. Bulletin board displays in the classroom
c. Slide Presentation
d. Tools of the Trade (Teaching Aids Bank)
e. Technology Integration in the Classroom
f. Others…
A. School’s Learning Resource Center

Task: Evaluate the school’s learning resource center.
Strength 1. The school provides different 1. The school provides informational

Learning Resource Centers that and instructional resources to serve
allows the students to learn in and support faculty, staff and
different subject area. students.
2. The school provides quite 2. The school provides technologies
enough learning materials and that guide each students in learning.
supplies for each student. 3. Learning Resource Centers are
3. The school is in the process of well-organized and spacious for
installing projectors in each every class which is conducive for
classroom. learning.
Weaknesses 1. The school’s librarian is a 1. The library is rarely used by the

regular Filipino teacher. students when it comes to studying
2. It is a routine for students to go aside from when they need to print
to library when the teacher asked something.
them to.
3. Computers in the Laboratories
are rarely used by students.
Opportunities 1. The students will have much 1. The students will have more
wider learning experience. learning resources as well as
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2. Each student will have an teaching resources, for teachers,
equal opportunity to learn. which will support their teaching-
3. Teachers and students will learning experiences.
have an easy access to the new 2. The students will have an equal
installed technology and will be opportunities to develop and
encourage to use it. achieve success in learning.
3. The Learning Resource Centers
are conducive for students learning.
Threats 1. The library will only be 1. Students might cease to

available when the librarian has a appreciate the real importance of
vacant time. libraries.
2. Only seldom number of
students will be encourage or will
have interest to go to the library
themselves.
3. Students will not be able to
enhance and develop their digital
skills.
B. Bulletin Board Displays

Task: Evaluate the bulletin board displays in the classroom.
Strength 1. Bulletin Boards display in the 1. Bulletin Boards display in the

classroom contains relevant classroom contains relevant
information and well-organized. information.
2. Bulletin Boards display in the 2. Bulletin Boards display in the
classroom shows the students classroom shows student’s art
creativity. accomplishments and are easily
3. Bulletin Boards display in each accessible to both students and
teachers.
classroom are unique.
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3. Bulletin Boards display in the
classroom are easily accessible to
both students and teachers.
Weaknesses 1. Some of the bulletin boards are 1. Some of the bulletin boards are
uncovered. uncovered.
2. Some of bulletin boards 2. Not all the bulletin boards are not
contain long information creative and well-organized
regarding a certain topic.
Opportunities 1. Students can access an 1. Students can access an important

important information easily. information easily.
2. It attracts the student’s 2. It enhances learning by creating
attention and helps retain to their a rich sensory environment.
memory the important 3. Students will be able to request
information. information to be posted, such as
3. The students will be inspired to daily calendar, class schedules, etc.
practice uniqueness/originality as
they work on their outputs.
Threats 1. The displays will destroy after 1. Students can mess up what’s
a short period of time. been pinned to the board.
2. Students will be discourage to 2. Information on bulletin boards are
read the information instead. often ignored.
C. Slide Presentation
Task: Evaluate the presentation of the teacher in teaching the lesson
Strength 1. The entire slide presentation 1. The slide presentation features a

doesn’t contain plain texts. pleasing appearance and
2. The teacher ensures that the interesting graphics/animations.
student can read the texts and 2. Teacher ensures strategy that the
see the pictures clearly. slide presentation is creative.
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3. The teacher knows how to
manipulate his/her slide
presentation.
Weaknesses 1. Not all teachers know how to 1. The teacher use different font
used slide presentation. colors every slide in the
2. When all the projectors are presentation.
unavailable and the teacher use
his/her laptop to present the
lesson, not all students see what
is being shown on the screen.
Opportunities 1. The student’s will not be bored 1. The slide presentation will catch
to see the teacher’s lesson student’s attention.
presentation. 2. The teachers will enhance his/her
2. The students will be able to creativity in doing creative slide
understand easily what is being presentations.
presented.
3. The students will see that the
teacher masters the lesson and
will believe on his/her teaching.
Threats 1. Some of the students may miss 1. The students will get distracted
the main ideas of the and unmotivated by the different font
words/phrases being presented colors used in each slide instead of
on the screen and some can’t listening.
understand and follow the
discussion.
D. Tools of the Trade (Teaching Aids Bank)

Task: Evaluate the technology used by the teacher in a particular lesson.
Strength 1. The teachers know how to use 1. The teachers use an advance
their teaching aids effectively. technology such as smartboard to
discuss a particular lesson.
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2. The teachers are resourceful in
making visual aids. 2. Using technological teaching aid
3. Teaching aids that teachers such as PowerPoint presentation
used are simple and contains which helps the teacher to
brief explanation of a certain disseminate a copy of the lesson
idea/lesson. easily.
4, Teachers provide teaching
aids such as visual aids or model
of a certain object which are big
enough for the class to see and
use it respectively.
Weaknesses 1. Some teachers still use the Some student may be

traditional chalk and board to uncomfortable in classes that
discuss everyday lesson. involve a great deal of reading and
lectures since some they are not
audio-visual learners.
Opportunities 1. The teachers easily got the 1. It makes the discussion

students’ attention that leads to interactive and interesting. It also
an effective teaching-learning enhances the students’ digital skills.
process. 2. It allows the students to have
2. This attitude will not just benefit more time on doing the activity,
the teachers but also the students board works, and seat works and
wherein they will be inspired to be consume lesser time on taking down
also resourceful. notes.
3. The students will be able to
learn even before the teacher
teaches.
4. Students will be more engage
in the discussion through the use
of the model.
Threats 1. Student’s interest in the lesson These students will continue to

will not stimulate. struggle in maintaining focus that
may lead to lack of understanding
the information in class.
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E. Technology Integration in the Classroom

Task: Evaluate the technology integration operated by the teacher.
Strength 1. Teachers operate different and 1. Both students and teachers have
more than one technology access in technology in the
integration in their classroom. classroom.
2. Teachers enable the students 2. Students use Chromebook, a
to become an active participant faster laptop that starts within
when using the technology seconds and offers thousands of
resources. apps, daily to do their activities.
Weaknesses 1. Not all teachers operate 1. Each students has a Chromebook

technology integration in the where they spend most of their
classroom such as not using school hours staring on its screen
PowerPoint presentation in and spend less on face time.
teaching the lesson.
2. The number of technology
resources is not enough.
Opportunities 1. Students will have more 1. The teaching-learning process is

concrete and wider range of easier and more effective.
learning compared to those who 2. Using an advance technology
only use a few technology such Chromebook will boosts
resources. students’ capabilities of learning
2. Learning will take place in the anytime and anywhere, and it
students independently and prepares the learners for an
enhance their skills in using the increasingly digital workforce.
technology.
Threats 1. Teachers who don’t practice 1. Students who get too much
technology integration in the screen time and not enough face
classroom are not as competitive time do not learn how to interact with
as the other 21st century teachers other people which is essential.
who used to expose their
students daily to a variety
technology resources.
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2. The students will encounter
difficulty on learning and
developing their computer
literacy skills because of the
unavailability of the technology
resources.
1) Both libraries of Summerside Intermediate School (SIS) and Mandaluyong High
School (MHS) is rarely used by the students. However, Summerside Intermediate
School has more advance technology and have enough for each students while
MHS is in the process of pursuing its Learning Resource Center to be updated
through installing projectors on each classroom.
2) Students still make use and manage bulletin boards found inside and outside the
classroom.
3) Although some teachers of MHS do not incorporate PPT’s in their respective
subject, those who do knows how to manipulate their presentation in a sense that
it can easily pique the student’s interest and attention.
4) The teachers of MHS are resourceful especially when it comes to making
traditional visual aids that are easy to understand. While the teachers of SIS make
use of smartboards in teaching and Chromebooks where the teacher’s PowerPoint
presentations are readily available.
5) Technology has long been integrated in the schools of Prince Edward Island,
unlike in Mandaluyong High School where the knowledge of technology, or lack
thereof for some teachers, are seems to be limited only to using PowerPoint
presentations. Most still use the traditional chalk and board in teaching.

1) Because of the rapid development and advancement of technology, libraries have
been replaced by internets and computer shops which can be easily accessible
and preferred to by every student rather than going to the school’s library.
2) Bulletin boards are essential especially if you want to post news and
announcement that you want your co-students to see. It can also bring out one’s
creative side when it comes to designing.
3) Some of the teachers, especially those who are too old, do not see the importance
of learning how to use technology and actually using it inside the classroom. While
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those who do, tries to choose and think of different methods on how they can
present their lesson with the help of technology
4) Teachers of Mandaluyong High School knows how to utilize their teaching aids
effectively and are resourceful in teaching since there are no available technology
resources, except from PPT’s, like smartboards or Chromebooks that they can use
inside the classroom.
5) Use of technology nowadays is essential in a child’s learning, but MHS still uses
the traditional methods in teaching which can then put the student in a
disadvantage among their peers especially if we want them to globally competitive.

1) Based on the findings, the researchers recommend making online libraries for local
schools and the teachers and administrators should actively encourage students
to use it.
2) Students should also be actively encouraged to make a personalized bulletin board
per class where they can post their achievements, announcements, and other
things they deem important.
3) Putting forth different seminars and conference on how to effectively use and
incorporate technology in the classroom.
4) Allocate budget for various technological resources like smartboards or
Chromebooks. Also, the availability and functionality of computer rooms of the
local schools should be given attention.
5) Provide more activities where students may be able to use technology so as to
foster their knowledge and skills.
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Field Study 4 – Exploring the Curriculum
Compare the curriculum of the model school of your choice to the present
curriculum in the school of your choice. (Choose only 1. Example: Mathematics, Social
Studies, English, etc.)
a. Foundations of the Curriculum
b. Objectives of the Curriculum
c. Planning
d. Components of the Curriculum
e. Content of the Curriculum
f. Activities of the Curriculum, and
g. Implementation of the Curriculum
A. Foundations of the Curriculum

Task: Read, analyze and evaluate the foundation of the curriculum.
Strength 1. The curriculum is 1. Provides a philosophical and

contextualized and global pedagogical underpinning for
2. Used pedagogical mathematics education
approaches that are 2. Mathematics for English as an
constructivist, inquiry-based, additional language (EAL)
reflective, collaborative, and learners.
integrative 3. Promotes gender and cultural
3. Culture-sensitive equity.
4. Adhere to the principles of 4. Incorporating education for
MTB-MLE (Mother tongue- sustainable development.
based multilingual education)
Weaknesses 1. Since individual provinces are
responsible for the education
system within their jurisdiction, there
1. Lack of refining the topics in
are obvious differences between the
spiral progression approach.
curriculums.
2. Attitudes towards education for
children with special needs vary
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between school districts, even within
the same province.
Opportunities 1. Potential in helping EAL learners

to overcome barriers and be able
to facilitate “communicating to
learn mathematics and learning
to communicate mathematically.”
2. Representative numbers of both
1. The curriculum will provide genders and the various cultural
necessary skills and concepts backgrounds will be able to move
that will help the students in the on to successful post-secondary
next stage of their life as a learner studies and careers in
and as a Filipino citizen. mathematics and its related
2. The curriculum will provide a areas.
solid foundation for higher 3. Deeper learning and
mathematics in grades 11 and 12 understanding about the key
themes of sustainable
development from a social,
cultural, environmental, and
economic perspective, and
exploring how those factors are
interrelated and interdependent.
Threats 1. Instead of providing a solid 1. Curriculum bias will happen.

foundation and mastery of 2. Teachers and students as well will
learning, students will be at lost be put in a difficult situation with the
and it will affect the quality of integration of special needs children
learning they will get. without assistance.
B. Objectives of the Curriculum

Task: Read, analyze and evaluate the objectives of the curriculum.
Strength 1. It identifies beliefs about

1. It aims to develop the Filipino
mathematics, general and
students’ skills for critical
specific student outcomes, and
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thinking, problem solving, and achievement indicators agreed
creative thinking upon by seven Canadian
western and northern ministries
2. It also aims to hone the
of Education.
accuracy, creativity, objectivity,
perseverance, and productivity of 2. Describes learning expectations
of all students who graduate from
students
high school not in terms of
individual school subjects but in
terms of knowledge, skills, and
attitudes developed throughout
the curriculum.
Weaknesses 1. If some of the objectives were not

1. Some of the objectives were attained by the teachers, then the
not attained by the teachers. expected outcomes may not also be
attained by the students.
Opportunities 1. Enables students to use the

strategies and processes
needed to solve a wide variety of
1. These skills will make the problems, including those
Filipino students globally requiring language and
competitive mathematical and scientific
2. Refining their values and concepts.
attitudes will make the students 2. Uses a variety of technologies,
better professionals in the future. demonstrate an understanding of
technological applications, and
apply appropriate technologies
for solving problems.
Threats 1. The students may not be able to

1. This may affect student’s demonstrate the essential
learning competencies graduation learnings that they need
to have.
C. Planning
Task: Read, analyze and evaluate how the curriculum is being planned.
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Strength 1. Makes the curriculum relevant 1. It is a revised mathematics

to the learners e.g. problem curriculum exclusive for Prince
solving is based on real life, local Edward Island’s students that
culture, and other scenarios that has been based and adopted
they can relate themselves from the curriculum proposed
throughout Canada.
2. The enhanced curriculum 2. It is secured from latest
decongests academic workload research in the teaching of
in each grade level. Mathematics.
Weaknesses 1. They focused mainly on being 1. They focused so much on being

competent by proposing k-12 to able to provide essential learnings
join the norm instead of refining that they may not have considered
the arrangement of topics in that there were very little context for
Math. of what the students are learning.
Opportunities 1. Students will have a curriculum

1. The enhanced curriculum will
that has been based on their needs
give the learners more time to
and be able to meet the shifting and
master the learning
ongoing demands of life, work, and
competencies and skills.
study today and in the future.
Threats 1. Although the students may score

1. Objectives of k-12 will be high on exams, they actually didn’t
useless if the contents are not fully understand what was taught for
polished. and so much of essential knowledge
will be lost.
D. Components of the Curriculum

Task: Read, analyze and evaluate the components of the curriculum.
Strength 1. The evaluation is outcomes 1. Aims to provide assessment that

and standards-based, is related to the curriculum
outcomes and is fair and equitable
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2. The framework of the to all students, involving multiple
curriculum is mainly based on sources of information.
transforming the knowledge and
new concepts from the learner’s
experience and discovery.
3. The discussion is learner-
centered and context based.
Weaknesses 1. The evaluation and

assessment are too mechanical
when determining if an outcome 1. If the assessment methods
has been achieved. chosen by the teacher are not
appropriate for and compatible with
2. The arrangement of topics is the purpose and context of the
confusing to the students e.g. assessment, then the student’s
intro to probability in grade 8 and learning proficiency will not be
the continuation will be discussed accurately determined.
in grade 10 without refresher
course.
Opportunities 1. The focus on outcomes in

evaluating creates a clear 1. Students will be provided with
expectation of what needs to be sufficient opportunity to
accomplished by the end of the demonstrate the knowledge, skills,
term. attitudes, or behavior to be
assessed.
Threats 1. A holistic approach of learning

will be lost. 1. The students’ mastery of the topic
will not be attained and they may
2. The mastery of the topic will not lose interest of the subject.
be attained.
E. Content of the Curriculum

Task: Read, analyze and evaluate the content of the curriculum
Page 48 of 72
Strength 1. Since the curriculum is in spiral

progression, the arrangement of
the topics is based on the level of 1. There is an emphasis on one
difficulty, from simple to complex. particular key concept at each
grade level.
2. The basic concepts are
2. More emphasis on number
recalled
sense and operations in the
3. All topics in math will be early grades.
introduced and/or recalled every
year.
Weaknesses 1. Spiral progression approach

brings confusion to the students
as well as the teachers
2. The learning materials used 1. If a student fail to fully grasp and
wasn’t proofread well and errors master number sense and
were noticeable. operations in their early grades, it
3. Lack of refinement in the new would become difficult for them to
approach of topics e.g. understand the topics that will
introduction to Probability is follow.
discussed in grade 8 while the
continuation is discussed on
grade 10.
Opportunities 1. It will improve the mastery of 1. Promotes greater depth of

the students understanding and mastery at
each grade level.
2. It will improve the retention of 2. Ensure that students develop a
knowledge of the learners solid foundation in numeracy.
Threats 1. If students can’t cope up with

the new curriculum, it may lessen
the quality of learning. 1. Students will have a harder time
learning mathematics and in turn,
2. Learning materials and will lead them to completely lose
modules that have errors may interest.
affect the quality of education of
the students.
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F. Activities of the Curriculum
Task: Read, analyze and evaluate the activities for the students in the curriculum
Strength 1. Some of the lessons 1. Prepares students to make

recommended ICT-enhanced connections between
lesson or CAI (Computer mathematics and its applications.
Assisted Instruction) 2. Various opportunities available to
integrate mathematics in other
2. The discussion is learner-
subject areas.
centered, and they practice
cooperative learning wherein the 3. Use of various technologies to
make learning Mathematics
students are working together in
engaging.
a shared task.
4. Different forms of assessment
3. Experiential teaching is available that the teachers can
practiced such as learning with use.
the use of manipulatives, games,
and illustrations and problem sets
that are based on local culture,
history, and other conditions that
students can relate themselves.
4. The evaluation is outcomes
and performance-based.
Weaknesses 1. Not all teachers are able to use

ICT-enhanced lesson in specific
topics since some of them 1. If the activities and assessment
(especially elder teachers) are made by teachers are not aligned to
technologically illiterate what the target outcome is, then
2. Some of the lessons need student performances may become
precise illustration (e.g. graphing insignificant.
in algebra) but smartboards are
not available in the classroom
Opportunities 1. Since the 21st century Filipino 1. Gain understanding and

students lives in a appreciation of the contributions
technologically-infused life, they of mathematics as a science,
will learn more to the integrated philosophy, and art.
activities.
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2. The students will learn by 2. Serves to strengthen the
making use of direct experiences, understanding of mathematical
or their personal experiences to concepts of students.
form new ideas and concepts. 3. Student become mathematically
literate adults.
3. The learners will perform well
in collaborative tasks in the future 4. Students will be able to bring a
wide range of prior knowledge
and will hone their
and experiences and learn via
communication skills.
various styles.
Threats 1. Important points on the topic

1. The essential graduation
won’t be elaborated further
learnings that PEI want their
especially that needs exact
students to have will not be attained.
illustration.
G. Implementation of the Curriculum

Task: Observe, analyze and evaluate how the curriculum is being planned.
Strength 1. Focused on mastery of basic 1. Concepts are introduced using

models, gradually developing
competencies. (Use of spiral
from concrete to pictorial then
progression to ensure
symbolic.
mastery of knowledge and
2. Assessment is equitable to
skills)
students and involves multiple
2. The students are having basic
sources of information.
knowledge in all areas of
mathematics in their early 3. Promotes that learners of
English as an additional
year in Junior High School.
language (EAL) should be full
participants in all aspects of
mathematics education.
4. Using technology in the
classroom i.e. Chromebook for
taking down notes and
PowerPoint presentations.
Weaknesses 1. Some of the teachers’ guide 1. Limited use of paper-and-pen

when taking down notes.
were not available during the
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early years of implementing k- 2. Note-taking on a laptop just
12. can’t have that raw visual
2. The implementation of k-12 dynamism which will aid for one’s
brings confusion to other deeper understanding and
students as well as teachers. meaning-making of the subject.
3. Implemented the k-12 with
urgency without polishing the
final plan and other factors.
Opportunities 1. More comprehensive and
1. Students will have solid deeper understanding of
foundation of basic concepts in Mathematics.
preparation for higher 2. Gives each student optimal
mathematics in senior high opportunity to demonstrate what
school (SHS) he/she knows and can do.
3. Overcoming barriers for EAL
students.
Threats 1. If they are confused to the 1. Students will be focused on

approach and still can’t adjust to typing verbatim notes and as
the new curriculum, the proposed much of the lecture as they can,
objectives will not be achieved. limiting their process of learning
and retention of the material.
2. Lack of modules and teachers’
guide will affect the overall quality 2. Learners may lose the ability to
visually emphasize key words in
of education of the students.
their own quick, dynamic, and
3. It will affect the outcome of k- personalized way.
12 curriculum to the students.
1) Both the K to 12’s and PEI’s curriculum are based and uses philosophical and
pedagogical approaches for Mathematics curriculum, promotes gender and culture
sensitivity, and aims to foster globally competitive students for sustainable
development.
2) The individual provinces of Canada are responsible for their own educational
system within their jurisdiction unlike in the Philippines were only one curriculum is
implemented.
3) Having a spiral progression approach can be quite challenging to the students
because they often easily lose track of the topics and forgot what they have learned
Page 52 of 72
in the past year. Whereas in the curriculum of Prince Edward Island, it enables the
students to focus on a particular key concept in a given grade level before
proceeding to the next.
4) Although the Math curriculum of both Philippines and PEI was develop to provide
students who graduates junior high school the necessary knowledge and skills that
they need to have, there still seems to be some difficulties in attaining these
objectives by both the teacher and student.
5) The K to 12 Mathematics curriculum recommends using ICT-enhanced lessons or
CAI (Computer assisted instruction) but some of the teachers’ knowledge of using
different technologies is limited to PPT’s, or none at all. While the PEI incorporates
various technologies like Chromebook and smartboards on top of the usual
technologies that can be used.

1) If implemented and used effectively and efficiently, both curriculums will be able to
provide students the knowledge and necessary skills and attitudes to help in their
post-secondary studies or careers that will enable them to meet the shifting and
ongoing demands of life, work and study, and to have deeper learning and
understanding about sustainable development in different perspective.
2) Since the Philippines have only one implemented curriculum, students doesn’t
have to undergo changes in curriculum when transferring to other places unlike in
Canada where some students may experience bias in curriculum of other subjects.
3) A solid foundation and mastery of learning will be difficult to attain by the students
if they will not be able cope up with the new curriculum which may lessen the
quality of learning that they are getting.
4) Thorough planning and enhancing is needed before implementing a curriculum so
as to lessen the difficulties that might be encountered by both the teachers and
students.
5) The teachers in the Philippines had limited experiences and preparations when it
comes to incorporating and actually using technologies in the classroom
environment and as a student’s aid in learning unlike the teachers in Canada,
which in turn may affect in attaining quality and global education.

1) It is recommended that the curriculum be continuously revised with the shifting and
ongoing demand of today and advancement of technology so as to ensure that the
students are getting as much as they can to help them more in their chosen career
paths.
Page 53 of 72
2) The researchers recommend that more seminars be given to teachers on how to
better present their subject through the K to 12 and how they can make sure that
the student’s learning retains and be actually of use to them.
3) Setting appropriate and attainable objectives for both the teachers and students to
4) Raising awareness, providing opportunities, and advancement in using various
technology in the classroom aside from PPT’s should be pursued not just by the
teachers but also the administrators. Use of smart boards and Chromebook inside
the classroom should also be taken into consideration
Field Study 5 – Learning Assessment Strategies

Compare Learning Assessment Strategies of the model school of your choice to thee
learning Assessment strategy of the school of your choice. According to the following:
a. Usefulness of Assessment
b. Uses of Different Assessment Methods, Tools and Tasks
c. Assessing Learning in Different Levels
d. Table of Specification/Validity of the Test
e. Portfolio Making
f. Scoring Rubrics, and
g. Reporting Students’ Performance
Page 54 of 72
A. Usefulness of Assessment
Task: Evaluate the assessment being used by the teacher.
Strength 1. Uses a variety of assessment. 1. Uses differentiated type of

assessment.
2. Uses innovative assessment.
2. Uses innovative assessment
3. Teachers are skilled in terms of
creating exams.
1. Uses same type of 1. Assessments are sometimes not
Weaknesses
questionnaire even for the appropriate
sections who are not in the same
phase of lesson.
2. Time frame are sometimes not
taken into consideration.
3. Some assessments are not
suited for what should be
assessed.
Opportunities 1. Students can be assessed 1. Learners may enjoy the concept
well. of assessment
2. Teachers will be able to 2. Learners will be more motivated
analyze to what kind of to be assessed especially when
assessment a specific student innovations are presented.
can excel.
3. Using innovative assessment
can hook students’ interest.
Threats 1. Students will become timid. 1. Wrong choice of assessment

2. Learners will be easily might lead to low performance.
discouraged and less motivated. 2. Students might have developed
3. A negative feedback may laziness.
occur since students can have a
mindset of “Hindi na ako mag-
aaral, hindi naman naturo yung
ieexam”.
Page 55 of 72
B. Using of Different Assessment Methods, tools and tasks

Task: Evaluate the assessment methods, tools and tasks used by the teacher.
Strength 1. Uses different methods to 1. Uses methods and tools that

assess students. assessed students in written, oral
2. Uses traditional and authentic and kinesthetically
assessment method. 2. Considers multiple intelligence
3. Considers Multiple
Intelligence.
Weaknesses 1. Some methods and tools did 1. Methods, tools and tasks are
not match the domain of learning. sometimes dull
2. Traditional method are often
used.
3. Lacks in creativity in making
assessment fun and interesting.
Opportunities 1. Considering Multiple 1. Students got the opportunities to

Intelligence will give opportunities show what they got
for each student to excel. 2. Motivation will increase because
2. Students can develop a students know that they got a
positive mind because they will chance to shine
know that they can be assessed
3. High performance can be
fairly. expected
3. If the teachers will keep in mind
the varied learning styles of the
students, it will give them chance
to develop or hone their natural
abilities and skills.
Threats 1. Decreases interest of the

1. Goals and objectives will be students
difficult to achieve.
2. Can lead to low performance
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2. Focusing on traditional
methods will decrease student’s
motivation.
C. Assessing Learning in Different Levels

Task: Observe and evaluate how and why the teacher assess learning in
different levels.
Strength 1. Assesses students in all levels 1. All levels of learning are being
of learning. practiced
2. Their assessment tasks and
learning outcomes are aligned. 2. Assessment in all levels of
3. Gives different forms of learning is balanced
assessment.
Weaknesses 1. Lacks assessment in the 1. Sometimes the level of

higher level. assessment is too high for what and
2. Since some teachers uses the who should be assess
test constructed by the other
teachers it seems that some may
lock skills or motivation or will to
make exams that are in the
higher level.
Opportunities 1. With the assessment tasks and 1. Students will develop skills in all
learning outcomes being aligned, levels
chances of achieving the learning
competencies is increased.
2. Promotion of higher level of
2. Teachers who always thinking can be ensured
assessed their students and
always use different
assessments could have
mastered choosing the right tool
Page 57 of 72
of assessment that will help them
and their students learn more.
Threats 1. There will be tendency that 1. If the results will be low, this will
students will only master skills in reflect to the performance of the
the lower lever. school
2. The school may soon be
affected too since students will 2. Learners become easily
only masters skills in the lower discourage
lever their performance might be
reduced which will reflect the
schools performance.
D. Table of Specification/validity of Test

Task: Ask for a copy of Table of Specification and the Teacher-made test, then
read, analyze and evaluate the TOS and Test. Are they aligned to the leaning objectives?
Strength 1. Each competency for every 1. Assess students in a wide range

level correspond to the number of of learning competencies.
items in the test 2. Each competency for every level
2. Designed to determine the correspond to the number of items in
weakness and strength of the the test
students in the curriculum. 3. Designed to determine the
weakness and strength of the
students in the curriculum.
Weaknesses 1. The table of specification is 1. Tests covers lessons which are

limited. not taught but is though to have
2. Tests covers lessons which are studied by the students.
not taught.
3. Lacks level of difficulty.
Opportunities 1. TOS helps teachers to view the 1. TOS helps teachers to view the
purpose of the test. purpose of the test.
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2. With TOS students will know 2. With TOS students will know the
the description of test contents. description of test contents.
3. TOS will help determine the
validity of test.
Threats 1. Students might be surprised to 1. Students may fail the test,

the test contents. resulting to them becoming
2. TOS is designed to fail discouraged and losing interest of
the subject.
students.
3. The mastery of the students
cannot be determine by test.
E. Portfolio Making
Task: Observe if the teacher you have observed uses portfolio herself and let he
pupils/students make portfolio as direct evidence of learning.
Strength 1. Encourages the use of 1. Uses different types of portfolio.

portfolio. 2. Emphasizes the importance of
2. Allows students to portfolio.
design/create their own portfolio. 3. Both teacher and students uses
3. Emphasizes the importance of portfolio.
having a portfolio.
Weaknesses 1. Focuses more on assessment/ 1. Adding making portfolios to the

evaluation type of portfolio. student’s task which may not even
be checked by the teacher.
2. Though they emphasized what
is the importance of having it,
they do not emphasize the
difference among the three.
3. Complete elements of portfolio
are cannot be seen.
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Opportunities 1. Allowing students to design 1. Mastery of differentiating the

their own portfolio gives them types of portfolio
opportunities to show or develop 2. A sense of responsibility might
their skills. develop by taking care of their works
2. Reminding them of its 3.Can be used as a proof of
importance will be a reason for students performance.
them to care more for their works.
They will be able to develop a
sense of responsibility for their
works and actions.
3. Portfolios can be greatly used
as a proof for the parents who
questioned the grades of their
children or for those parents who
are not aware of what their
children are doing at school.
Threats 1. Even if they got the privilege of 1. It can cause stress on the
designing their own but the student’s part.
importance of having complete
elements have been ignored they
cannot obtained the skills of
making a good and proper
portfolio.
2. If only one kind of portfolio will
be used the existence of the other
kind will be good for nothing.
F. Scoring Rubrics
Task: Observe how the teacher uses rubric in the teaching-learning process. How
does it help him/her?
Page 60 of 72
Strength 1. Uses scoring rubrics to show 1. Uses scoring rubrics as a basis of

students what the desired rating student's performance
performance is.
2. Uses rubrics to easily rate the 2. Uses different types of rubrics
students without being biased.
3. Uses both analytic and holistic
rubrics.
Weaknesses 1. Focuses more on holistic 1. Sometimes students cannot see

rubric. the the grades on the rubric
2. Sometime rubrics are not
presented to the students.
Opportunities 1. Learners will analyze what are 1. Learners will be satisfied on how
the things they need to do in order they are being graded
to get a high score. Knowing the
criteria can be a source of
motivation. 2. Learners can get a chance to
develop on what they are lacking if
2. Rubrics will be a way for the the rubric of the grade is presented
students to do self-evaluation to
monitor themselves.
3. It builds a positive attitude
towards the learners, they can be
self-directed or independent.
Threats 1. If rubrics will not be presented 1. Students will be lazy doing an

to the students will not activity if they do not know how they
understand why they got the are being graded
grade.
2. Uses of holistic rubric cannot
give specific feedback to where
the students are lacking,
therefore the students will not
know what to be improve.
G. Reporting Student’s Performance
Page 61 of 72
Task: Ask the permission of your teacher if she will let you see some of the report
cards of the pupils for you to know if the parents signed it. Then, try to capture a moment
to conduct an interview with a teacher and also a parent about the help of letting the
parents know the student’s performance.
Strength 1. Informs parents about the 1. Uses online portals to report

progress of their children. student’s performance.
2. Teachers talks to parents when 2. Student’s records can be
they have questioned or problem accessed easily.
about the learner.
3. Makes sure that
parents/guardian are the one who
will get the report card and
signing it.
Weaknesses 1. Cannot entertain all of the 1. Because of portals, teachers

parents due to students’ cannot explain the student’s
population. performance.
2. Parents are not satisfied with 2. Student’s information may be
their child’s grades. accessed by intruders.
Opportunities 1. Parents can monitor their 1. Parents can monitor their child’s
child’s performance. grades.
2. Strengthens Parent-Teacher 2. Students have more time to study.
relationship.
3. All information of the student
would be secured.
Threats 1. Parents cannot monitor their 1. Parents may have questions

child’s performance. about their child’s performance.
2. Parents may complain about 2. Student’s information may be
their child’s grade. exposed.
Page 62 of 72
1) Mandaluyong High School (MHS) and Summerside Intermediate School (SIS)
uses a variety of assessment methods, tools and tasks. The only problem is that
sometimes the assessment is not appropriate for what should be assessed.
2) Both schools promote higher level of thinking. SIS doesn’t have a problem with this
but MHS does since their assessment mostly focus on the lower level of domain
of learning.
3) The use of table of specification in constructing a test is present to both schools
but not practiced by all teachers and found out that some test includes topics that
are not yet covered.
4) MHS and SIS practices the use of portfolio, both teacher and students.
5) In MHS teachers talks to parents personally about the progress of the student while
in SIS they use online portals to report student’s performance.

1) Based on the findings, the researchers concluded that different types of
assessment are needed to satisfy the varied learning styles of the students.
2) Both Schools encourage higher level of think, therefore, the researchers
concluded that higher level of thinking is needed to develop 21st century skills.
3) The researchers concluded that the table of specification is an important matter in
creating a test.
4) Based on the findings, the use of portfolio that act as a proof of students’
performance is necessary to both teachers and students.
5) The researchers concluded that either personally or via online, students’ progress
is an important matter to discuss with the parents.

1) The researchers suggest that teachers need to be careful with the choice of
assessment to fully see the result of assessment process.
2) The researchers recommend that the schools to give more activities and seminars
that may produce higher level of thinking.
3) The researchers propose that teachers must prepare the table of specification
ahead of time to have a better time management for the topics to be discussed.
4) The researchers recommend that teachers to give more time in observing and
checking the portfolio of each student.
5) The researchers suggest that teachers must talk to the parents regularly to be
updated about the progress of the learners, and personally to avoid
misunderstandings and also to the parents to be cooperative.
6)
Page 63 of 72
Field Study 6 –On Becoming a Teacher

Compare a teacher of the model school of your choice to the teacher of the school
of your choice based on the following:
a. The Teacher as a Person
b. The Teacher as a Professional
c. The Teacher in the School Setting
d. The Teacher in the Community
A. The teacher as a Person

Task: Why is it necessary for the teachers to have a holistic being? What are the
qualities a good teacher should have?
Page 64 of 72
Strength 1. Teachers create a variety of 1. A balance point of view to the

activities for their students. students intellectually, spiritually,
etc.
2. Teachers creates a good
relationship to their students. 2. Tend to like people around them.
3. Teachers are flexible in terms 3. Work hard to help people learn.
of their students’ progress.
Weaknesses 1. Less class time for the 1. Not all students can be
activities made. supervised during activities.
2. Not all students can be
supervised during activities.
3. Lack of well-trained teachers
inside the campus.
Opportunities 1. Teachers will be more 1. Teachers will be more

knowledgeable about their knowledgeable about their
profession. profession
2. Students will tend to learn 2. Students will tend to learn more
more due to the balanced due to the balanced learning
learning. 3. Students will trust the teacher
3. Students can be engaged to more while they are learning.
their class activity
Threats 1. Students may not catch up to 1. Students may not catch up to

their lessons/activities their lessons/activities
2. Students won’t get the right
quality of education
B. The Teacher as a Professional

Task: Conduct an interview to a master teacher or a teacher to find out who or
what contributed to his professional growth?
Page 65 of 72
Strength 1. Lots of veteran teachers in the 1. Have its own capability of being
school that gives advices in terms creative in terms of teaching
of educational growth 2. Open to all ideas in the field of
2. Always flexible in time of Education
difficulties 3. Lots of veteran instructors that
3. Knowledgeable about different guides him/her in the field of
strategies in teaching students education
Weaknesses 1. Difficulty of applying all the

1. Difficulty in applying all the
knowledge learnt due to school
teaching strategies due to students’
environment/ premises
diversity of behavior
2. Difficulty in applying all the
2. More on content, less on
teaching strategies due to
application for the students
students’ diversity of behavior
Opportunities 1. Having an objective way of

1. Teachers can always adapt to
thinking may increase one’s view in
different scenarios inside the
the world in terms of education
school
2. It can help teachers to become
2. Higher knowledge of
more aware of the necessity of
profession will lead to students’
his/her development in the field of
engagement toward your lessons
education
Threats 1. Not all students can catch up 1. Not all students can catch up with
with the lessons that can lead to the lessons that can lead to low
low grades grades
2. Teachers may find it difficult to 2. With more content and less
teach because of the lack of application in teaching, students
facility that may lead to less may find it hard to apply what they
practical learning of the students learned outside the school.
C. The Teacher in the School Setting

Task: Know the roles and responsibilities of a teacher in the school.
Page 66 of 72
Strength 1. Always an adviser to his/her

1. Always prepared and ready of
students in times of trouble
classroom activities
2. A hard-working teacher just to
2. Giving his/her best for the
give the best learning to his/her
learning of the students
students
3. Great encouraging supervisor in
3. A mentor to his/her students to
his/her students
bring out the best on them
Weaknesses 1. Not always available due to 1. Not always available due to

workloads workloads
2. Can’t always give the best 2. Can’t always give the best advice
advice to his/her student to his/her student
Opportunities 1, Less difficulty may occur inside

1. Students will tend to learn with
the classroom by being prepared
engagement due to the teachers’
advice 2. Students will be attentive and may
also exert effort because of the
2. Teachers can get the strengths
teacher
and weaknesses of the students
3. Students will be greatly monitored
3. Students will make the teacher
of their development inside the
their role model
classroom
Threats 1. Students will be attention- 1. Students may take advantage of

seekers due to the teachers’ the teachers’ kindness
relationship with them 2. Teachers may find it difficult to
2. Students may take advantage become strict because of the
of the teachers’ kindness kindness to their students
D. The Teacher in the Community

Task: Go to the barangay. Interview at least two people in the community (parents,
barangay officials, representatives from a community organization) on teacher’s
involvement in the community activities and utilization of community resources in teaching.
Page 67 of 72
Strength 1. Teachers are approachable in

1. Has a heart for the community
the view by the community
2. Concerned for the betterment of
2. Teachers are respected in the
the community
community
3. Advices to the concerns of the
3. Teachers are trustworthy for
community
the people of the community
Weaknesses 1. Teachers show too much 1. Teachers show too much

kindness without thinking about kindness without thinking about the
the outcome outcome
2. Teachers are loaded with too 2. Teachers are loaded with too
much work that people can’t fully much work that people can’t fully
approach them approach them
Opportunities 1. The community may help the

1. Teachers may invite schools’ development because of
community experts for the their trust to the teachers
development of their school 2. The community may refer the
2. Teachers and Parents may school to the parents’ children to
have a good relationship where study in the said institution
they can monitor the child’s 3. The school may have great
progress together advertisement for enrollees to the
community
Threats 1. Teacher tend to be taken for 1. Teacher tend to be taken for

granted by the community granted by the community
2. People may be discouraged to 2. People may be discouraged to
ask the teacher for advice. ask the teacher for advice.
E. The Global Teacher

Task: Find out through an interview to a teacher about necessary qualification to
become a global teacher.
Page 68 of 72
Strength 1. Continuous professional

development by attending
international seminars and 1. Continuous professional
workshops development by taking a different
degree
2. Hard-working teachers with an
aspiration to learn more 2. Taking up Masters or Doctorate
Degree in Universities
3. Taking up Masters or
Doctorate Degree in Universities
Weaknesses 1. Not all teachers are well- trained

1. Not all teachers are well- in speaking in a different language
trained in speaking in English
2. Not all teachers are computer
2. Not all teachers are computer literate
literate
Opportunities 1. Having a lot of good

1. Having a lot of good credentials
credentials could make a teacher
could make a teacher may have a
may have a high salary
high salary
2. Different schools may recruit
2. Different schools may recruit you
you because of the credentials
because of the credentials you have
you have
3. Able to communicate with a lot of
3. Able to communicate with a lot
people that could help the
of people that could help the
development of the school
development of the school
Threats 1. Difficulty in communicating

with foreign students may lead to
miscommunication with students 1. Difficulty in communicating with
foreign students may lead to
2. Students’ parents may find a miscommunication with students
different school where teachers
are more fluent in English 2. Difficulty in terms of using the
computer that may lead to
3. Difficulty in terms of using the continuous usage of traditional
computer that may lead to teaching
continuous usage of traditional
teaching
Page 69 of 72
1) Teachers in Mandaluyong High School and the teachers in Summerside
Intermediate School have the same holistic point of view when it comes to students
learning. Both teachers in each county has the same attitude of being a hard-
worker on their profession. The problems that they encounter is the lack of time in
each class that they can’t deliver the whole activity they had.
2) Based on the data gathered, Teachers in Mandaluyong HS are greatly influenced
by their co-teachers (especially the old ones) when it comes to their professional
development while the teachers in Canada tend to be open in all ideas in education
still with the help of their colleagues.
3) Teachers in Mandaluyong High School are approachable to their students’
concerns, the only problem is that teachers are not always available due to the
amount of work they have. While in Canada, teachers are great supervisors and
also like in Mandaluyong High School, they are also not always available due to
the load of work that they have.
4) Both teachers in Mandaluyong and Canada are both well- respected and has a
heart for the community, the only problem that they may face is that people in the
community may think of the teachers as taken for granted and may abuse their
kindness.
5) Based on the data gathered, teachers in Mandaluyong High School becomes a
global teacher with continuous professional development by attending seminars,
workshops and trainings. They also take up Masters and Doctorate Degree in
Universities. The only problem that they may face is they are not yet fully- trained
in speaking in English and also in using computer for teaching.
In Canada, teachers tend to take a different degree for continuous professional
development and just like the teachers in Mandaluyong, they also take up Masters
and Doctors Degree. The problems they have is also not all teachers are well-
trained in speaking different languages and also not totally literate in using the
computer for teaching

1) Based on the findings, we may conclude that teachers in Mandaluyong High
School and in Canada share the same trait of having a holistic view in teacher.
They tend to learn the character of each student to adjust their lesson that can be
appropriate for the learners’ studies. They are also both hard-workers just to let
the students know how they give their best just to let the students learn properly
and in the best way. Each school also have problems in lack of time inside the
Page 70 of 72
class that causes them to be interrupted and not to finish the lesson that can leave
the students hanged in the current lesson.
2) Based on the finding, the researchers concluded that both teachers in the model
school and local school are both influenced by their colleagues in their professional
development. With the help of their older colleagues, they tend to learn more on
what they need to improve to their selves and they could boost their knowledge in
terms of teaching.
3) Both teachers are great supervisors and advisers in each school, therefore,
conclude that both teachers in each school are knowledgeable when it comes to
students’ concerns. Teachers in both schools always give their best answer that
can help the students boost their moral in learning. The only problems that they
encounter is their lack of time to approach all the students concerns. Teachers can
only assist student one at a time.
4) Based on the findings, the researchers may conclude that both teachers in
Mandaluyong HS and in Canada are both well-respected in their own communities.
They tend to assist the community with the best that they can. They become aid
to the parents to monitor the child’s learning progress. The researchers also
concluded that having a great role in the community increases the popularity of the
school which may lead to the expansion of the said schools. The problems that
they may only encounter is that the community may abuse the kindness of the
teachers which may lead to parents using the teachers’ kindness to cheat the
grades of their children.
5) Both teachers show that being a global teacher is accompanied with great effort
like taking up Masters and Doctors and also by attending different seminars and
workshops, therefor, the researchers concluded that even in Mandaluyong High
School or in Canada, learning has never stop. Continuous professional
development is always a priority in their field. Being a global teacher needs you to
be computer literate and fluent in different languages, the researchers conclude
that not all teachers in Mandaluyong are well- trained in using the English language
as their medium of instruction, they are not also well- trained in using the computer
as their medium in teaching. Even in Canada, not all teachers are well- trained in
using different languages that may lead to miscommunication with their students.

1) The researchers recommend that the school to conduct seminars regarding with
the use of computers for engaging activities that may pique the students’ interest
in learning and also seminars that talks about continuous professional
development.
Page 71 of 72
2) The researchers suggest that teachers must always disregard intimate relationship
with their students to avoid any explicit relationship with the student but only create
an environment where the teacher must always be respected as their said
profession.
3) The researchers suggest that teachers must practice their time management to
balance and to have the time to hear all the concerns of their students.
4) The researchers recommend that teachers need to be careful on how they interact
with the people around them. Teachers in both countries must always be informed
that they are professionals and not be affected by the sweet talk of the people
around them. They must also practice on how to communicate properly with the
community without offending them or criticizing the people.
5) The researchers recommend that teachers need to adapt to the trend on how
students will become more interested and engaged like using the computer on
having the students watch educational videos, on- hands learning, and also by
practicing the language English by implementing an “English-speaking policy rule”.
Page 72 of 72

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Special Study Series on Field Study Courses and Linguistics

Royal Institute of Higher Education, Singapore

Name of Group : Group 1

Facilitator : Ms. Camille Vistan

Course : Bachelor of Secondary Education Major in Mathematics

Presenter : Jessa M. Lubiano

Group Members : Lory Mae C. Alcosaba

Special Study Series on Field Study Courses and Linguistics

The following questions may be used as your guide in accomplishing it.

FIELD STUDY COURSES

Anchored on the National Competency- Based Teacher Standards and the

FIELD STUDY COURSES

1.2. Based on your comparison, create an illustration of an effective

1.3. Evaluate the school environment – campus facilities by answering the

Threats 1. Since the clinic is only open 1. There is a tendency of the

2.1 Based on your comparison, create an illustration of an effective

An effective classroom environment is a room that is conducive to learning. It has

2.2 Evaluate the school environment- classroom facilities by answering the

Mandaluyong High School Summerside Intermediate School

B. Learners Characteristics and Needs

Mandaluyong High School Summerside Intermediate School

Strength 1. Primary to secondary students 1. All students are sport-lover.

Opportunities 1. Discipline is strictly practiced 1. They can be a varsity in college or

Threats 1. Lower employment rate. 1. There will be no unity in school

3. Compare the following Aspects of Classroom Management the Model School of

Mandaluyong High School Summerside Intermediate School

U-shaped which is ideal for Row/ column where the whiteboard

5x4 sets of chairs in both sides,

Mandaluyong High School Summerside Intermediate School

Weaknesses 1. Sometimes, learning 1. For promotion, students must

Opportunities 1. Promotes religious mind set 1. Problems which cannot be solved

Task 2: evaluate the individual differences and learning process.

Mandaluyong High School Summerside Intermediate School

Weaknesses 1. Classroom rules and 1. For promotion, students must

Opportunities 1. Value acquisition for students 1. Problems which cannot be solved

Threats 1. Teachers might remind the 1. The students should maintain

Conclusions: Based on your findings, what are your conclusions?

Recommendations: Based on your conclusion, what are your recommendations?

1. What are the strengths?

3. What are the opportunities?

4. What are the threats?

The Graduates of the curriculum are A different curriculum means a

A lesson objective is good if:

1. What are the strengths?

Share lesson The teacher connects the

2. What are the weaknesses?

3. What are the opportunities?

4. What are the threats?

Bloom’s Taxonomy (domains of knowledge) – Cognitive, Psychomotor, and Affective

1. What are the strengths?

The activities are relatable to

2. What are the weaknesses?

3. What are the opportunities?

Opportunities to learn more in an Students are enjoying while

4. What are the threats?

D. on Teaching approaches and methods

1. What are the strengths?

What is the constructivist, inquiry-based, constructivist, inquiry-based,

2. What are the weaknesses?

3. What are the opportunities?

Is it teacher- Helps the students to improve and Allows students to be life-long

Is it Encourages higher level thinking Provides students an opportunity

4. What are the threats?

1. What are the strengths?