FS 5

Field Study
7 ON SCORING RUBRICS

My FS Learning Episode Overview

How do you score a product or a performance as evidence of learning? You will learn it from this Episode.

My Intended Learning Outcome

At the end of this episode, I must be able to examine different types of rubrics used by my Resource
Teacher and relate them to the assessment of students learning.

My Performance Criteria
I will be rated along with the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis,
 The depth and clarify of classroom observation-based reflection,
 Completeness, organization, clarify of portfolio and,
 Time of submission of a portfolio
My Learning Essentials
A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance
quality on the criteria. (Brookhart, 2013)

The main purpose of rubrics is to assess performances and products. For some performances, you observe
the student in the process of doing like dribbling the ball. For others, you observe the product which results
from the student’s work.

There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each criterion
separately while a holistic rubric assesses student work as a whole.
 My Learning Activities
Interview of my Resource Teachers.
I will ask the following questions:
1. Where do you use the scoring rubrics? (student outputs or products and students’ activities)

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you
use?

3. What difficulties have you met in the use of scoring rubrics?

4. Do you make use of holistic and analytic rubrics? How do they differ?
My Learning Portfolio

Research on Best Practices of schools on effective learning, grading and

reporting. Write your findings and reflections here.
 Source: http://www.psicopolis.com/renafop/kolbexperiential.htm
As we continue our journey to become a professional teacher, let us remember the stages or elements
we have to go through: CONCRETE EXPERIENCE, OBSERVATION, REFLECTION,
FORMING/AFFIRMING CONCEPTS and further TESTING IN A NEW SITUATION.
GOOD LUCK TO YOUR EXPERIENTIAL JOURNEY TO BECOME THE 21ST CENTURY
TEACHER.
 FS 6
Field Study
1 THE TEACHER AS A PERSON IN
SOCIETY

My FS Learning Task Overview

“You are born a teacher” somebody would tell you. Is this TRUE? What attributes or qualities should you
have that would tell that you would be a good teacher in the future? Like learners, the teacher is molded by nature and
nurture. Nature means your inborn qualities, your natural tendencies. Nurture means, how you were trained or taught to
become a teacher. You are born with qualities and attributes that would fit you to become teachers. Let us find out in
this episode.

My Desired Learning Outcome

 Describe own personal qualities that will make one a good teacher.
 Identify the personal qualities of an experienced teacher that you have interviewed and observed.
 Compare own personal qualities with those of the observed teacher

My Learning Essentials
What are some personal qualities of good teachers?
1. Intelligence – ability to make a sound decision, analyze, make a judgement, make solutions, possess
higher-order thinking skills, and other types of intelligence. The teacher is intelligent.
2. Compassion – natural quality to emphasize, to feel what others feel, to be tolerant of others. The
teacher is compassionate.
3. Emotional Stability – the ability to be calm under pressure, cheerful, and optimistic, level headed.
The teacher is emotionally stable.
4. Innovativeness – natural tendency to create new things, modify existing ones, imaginative, finds
solutions to problems quickly, make use of available materials. The teacher is innovative.
5. Fairness – natural attribute to look at both sides of the issue before making a judgement, gives equal
chances for both sides to be heard, removes personal biases. The teacher is fair.
6. Self-confidence – natural tendency to feel “ I can do it”. Works alone, determined to succeed. The
teacher is self-confident.
7. Cooperativeness – natural action to work together with others, willing to share. The teacher is
cooperative.
 8. Buoyancy – the ability to survive in a difficult situation, balance life, optimistic and cheerful. The
teacher is buoyant.
9. Reliability – attribute demonstrated by dependability, sincerity, and honesty. The teacher is
reliable.

My Map
In order to accomplish my desired learning outcomes, these are the steps I have to follow:
Step 1: Stop for a while and reflect. Ask myself: What are the qualities that will make me a good
teacher?
Step 2: Do activity 1 based on the instruction given.
Step 3: Secure permission to interview and observe a professional teacher.
Step 4: Use the checklist in my interview. Write an essay about the teacher from my interview and
observation results. This essay will be part of my portfolio entry. Title: Personal Qualities of
an Experienced Teacher: A Personal Encounter.
Step 5: Based on my interview, add to my list of qualities previously identified in this episode other
qualities not included.
Step 6: Make a personal reflection and include this in my pieces of evidence for a portfolio.
 My Map
In order to accomplish my desired learning outcomes, these are the steps I have to follow:
Step 1: Stop for a while and reflect. Ask myself: What are the qualities that will make me a good
teacher?
Step 2: Do activity 1 based on the instruction given.
Step 3: Secure permission to interview and observe a professional teacher.
Step 4: Use the checklist in my interview. Write an essay about the teacher from my interview and
observation results. This essay will be part of my portfolio entry. Title: Personal Qualities of
an Experienced Teacher: A Personal Encounter.
Step 5: Based on my interview, add to my list of qualities previously identified in this episode other
qualities not included.
Step 6: Make a personal reflection and include this in my pieces of evidence for a portfolio.
 My Learning Activities

Acivity 1 Am I This Person?

Who am I as a person? Do I have personal qualities that will make me a better teacher someday? The
qualities listed are some of the many attributes but you will add to this later.
Look into yourself very well and answer each item very honestly. All your answers are correct, do
you do need to worry.
Name:
School:
Semester:

AM I THIS PERSON?
Bilbao, 2010 (Shortened version, 2014)
Below are indicators of personal qualities that may describe YOU. Place a ✔ mark in Box B if the
indicator fits you most of the time or a ✖ mark if the description does not fit you most of the time.
Identify your quality by choosing the appropriate label in Box C. Write the letter in Box B. you may use
the letter more than once for your answer. Just leave the item that you marked ✖.
Box B
Box A Match the checked mark Box C
Personal Attribute Indicator appropriate Label in Box C. Personal Quality Label
(write a letter only)
1. I am mentally alert.
A. BUOYANCY/Buoyant
2. I am very imaginative
for new ideas.
3. I like to try out new
things.
B. INTELLIGENCE/Intelligent
4. I appreciate other
people.
5. I am tolerant of another
person. C. SELF-CONFIDENCE/ Self-
6. I adjust to different confident
situations.
7. I look at the brighter
side of life. D. COMPASSION/
8. I don’t consider myself Compassionate
better than others.
 Box B
Box A Match the checked mark Box C
Personal Attribute Indicator appropriate Label in Box C. Personal Quality Label
(write a letter only)
9. I share privileges with
others.
E. COOPERATIVENESS/Cooperate
10. I give personal time to
the group.
11. I make it a point to do
the job well.
12. I make quick
F. FAIRNESS/Fair
solutions to problems.
13. I volunteer to do tasks
for others.
14. I work for the group
even without
G. EMOTIONAL STABILITY/
affirmation in return.
Emotionally stable
15. I am calm in the midst
of chaos.
16. I am dependable on a
given task.
17. I give equal chance
H. INNOVATIVENESS/Innovative
for others to be heard.
18. I am sure of what I
do.
19. I hold my anger even
when provoked.
I. RELIABILITY/Reliable
20. I am punctual in
attendance.
 Acivity 2 Personal Qualities of an Experienced Teacher Checklist

With the use of the interview checklist attached, get the information about the teacher. Ask permission to
observe the teacher in her/his classroom and add other personal qualities that you have observed which are
not included in the checklist.
Request for a picture of the teacher as part of your portfolio entry. Use the picture as part of your Photo
Essay.
Identify and label the characteristics/attributes of checked indicators like Compassion, Intelligence,
Fairness, and others as shown in Activity 1. List other observed attributes in the box to the right. With
other attributes that you have added, make a Photo Essay about the Teacher. Place the picture of the
teacher on top of the photo essay.
Personal Qualities of an Experienced Teacher Checklist
Personal Qualities Check those observed Put Labels of Qualities
The experienced teacher:
1. Is mentally alert.
2. Is very imaginative
3. Tries out new things
4. Appreciates other people
5. Tolerates other people
6. Adjusts to different
situations
7. Looks at the brighter side
of life
8. Does not consider self as
better than others
9. Shares privileges with
others
10. Gives up personal time for
the group
11. Sees to it that he/she does
the job well
12. Makes quick solutions to
problems
13. Volunteers to do the task
for others
14. Works for the group even
without being affirmed the
return
15. Is calm in the midst of
chaos
16. Is dependable on a given
task
17. Gives equal chance for
others to be heard
18. Is sure of what he/she
does
 19. Holds anger even when
provoked
20. Is punctual in attendance
Portfolio Entry:
Title: (Name of the Teacher: Personal Qualities)

(Place the photo of the teacher)

(Text of the Essay)

 My Reflections/Insights
A. How do I use my personal qualities to become a good teacher? Write in at least two (2) paragraphs.

B. How does the experienced teacher, utilize his/her personal qualities to make him/her a good teacher?
Write in at least two (2) paragraphs
 FS 6
Field Study
2 THE TEACHER’S PHILOSOPHY OF
EDUCATION

My FS Learning Task Overview

What is your philosophy about schools and educations? Since you will become a teacher, you must have a
clear understanding of your strong belief or philosophy of education. A philosophy will guide your actions in teaching
and learning. This section will cover some of the fundamental education philosophies that will help you as a future
teacher.
Learning Episode 2 will tackle only Essentialism, Perennialism, Progressivism, Existentialism, Behaviorism,
Linguistic Philosophy and Constructivism.

My Desired Learning Outcome

 Identify one’s philosophy of teaching and education
 Gather information on the philosophy of education of experienced teachers
 Clarify how these philosophies are being put into practice

My Learning Essentials
As a teacher, one should have a philosophy of education. Philosophy is a strong belief that is translated
into action. A philosophy will guide you on what you teach, how you teach, why you teach among others.
The different schools of thought or philosophies were handed down to us by different philosophers. But as
the world progresses, other philosophies emerged.
Below are major educational philosophies, presented in summary form.

Philosophy of Education Basic Features

1. Essentialism Aim: Promote the intellectual growth of learners for competence
Teacher’s role: Sole authority in the subject matter
Focus: Essential skills, 3 Rs
Trends: Back to Basics, cultural literacy, excellence
2. Perennialism Aim: To educate the rational person, cultivate intellect
Teacher’s role: Assist learners to think with the reason (critical thinking, HOTS)
Focus: Classical subject, Great Books, Enduring curriculum
Trends: Use of Great Books: Bible, Koran, Classical books
3. Existentialism Aim: Education of the whole being, as unique individuals
Teacher’s role: Help students define who they are, their essence
Focus: Self-paced, self-directed, learner-centered
Trends: individualized learning, values clarification
4. Progressivism Aim: Promote democratic social living
Teacher’s role: Develop lifelong learners
Focus: Learner-centeredness, interdisciplinary, outcomes-based
Trends: Humanistic education, contextualized curriculum, equal opportunities for all
5. Reconstructionism Aim: Improve and reconstruct society. Education for change
Teacher’s role: Agent of change and reform
Focus: Transformation of the present to the future landscape
Trends: global education, convergence, transformative education
6. Linguistic Aim: Develop communication skills in different languages (Multilingualism)
Philosophy Teacher’s role: Provide experiential learning to learn language
Focus: Language and communication
Trends: Mastery of communication skills (verbal, non-verbal, para verbal or
listening, speaking, writing, reading, and viewing)
7. Behaviorism Aim: Modify and shape learner’s behavior
Teacher’s role: Arrange environmental conditions to change behavior
Focus: Learners and the learning environment that act as stimuli
Trends: Education for sustainable development; ubiquitous classrooms, multi-
sensory stimuli
8. Constructivism Aim: Develop intrinsically motivated learners
Teacher’s role: Teaching students to learn, how to learn
Focus: Experiential learning
Trends: UNESCO’s Pillars of Education; multiple perspectives
 My Learning Activities

Acivity 1 Know Thy Self: My Philosophy of Education

Use the Survey Instrument found below for yourself and for two teachers in the school. Read each
statement and answer honestly. Select among the choices from Agree Strongly to Disagree Strongly.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker & Sadker, 2nd Ed. Bilbao, 2014)
What is your philosophy of education? To find out, read each of the following statements about the nature
of education. Decide whether you agree or disagree with each statement. Use the following numbers to
express your response:
Legend: 4 Agree strongly 3 Agree 2 Disagree 1 Disagree strongly

____1. The student learning should be centered around 3Rs only.

____2. The school subjects should focus on the great thinkers of the past.
____3. Many students learn best by engaging in real-world activities than reading.
____4. The students should be permitted to determine their own curriculum.
____5. The subject matter is taught effectively when it is broken down into small parts.
____6. The school subjects should include only essential for all students to know.
____7. Schools above all, should develop students’ abilities to think deeply, analytically, and creatively
than develop social skills or acquire a body of knowledge.
____8. Teaching should prepare students for analyzing and solving the types of problems they will face
outside the classroom.
____9. Reality is determined by each individual’s perceptions. There is no objective and universal reality.
____10. People are shaped much more by their environment than by their generic dispositions or the
exercise of their free will.
____11. Students should not be promoted from one grade to the next until they have read and mastered
certain key material.
____12. Effective education is not aimed at the immediate needs of the students or society.
____13. The curriculum of a school should be built around the personal experiences and needs of the
students.
____14. Students who do not want to study much should not be required to do so.
____15. Programmed learning is an effective method of teaching information.
____16. Academic rigor is an essential component of education.
____17. All students, regardless of ability, should study more or less the same curriculum.
____18. Art classes should focus primarily on individual expression and creativity.
____19. Effective learning is unstructured and informal.
____20. Students learn best through reinforcement.
____21. Effective schools assign a substantial amount of homework.
____22. Education should focus on the discussion of timeless questions such as “What is
beauty?” or “What is truth?”
____23. Since students learn effectively through social interaction, the school should plan for substantial
interaction in their curricula.
____24. The purpose of school is to help students understand themselves and find the meaning of their
existence.
____25. Frequent objective testing is the best way to determine what students know.
____26. Countries must become more competitive economically with other countries hence schools must
bolster their academic requirements to facilitate such competition.
____27. Students must be taught to appreciate learning primarily for its own sake because it will help them
in their careers.
____28. Schools must place more emphasis on teaching about the concerns of minorities and women.
____29. Each person has free will to develop as he or she sees fit.
____30. Reward students well for learning and they will remember and will be able to apply what they
learned, even if do not understand why the information is worth knowing.
____31. Philippine schools should attempt to instill traditional Filipino values in students.
____32. Teacher- guide discovery of profound truths is a key method of teaching students.
____33. Students should be active participants in the learning process.
____34. There are no external standards of beauty. Beauty is what an individual decides it to be.
____35. We can place a lot of faith in our schools and teachers to determine which student behaviors are
acceptable and which are not.
____36. Schools must provide students with a firm grasp of basic facts regarding the books, people, and
events.
____37. Philosophy is ultimately at least a practical subject to study as is computer science.
____38. Teachers must stress for students the relevance of what they are learning for their lives outside, as
well as inside the classroom.
____39. It is more important for a student to develop a positive self- concept than to learn a specific
concept.
____40. Learning is more effective when students are given frequent tests to determine what they have
learned.
 FS 6
Field Study
3 THE TEACHER IN A SCHOOL
SETTING

My FS Learning Task Overview

A teacher as a professional will always be found in a school setting. A teacher’s official working place is a
school. A school is an institution where learning occurs under the guidance of a professional called the teacher.
How does a teacher operate of unction in a school setting? How will a teacher manage the learning
environment in the school setting?

My Desired Learning Outcome

 List the activities in the daily routine of the teacher
 Identify the teacher’s role in creating a conducive learning environment in the school

My Learning Essentials
A regular school day is equivalent to 8 hours. It begins officially at 8:00 in the morning and ends up at 5:00 in the
afternoon. Adjustments are sometimes made, but the time spent in school is 8 hours. The majority (of the eight
hours) is spent guiding the learners in their lessons, which is called the contact period. Usually, the teacher is
assigned to teach for 6 hours. The remaining time of 2 hours is spent on co-curricular and extra-curricular activities.
Normally, there are five school days per week, Monday to Friday.
Usually, a teacher is assigned to one class, as a class adviser. She is made to teach one or more subject content
areas depending on the population of the school and the number of teachers. There are schools where the teacher
teaches all the subjects for the whole class while in bigger schools they have subject-area specialists, who teach the
same subject in the same grade level or different grade levels.
 My Learning Map
This experiential learning episode will take you to the school setting. You will spend more time making observations
and talking to your resource teacher. Here are steps that will guide you in your journey today.
Step 1: Visit a particular teacher in a school.
Step 2: Secure the teacher’s program. Study the time schedule and the activities.
Step 3: Make a school setting observation at a certain period of the day’s activities.
Based on the daily program, find out what the teacher is supposed to do during the time of your visit. Observe what the
teacher is doing. Take note of the different activities.

My Learning Activities

Acivity 1 Teacher in the School Setting: Encounter of the First Kind

1. Copy the Class Program of the Teacher

Name of the teacher:
Name of the School:
District of
Division of
CLASS PROGRAM
Grade __
Morning Class Session

Noon Break

Afternoon Class Session:

 2. Record Observations
At the time you are in school, what significant observations have you made?

Areas of Focus for Observation in the

My Observations (Describe clearly as you can)
School Setting
Physical Setting

1. Classroom Arrangement

2. Bulletin Board Display

3. School Playground

4. Learning Resource Center

Socio-Psychological Setting
1. Class schedules

2. Teachers’ Activities

3. Learners’ Activities

4. Co-curricular Activities

5. Extracurricular Activities
 My Reflections/Insights
Based on the teacher’s program and your observations, answer the following:
1. Would you consider teaching as a full-time job? Why? Why not?

2. Are the conditions in the classroom conducive to the welfare of both the learners and the teacher? How will
you improve it?

3. After closely observing the teacher in the school setting, are you motivated to continue becoming a teacher?
What is the teacher’s inspire you to become a professional teacher?

4. How can I improve the school setting that I have observed when I become a teacher?
a. Classroom arrangement:

b. Bulletin Board display:

c. School playground:
 FS 6
Field Study
4 THE TEACHER IN THE
COMMUNITY SETTING

My FS Learning Task Overview

In the Philippines, the government has built schools in almost all barangays, towns or cities. This was done to
provide access and equal opportunity for every school child for quality education. At present, there are more than half
of a million public school teachers deployed in all these schools throughout the country. The school and the teacher
have a very crucial responsibility in bringing about change and development in the community on one hand and the
community provides a lot of learning opportunities on the other hand.
Where else can one find resources that are authentic and are in the context of the school setting? The
COMMUNITY. Who is one significant community person who earns great respect for the community? The
TEACHER.

My Desired Learning Outcome

 Identify community resources available for use by the teachers in the school through a Rapid Appraisal Survey
 Observe how teachers utilize community resources in teaching
 Collect information on how the teacher is looked upon in the community.

My Learning Essentials
Here are some key points in this episode:
 While the school is the official working place of a Teacher, the community is the wider learning
environment.
 Schools are often perceived to be the transformative agent of change, hence the teachers are agents
of change.
 The teachers are looked upon as important agents of change.
 Teacher’s roles and functions do not stop within the four walls of the school but extend beyond the
community.
 The community provides an authentic resource for teaching and learning.
Instruction: below is a checklist for the teacher you requested to answer.
I am a Global Filipino Teacher. Do I practice/ possess these qualities oe competencies?
No or Yes Frequency: Never ----------0
Sometime-----1
Often-----------2
All the time—3
Competencies No/Yes Frequency
Do I…. - + 0 1 2 3
1. Demonstrate values for lifelong learning?
2. Teach considering that learning is of different kinds?
3. Create an environment that is safe and conducive for learning?
4. Communicate higher learning expectations to each learner?
5. Accept learners’ diverse knowledge and experiences?
6. Demonstrate mastery of the subject matter?
7. Make use of allotted instructional time?
8. Recognize that each learner is unique?
9. Demonstrate skills in the use of technology?
10. Develop and use appropriate instructional plan?
11. Develop and use a variety of instructional support materials?
12. Develop and use a 76 variety of appropriate assessment strategies?
13. Communicate promptly and clearly to learners, parents, and superiors
about learners’ progress?
14. Take pride in the nobility of the profession?
15. Enhance myself through continuing professional development?

How many competencies are rated as:

A. All of the time __________
B. Often __________
C. Sometimes __________
D. Never __________
 Acivity 2 Global Teachers The World Over

Activity 1 describes the competencies that a global Filipino teacher should possess. Now, we need to know, what
competencies are required of other teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach these places through the use of modern technology
like surfing, skype, chat, emails through the world wide web, interviews and the use of other sources of information.
Choose at least two countries other than the Philippines. Search for the personal and professional competencies
required of the teachers in that particular country. You may also interview a Filipino teacher who has taught in these
countries.
Be guided by the matrix given below:
Global Teacher form Other Countries

Name of Country Personal Qualities of Professional Qualities of Requirements to become

Teachers Teachers Professional Teachers

United States of America

New Zealand

Thailand

Indonesia

Australia
 My Reflections/Insights
1. If the NCBTS is the measure of global teacher, can the teacher you interviewed be able to meet the challenges
of global education? Why? Why not?

2. Are these similarities or differences among teachers in other countries in terms of the standard requirements for
a professional teacher? Explain your answer.

3. Are Filipino teachers comparable to their fellow teachers in other countries? Explain your answer.

4. How would you prepare to become a global teacher of the 21st century? How do you see yourself?
 FS 6
Field Study
6 THE TEACHER AS A
PROFESSIONAL

My FS Learning Task Overview

In the Philippines, only those with a professional license are authorized to teach. There are
fundamental requirements to be a professional teacher. One has to graduate in college with a baccalaureate
degree, pass the Licensure Examination for Teachers (LET), be a member of professional teacher
organizations and abide by the Code of Ethics for Professional Teachers. In addition, teachers must grow in
the profession by undertaking continuing professional development/education.

My Desired Learning Outcome

 Present clear definition of a professional teacher
 Describe a Filipino professional teacher
 Identify fundamental laws that professionalized teaching in the country

My Learning Essentials

Some of the basic questions on the professionalization of teaching are the following:
1. What are the legal bases of considering teaching as a Profession?
2. What are the requirements to become a Professional Teacher?
3. What is the career path of a Filipino Professional Teacher?
Consider these as answers:
1. Fundamental Laws and Policies
 1987 Philippine Constitution, Article XIV
 PD 1006 – Professionalization of Teacher
 RA 7836 – Regulation and Supervision of the Practice of Teaching and Prescribing the
Licensure Examination for Teachers or the Teacher Professionalization Act of 1994
 Code of Ethics for Professional Teachers
2. Qualifications of a Filipino Professional Teacher
 Holds a Professional Teacher’s License
 Holds a Bachelor’s degree in Education or any Bachelor’s degree with 18 units of
professional education units
 Member of a Professional Teacher Organization
 Undertake continuing professional development
 Abide by the Code of Ethics for Professional Teachers
3. Requirements to take the Licensure Examination for Teachers (LET)
 Earned a Bachelor’s degree in Education or any Bachelor’s degree with 18 units of
professional education units
 Must be a Filipino citizen
 Other requirements as prescribed by the Professional Regulation Commission (PRC)
4. Career Path of Professional Teachers
 Beginning Professional Teacher – 1 to 3 years of teaching
 Young Professional Teacher – 4 to 10 years of teaching
 Mentor/Master Professional Teacher – 11 to 15 years of teaching
 Expert/Sterling Professional Teacher – 15 years and above in teaching