Episode 1: The Teacher We Remember

Target Intended Learning Outcomes

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

 Cite the personal qualities of an effective teacher

 State the professional competences expected for a teacher

PARTICIPATE AND ASSIST

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in her
daily task, please take note of what you are expected to give more attention to asked in the
next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/her daily task. Don’t wait for your
Resource Teacher to ask for it.
Participate actively by assisting your Resource Teacher in his/her daily task. Take the initiative to
offer your assistance. Don’t wait four your Resource Teacher to ask for it.
Notice:
1. Take note of the following:
 Your Resource Teacher comments, facial expressions, gestures and actions in
class students’ comments, facial expressions and behaviour in class.
 How your Resource Teacher relates to you
 The classroom proceedings
 The classroom atmosphere-relaxed or threatening?
Analyze

1. From the PPSTs, the Southeast Asia Teachers Competency Standards and TEDx
videos that you viewed, what competencies does a great teacher possess?

2. Are these competencies limited only to professional competencies?

3. For a teacher to be great, is it enough to possess the professional competencies to

plan a lesson, execute a lesson plan, manage a class, assess learning, compute and
report grades? Explain your answer.

4. For a teacher to be great, which is more important- personal qualities or professional

competencies?

5. Who are the teacher that we remember most?

.

Reflect
 1. Which personal traits do I possess? Not possess? Where do I need improvement in?

2. Which professional competences am I strongly capable in demonstrating?

3. In which competencies do I need to develop more?

I think I would need to improve my competency of being be patient and at the same
time
4. Who are the teachers that we remember most?

Write Action Research Prompts

1. OBSERVE
In assisting my Resource Teacher, I observed that personal traits such
as_____________________ and personal competencies like______________________
were least/not displayed and as a result, and students were/class was
________________________________________________________________________
_____________________________________________________________.
2. REFLECT
The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by
________________________________________________________________________
______________________________________________.
3. PLAN
I would like to address this problem (mentioned in # 2) by conducting an action research
on
________________________________________________________________________
________________________________________________________.
4. ACT
a) The main objective of my action research is _____________________________.
b) My specific research questions are: ________________________.
c) To answer my specific research questions, I
____________________________________.
Check for Mastery
Direction: Read the question and choose the letter of the correct answer.
1. Which behaviour does a great teacher who can empathize with his/her students display?
A. Feels what student feel
B. Expects students to understand his/her feelings.
C. Give no assignment
D. Make test easy
2. According to students, a great teacher is “chill”. What does this mean? Teacher is _____?
I. Cool
II. Calm
III. Doesn’t get overwhelmed

A. I, II, and III

B. I and II only
C. I only
D. I and II
3. Which professional competency refers to content knowledge and pedagogy?
 I. Apply developmentally appropriate and meaningful pedagogy grounded on
content, knowledge and current research.
II. Demonstrate skill in the use of Mother Tongue, Filipino and English in teaching
and learning process.
III. Demonstrate skill in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning

A. I only
B. II only
C. I and II
D. I, II, and III
4. To address the diversity of learners, which professional competency must teacher
display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project –based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center with
whom the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/guardian

Work on my Artifacts
Attach your reflections here.

Episode 2: Embedding Action research for Reflective Teaching

Target Intended Learning Outcomes

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

 Be familiar about action research as a reflective teacher

 Underscore the importance of doing action research

Participate and Assist

You must have experienced in your past subjects, doing some activities or accomplishing task
similar to an action research. There are activities that required you to do Reflection and Make
Action or the other way around. Schon (1987) distinguishes Reflection in Action o Refection on
Action as two different things.

Perhaps your mentor teacher has already done in action Research. Now is the opportunity for
you to participate and assist in ways that you are capable of doing.

Here is what will you do.

Making a List of Completed Action Research Titles by Teachers in the Field.

 1. Make a library or on-line search of different Completed Action Research Titles
conducted by teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles Completed Action Research to your mentor as
reference

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

Ex.
Differentiate Instruction in Teaching English Mary Joy Olicia
for Grade Four Classes.
1.
2.
3.
4.
5.

Notice

Based on your activity on Making a List of Completed Research Titles, lets’ find out what you
have noticed by answering the following questions.

Questions
1. What have you noticed about the
action research titles? Do the action
research (AR) titles imply problems to be
solved? Yes ______, No______
If YES, identify the problems from the
tittle you have given. Answer in the space
provided.
2. What interpretation about
research action can you make out
of your answer in Question No. 1?
3. Write the Title and your
interpretation of the study from
the title?
My Answer
1. Identify the problem solved in no. 1
2. Identify the problem solved in no. 2
3. Identify the problem solved in no. 3
4. Identify the problem solved in no. 4
5. Identify the problem solved in no. 5
Title of the Action Research:
From the title, I think, the study
__________________
________________________________

4. What do you think did the

author/s do with the identified I think the author/s ________________........
problem as presented in their
tittles?

Analyze

Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has responsibility of finding solution for everyday problems in
the school, hence teachers should do action research. This is an exciting part of being a teacher,
a problem solver!
Let us continue to examine and analyse what you have noticed and interpreted in the previous
activity.
Key Questions
1. From what source do you think, did
the authors identify the problems of
their action research?
2. What do you think is the teacher’s
intention in conducting the action
research?
3. What benefit do you get as a student
in understanding and doing action
research?
4. In what ways, can you assist your
mentor in his/her Action Research
Activity?
Reflect
Based on the readings you made and the previous activities that you have done,
My Answer
Choose from the options given. You may
check more than one answer.
Choices
______ Copied from research books.
______ From daily observation of their
teaching
______ From difficulties they observed of
their learners
______ From their own personal experience
______ from the told experiences of their
co-teachers
Choices
______To find a solution to the problem
situation
______ To comply with the requirement of
the principal
______ To improve teaching practice
______To try out something, if its work
______ To prove oneself as better than the
others
Choices
______Prepare for my future job
______Get good grades in the course
______ Learn and practice being an action
researcher
______ Improve my teaching practice
______ Exposure to the realities in teaching
profession
______Become better teacher everyday
Choices
______ By co-researching with my mentor
______ By assisting in the design of the
intervention
______By assisting in the implementation of
the AR
______ By just watching what is being done
 1. What significant ideas you have learned about action research?

I learned that _______________________________

2. You have realized that there is a need to be an action researcher as a future

teacher? Yes____ NO____, If yes, complete the sentence below.

I realized that__________________________________

Write Action Research Prompts.

OBSERVE:

From what teaching principles of theories can be anchored?

 I have observe and noticed that the Action Research begins with a problem or a
problematic situation.
Write an example of a problematic situation you observed and noticed. ____________

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teacher learning problem, there is a solution

Write a probable solution to the problematic solution above________________________

PLAN

What strategies, activities, and innovations can I employ to improve the situation or solve the
problem?

 As a future action researcher I can plan for an appropriate intervention like

______________________

ACT

If I conduct or implement my plan, what can be its tittle>

 If will complement my doable plan in the future, my tittle would be
____________________________

Check for Mastery

Direction: Choose the best answer.

1. Every future teacher should do action research because_________

A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add more points in teachers performance
D. It is part of teacher’s standard

2. Spotting a problematic situation in teaching and learning will _____________

A. Spark an idea of doing Teacher Action Research
B. Give more confusion to the teacher
 C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine

3. Which of the following statements motivates a teacher to do action research?

A. Any problem that occurs in my class will soon pass
B. For every teaching-learning problem, there is always a solution
C. Leave the problematic situation for other teachers to solve
D. There are more important classroom routines than finding solutions

4. “Every teacher, should be an action research researcher”. This statement is

_________________.
A. Applicable only for teachers in big schools
B. Not doable and very idealistic
C. The call for teachers in the current time
D. Appropriate for honor graduates

5. Which of the following statement is TRUE?

A. Action research problem is created by teacher
B. Noticing helps a teacher spot problematic situation
C. Much of teaching should be spent in action research
D. Action research is an optional teaching activity

WORK ON MY ARTIFACTS

YOUR ARTIFACT WILL BE AN Abstract competed action research.

______________________________________________________________________________
________________

LEARNING EPISODE 3: UNDERSTANDING AR CONCEPTS, PROCESSESS AND MODELS

Target Intended Learning Outcomes

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

 Use concepts of action research
 Identify sample models of AR such as DepED,2017; McNiff & Whitehead,2016, and
Nelson ,2014.

Participate and Assist

You are now ready to participate and assist!

Understanding sully the concept and the process of Action Research will enable you to
learn and provide to your assistance to your teacher mentor in doing Action Research.

Notice

What concepts have been emphasized in the task and infographics? Give at least four.
1. __________________________________
2. __________________________________
3. __________________________________
4. ______________________________________
Since the 3 models are all for action research, what are the common elements of the three?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________

Analyze

Choose the AR sample Abstract that you submitted in Episode 2.

 Analyze the components vis-à-vis only one ,model out of the presented

If you choose to compare with Model-A-McNiff & Whitehead, 2006, here are the
components

Tittle and Author of the Action Research:

Key Components Entry from your Sample AR.

OBSERVE The Problem
REFLECT Reflection
PLAN Plan of action
ACT Implementation
EVALUATE Findings
MODIDY Recommendation

If you choose to compare with Model-B-Nelson, O.2014, here are the components

Tittle and Author of the Action Research:

Key Components Entry from your Sample AR.

OBSERVE The Problem
REFLECT Reflection
PLAN Plan of action
ACT Implementation

If you choose to compare with DepEd Moel 2017, here are the components
Tittle and Author of the Action Research: (the same as your entry in model A)

Key Components Action Research Process

I. Context and Rationale Study the Background
II. Action Research AR Questions
III. Proposed Innovation, Describe Proposed Innovation/Intervention/Strategy
Intervention Strategy
IV. Action Research Methods Describe Action Research Methods
a. Participants/Other
sources of Data
b. Data Gathering
 Methods
c. Data Analysis Plan
V. Action Research Work Summarize Action Research Plan
Plan
VI. Cost Estimate Write cost Estimate
VII. Plan for Dissemination Describe how the results will be shared
and Utilization
VIII. References Write at least 3 references

What have you understood about the concept of Action Research and how will these be utilize
in your practice?

Reflect

As a future teacher, is Action Research worth doing?

______________________________________________________________________________
_________________________________________________________________________

Why? ______________________________________________________________________

How AR can can be very useful for every classroom teacher?

______________________________________________________________________________
_____________________________________

Write Action Research Prompts.

OBSERVE

Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include.
a. _______________________
b. ________________________________
c. ______________

REFLECT
Thinking deeply about those problems, perhaps something must have done to solve the
problem or answer the question, like:
a. _______________________
b. ________________________________
c. ______________

PLAN

Now, that I am in FS 2, I plan for my solution to problem (Choose from a,b,c)

because__________________

ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.

Check for Mastery

Direction: Check from the choices, what answer/s respond to the question correctly, and put an
X if otherwise

A. Action research requires a teacher to be.

_______observant of what is happening in the classroom.
_______asking ones elf how to improve teaching.
_______follow the daily routine all the time.
_______finding ways on how the children should be learn better.
_______blaming learners for their inability to learn.

B. There are many ways of doing action research which follow a cyclical process. The
process include:
_______Observe, Reflect, Plan, Act
_______Observe, Plan, Act, Reflect
_______Reflect, Act, Plan, Observe
_______Modify, Observe, Plan, Reflect

C. As an action researcher, I will be developing my skill as person who is

_______Systematic
_______Reflective
_______Religious
_______Futuristic
_______Situational

D. On which of the following would you choose to conduct Action Research. Why?
_______Changes in the classroom practices why?
________________________________________________________________________
_______Effects of curriculum restructuring. Why?
_____________________________________________________________________
_______Understanding of self as a teacher? Why?
________________________________________________________________________
_______Teaching anew process to the students. Why?
_______________________________________________________________________

E. Which of the following relates closely to what action research is?

_______ Used to address practical problems in the classroom.
_______ Refers only to everyday life of the learners.
_______ Allows teachers to study their own classroom.
_______ Brings theories and practices together.

Work on my Artifacts

Your artefact will be full blown completed Action Research.

Episode 4: MATCHING PROBLEMATIC LEARNING SITUATION WITH PROBABLE ACTION

Target Intended Learning Outcomes

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

 Analyze teaching learning problems prevailing in the classroom.

 List matching action as a problem solution to the teaching

Revisit the Infographic/s

Participate and Assist

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.

The Problems I identified are:

1._____________________
2.______________________
3.________________________
4.______________________
5._________________________

Excellent! Let us see how we can assist and learn the same time.
Suppose, the problem you have spotted is: COMPREHENSION

How can your assist your mentor, after knowing the learners to have difficulty in
comprehension?

Make a Choice of your ACTION.

A. Conduct a tutorial lesson
B. Show video lessons to help enhance comprehension.
C. Make learning task to develop comprehension.

Suppose you choose A. Conduct Tutorial. So you have identified the SOLUTION that matches the
PROBLEM which Difficulty is Comprehension.

The Problem is: The Action is:

Difficulty in
Conduct a Tutorial
Comprehension of _

Can
you also choose letter B. Show video lesson as a SOLUTION for the same
PROBLEM?

The Problem is: The Action is:

Difficulty in
Show video lessons
Comprehension of _
What about letter C as a SOLUTION to the same PROBLEM? Why?________________

The Problem is: The Action is:

Make learning tasks

Difficulty in to improve
comprehension
Comprehension of _

Interesting, isn’t it? Now you can assist your mentor by identifying observed
problems in the class and suggest action to be done.

Notice

What have you noticed of the problem identified above? Can there be more than one solution
to the problem? ____ Explain____________________________________________________

A creative and innovative teacher can find one or more than a solution and answer to
the same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action researcher.

Analyze

Let us try to look into the following scenarios in the daily life of a teacher. This scenario might
also be similar to the class you have observed and noticed.

Scenario A:

Miss Fely is grade four teacher in a typical elementary school. She has forty learners in
her class. One half of them cannot classify animals into vertebrates and invertebrates. She has
been repeating the same science lesson for two weeks, yet no progress was observed. This
situation has been bothering Miss Fely.

 Can you identify, Miss Fely’s problem? ____

 Can you find a solution to solve her problem? _________ Give two suggestions.
a. _________
b. _________
 What solution can solve Miss Fely’s problem? ____
 How __________ Are there match with the problem ? ______________

Scenario B:

Sir Ryan teaches a disadvantaged in urban community. Most of his learners come from
families that are disrupted, either with single parents or with their guardians who stand only as
parents. They are deprived of the necessary food, clothing and shelter.

 Can you identify the most probable teaching-learning problem/s in the class of Sir
Ryan?
 a. ________
b. _______
 Can you propose solution to solve one of the problem that you have identified? _____

Reflect

After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better teacher?

Explain: _______________________________________________________________________

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR prompts that follow:

OBSERVE

What problematic situation prevails in the classroom?

REFLECT

What changes do you want to achieve?

PLAN

What strategies will use to improve the situation?

ACT

What would be the tittle of your Action Research should you conduct the study?

Add: Solutions/Actions _____________

Check for Mastery

Here are some problematic situations in teaching-learning environment as observed and

experienced by the teachers. Match the problems listed in Column A with corresponding
probable solutions in Column B. You may use the letter once, more than once or not at all.

Problematic Solutions Problematic Solutions/Actions

_______ 1. Connectivity for On-line learning I. Rearrange classroom setting
_______ 2. Disruptive Classroom behavior II. Maximize use of varied instructional
 materials
_______ 3.Poor interest and motivation III. Regular parent-teachers circles
_______ 4. Parental non-involvement IV. Use of rewards
_______ 5. At risk-students V. Group studies and Study Buddies
VI. Use of Flexible Learning
VII. Silent Reading Exercises

EPISODE 5: PREPARING THE LEARNING ENVIRONMENT: AN OVERVIEW

Target Intended Learning Outcomes

At the end of this Learning Episode1, I must be able to revisit the concept learning environment
in the context teaching and learning situation.

Participate and Assist

What will you do to assist your mentor in setting up conductive learning environment in the
following conditions:

1. Bulletin Board Display _______________

2. Small Group Discussion ______
3. Checking class attendance in the virtual classroom (ex. Google meet or zoom)

Notice

Learning Environment 1:
 What you noticed of the display in the class bulletin board? What message or
theme does it convey? _______________________________
 What makes it attractive to the learners? ________________
 Does it help in the learning process? ____________ How? ___________

Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules,
where is most likely the learning space of the students? ______________
 Can you describe? ____________
 How can you as a teacher help to make such environment conductive for
learning? __________

Analyze

The examples above, describe two contrasting situations. The first shows that the
learners are in the same room or space while in the second, the learners maybe in different
learning spaces like homes, study hubs or in extreme cases parks or under the trees.

As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment I or Learning Environment 2.

Explain your choice: Why __________________

Reflect

Based on my noticing and analysis, I realized that

a. _____
b. _____
c. ______

Write Action Research Prompts

OBSERVE

What probable problem may result from two situations of learning environment?

REFLECT

What solutions can I think of to solve the problem? ____________________________

PLAN

How should I do it? ___________________________

Check for Mastery

Choose the best answer from the options given.

1. Learning environment is only confined to a specific place called schools. This

statement is ________.
A. True
B. False
C. Doubtful
D. Cannot be determined
2. What kind of learning happens anytime, anyplace, anywhere?
A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning
3. In which situation can learners learn with pore physical presence and intervention of
the teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above
4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?
A. Face –to-Face because it is always the presence of the teacher who will give
guidance to the learner.
 B. Virtual/On-line, because the learners are given time to learn on their own
progress at their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face because there is always the need of a teacher in classroom all
the time.
5. Of on-line or virtual learning environment is not applicable, the traditional face-to-
face or in-school will continue. How will you improve the physical learning
environment?
A. Use tables with chairs to allow cooperative learning.
B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B, C

Work on my Artifacts

In not less than 300 words, write an essay on the topic “My Conductive Learning Environment”.

“My Conductive Learning Environment “

By: ____________________________

EPISODE 6: ENHANCING FACE-TO-FACE LEARNING ENVIRONMENT

Target Intended Learning Outcomes

At the end of this Learning Episode, I must able to assist in the preparation of traditional face-to-
face learning environment.

Participate and Assist

Given the concepts and the infographic, how can you participate and assist in the face-
to-face learning environment?

____________________________________________________________________________

Notice

Having been exposed to the traditional classroom in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are
changes that are taking place.

What changes have you noticed in the face-to-face classroom spaces?

Classroom Environment Before Classroom Environment Now

Analyze

What do you think brought the changes in the face-to-face learning environment now?

From the changes that you identified, choose one that you can do. How will you do it?

Reflect

Do you think making the learning environment conducive for a dace-to-face classroom will
enable the learners to achieve better learning outcomes? ________ Explain your answer>

Write Action Research Prompts

OBSERVE

What common problem have I noticed in a face-to-face learning environment?

Can I translate this problem into a question? ________________________

REFLECT

How would I solve the problem? ____________

Will it improve my teaching? __________ How? ______

PLAN

What will I do to solve the problem? Describe briefly how you will do it?

Check for Mastery

Choose the best answer from the options given.

1. I face-to-face learning environment, most critical environments is/are the ____.

A. Arrangement of chairs and table
B. Physical, psychological, and social considerations
C. Teacher and student interactions
 D. None of the above
2. The traditional classroom spaces are still considered valid and effective for as
long as these condition exist. What are these conditions?
I. There should be teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a period of time to guide
learning.
IV. All students should be heard in class discussion.

A. I & II
B. II & III
C. I & IV
D. III & IV
3. The best instructional material in the traditional classroom is the ____.
A. Blackboard
B. Computer
C. Teacher
D. Bulletin board
4. Outdoor activities like group games, scavenger hunt, and the like provide a
positive __________.
A. Psychological environment
B. Social environment
C. Physical environment
D. Cognitive environment
5. It is observed that different classrooms have different arrangements of chairs,
tables, and benches because of ___.
A. School budget
B. Different purposes
C. Delivery of supply
D. Donations received

Work on My Artifacts

Visit a school, where the learning environment is face to face. Prepare a detailed report
describing the face to face learning environment in terms of three components.

Physical Environment

 Is the space inside the room more than enough for learners to move about?
 Does the room arrangement match with teaching learning principle? Are here several
room arrangements in the school?
 Are the visual displays attractive and do they stimulate environment?
 Are the school premises safe and is the classroom space fee from hazards?
 Are learners comfortable in terms of light and ventilation?

Psychological Environment

 Are there sets of rules and procedures fallowed? What are these?
 Are there sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
- Modeling of positive, attitude, respectful behaviour, constructive actions
 - Opportunities for learners to share their experiences and learning with each
other.

Social Environment

 Are there opportunities for positive interaction inside the classroom?

 Are there outdoor activities that foster friendship, camaraderie and cooperation?
 How are individual needs and differences considered?

PORTFOLIO ENTRY
Tittle: The face-to-Face Learning Environment

Describe the physical environment:

Describe the physiological environment:

Describe the social environment:

EPISODE 7: MAKING-ON-LINE OR VIRTUAL ENVIRONMENT SAFE AND CONDUCTIVE

Target Intended Learning Outcomes

At the end of this Learning Episode, I must able to explore the different ways of establishing a
safe and conductive on-line or virtual learning environment.

Participate and Assist

If you are assisting your mentor in an on-line class, there are some reminders you should
share your remote learners on a synchronous like Google. Met, Zoom, MOOCS or any other
platforms you are familiar with and are using.

With the use of any Google. Meet, Zoom or any platform, organize or virtual class. Do
this with the guide of your mentor.

 Make sure your  Find a quiet place  Be on time for the

device is charged
 Be respectful at all
times
 Turn on your camera
free of distractions
 Stay on mute and
raise hand only if
needed
 Use kind words all
the time
class
 Stay focused and on
task so you won’t
miss any information
 Teacher and learners
are dressed a
Notice

Unlike the traditional face-to-face classroom environment, online or virtual environment is a bit
difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary and not in the
physical sense. It has no corners or walls and it can be set up with the support of technology.

As a teacher, what have you discovered to be easy to implement in your virtual class?
______________________________________.

How did the students show and actively participate in the lesson?
________________________________________________.

Analyze

Which of the following is/are your analysis of on-line learning environment? Check one or more.

________It was difficult to observe the physical behaviour of the students

________It takes time for students to learn how to use the platform.
________Students who are alone in their home space find difficulty to make responses.
________Internet connectivity is great factor to support a conductive environment.

Reflect

As a future teacher I feel that the on-line learning environment can be safe if _________
________________________________.

I think that teaching in virtual learning environment is

_________________________________________________________________________,

Write Action Research Prompts

OBSERVE
Identify the problems brought about by the on-line learning environment.
____________________________________________________________________________

REFLECT
How would you solve this problem?
_________________________________________________________

PLAN
What initial plan do you intend to solve the problem?
_______________________________________________

Check for Mastery

Direction: Choose the appropriate answer.

1. What is common among the following learning environments: (a) remote learning,
(b) virtual learning, (c) on-learning learning?
A. Presence of a teacher
B. Use of cyberspace
 C. Asynchronous deliver
D. Use of module
2. If your co teacher ask you to borrow your email address for an urgent concern,
which action should you take as safety measure?
A. Deny your friend’s request because of privacy.
B. Open your email yourself and print your friends email.
C. Quickly share your password to your friend.
D. None of the A, B, C.
3. Why should parents be involved and be part of a safe on-line environment?
A. Parents should provide guidance in the selection of websites for children’s
references.
B. Parents know better than the children so they can coach in answering on-
line.
C. Parents can do research for their children assignments.
D. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student should like to talk, which the
following actions should be done?
A. Mute the microphone
B. Open the camera
C. Raise hand
D. Send message to chat box
5. Which would describe a safe and conducive virtual learning environment?
A. When parents are involved
B. When the teacher provides open communication
C. When students are supported with resources
D. A, B, and C.

Work on My Artifacts

Make a list of 10 website where you can source references and instructional
materials for this episode. Place the list in the matrix like one below. Share it with your
mentor

LIST OF WEBSITES and the TIITLES of the CONTENTS

EPISODE 8: ESTABLISHING MY OWN CLASSROOM ROUTINES AND PROCEDURES IN FACE TO

FACE/REMOTE LEARNING

Target Intended Learning Outcomes

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

 Establish my classroom routines and procedures before during and after class in a face-
to-face or in remote learning.
 Explain the classroom routines (what to do, how to do it, when to do it, and why those
need to be done.
 Reflect on the basic questions when building my classroom routines and procedures in
the classroom and remote learning.
  List down some possible topics for action research on classroom routines and
procedures.
 Use professional reflections and learning to improve practice.

Participate and Assist

To ensure that I can carry out/perform my tasks efficiently and effectively in

participating and assisting my cooperating teacher in establishing routines and procedures, in
the classroom or in remote learning. I must be guided the following questions:

1. How will I gain student attention in the classroom/remote learning?

2. What are the routines and procedures that I need to establish before, during, and after
my classes whether on the face-to-face or remote learning?
3. What are verbal and non-verbal communication will I use to signal that the students
need/help attention in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom/remote learning?
5. How will students will transition to group work and other cooperative activities in the
classroom/remote learning?
6. What procedures must be followed by students who need to attend personal
necessities in the classroom/online classes?
7. What rules must be set for students who finish task early/ and for those who cannot
complete work on time?
8. What procedures must be observed for tardiness/early dismissals?
9. What procedures must be does when submitting homework/performances task in the
classroom/remote learning?
10. What procedures must be employed in the movements into and out of the
classroom/remote learning?

Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do the help her/him in doing the classroom routine.
Complete the matrix for the routines that you can employ before, during and after classes
in the classroom/remote learning to ensure order and discipline in your classes, List the
problems which you have encountered while implementing these routines.

________________________________________________________________________
___________________________________________________________________________
_____________________

Notice

After doing your classroom routines and formulate your procedures, state what you
noticed by answering the following questions:

 How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?
________________________________________________________________________
  How did your students respond to your classroom routines and procedures?
_____________________________________________________________________
 Was there a changes in the classroom environment/teaching-learning process after you
have implemented you classroom routines and procedures?
____________________________________________________________________
 What was the feedback of your Resource teacher on your classroom routines and
procedures?
_____________________________________________________________

Analyze

1. What factors/conditions prompted you to establish those classroom routines and

procedures?
______________________________________________________
2. Was there a marked improvement in classroom management after employing
classroom routines?
________________________________________________________
3. Did the teaching-learning process improve? Justify your answer?
_____________________________________________

Reflect

What insights have you gained while doing this learning episode?

________________________________________________________________________

Write Action Research Prompts

OBSERVE

1. The problems/challenges I encountered in establishing my classroom routines?

__________________________________________________________

REFLECT

2. I hope to achieve to address these problems and challenges by

_________________________________________________________________.

PLAN

3. Some strategies/ways which I can employ to improve my classroom

are_____________________________________________________________.

ACT

4. (Based on my answers in nos. 1-3), the possible tittle of my action research on this
episode is _______________________.

Further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom on in remote learning, these are some of the online resources
 which helps me these activities. ( include books, websites, you tube videos and the like
and share these to your peers)

Check for Mastery

Directions: read the questions and choose the letter of the correct answer.

1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class
settled and ready for daily lesson. Which of the following would be the best advice
for her?
A. She should have a seating arrangement/plan
B. She should assign a group leader to monitor student’s discipline.
C. She should not let them in until they are ready
D. She should have an entry pass before they get in

2. The students of Ms. Dionisio were introduced to use the washroom gate pass
whenever they need to attend to personal necessities. This is a example of which of
the following classroom management techniques?
A. The use of the cards
B. The use of the gate pass
C. The use of transition
D. The use of clear schedule

3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her
class. What is the benefit of having this practice?
A. Ensure discipline and responsibility in the class
B. Make her students busy at all times
C. Develop camaraderie in class
D. Ease her of small stuff
4. During inclement weather one of the routines established by Ms. Returan is for her
class to fall in line along the corridors and not in the school yard. What must be the
reason why she implemented this?
A. To have another area for line formation
B. To enable them to stay outside
C. To protect them from harm
D. Ease her of small stuff
5. Why is best to establish routines at the beginning of the class?
A. To eliminate stress of teachers at the beginning of the class
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times

EPISODE 9: CREATING MY CLASSROOM/REMOTE LEARNING PLAN

Target Intended Learning Outcomes

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

 Explain the importance of my classroom management plan

  Enumerate the components of my classroom management plan.
 Use professional reflections and learning to improve practice.

Participate and Assist

After realizing the different elements and steps of classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of a classroom Management Plan of your Resource Teacher or
you may surf on the internet for samples/exemplars to guide you in creating your plan.

Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan.

 State your plan positively

 Use simple specific terms
 Use measurable and observable behaviors
 Convey expected behaviors

My Classroom management Plan

Philosophical Statement

Classroom rules and Procedures

Teacher-Student Relationship

Schedules and Timeframes

Classroom Structure, Design and Arrangements

Classroom Safety Rules and Procedures

Strategies for Rewards and Consequences

Notice

After reading and reviewing the classroom/remote learning management plan from
different sources and creating your own plan, answer the following questions.

1. What salient components you have noticed?

______________________________________________________________
 2. Why is there a need to utilize information to create your classroom management
plan?
______________________________________________________________
3. What were the significant things that you noticed when you were implementing
your plan?
______________________________________________________________
4. Were there items in the classroom/remote learning management plan which were
not tailored to the needs of your students?
______________________________________________________________

Analyze

1. What elements in your classroom/remote learning management plan were mostly

followed or complied with?
______________________________________________________________
2. What elements in your plan were the most difficult to implement? Why?
______________________________________________________________

Reflect

What were your realizations after creating and implementing your classroom/remote
learning management plan?

______________________________________________________________

Write Action research Prompts

OBSERVE

1. The problem/challenges in writing Management Plan ___________________.

______________________________________________________________

REFLECT

2. I hope to achieve to address these problems and challenges by _________________

______________________________________________________________

PLAN

3. Some strategies/solutions/means that I can employ to improve these

situations/problems ______________________________________________

ACT

4. Based on my answers in nos. 1-3, the possible tittle of my action research on this
episode is ___________

To further enrich my knowledge is designing my classroom/remote management plan,

weather in the classroom or in remote learning, there are some of the online resources will help
me in these activities. (include books, websites, you tube videos, and the like and share these
your peers)

________________________________________________________________
Check for Mastery

Directions: Read the questions then choose the letter of the correct answer.

1. Why is a classroom management is important?

A. To assist the teacher in instruction
B. To ensure that the students obey the classroom rules
C. To develop the sense of belongingness in the class
D. To make the students responsible and accountable for their actions

2. Why is there a need to make the classroom management plan clear and simple?
A. For students to understand and fallow easily
B. To make it doable for the teacher
C. To prevent chaos in class
D. To ensure compliance of superiors

3. Why there is a need to have a classroom structure/layout?

A. For aesthetic purposes
B. For compliance with school rules
C. To be at par with others
D. For the safety and security of students

4. When is the best time to make the classroom management/remote plan?

A. At the beginning of the school year
B. At the beginning of each class
C. At the middle of the year
D. At the end of the year

5. Which of the elements in the classroom management/remote plan must be given

more emphasis?
A. Classroom Rules and Procedures
B. Schedule and Time Frame
C. Strategies for Rewards and Consequences
D. Classroom design, Structure and Arrangement

Work on my Artifacts

Paste your Classroom/Remote Management Plan

________________________________________________________

EPISODE 10: WRITING MY LEARNING/LESSON PLANS

Target Intended Learning Outcomes

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

  Explain the importance of lesson/learning plans
 Write learning/lesson plan using the specified learning competencies reflections, and
effective communication skills.
 Revise the lesson/learning plans based on the feedback given by the Resource Teacher
 Cite some problems encountered in writing lesson plans
 Use professional reflections and learning to improve practice

Participate and Assist

With all these information in mind, you are all set in writing your lesson plan. Based on
the instructions given by your Cooperating Teacher, prepare your lesson plan(s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.

Request lesson plans exemplars/lesson plan templates from your Resource Teacher. If
not available, you can make use of the basic components of a lesson plan.

Lesson Plan in ___________

Grade Level ________

Learning Outcomes

Learning Content

Learning Resources

Learning Procedures

Notice

1. What factors did you consider in writing your lesson/learning plans?

______________________________________________________
2. What difficulties did you meet in writing your lesson/lesson plans?
_____________________________________________________
3. What feedback was/were given by your Resource Teacher in your first
draft/succeeding/lesson plans?
__________________________________________________
4. What were the best features/areas for improvement of your lesson/learning plans?

_______________________________________________________

Analyze

Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do lesson on face-to-face, modular or through
online learning

Questions Answers
1. How did you arouse students’ interest?
What motivational techniques did you
indicate in our plan?

2. How did you respond to the delivery

types of learners?

2.1 gender, needs, strengths,

interest and experiences.
2.2 linguistic ,cultural, socio
economic and religious
backgrounds
2.3 2.3 with disabilities, giftedness
and talents

3. What instructional strategies will you

employ in-face to-face or in a remote
learning delivery for this lesson? Explain.

4. Was the language used is appropriate to

the level of the students? Explain your
answer briefly.

5. What types and levels of questions did

you formulate? Are they of the higher order
thinking skills (HOTS)? Write two (2)
examples.

6. What Instructional resources will you

see? Why? Cite the possible online
resources that you can utilize whether done
in the classroom or in remote learning?

7. Are your modes of assessment aligned

 with your learning outcomes and activities?
Cite a specific example.

8. Will your performance tasks ensure the

mastery of the learning competencies?
Explain briefly?

9. In scale of 1-10, How will you rate your

learning plan(s)? Justify your answer.

10. If this lesson is not implemented face-

to-face how are you going to do it
remotely?

Reflect

Why is lesson planning an integral part of the instructional cycle?

___________________________________________________________________________
___________________________________________________.

Write Action Research Prompts

OBSRVE

1. The problems/challenges I encountered in writing my learning/lesson plans?

__________________________________________________.

REFLECT

2. I hope to achieve to address these problems and challenge by ___________________.

PLAN

3. Some strategies/solutions/means that I can employ to improve these

situations/problems ______________________________________________________

ACT

4. Based on my answers in nos. 1-3, the possible tittle of action research on this episode is
_____________________________________________

To further enrich my knowledge in writing my learning/lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help me in
these activities. (includes books, websites, you tube videos and the like and share these to you
peers.)

__________________________________________________________________________
 Realizing the various skills that you need to master in preparing the learning/lesson
plans which are the most difficult? The easiest to write? Conduct a simple survey from among
your peers by requesting them to answer the simple questionnaire.

Instructions:

These are the basic skill in lesson plan writing. Rate yourself on the level of difficulty of doing the
following based on your experience.

4-very difficult
3-difficult
2-moderate in difficulty
1-not difficulty

4- 3 2- 1-
very -difficult moderate in not difficulty
difficult difficulty

1.Stating learning outcomes

2.Identifying learning resources to be

used
3.Sequencing the lesson in an engaging
and meaningful manner
4.Planing specific learning activities
5.Identifying strategies to be used
6.Formulating higher order thinking
questions (HOTS)
7.Integrating lesson concepts to real life
situations
8.integrating values in the lessons
9.formulating assessment tools
10.Identifying performance task
11.Giving assignments
12.Planning for lesson closure/synthesis
13.Others
(please specify)

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.

1. Why are learning/lesson plans important?

A. To allow students to participate more
B. To maintain order in the class
C. To ensure quality instruction
D. To comply with school standards
2. Which is NOT in the cognitive domain
A. Identify nouns in the sentences
B. Differentiate nouns from pronouns
C. Differentiate noun from pronouns
D. Draw examples of nouns
 3. Why are attention getters needed at the beginning of the class?
A. To arouse student’s interest
B. To avoid truancy in class
C. To make the students active
D. To keep the students focused

4. Which is considered high order thinking skills in the given questions?

A. Why are plants important?
B. What are the needs of plant?
C. How do we take care of plants?
D. If you are a plant, what will you tell to human kind?

5. Which of these objectives does NOT belong to the group?

A. Narrate a story using varied materials
B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story

Work on my Artifacts

Paste one lesson plan and write your simple reflection.

EPISODE 11: DELIVERING MY LESSONS

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

 Explain the importance of lesson/learning plan.

 Execute my lessons/demonstration lesson well.
 Apply all the given suggestions of my Resource Teacher.
 Demonstrate the ability to teach two or more lessons or subjects using appropriate
teaching .competencies and multiple teaching strategies.
 Reflect on the instructional process to improve quality of instruction.
 Use professional reflection and learning to improve practice (PPST 7.4.1)

Participate and Assist

After you have written your lesson plan, confer with your Resource Teacher on how you
can participate/assist in delivering instruction in one of his or her classes. The Robert Gagne”s
Nine Events of Instructions, will guide you to implement the various steps well.
Robert gagnes nine Events of Instructions
 The Robert Gagne”s Nine Events of Instructions

Complete the given matrix using Gagne”s Nine Events of Instructions, once a lesson is
assigned you. Consult your Resource Teacher f your plans are ready for implementation or your
assistance is needed in any part of the lesson.

Segments of Events of Instructions Strategies and Learning

Learnings Activities Used Resources/Materials

Preparation 1. Gaining Attentions

2. Inform Learning
Objectives
3. Stimulate Recall of Prior
Learning
Learning Instruction 4. Present the Content
and Practice
5. Provide Learning Guides
6. Elicit Performance
7. Provide Feedback
Assessment and 8.Assess Performance
Transfer
9. Enhance Retention

Notice
Using Robert Gagne’s Nine Events of Instructions, what did you notice in the following
segments of learning:
 How did the students react to the activities/various elements to arouse their interest?
_________________________________________________________________
_____________________________________________________

 Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
_________________________________________________________________
_______________________________________________________

 How did the new learnings relate with what they really know?
________________________________________________________________
__________________________________________________________________

 Did the students find difficulty in applying the theories/concepts learned to real life?
 ____________________________________________________________
___________________________________________________

 How did your students react to feedback?

______________________________________________________________
_____________________________________________________

 What pieces of evidences can prove that the students had retention of learning?
_______________________________________________________
___________________________________________________

Analyze

After planning your lesson(s) you may be requested by your Resource Teacher to deliver
the lesson(s). Your Resource Teacher will use in a classroom observation sheet to evaluate the
delivery of your lesson(s). Schools used different tools in rating classroom/online observations.
Below is an example of the classroom observation from form/sheet.

Areas of Strengths Areas of improvement

1. Subject Matter Content
Demonstrates depth and
breadth of the subject matter
2. Organization of the lesson

Presents subject matter

sequentially and logically

States clear learning

outcomes

Synthesizes main points

Meets clear at scheduled

time

Regularly monitors classroom

on-line-course

3. Rapport/Interaction with
the Students
Holds interest of students

Is respectful, fair and

impartial

Provides immediate feedback

Encourages action
participation

Interacts with students

Show Enthusiasm
4.Teaching Methods and
Strategies

Utilizes relevant teaching

methods/strategies

Uses learning aids, materials

and technology

Employs cooperative/group,
involvement in the classroom
and remote learning

Uses examples that are

simple, clear, precise, and
appropriate

Stays focused on and meets

stated learning outcomes

5. Presentation of the lesson

Establishes online course or

classroom environment
conductive to learning

Maintains eye contact

Uses clear voice, strong

projection, proper
enunciation

Has good command of the

language

Uses language within the

level of students
6. Classroom Management

Begins and end classes on

time

Use time wisely

Attends to course interaction

Demonstrate leadership
ability; maintains discipline
and control

Maintains effective
classroom and e-platform
management
7. Sensitive to Students
Needs

Exhibits sensitivity to
students personal culture,
gender differences and
disabilities

Responds appropriately in
non-threatening, pro-active
learning environment
8. Support/Assistantship to
students

Assists students with

academic problems

Clarifies points in the lessons

which are not clear to the
students

Allots time for questions

/comments
9.Personal Competencies

Show self-confidence

Maintains professional
distance and professional
appearance

10.Physical Aspects of the

Classroom

Overseas the physical

attributes of the classroom
(light, ventilation, acoustics)

Check numbers of students in

attendance

Checks layout of room,

distraction, if any

List any observations how the

physical aspects of the
classroom affected content
delivery

Overall impression of teaching effectiveness:

__________________________________________________________________
___________________________________________________________________
Reflect

Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?

______________________________________________________________________
_____________________________________________________________________

Write Action Research Prompts

1. OBSERVE
Problems/challenges I encountered in delivering my lessons
______________________________________________________________________________
________________________

2. REFLECT
I hope to achieve to address these problems and challenges by
______________________________________________________________________________
______________________________.

3. PLAN
Some strategies/solutions/means that I can employ to improve these situations/problems _
______________________________________________________________________________

4. ACT
Based on my answers in nos.1-3, the possible tittle of my action research in this episode is
__________________________________________________________________________

To further enrich my knowledge in delivering my instruction weather in the classroom or

in remote learning, these are some of the online resources which will help me in these activities
(includes books, websites, you tube videos and like and share these to your peers.

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.

1. Which of the following characterizes a well-motivated lesson?

A. The class is quite
B. The students are participative
C. The teacher explains the lesson well
D. The students are highly engaged in activities

2. In which part of the lesson does the learner give examples to connect the broader
aspects of life?
A. Presentation
B. Discussion
C. Application
D. Evaluation

3. Why should teachers provide immediate feedback and reinforcement>

A. To be liked and loved by students
B. To motivate students to do more and learn
 C. To get students’ attention
D. For students to get high grades

4. Which of the following principles of learning applies when student’s age is considered in
representing concepts and ideas in the lessons?
A. Law of readiness
B. Law of exercise
C. Law of effect
D. Law of sensitivity

5. Which part of the lesson is referred to when students give similarities and differences in
the concepts presented?
A. Presentation
B. Discussion
C. Comparison and Abstraction
D. Generalization

EPISODE 12: SELECTING NON-DIGITAL OR CONVENTIONAL RESOUCES

AND INSTRUCTIONAL MATERIALS

Target Intended Learning Outcomes

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

 Show skills in the selection, development and use a variety of teaching resources, to
address learning goals. (PPST 4.5.1)
 Show skills in the positive use of non-digital or conventional resources and materials for
student engagement in teaching and learning.
 Demonstrate positive attitude towards the use of resources and instructional materials.
 Use professional reflection and learning to improve practice (PPST 7.4.1)

Participate and Assist

1. Consult our FS Resource Teacher about this episode. Let your teacher know that the task
for this episode is for you to assist the teacher by providing suggestions on resources and
materials that the teacher can use in delivering a lesson on a specific topic.
2. Request you FS Teacher for a topic/lesson he/she will be teaching soon. You will also
need the learning objectives/outcomes for this lesson. Some teachers may instruct you to
write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or
conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning interest and engagement
c. Elicit students interest and engagement
d. Is inclusive and free from the cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost –efficient
4. Fill out the table bellow

Subject: Grade Level

 Topic:
Learning Objectives Outcomes
Resources/Instructional What is the use of purpose of Explain why you selected the
Materials you plan to utilize resource/material? Describe how resource/material based on the
in the lesson. will use the resources /materials to above guide points mentioned
attain the learning above. How are these criteria
objectives/outcomes met?

Resource/Instructional
Materials you plan to utilize
in the lesson.
What is the use or purpose of Explain why you selected the
resource/material? Describe how resource/material based on the
you will use the resources/materials guide points mentioned above.
to attain the learning How are these criteria met?
objectives/outcomes.

5. As the situation would permit, try out the resources/materials with the student. Be sure
to follow the steps on using instructional materials found in the Infographics section of
this episode.

Notice

After you participated or assisted in using resources/instructional materials in teaching,

described what you observed and experienced by answering the items below.

1. How did you prepare for this activity?

____________________________________________________________________

2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assist.
___________________________________________________________________

3. What were your feelings or thoughts while you were assisting with the use of the
resources/materials?
_______________________________________________________________

4. Describe how the students responded and participated.

_________________________________________________________

Analyze
What worked well during the activity using the resources/materials?
___________________________________________________________________________

What part can be improved?

_____________________________________________________________

What would you have done differently? What I would change? What will make it better next
time?
_______________________________________________________

How does this connect with what you know about selecting and using instructional materials?
______________________________________________________

Reflect

1. How ready am I in selecting and developing resources/instructional materials in the

teaching-learning process?
________________________________________________________________________
___________________________________________________________.

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.

1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or
instructional material in terms of _______.
A. Level of thinking
B. Extend of being flexible or fixed
C. Extent of being concrete and abstract
D. Extent of adaptation and modification

2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself
to show the illustration to the two-year-olds and showed all thirty pages of the book.
Miss Violo struggled just to finish the book because the toddlers were not focusing.
Some lay on the floor stretching; others ran around the room. Which criterion di she fail
to consider in choosing a material?
A. Collaboration among learners
B. Inclusive and free of cultural bias
C. Student interest and engagement
D. Developmental appropriateness

3. For a theme on Careers, Mr. Menggay let his students watch interview clips of
successful people in business field. Mr. Menggay did have any follow-up discussion on
the clips. Which criterion in selecting resources/materials should the teacher have
considered?
A. Student interest and engagement
B. Inclusive and free of cultural bias
C. Developmental appropriateness
D. Time and cost-efficient

4. Which of the following gives the learners the most concrete experience?
A. Watching a Theatre play on The Death March
B. Listening to the teacher discuss about the first chapter of Noli Me tangere
 C. Viewing a photo exhibit of theEDSA revolution
D. Independently reading the Biography of Andres Bonifacio

5. A teachers should consider all these criteria for choosing a resource or material, EXCEPT:
A. Aligns to the learning objectives/outcomes of the lesson
B. Is the most expensive therefore the most durable
C. Is inclusive and free from cultural bias
D. Is developmentally appropriate

Work on my Artifacts

Attach pieces of evidence of what you accomplish this episode.

EPISODE 13: UTILIZING APPLICATIONS (APPS) FOR TEACHING AND LEARNING

Target Intended Learning Outcomes

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

 Select applications that are most appropriate to the different aspects of the teaching-
learning process to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of applications for student engagement in teaching and
learning.(PPST 1.3.1)
 Demonstrate positive attitude towards the use of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice (PPST 7.4.1

Participate and Assist

Before you participate and assist in tasks related to apps, first enumerate apps you
already know and have probably tried. Explore the Padagogy. Wheel and learn at least five
more. Fill out the table below.

Apps that I already know/have recently How can I utilize this in teaching-learning?
explored

Your guide to participate and assist

1. Interview your FS Resource Teacher on her experience in using the apps for teaching
and learning.
2. Ask the teacher how can you participate or assist in work involving the use of
application in one or more of these task:
  Preparing materials
 Doing a motivational activity
 Delivering a lesson
 Engaging the learners respond
 Giving an assignment
 Making learners practice a skill
 Making the learners collaborate
 Managing the class-checking of attendance

Level/Grade of the Class: _________________________________

Lesson/topic: __________________________________

Apps you plan to utilize in the
lesson
What is the use or purpose of
using the app. Describe how
you or the teacher will use
each
Explain why you selected the app,
based on the five criteria of
developmental appropriateness,
motivation, instructional design,
engagement and accessibility

How does this connect with what you know about selecting and using apps?

______________________________________________________________________________
_________________________________________________

Attach pieces of evidence of what you accomplished in this episode?

----__________________

Notice

After you participated or assisted in the use of apps in teaching-learning, describe what
you observed and experienced by answering the items below.

1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted?
_____________________________
Analyze

What worked well during the activity using the apps?

____________________

What part can be improved?

____________________________

What would you have done differently? What would I change? What will make it better next
time?

_______________________

How does this connect with what you know about selecting and using apps?

____________________________

Reflect

1. How ready am I in organizing and using apps in the teaching-learning process?

__________
2. What do I still need to learn in order to use the apps in teaching effectively?
_____________
3. What can I do to learn more about and practice the use of educational apps?
_______________

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analysed, and
reflected on to come up with possible topic for an action research?

OBSERVE

1. What problematic situation/challenges/area of improvement prevailed in using apps?

______________________________________________________

List at least three sources that you have read about this problem/challenge/area of
improvement

Resource or Reference about the Topic Key points/finding in what I read

On what theories/principles can this problem be anchored__________________________.

REFLECT
 2. What do I hope to achieve to address the problem? (What changes do you want to
achieve?) ______________________________________________________

PLAN

3. What strategies/solutions/means can you employ to improve the situations/solve the

problem?

ACT

4. If you will conduct action research, what will be the tittle (Base this on your answers in
nos.1-3):
__________________________________________________________________

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer

1. An application (app) can be described by all of the following, EXCEPT,

A. A software
B. Have a wide range of function
C. Some can be used offline
D. All need to be used online
2. Teacher Ruth is excited to try this preschool math app with her kindergarten students.
She is happy because it has a feature where she can review how each child performed
and give her information about which skills she needs to reinforce more and which skills
the children have already mastered. Teacher Ruth considered which criteria for selecting
apps?
A. Accessibility
B. Motivation
C. Instructional design
D. Developmental appropriateness
3. Ms. Peralta found two apps that were bought for high school students taking Physics.
They both have assessment and feedback and were quite enjoyable to play. She will
purchase for premium use. She eventually selected that the linked Physics with
everyday life like Physics and the Internet or Physics in amusement park rides. She
based her decision on which criteria for selecting apps?
A. Engagement
B. Accessibility
C. Developmental appropriateness
D. Motivation
4. From among several apps that focused on grammar, Ms. Tayag choose the one which
helped learners gain mastery through games were players earns tokens when they are
succeed. Which criteria did Ms. Tayag consider?
A. Accessibility
B. Motivation
C. Instructional Design
D. Developmental appropriateness
5. The Padagogy Wheel can help teachers choose apps by all, EXCEPT,
A. It helps teachers identify teachers choose apps by all, EXCEPT
B. It helps teachers identify apps according to the levels of Bloom’s taxonomy
 C. It helps teachers see the type of technology integration in the SAMR model
D. It helps teachers explore apps useful for both apple and android users

EPISODE 14: UTILIZING LAERING MANAGEMENT SYSTEMS

Target Intended Learning Outcomes

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

 Identify the components of an LMS as a virtual learning environment

 Demonstrate skills in using learning management system (LMS) as a platform for
teaching and learning (PPST 4.5.1)
 Demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST &.4.1)
Participate and Assist
Your guide to participate and assist:
1. Request your FS resource teacher or another teacher who uses an LMS for his/her
class to give you access and allow you to” observe” his/her classroom through the
LMS.
2. If possible, request the teacher to demonstrate how to navigate the use of LMS.
3. Ask the teacher how you can participate or assist in task that the teacher is organizing
or preparing LMS.
4. Be guided by the TPACK infographic in this episode. The questions found there
will help you notice, analyse and reflect well.
Level/Grade of the Class:
Subject:
Lesson or Topic:
Lesson objectives or learning outcomes:
Which LMS did the teacher use: Check one or more that were used.
________ Moodle
________ Schoology
________ Google Classroom
________ Edmodo
________ Genyo
________ See saw
________ Others ____________

What tasks did you participate or assist in? Fill out the table below.

What components or parts were present in the Under these LMS components or parts, which
LMS used by the teacher? task did you participate/assist in?
Notice
After you participated or assisted in the LMS, describe what you observed and
experienced by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?

__________________________________________________________

2. How was the content taught or delivered? How were the learning activities arranged?
What strategies did the teacher or you use to help students attain the
objectives/outcomes?
______________________________________________________________

3. What was experience in participating and assisting?

_________________________________________________________________
Analyze
1. What do you think are the best features of the LMT that the teacher used? How did these
features help students learn the content?
_________________________________________________________

2. How did the teacher/o you use the LMS to implement the strategies/activities planned?
____________________________________________________________

3. How did this connect with what you know about the LMS and TPACK?
_____________________________________________________________

4. What problem or challenges did the teacher/you or the students encounter in working
with the LMS? How did it/they affect the teachers/learners? What part/s of the LMS do
you think can still be improved? How can this/these be improved?
___________________________________________________________

Reflect

1. How ready are you in organizing and using an LMS?

_____________________________________________
2. Enumerate the knowledge, skills, and attitudes you already have to organize your
virtual learning environment and use an LMS?
Content:

Pedagogical:

Technological:
3. What do you still need to learn I order to use the LMS effectively?
Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analysed and
reflected on to come up with a possible topic for action research?

OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you
participated and assisted using LMS?
_________________________________________________________

List at least three sources that you have read about this problem/challenge.

Resource or Reference about the Topic Key points/findings in what I read

On what theory/principles can this problem to be anchored? _________

REFLECT
What do I hope to address the problem/challenges/area of improvement in LMS use?
What change do you want to achieve?
___________________________________________________________
PLAN
2. What strategies/solution/means can you employ to improve the situation/solve the
problem?
_________________________________________________________
ACT
3. If you will conduct an action research, what will be the tittle (Base this on your answers
in nos.1-3).
_____________________________________________________________

Check for Mastery

Direction: Read the following questions then select the letter of the correct answer.
1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national leaders. He is utilizing
his ________.
A. Technological Content Knowledge (TCK)
B. Pedalogical Content Knowledge (PCK)
C. Technological Pedalogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
2. Mr. Del Rosarioi s careful to match the learning outcomes with the content and activities
she is going to do. She also sees to it that the assessment measures the attainment of
learning outcomes. She is using her ____________.
A. Pedagogical Content Knowledge (PCK)
B. Pedagogical Technology Knowledge (PTK)
C. Technological Pedagogical Knowledge (TPK)
D. Technological Content Knowledge (TCK)
 3. Ms. Juan is utilizing the feature of LMS to provide regular information updates on the
topic she and her students are exploring. She is using ___.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
4. All are true about learning management system, EXCEPT
A. Has components and features that teachers can use in teaching
B. Is a platform for a virtual learning environment
C. Microsoft office is an example of this
D. Canvas is an example of this
5. Through the LMS, the teacher can do the following task, EXCEPT.
A. Post assignments and projects
B. Set up discussion boards
C. Make students collaborate
D. Meet students face to face
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.

EPISODE 15: UTILIZING WEB CONFERENCES APPS FOR SYNCHRONOUS E-

LEARNING
Target Intended Learning Outcomes

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

 Identify features and functions of web conferencing applications that are useful to
instruction.
 Demonstrate skills in using web conferencing app for synchronous teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards use of technological tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Participate and Assist

Your guide to participate and assist:
1. Request our FS resource teacher to allow you to join his/her synchronous classes. Have at
least two or three times to observe the classes, and at least two or more tomes to
participate and assist.
2. Learn how to use the features of web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or separate once like Zoom,
Skype, etc. If possible, request the teacher to demonstrate the features of the web
conferencing app.
3. Ask the teacher how can you participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to read all the questions in this episode before you start your observation
and participation. This will help you focus your attention on the essential aspect of
your experience. Have in mind the Community of Inquiry Model. The descriptors under
teaching presence, social presence, and cognitive presence found in the infographic will
help you notice, analyse and reflect very well.
Class Grade Level: ___________ Subject: __________ No.of hours/minutes:______

Name of Resource Teacher:____________

Dates when you observed: ________

Dates when you participated and assisted: _____

Notice:

After you participated or assisted in synchronous classes using a web-conferencing app,

described what you observed and experienced by answering the items below.

1. Which-web-conferencing app did the teacher use for synchronous classes? Describe its
features and how the teacher used these features.

Web-conferencing App Feature Was it utilized? If yes, describe how it

was utilized in class.
Virtual background
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different view)
Polling
Recording
Others

2. How was the content taught or delivered? How were the learning activities facilitated?
What strategies did the teacher or you used to keep the students engaged? How did
the students respond to the teacher?
__________________________________________________________
3. What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
__________________________________________________

Analyze

1. What do you think are the best features of a web-conferencing app that you or the
teacher used? How did these features help the teachers and the students?
___________________________________________________________

2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use
the web-conferencing app to establish: (Describe in detail)

 Teaching presence?
  Social Presence?

 Cognitive Presence?

3. What problem or challenges did the teacher/you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of
synchronous classes do you think can still be improved? How can this/these improved?

Reflect

1. How ready are you in teaching an online synchronous class?

______________________________________________________________
2. Using a web-conferencing app, how else would you better establish:

 Teaching presence?

 Social Presence?

 Cognitive Presence?

3. What do you still need to learn in order to conduct an online synchronous class using a
web-conferencing app effectively?

____________________________________________________________

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analysed, and
reflected on to come up with a possible topic for an action research.

OBSERVE

1. What problematic situation/challenges/area of improvement did you see while you

participated and assisted using web-conferencing app for synchronous learning?
 ________________________

List at least three sources that you have read about this problem/challenge.

Resource or Reference about the Topic Key points/findings in what I read

On what theory/principle can this problem be anchored?

__________________________________________________________________________

REFLECT

1. What do I hope to address the problem/challenges/area of improvement in web-

conferencing app? What changes do you want to achieve?
__________________________________________

PLAN

2. If you will conduct an action research, what will be the tittle (base this on your
answers in nos.1-3)
____________________________________

ACT

3. What strategies/solutions/means can you employ to improve the situations/solve

the problem?
________________________________________

Check for Master

Direction: Select the letter of the correct answer.

1. During an online synchronous class. Ms. Bonifacio greets her students cheerfully.
She allows time for the students to know more about their classmates through
interesting pools. She also provides opportunities for the students to work together
and collaborate. She uses the reaction buttons, smiley, heart, or clap to appreciate
the student’s effort and excitement to participate. She was able to attain which
essential element?
A. Teaching presence C. Social presence
B. Cognitive response D. Community presence

2. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the
session. She shared on screen the first PowerPoint she found on the internet and
lectured about the topic to students without engaging them to participate. They
were passive the whole time. Some students turned off their cameras. She ended
the class with a quiz on the topic. The teacher did NOT effectively demonstrate
which essential element?
 A. Community presence C. Cognitive presence
B. Teaching presence D. Social presence

3. The topic of the online synchronous session for the day was how the Philippines will
attain herd immunity from Covid 19 the fastest way. After including the topic, the
teacher explained to the student’s one learning outcome which for them to analyse
the current situational factors that may impede and hasten the Philippines goal
attaining herd immunity. Another learning outcome was for students to articulate
suggestions on the chat box. She allotted time for the students go to the small group
meeting rooms she arranged on the web conferencing app for discussion. Later,
students went back to the big group, and student actively shared their outputs. The
teacher fostered which essential element?

A. Teaching presence C. Community presence

B. Social presence D. Cognitive presence

4. All are examples of web-conferencing apps, EXCEPT

A. Microsoft Teams
B. Zoom
C. Skype
D. Canva

5. When a teacher is mindful demonstrating teaching presence, social presence, and

cognitive presence consistently, she is adhering to the model of
A. Community of Practice
B. Community of Inquiry
C. Community of Learners
D. TPACK

Work on my Artifacts

Artifacts pieces of what you accomplished in this episode.

EPISODE 16: ASSESSING FOR, AS AND OF LEARNING

Target Intended Learning Outcomes

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

 Distinguish among assessment of learning, assessment of learning as learning and

assessment of learning.
 Cite ways of doing assessment for learning and assessment as learning.
 Explain the effect of assessment and assessment as learning on summative assessment.

Participate and Assist

Note to Student Teacher: As you participate and assist your CT in doing formative assessment,
please take note of what you are expected to give attention to as asked in the next step of this
Learning Episode.
 1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.

Notice

1. Take note of:

 The alignment of the different formative assessment tasks used with the
learning outcomes.
 The student’s participation, behavioural response, comments in the formative
assessment tasks.
 Hoe the students assess their own progress
 Our own feelings and thought as you assisted your CT:
_ Formulate the formative assessment tasks.
_ Administer formative assessment tasks.

Analyze

1. Did the formative assessment tasks help student master what they were expected to
learn? ___________________________________.
2. Was students’ response to formative assessment exercises favourable or unfavourable?
Why? _____________________________________
3. Did the conduct formative assessment and self-assessment affect students’ movement
of learning outcomes? How? ____________.
4. What was the effect of students assessing their own progress on their motivation to
learn? _____________

Reflect

How attainment of learning outcomes would be affected if there were no formative assessments
nor self-assessment?

Write Action Research Prompts

OBSERVE

1. One thing that went well in the development/use/administration of formative

assessment task (assessment for learning)) is _______________.
2. One thing that did not go very well in the development/use/administration of formative
assessment tasks (assessment for learning)) is _______________.
3. One good thing observed in student’s self-assessment (assessment for learning)) is
_______________.
4. One good thing in students’ self-assessment (assessment as learning) that needs
improvement based on what were observed is ______________.

Reflect

The formative assessment activities went well because __________________

The formative assessment activities process did not go well because _______.
For the students, self-assessment worked because______________.

For the students, self-assessment did not worked because______________.

ACT

To ensure that the formative and self-assessment processes serve their purpose, to help
students learn, I will learn from others best practices by researching on ____________.

PLAN

To help improve formative and self-assessment practices, I plan to conduct an action

research on _______________________________.

Check for Mastery

Direction: Read each of the following then choose the correct answer.

1. Assessment for learning refers to assessment that teachers give during instruction to
ensure that the intended learning outcomes are attained. Is the statement true?
A. Yes
B. No
C. Only id at least 80% of the intended learning outcomes were attained
D. It depends on the result of students’ assessment

2. A student monitors his own progress in relation to learning targets which h has set for
himself. Under whish type/s of assessments does this fall?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning

3. To finally determined how well students have attained the learning outcomes by
grading, in which type of assessment/s is teacher engaged?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning

4. To ensure attainment of learning outcomes, which can teacher do in the process of

instruction?
A. Pair fast learner with another fast learner to challenge then even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial

5 Which is/are most likely the effect/s of self-assessment and formative assessment?

I. High percentage of students with passing grads

II. 100% passing
 III. 50% with passing grades, 50% with failing grades
A. I only
B. II only
C. III only
D. I, II, and III.

Work on my Artifacts

Compile activities/techniques in formative assessment and in self-assessment used by

your FS resource Teacher in the classes you observed. Include your annotations/improvements
on the assessment tasks.

Add other activities/techniques that you have researched on e.g. TED Talks on
assessment.

EPISODE 17: USING TRADITIONAL AND AUTHENTIC TYPES OF ASSESSMENT FOR

FORMATIVE AND SUMMATIVE PURPOSES
Target Intended Learning Outcomes

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

 Determine if an assessment task is aligned the intended learning outcome.

 Evaluate traditional and authentic assessment task in the light of principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action
research.

(Note to Student Teacher: You participate and assist you FS Resource teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to asked in NOTICE the next step.)

1. Confer with your Cooperating teacher about the lesson plans for the week or better still
stud your Cooperating Teacher’s Lesson plans for the week. This may also be done face
to face or online
2. Ask your Cooperating Teacher about what you can do to assist him/her in the
assessment phase of the lesson. Example contribute/formulate assessment tasks,
supervise students as they do assessment tasks.

Notice:
1. Take note of:
 The alignment of the different assessment task/s both paper- and –pencil
(traditional) and non-paper tests (authentic) used to assess the learning
outcomes.
 The quality of both traditional and authentic assessment task used (if constructed
accordance with principles of test construction/assessment task development
 The students’ comments, reaction/response/behaviour while doing both
traditional and authentic assessment task.
 The assessment task used for formative purposes (to ensure lesson
understanding and mastery) and for summative (grading) purposes.
  Your own feelings and thoughts as you assisted your CT:
- Formulate the assessment tasks
- Administer the assessment

Analyze

1. Are the assessment task aligned with the learning outcomes?_______________

2. Did the teacher make use both traditional and authentic assessment task?_________
3. Are the traditional and authentic assessment task (written tests) formulated in
accordance with the principles of test and construction?_
4. Were the assessment task for formative purposes also used for summative purposes?
Why or why not? ______
5. Which assessment results students-better-in the result of traditional or authentic?
6. Which assessment/activities did the students like more? Like least? Why?_____

Reflect

How can I make the assessment process more meaningful to and more acceptable to
students?

___________________________________________________

Write Action Research Prompts

OBSERVE

1. One thing/Some things that went well is/are in the development/use/administration of

assessment task are…___________
2. One thing/Some things is/are that did not go very well in the
development/use/administration of assessment task are:________

REFLECT

3. This part of the assessment process went well because_______

4. This part of the assessment process did not go well because_______

ACT

5. To ensure that the assessment process serves its purpose, to help students learn, I ill
read researches on_______ or view video on________

PLAN

6. To help improve assessment practice, I would like to conduct an action research on

________

Check for Mastery

Direction: Select the letter of the correct answer.

1. Teacher C made her students write a paragraph about their five favourite food to check
their ability to pronounce words correctly, her intended learning outcome. Is the
assessment task aligned with the assessment task?
 A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome” To illustrate the principle of law and demand
with concrete example”. Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand
B. Illustrate with a diagram the law of demand and supply
C. Chat is the law of supply and demand. Explain?
D. Is the law of supply and demands true at all times? Support your answer?
3. Here is a completion test: _________ is an example of an invertebrate. Is the completion
test in accordance with the principles of test construction?
A. Yes
B. Somewhat
C. No
D. Yes, it is specific
4. For the course on Practice Teaching/Teaching Internship, the College Supervisor of
student teachers required each student intern to compile his/her lesson plans with
comments from their Cooperating Teachers and to write their reflections and lessons
learned. Which type of assessment are the student interns required?
A. Process
B. pro