Field Study 2 2

FIELD STUDY 2
Learning The Teacher

Episode We Remember
To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teachers’
class. Note all the information you will need and tasks you will need to do before working on
this episode.
Target your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 cite the personal qualities of an effective teacher.
 state the professional competencies expected of a teacher.
Clarify Your
Task
Before you embark on your one-semester journey in Observation and Teaching
Assistantship, it may be good to be reminded of the personal and professional qualities which
we, teachers, ought to possess. Striving to be the best teacher, the teacher who will leave an
imprint of himself/herself on his/her students, is a never-ending journey. The journey began three
years ago when you started discussing who the professional teacher is in your course on the
Teaching Profession, etc. etc. the journey gets more focused and challenging now as you observe
and assist your Field Study Resource Teacher. Don’t you worry! You have been prepared for this
three years and you will end up stronger, happier and wiser!
Let’s buckle down for work!
1. You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers
Competency Framework and the Code of Ethics for Professional Teachers.
2. You will view on youtube 2 TEDx talks on “What makes a good teacher great” and “The
Power of a Teacher”.
Revisit the
Infographic/s 1
2
A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains
for each career stage is given in DO 42, S 2017 – NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to act and behave as a person.
The Southeast Asia Teacher Competency Framework is also given below.
State
Herself/himsel
f Community
as a person
Higher
Business Professiona authorities
l
Teacher
Parents Profession
School
Learner officials
and other
personnel
3
https://www.criced.tsukuba.acjp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf
You will also view in https://www.youtube.com/watch?v=vrU6YJe6Q4. What makes a

good teacher great? Azul Terronez TEDxSantoDomingo and the Power of a Teacher Adam
Saenz TEDx Yale – Youtube www.youtube.com>watch
Who is the great teacher?
“A great “A great
teacher loves to teacher
teach and loves understand that
to learn.” students have a
“A great life outside
teacher thinks school.” “A great
like an adult but teacher sings.”
acts as a kid.”
“A great “A great
teacher is teacher listen to
chill.” students.”
“A great
teacher notices
when students
struggle.”
4
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 as
asked in the next step of this Learning Episode, NOTICE)
Participate actively by assisting, your Resource Teacher in his/her daily task. Take the
initiative to offer your assistance. Don’t wait for your Resource Teacher to ask for it.
Notic
e
1. Take note of the following:
 your Resource Teacher comments, facial expressions, gestures and actions in
class.
 students’ comments, facial expressions, gestures and behavior in class.
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere – relaxed or threatening?
Analy
ze
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the 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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5
4. For a teacher to be great, which is more important – personnel qualities or professional
competencies?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Who are the teachers that we remember most?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reflec
t
Which personal traits do I possess? Not possess/ where do I need improvement in?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Which professional competencies am I strongly capable of demonstrating?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In which competencies do I need to develop more?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Who are the teachers that we remember most?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6
Write Action Research
Prompts
1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such as
__________________________________________________________________ and
professional competencies like ____________________________________________
were least / not displayed and as a result, 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 question, I __________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7
Check for
Mastery
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students display?
a. Feels what students feel
b. Expects students to understand his/her feelings
c. Gives no assignment
d. Make test easy
2. According to students, a great teacher is “chill”. What does this means? Teacher is ____.
I. cool
II. calm
III. doesn’t get overwhelmed
A. I, II and III B. I and II 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. Display proficiency in Mother Tongue, Filipino and English in the teaching and
learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies, an
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 of Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian Teacher 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
8
Work on my
Artifacts
Attach your reflections here.
9
FIELD STUDY 2
Learning Embedding Action
Episode Research for
Reflective Teaching
To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teachers’
class. Note all the information you will need and tasks you will need to do before working on
this episode.

be familiarize about action research as a reflective teacher.
underscore the importance of doing action research.
Clarify Your
Task
Doing Action Research: An Overview:
Every teacher is an action researcher. Everyone can do it. Teachers and students can do it
together.
This episode focuses on doing action research as one of the roles of the teacher. Every
teacher should take interest to know how students learn, wants to make innovations in the
curriculum and desires to improve teaching practice. In order to achieve these, a teacher has to
do action research on the everyday practical problems. These problematic situations and
observed discrepancies emerge between what is intended and what actually occurs in the
classroom.
Revisit the
Infographic/s 10
There is a general agreement among action research community that action research is
about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit of
continuing inquiry. Inquiry begin with situations that are problematic, confusing, uncertain and
conflicting and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through which
practitioners like teachers, study their own practice to solve their personal of professional
practical problems. Further on, John Illiot in 1993 clarified that action research is concerned with
everyday practical problems experienced by the teachers, rather then he theoretical problems
defined by pure researchers.
Action research is grounded on the reality of the school, classroom,, teachers and
students. Sometime it is labelled as Teacher Action Research (TAR) but is popularly known
simply as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms, schools
and educational setting in order to understand them better and to improve their quality and
effectiveness. The processes of observation, reflection and inquiry lead to action that makes a
difference in teaching and learning. It bridges doing (practice) and learning (study) and reflection
(inquiry).
Participate and
Assist
11
You must have experienced in your past subjects, doing some activities or accomplishing
tasks similar to an action research. These are activities that required you to do Reflection and
Make Action or the other way around. Schon (1987) distinguishes Reflection in Action or
Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a list of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the 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 of Completed Action Research Studies to
your mentor as reference.
Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author/ Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1.
2.
3.
4.
5.
Congratulations!!! You have done a good job. By doing so, you have assisted your
mentor and together you will journey towards becoming an action researcher.
Notic
e
12
Based on your activity on Making a List of Completed Action Research Titles, let’s find out
what you have noticed by answering the following questions.
Questions My answer
1. What have you noticed about the action 1. Identified problem to be solved in title
research titles? Do the action research (AR) no. 1
titles imply problems to be solved? Yes
_____ No ______ 2. Identified problem to be solved in title
no. 2
3. Identified problem to be solved in title

If yes, identify the problem from the title no. 3
you have given. Answer in the space
provided. 4. Identified problem to be solved in title
no. 4
5. Identified problem to be solved in title

no. 5
2. What interpretation about action Title of the Action Research:

research can you make out of your ______________________________________
answer in Question No. 1? ______________________________________
______________________________________
3. Write the Title and your
interpretation of the study from the From the title, I think, the study
title. _____________________.....
4. What do you think did the author/s I think the author/s ………
do with the identified problem as
presented in their titles?
Analy
ze 13
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
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 analyze what you have noticed and interpreted in the
previous activity.
Key questions My Answer

Choose from the options given. You may check more than
one answer
1. From what source do you Choices:
think, did the authors identify _____ Copied from research books
the problems of their action _____ From daily observation of their teaching practice.
research? _____ From difficulties they observed of their learners.
_____ From their own personal experience.
_____ From the told experiences of their co-teachers.
2. What do you think is the Choices:

teacher’s intention in _____ To find a solution to the problematic situation
conducting the action _____ To comply with the requirements of the principal
research? _____ To improve teaching practice.
_____ To try out something, if it works.
_____ To prove oneself as better than the others.
3. What benefit do you get as a Choices:

student in FS 2 in _____ Prepare me for my future job
understanding and doing _____ Get good grades in the course.
action research? _____ Learn and practice being an action research.
_____ Improve my teaching practice.
_____ Exposure to the realities in the teaching profession.
_____ Become a better teacher everyday.
4. In what ways, can you assist Choices:

your mentor in his/her Action _____ By co-researching with my mentor
Research Activity? _____ By assisting in the design of the intervention.
_____ By assisting in the implementation of the AR.
_____ By just watching what is being done.
Reflec
t
14
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that ____________________________________________________________
2. Have you 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 ____________________________________________________________

Prompts
OBSERVE
From what teaching principles of theories can this problem be anchored?

 I have observed and noticed that Action Research begins with a problem or a problematic
situation.
Write an example of a problematic situation that you have observed and noticed.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
What have I realized/ what do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.

Write a probable solution to the problematic situation above _____________________________
______________________________________________________________________________
PLAN
What strategies, activities, 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
___________
________________________________________________________________________
15
ACT
If I conduct or implement my plan, what can be its title?

 If will implement my doable plan in the future, my title 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 points to teacher’s performance
D. it is part of the 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 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 times
D. appropriate for honor graduates.
5. Which of the following statement is TRUE?

A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should spent in action research.
D. Action research is an optional teacher activity.
16
Work on my
Artifacts
Your artifacts will be an Abstract of a completed action research.
17
FIELD STUDY 2
Learning Understanding AR
Episode Concepts, Processes
and Models
To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teachers’ class. Note all the information you will need and tasks you will need to do before
working on this episode.

use concepts and processes of action research.
identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006; and
Nelson, 2104.
Clarify Your
Task
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.
Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school setting to
improve their effectiveness. Teacher Action Research (TAR) is a method for educational
practitioners (teachers, school leaders) to engage in the assessment and improvement of their
own practice. It is a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problem in the school setting.
18
Here are more questions and answers that you need to know.
1. What are the Core Characteristics of AR (Titchen, 2015)?
 Systematic – like any form of research, it follows a system.
 Rigorous – it has rigor, meaning a strict adherence to the rules of empirical
studies.
 Reflective – it follows a continuous reflection and action.
 Situational – it is more specific to the location (school) circumstances (teaching
and learning, etc.)
 Participative – AR can be participative where teachers and learners are co-
researchers.
 Future-oriented – it seeks solution to the current problem for future
improvement.
2. Why is Action Research useful to me as a Teacher Researcher?

 AR can help me to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can
use in the future.
 AR can provide me more space to think deeply about the issues that confront
teaching and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which I directly related to my area of
specialization.
3. What types of classroom action studies that can I engage in?

 Creating changes in the classroom practices. Example: what changes will daily
writing have on my students?)
 Establishing effects of curriculum restructuring. Example: Will the use of
mother tongue enhance the reading skills of my learners?)
 Enhancing new understanding of learners. Example: What happens when
students get demotivated?
 Teaching a new process to the students. Example: How can I teach third graders
to do reflection?
19
MODELS and GUIDE in CONDUCTING CTION RESEARCH
 McNiff &Whitehead 2006 (Adaptation)
Action research Cycle The Action Research Process
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic situation
prevail in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
principles I learned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use) Quantitative? Qualitative?
2. How will I describe my innovation? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move to Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
 Nelson, O 2014 Model
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic situation
prevail in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
principles I learned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use) Quantitative? Qualitative?
2. How will I describe my innovation? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
20
 Department of Education (DO 16) 2017 Model
Action Research Key Components Action Research Process
I. CONTEXT ANDRATIONALE Identifying the Problem
1. Why I am doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve
III. PROPOSED INNOVATION, Proposed Plan

INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe)
2. What innovation will I introduced to solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research

METHODS 1. Who are to participate? (my students, peers, myself)
a. Participants and/or other 2. What are my sources of information? (participants)
Sources of Data and 3. How shall I gather information?
Information 4. How will I analyze my data/information?
b. Data Gathering Methods
c. Data Analysis Plan.
V. ACTION RESEARCH WORK Action Research Work Plan
PLAN AND TIMELINES 1. What should my work plan contain? (targets,
activities, persons involved, timeline, cost)
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost – (Consider also the maximum cost if
externally funded like DepEd, LGUs NGO or personal)
VII. PLANS FOR DISSEMINATION Sharing Results

AND UTILIZATION 1. How will I share the results of my action research?
(Publish, Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or
replicate my study?
VIII. REFERENCES References

1. What reading materials and references are included in
my review of literature?
Both Action Research Processes above are supported by the two AR Models which will
be presented next
21
Revisit the
Infographic/s
Action research is a dynamic process anchored on Reflection Action Cycle of
Observing, Reflecting, Acting, Evaluating and Modifying.
Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe >> reflect >> act >> evaluate
>> modify>> move in a new direction is known as action-reflection (McNiff & Whitehead,
2006. In 2011, McNiff defined action research as a form of inquiry that enables practitioners to
investigate and evaluate their work. Before that, Corey in 1953 viewed action research as a
recursive or repeated process, proceeding through spiraling cycle of planning, actions, reflections
and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan and Act which can also go through evaluation and modification. It also
follows a cyclical process.
Participate and
Assist 22
You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.
Notic
e
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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Analy
ze
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyze the components vis-à-vis only one model out of the 3 presented.
 If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the
components
Title 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
MODIFY Recommendation
 If you choose to compare with Model B-Nelson, O. 2014, here are the components.
Title and Author of the Action Research:
23
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
Or if you choose the DepEd Model, 2017, here are the components.
Title and Author of the Action Research: (the same as your entry in model A)

I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy

Strategy
IV. Action Research Methods Describe Action Research Methods.

a. Participants and/or other
Sources of Data and
Information
c. Data Analysis Plan.
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimates Write cost estimate
VII. Plans for Dissemination and Describe how the results will be shared.
Utilization
VIII. References Write at least 3 references.
What have you understood about the concept of Action Research and how will these be
utilized in your practice?
Reflec
t
24
As a future teacher, is conducting an Action Research worth doing?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How can AR be useful for every classroom teacher?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Prompts
25
OBSERVE
Remembering my classroom observation 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 been done to solve
the problem or answer the questions, like:
a. _____________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________
PLAN
Now that I am in FS 2, I plan to make 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
26
Direction: Check from the choices, what answer/s respond to the question correctly and put
an X if otherwise.
1. Action research requires a teacher to be:

______ observant of what is happening in the classroom
______ asking one self of how to improve teaching.
______ following the daily routine all the time.
______ finding ways on how children should learn better
______ blaming learners for their inability to learn.
2. There are many ways of doing action which follow a cyclical process. The process
include:
______ Observe, Reflect, Plan, Act
______ Observe, Plan, Act, Reflect
______ Reflect, Act, Plan, Observe
______ Plan, Observe, Act, Reflect
______ Modify, Observe, Plan, Reflect
3. As an action researcher, I will be developing my skill as a person who is

______ Systematic
______ Reflective
______ Rigorous
______ Futuristic
______ Situational
4. On which of the following would you choose to conduct an Action Research. Why?
Changes in the classroom practices. Why? _______________________________
__________________________________________________________________
__________________________________________________________________
Effects of curriculum restructuring. Why? _______________________________
__________________________________________________________________
__________________________________________________________________
Understanding of self as a teacher. Why? ________________________________
__________________________________________________________________
__________________________________________________________________
Teaching a new process to the students. Why? ____________________________
__________________________________________________________________
__________________________________________________________________
5. 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
27
Your artifacts will be a full blown completed Action Research.
FIELD STUDY 2
Learning Matching Problematic
Episode Learning Situation with
Probable Action 28

 analyze teaching learning problems prevailing in the classroom.
 list matching action as a probable solution to the teaching-learning problems.
Clarify Your
Task
Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your action research? “Common answer will be: “My problem is
that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover of lot of problematic situations. You must have also observed these
problematic situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
Revisit the
Infographic/s
29
A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answer put together in a wordle.
Study the wordle below. Each word represent an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words what you have also identified as problems in teaching-learning.
Figure 2. Word that Represents Common Teaching-Learning identified by Filipino Teachers (Felimon,
Siason, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Action as
Identified Solution
Problems
Participate and
Assist
30
What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problem I identified are:

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
H ow can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Conduct a Tutorial
Difficulty in
Comprehension of
________
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain __________________________________________.
31
Show video lessons

Difficulty in
Comprehension of
_________
What about letter C as a SOLUTION to the same PROBLEM? Why? ______________________

____________________________________.
Make learning tasks to

Difficulty in improve comprehension
Comprehension of
_________
Notic
e
What have you notice 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 one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.
Analy
ze
32
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 a 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 your suggestions.
a. ________________________________________________________________
b. ________________________________________________________________
 What solution can solve Miss Fely’s problem? _____________________________
How? ______________________________________________________________
Are they matched with the problem? _____________________________________
___________________________________________________________________
Scenario B: Sir Ryan teaches in a disadvantaged 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 a solution to solve one of the problems that you have identified?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Reflec
tAfter 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: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Prompts
33
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 you use to improve the situation?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACT
What would be the title of your Action Research should you conduct the study?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Add: Solutions / Actions
Check for
Mastery
34
Here are some problematic situations in the 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 Situations Probable Solutions/Actions

_________ 1. Connectivity for On-line learning A. Rearrange classroom setting
_________ 2. Disruptive Classroom behavior B. Maximize use of varied

instructional materials
_________ 3. Poor interest and motivation C. Regular parent-teachers circles
_________ 4. Parental non-involvement D. Use of rewards
_________ 5. At risk-students E. Group studies and Study Buddies
F. Use of Flexible Learning
G. Silent Reading Exercises
Work on my
Artifacts
Your artifact will be an Abstract of a completed Action Research.
35
I. Title of Action Research:
II. Author/s:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study
FIELD STUDY 2
Learning Preparing the Learning
Episode Environment: An
Overview
36

At the end of this Learning Episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.
Clarify Your
Task
Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that

supports student learning. It is a self-contained are where teacher teaches and children learn. In
the classroom are chairs or table for students and a front table for the teacher. This a traditional
face-to-face classroom. Most often the students should face the teachers as the chairs are
arranged that way. But as teaching deliveries changed to enhance learning, modification in the
seating arrangement evolved and more opportunity for the learners to move about for
cooperative learning was addressed.
A conducive learning environment should have the following characteristics:

 Flexibility – There is opportunity to have small groups, movable walls.
 Openness – Learning corners/areas which could be shared
 Access to resources – Audio-visual materials are ready and open for use.
 Physical classroom – Space is clean and safe.
 Psychological atmosphere – It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these:
1. Learning environment addresses both physical and psychological needs of the
students for security and order, love and belonging, personal power and
competencies, freedom and fun.
2. Create a sense of order. For example, teacher should teacher students how to
37
 enter the classroom and become immediately engaged in the activity;
 distribute and collect materials;
 find out about missed assignments due to absence and how to make up for
them;
 get the teacher’s attention without disrupting the class and
 arrange desks, tables quickly and quietly for various purposes/
3. Greet learners as they center your face-to-face or online-classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. In a conducive learning environment, success whether small or big is recognized and
celebrated.
Both approaches, either the traditional face-to-face or online lead to positive results but in
different ways, so usually in practice both approaches are combined.
Revisit the
Infographic/s
Face-to-face Learning Environment On-line Learning Environment
Time is et
Self-contained classroom Anytime, anyplace, anywhere
Discussion, activities occur Synchronous or asynchronous
inside the room. Passive classes.
Time
listening Teacher moderates and facilitates
Place
Teacher prepares learning.
Teacher’s Role
instructional activities and Creates different learning
Student’s Role
chooses content. environment
Content
Facilities F2F learning. Creates the multimedia educational
Evaluation
Leads and guides leaners content
Process
Learners & teacher engage in
personal communication
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid).

Participate and
Assist
What will you do to assist your mentor in setting up a conducive learning environment in
the following conditions:
1. Bulletin Board Display ____________________________________________________

38
_______________________________________________________________________
2. Small Group Discussion ___________________________________________________

_______________________________________________________________________
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Notic
e
Learning Environment 1:
 What have 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 conducive for
learning? _______________________________________________________.
Analy
ze
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
spaced like homes, study hubs or in extreme cases arks or under the trees.
39
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why? _________________________________________________

______________________________________________________________________________
______________________________________________________________________________
Reflec
t
Based on my noticing and analysis, I realized that
a. ________________________________________________________________________
b. ________________________________________________________________________
c. ________________________________________________________________________

Prompts
OBSERVE
What probable problem may result from the two situations of the 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.
40
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 and anywhere?

A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning
3. In which situation can learners learn with more 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-ace, because there 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 and
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 a classroom all
the time
5. If 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, and C
Work on my
Artifacts
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
41
“My Conducive Learning Environment”
By: ______________________________
FIELD STUDY 2
Learning Enhancing a
Episode Face-to-Face Learning
Environment
42

At the end of this Learning Episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.
Clarify Your
Task
Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students’ learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time.
Some of the advantages of a face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or
elsewhere;
 greater understanding and real world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom space;
 learn more easily and more comfortably in familiar, traditional classroom
situation;
 access more relevant information from teachers and classmates interaction and
 greater opportunity to connect and socialize, network and solve problems
together with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.

 Learning space is physical. Both the teacher and learner see and hear each other
from the same contained safe called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading
assignments are from textbooks and other resources provided or referred.
 Class meetings occur regularly on a specific time or schedule.
 Teacher leads the conversation, within a limited amount of time.
 Assessment is done face-to-face and usually during the class meeting.
Revisit the
43
Infographic/s
Notice the physical arrangement found in two classroom spaces. Spot the similarities and
the differences.
Participate and
Assist
Given the concepts and the infographic, how can you participate and assist in a face-to-
face learning environment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
44
______________________________________________________________________________
______________________________________________________________________________
Notic
e
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time here are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Analy
ze
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?
________________________________________________________________________
________________________________________________________________________
Reflec
t
Do you think making the learning environment conducive for a face-to-face classroom
will enable the learners to achieve better learning outcomes? _________ Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45
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. In the face-to-face learning environment, the most critical elements is/are the______.
A. arrangement of chairs and table
B. physical, psychological and social considerations
46
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 conditions exist. What are these conditions?
I. There should be one 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 given time to guide learning.
IV. All students should be heard in calls 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 development
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 the three components.
Physical Environment
 Is the space inside the room more than enough for learners to move about
47
 Does the room arrangements match with teaching-learning principles? Are there several
room arrangements in the school
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are the learners comfortable in terms of light and ventilation?
Psychological Environment
 Are there sets of rules and procedures followed? 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 behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- 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, comraderies and cooperation?
 How are individual needs and difference considered?
PORTFOLIO ENTRY
Tile: The Face-to-Face Learning Environment
Describe the physical environment:
48
Describe the psychological environment:
FIELD STUDY 2
Learning Making On-line or
Episode Virtual Learning
Environment Safe and
Conducive
49

At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe conducive on-line or virtual learning environment.
Clarify Your
Task
Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be
delivered synchronously or asynchronously, so the teacher’s role is a moderator between the
technology and the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classroom refer to digital learning environment that allows teachers
and students to connect on line real time.
Let us now consider an on-line or virtual classroom or learning environment. What are
some safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
 Assist them on how to set up appropriate home learning spaces, if students will be
learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequence if they failed
50
 Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible

with call length and topics.
 Make assignment as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
 Provide students with resources. Share with your students websites and videos so
as not to take them to inappropriate materials such as ads from YouTube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text,
or group chat. When using technology like zoom, google. Met, MOOCS allow public
chatting or group instead of chatting privately so that you can be part of their
conversation.
4. Use of password, log in and log out.

 All students should have individual password. This should not be disclosed.
 No one should log in as another person
 All users should log off when they have finished working
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few. As technology advances, so do
policies and guidelines.
Revisit the
Infographic/s
51
Participate and
Assist
If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, 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 a virtual class. Do this
with the guidance of your mentor.
52
 Make sure your  Find a quiet place free  Be on time for the
device is charged of distractions class
 Be respectful at all  Stay on mute and  Stay focused and on

times. raise hand only if task so you won’t
May I, needed. miss any Information.
Thank you
 Turn on your camera.  Use kind words all the  Teacher and learners
times. are dressed
Excuse appropriately.
me,
Notic
e
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?
53
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How did the students show their active participation in the lesson/ __________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Analy
ze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
____________ It was difficult to observe the physical behavior of the students.

____________ It makes 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 a great factor to support a conducive environment.
Reflec
t
As a future teacher I feel that the on-line learning environment can be safe if ________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I think that teaching in a virtual learning environment is ________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

______________________________________________________________________________
______________________________________________________________________________
54
REFLECT
How would you solve the problem? ________________________________________________

______________________________________________________________________________
______________________________________________________________________________
PLAN
What initial plan do you intend to do 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 delivery
D. Use of module
2. If you r co-teacher asks you to borrow your email address password for an urgent
concern, which action should you take as a 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 a 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’s assignments.
D. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student would like to talk, which of 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?
55
A. When parents are involved
B. When the teacher provides open communication
C. When students are supported with resources
D. A, B and
Work on my
Artifacts
Make a list of 10 websites where you can source references and instructional materials
for this episode. Place the list in the matrix like the one below. Share this with your mentor.
LIST OF WEBSITES and the TITLE of the CONTENTS
Name of Websites Topics/Title of Content or Instructional
56
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
FIELD STUDY 2
Learning Establishing My Own
Episode Classroom Routines and
Procedures in a Face-to-
Face/Remote Learning
57

 established my classroom routines and procedures before during and after classes
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 in remote learning.
 list down some possible topics for action research on classroom routines and
procedures.
 use professional reflections and learning to improve practice.
Clarify Your
Task
Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom;
make you more focused in teaching because you spend less time in giving
directions/instructions; and enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distractions both fir synchronous and asynchronous
participation.
58
Revisit the
Infographic/s
Submission of
tasks and
Use of requirements Movement into
washroom and out of the
classroom
Transitioning Some Checking

to group of
work Routines Attendance
and
Procedures
Line Classroom
formation greetings
Others when Getting

deemed supplies and
necessary materials
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 by 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 a face-to-face or remote learning?
59
3. What verbal and non-verbal communication will I use to signal that 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 transition to group work and other cooperative activities in the
6. What procedures must be followed by students who need to attend to personal necessities
in the classroom/online classes?
7. What rules must be set for students who finish tasks 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 done when submitting homework/performance tasks in the
10. What procedures must be employed in 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 to help her/him in doing the classroom routines .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 down the problems
which you have encountered while implementing these routines.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Notic
e
After doing your classroom routines and formulating 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? ___________________________________
________________________________________________________________________
________________________________________________________________________
60
 How did your students respond to your classroom routines and procedures?
________________________________________________________________________
________________________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
________________________________________________________________________
________________________________________________________________________
 Was there a change in the classroom environment/teaching-learning process after you

have implemented your classroom routines and procedures?
________________________________________________________________________
________________________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
________________________________________________________________________
________________________________________________________________________
Analy
ze
1. What factors/conditions prompted you to established those classroom routines and
procedures?
________________________________________________________________________
________________________________________________________________________
2. Was there a marked improvement in classroom management after employing your

classroom routines?
________________________________________________________________________
________________________________________________________________________
3. Did the teaching-learning process improve? Justify your answer.

________________________________________________________________________
________________________________________________________________________
Reflec
t
What insights have you gained while doing this learning episode?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Prompts
61
OBSERVE
1. The problem/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 routines are

________________________________________________________________________
________________________________________________________________________
4. (Based on my answers in nos. 1-3), the possible title of my action research on this
episode is _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
To further enrich my knowledge on establishing classroom routines and procedures,
whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (include books, websites, you tube videos and the like and share these
to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for
Mastery
1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class
settled and ready for the 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.
62
D. She should have an entry pass before they get in.
2. The student of Ms. Dionisio were instructed to use the washroom gate pass whenever
they need to attend to personal necessities. This is an example of which of the following
classroom management techniques?
A. The use of cards
B. The use of 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 class
B. Make her students bust 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 foe 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. To give more time for them to socialize outside the classroom.
5. Why is it 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
Work on my
Artifacts
Take some snapshots of your routines in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have formulated and
explain the reasons for these.
63
FIELD STUDY 2
Learning Creating my
Episode Classroom/Remote
Learning Management
Plan

64

 explain the importance of my classroom management plan.
 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.
Clarify Your
Task
Creating My Classroom / Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every students. The purpose of a classroom management plan is to make the students
accountable for their actions. Effective classroom management increases students’ success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must

bear in mind that alternative and other options may be considered in designing the
classroom/remote management plan.
A good earning environment produces highly engaged students who learn more, do more,
and work more. Teachers likewise become more creative and productive in their work.
Key elements for Effective Classroom Management:

1. Classroom Design: This refers to seating arrangement, bulletin boards, display, storage
area, equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care,
respect and sense of community in the class.
3. Discipline: Classroom rules must be consequences of every action/misdemeanor in class.
This will ensure fairness and consistency in dealing with the students. This also includes
the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. This
will make the students to stay on time and on task.
65
5. Organization. This refers t the systematic arrangement of files and records and keeping
them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning
content. Tailoring your techniques to the subject, grade levels and nature of the learner is
really important.
7. Communication: Consistent open lines of communication to all the stakeholders of the
school community will lead to better teacher-student teacher relationship.
Source:https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-key-elements-
for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be

designed. Each teacher has its own unique style of management to meet class needs, although the
same elements are found consistently. In order for a classroom management plan to be
successful, the students must have a complete understanding of each of the guidelines. At the
same time, teachers must follow their plan to ensure that the learning environment is safe,
friendly, secured and non-threatening whether in the classroom or in remote learning.
Components Of Classroom/Remote Guide Questions

Learning Management Plan
What is your set of ideals, values, beliefs and
Philosophical Statement goals on classroom/remote learning
management?
What set of criteria and/or standards will you

set to judge the quality of your
classroom/remote learning environment?
What classroom rules and procedures will you

Classroom Rules and Procedures formulate to ensure discipline and order in
your class?
How will you treat every student in your

Teacher-Student Relationships class?
How will you interact with them?
How will you ensure good interaction
between and among students and superiors?
How will you organize your class schedule?

Schedules and Timeframes How will you keep your students to stay
focused and on task?
How will you design your classroom to create

Classroom Structure, Designs and an appropriate learning environment?
Arrangement
How will you ensure the safety and security
66
Classroom Safety Rules and Procedures of your students?
What rules will you formulate to safeguard
their protection?
What strategies will you employ for rewards

Strategies for Rewards and Consequences and consequences?
Revisit the
Infographic/s
These are the steps in creating Classroom/Remote Learning Management Plan
Steps in Designing Classroom Management Plan
Creating the
Plan
Improving
the Plan Implementing
the Plan
Monitoring
the Plan
Participate and
Assist
After realizing the different elements and steps of a 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 the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/exemplars to guide you in
creating your plan.
67
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 Relationships
Schedules and Timeframes
Classroom Structure, Designs and

68
Arrangement
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
Notic
e
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 have you noted?

________________________________________________________________________
________________________________________________________________________
2. Why is there a need to utilize the information to create your classroom management plan?
69
________________________________________________________________________
________________________________________________________________________
3. What were the significant things that you noticed when you were implementing your
plan?
________________________________________________________________________
________________________________________________________________________
4. Were there items in your classroom/remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
________________________________________________________________________
________________________________________________________________________
Analy
ze
1. What elements in your classroom/remote learning management plan were mostly
followed/complied with?
________________________________________________________________________
________________________________________________________________________
2. What elements in your plan were the most difficult to implement? Why?
________________________________________________________________________
________________________________________________________________________
Reflec
t
What were your realizations after creating and implementing your classroom/remote
learning management plan?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Prompts
OBSERVE
1. The problem/challenges I encountered in writing my Classroom Management Plan _____

________________________________________________________________________
________________________________________________________________________
REFLECT
70
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems

________________________________________________________________________
________________________________________________________________________
ACT
episode is _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
To further enrich my knowledge on designing my classroom/remote management plan,
to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for
Mastery
1. Why is classroom management plan 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 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?
71
A. For students to understand and follow easily
B. To make it doable for the teachers
C. To prevent chaos in class
D. To ensure compliance of superiors
3. Why is there a need to have a classroom structure/lay out?

A. For aesthetic purposes
B. For compliance with school rules
C. To be at part 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.
72
FIELD STUDY 2
Learning
Writing My
Episode Learning/ Lesson
Plans
73
 explain the importance of lesson/learning plans.
 write learning/lesson plans 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/learning plans.
 use professional reflection and learning to improve practice.
Clarify Your
Task
Writing My Learning / Lesson Plans
Lesson Plan / Learning Plan – This refers to the blueprint of the daily teaching and
learning activities. It is a step-by-step guide which helps teachers in maintaining the quality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching-
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: detailed, semi detailed and brief.
Some schools design their own lesson plan template which includes their vision, mission, goals
and core values.
The Department of Education has provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is
vital to the teaching-learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in starting the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the
learning outcomes. The modes of assessment must determine if the outcomes were attained at the
end of the lesson.
Revisit the
Infographic/s
74
ESSENTIAL PART OF
LESSON/LEARNING PLAN
LEARNING LEARNING LEARNING LEARNING

OUTCOMES CONTENTS RESOURCES PROCEDURES
Participate and
Assist
With all these information in mind, you are all set in writing your lesson plan. Based on
the instruction 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 plan 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 ___________________

(Subject)
Grade Level _____________
Learning Outcomes
75
Learning Content
Learning Resources
Learning Procedures
The Department of Education has issued Department Order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning – D.O. 42, S. 2016)
Detailed Lesson Plan 9DLP) Format
School Grade Level
Teacher Learning Area
Time & Date Quarter
I. OBJECTIVES
A. Content Standards
76
B. Performance Standards
C. Learning Competencies/Objectives Writing
the LC code of each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
V. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (Leads to Formative
Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
A. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
77
B. Other Learning Resources
D. PROCEDURES
A. Review previews lesson or presenting a new
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery (Leads to Formative
Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers.
Source: https://www/deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-preparation-forthe-
k-to-12-basic-education-program/
Notic
e
1. in writing you lesson/learning plans?
________________________________________________________________________
________________________________________________________________________
2. What difficulties did you meet in writing lesson / learning plans?

________________________________________________________________________
________________________________________________________________________
3. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/learning plans?
________________________________________________________________________
________________________________________________________________________
4. What were the best features/areas for improvement of your/lesson learning plans?
78
________________________________________________________________________
________________________________________________________________________
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do this lesson on a face-to-face, modular or through
online
Analy
ze
Questions Answers
1. How did you arouse students’ interest/ what
motivational techniques did you indicate in
your plans?
2. How did you respond to the diverse types

of learners?
2.1 gender, needs, strengths, interest and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in difficult circumstances
2.5 from indigenous groups
Questions Answers
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 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
79
6. What instructional resources will you
use? 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 a 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?
Reflec
t
Why is lesson planning an integral part of the instructional cycle?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
80
Prompts
OBSERVE
1. The problem/challenges I encountered in writing my learning/lesson plans

________________________________________________________________________
________________________________________________________________________
REFLECT

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN
81
________________________________________________________________________
________________________________________________________________________
ACT
episode is _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Realizing the various skills that you need to master in preparing the learning/lesson plans,
which are the difficult? The easiest to write? Conduct a simple survey from among your peers by
requesting them to answer this simple questionnaire.
Instruction: These are the basic skills 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 difficult
4 3 2 1
verydifficult moderate in not difficult
difficult difficulty
1. Stating learning outcomes
2. Identifying learning
resources to be used
82
3. Sequencing the lesson in an
engaging and meaningful
manner
4. Planning 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

tasks
11. Giving assignments
12. Planning for lesson

closure/synthesis
13. Other
(please specify)
Check for
Mastery
1. Why are learning / lesson plans important?

A. To allow students to participate more
B. To maintain order in class
C. To ensure quality instruction
D. To comply with school standards
2. Which is NOT in the cognitive domain?

83
A. Identify nouns in sentences
B. Differentiate noun from pronouns
C. Give examples of nouns
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 plants?
C. How do we take care of plants?
D. If you are a plant, what will you tell humankind?
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 (1) lesson plan and write your simple reflection.
84
FIELD STUDY 2
Learning
Delivering
Episode My
Lessons

85
 explain the importance of lesson/learning plans.
 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 7.4.2).
Clarify Your
Task
Delivering My Instruction
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge, skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy.
The process of instructional delivery involves applying a repertoire of instructional

strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities

that will support students to develop the skills, knowledge and understandings required to
achieve the intended learning outcomes (ILOs), which will be assessed. The delivery of
instruction must be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department of
Education.
Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Modular Distance
86
Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in
the context of the learners and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides and other study materials.
Online Distance Learning

It features the teacher facilitating learning and engaging learners’ active participation
using various technologies accessed through the internet while they are geographically remote
from each other during instruction.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal access
to quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training.
Blended Learning
This refers to a learning modality that allows for a combination of face-to-face and online
distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face and
TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with two or
more types of distance learning.
Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom and there are opportunities for active engagement, immediate
feedback and socio-emotional development of learners.
Alternative Delivery Modes (ADM)

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.
Source/Reference:
https://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery Modalities for school Year
2020-2021. DepEd Order No.011, s.2020, Revised Guidelines on Alternative Work Arrangement
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On Line
Teaching-learning activities that are managed in an online environment
87
Situated
Teaching-learning activities done in field word, practicum or off site.
Revisit the
Infographic/s
INSTRUCTIONAL PROCESS
Planning Instruction
Delivery of Instruction
Assessment of Learning
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/her classes. The Robert Gagne’s
Nine Events of Instruction, will guide you to implement the various steps well.
ROBERT GAGNE’S NINE EVENTS OF INSTRUCTION
Preparation
1. Gaining Attention
2. Informing Learners
3. Stimulating Recall of
Prior Learning Instruction and
Practice 88
4. Present the Content
5. Provide Learning
Guides
6. Elicit Performance
Assessment and
7. Provide Feedback
Transfer
8. Assess Performance
9. Enhance Retention
Source:https://www.google.com/search?
q+gagnes+9+events+of+instruction&oq=&aqs+chrome.5.69i59i45018.655958457j0j15&sourceid=chrome&ie=UTF-8
Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or
your assistance is needed in any part of the lesson.
Segments of Events of Strategies and Learning

Learning Instruction Activities Used Resources /
Materials
Preparation 1. Gaining Attention
2. Informing Learners
3. Stimulating Recall of
Prior Learning
Instruction and 4. Present the Content
Practice
5. Provide Learning
Guides
6. Elicit Performance
7. Provide Feedback
Assessment and 8. Assess Performance
Transfer
9. Enhance Retention
Notic
e
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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Where the students focused when you were stating the learning objectives at the
beginning of the lesson?
89
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 How did the new learning relate with what they really know?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Did you notice some students who needed assistance? What did you do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Did the students find difficulty in applying the theories/concepts learned o real life?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 How did your student react to your feedback?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 What pieces of evidence can prove that the students had retention of learning?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Analy
ze
After planning your lesson(s) you may be requested by your Resource Teacher to deliver
the lesson(s). Your Resource Teacher will use a classroom observation sheet to evaluate the
delivery of your lesson(s) Schools use different tools in rating classroom/online observations.
Below is an example of a classroom observation form/sheet.
Areas of Strengths Areas of Improvement

1. Subject Matter Content
Demonstrate depth and
breadth of the subject matter
Show mastery of the subject

90
matter
2. Organization of the lesson
Presents subject matter

sequentially and logically
States clear learning

outcomes
Synthesizes main points
Meets class 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

Encourage active
Participation
Interacts with students
Shows 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
91
appropriate
Stays focused on and meets
stated learning outcomes
5. Presentation of the lesson
Establishes online course or
classroom environment
conducive to learning
Maintains eye contact
Uses a clear voice, strong
projection, proper
enunciation
Has a good command of the
language
Uses language within the
level of students
6. Classroom Management
Begins and end classes on
time
Uses time wisely
Attends to course interaction
Demonstrates leadership
ability; maintains discipline
and control
Maintains effective
classroom and e-platform
management
7. Sensitivity to Student’s
Needs
Exhibits sensitivity to
students personal culture,
gender differences and
disabilities
Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support/Assistance 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
Shows self-confidence
92
Maintains professional
distance and professional
appearance
10. Physical Aspects of the
Classroom
Oversees the physical
attributes of classroom
(light, ventilation,
acoustics)
Checks number of students
in attendance
Checks layout of room
distractions, if any
Lists any observation on
how the physical aspects of
the classroom affected
content delivery
Source: https://www.isu.edu>pdfs>faculty-staff-docs
Overall impression of teaching effectiveness:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reflec
t
Having implemented several lessons in your Cooperating School under the supervisions of your
Cooperating Teacher, in what areas of the lesson do you needs to improve?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Write Action Research 93

Prompts
OBSERVE
1. The problem/challenges I encountered in delivering my lesson _____________________

________________________________________________________________________
________________________________________________________________________
REFLECT

________________________________________________________________________
________________________________________________________________________
PLAN

________________________________________________________________________
________________________________________________________________________
ACT
episode is _______________________________________________________________
________________________________________________________________________
________________________________________________________________________

to your peers.)
Check for
Mastery
1. Which of the following characterizes a well-motivated lesson?

A. The class is quiet
B. The students are participative.
C. The teacher explains lesson well.
D. The students are highly engaged in the activities
94
2. In which part of the lesson does the learner give examples to connect to the broader
aspects of life?
A. Presentation
B. Discussion
C. Application
D. Evaluation
3. Why should teacher provide immediate feedback and reinforcement?

A. To be liked and loved by students
B. To motivate students to do more and learn more
C. To get students’ attention
D. For students to get high grades
4. Which of the following principles of learning applied when student’s age is considered in
presenting 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
Work on my
Artifacts
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like)
95
FIELD STUDY 2
Learning
Episode Selecting Non-digital or
Conventional Resources and
Instructional Materials

read through the whole episode before participating and assisting in you
96
r FS 2 Resource Teachers’ class. Note all the information you will need and tasks you will
need to do before working on this episode.

 show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 show skills in the positive use of non-digital/conventional resources and materials
for student engagement in teaching and learning
 demonstrate positive attitude towards the use of resources and instructional
materials
 use of professional reflection and learning to improve practice. (PSST 7.4.1)
Clarify Your
Task
We choose the most appropriate or suitable resources or instructional materials based on
our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote

some pages to Edgar Dale’s Cone of Experience. It is a classic model articulating the different
types of audiovisual materials and how these audiovisual types relate to each other. Seventy-five
years ago, in 1946, Dale already identified ten classification of instructional materials, which
remain to be relevant today, namely: (1) Direct, Purposeful Experience; (2) Contrived
Experiences; 93) Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7)
Motion Pictures; (8) Radio/Recordings/Still Pictures; (9) Visual Symbols and (10) Verbal
Symbols.
According to Dale, “The conde device is a visual metaphor of learning experiences, in

which the various types of audiovisual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences. “As such, the Cone of Experience can be
seen more as a continuum, not just a hierarchy. It is a way to see instructional materials in a
continuum from increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2.
Iconic – which involves pictures and images; and 3. Symbolic – which involves symbols like
letters and numbers. Both the teachers and students make representations of knowledge. The
97
teachers, when they teach or impart knowledge, and by learners when they show or demonstrate
what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance,
during the pandemic, all classes switched to flexible learning utilizing online modalities, TV,
Radio, and printed modules. Situation and context challenge teachers to choose the best
instructional materials considering the limitations.
As you work on this episode, remember that you take the role of an FS student now
participating and assisting in the work of selecting non-digital or conventional resource and
instructional materials. You are not simply a detached observer, but you are now a participant
as well. You are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use
your capacity to notice what is going well? Or what can be missing; what can be improved?
What can be a new way of doing things? Then focus on finding out the answers to these
questions. That as a teacher, you can always to do things better and more effectively. Also, aim
to develop the confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials.
(Today, some of these materials can be described as multi-sensory, not just audio-visual.) They
will prepare you to perform well in this episode. Go FS student, go!
Revisit the
Infographic/s
98
99
100
Participate and
Assist
1. Consult your 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 your FS Resource 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
101
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits students interest and engagement
d. Is inclusive and free from 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 below.
Subject: Grade Level:

Topic:
Learning Objectives/Outcomes
Resources/Instructional What is the use or purpose of Explain why you selected the
Materials you plan to utilize in resource/material? Describe how resource/material based on the
the lesson you will use the guide points mentioned above.
resources/materials to attain the How are these criteria met?
learning objectives/outcomes.
Resources/Instructional What is the use or purpose of Explain why you selected the
Materials you plan to utilize in resource/material? Describe how resource/material based on the
the lesson you will use the guide points mentioned above.
resources/materials to attain the How are these criteria met?
learning objectives/outcomes.
102
5. As the situation would permit, try out the resources/materials with the students. Be sure
to follow the steps on using instructional materials found in the Infographics section of
this Episode.
Notic
e
After you participated or assisted in suing resources/instructional materials in teaching-
learning, 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 assisted.
103
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Describe how the students responded and participated.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Analy
ze
What worked well during the activity using the resources/materials?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What part can be improved?

______________________________________________________________________________
______________________________________________________________________________
104
______________________________________________________________________________
______________________________________________________________________________
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 instructional materials?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reflec
t
1. How ready am I in selecting and developing resources/instructional materials in the
teaching-learning process?
2. What do I still need to learn to select and develop resources/instructional materials in

teaching effectively?
3. What can I do to learn more about and practice the use of resources and instructional
materials?
Write Action Research 105

Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic to explore for an action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what

problematic situation/challenges/area of improvement did I find? ___________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
2. List at least three sources that you have read about this problem/challenge/area of
improvement ____________________________________________________________
Resource or Reference about the Topic Key points/findings in what I read
On what theories/principles can this problem be anchored? ______________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What do I hope to achieve to address the challenge/area of improvement? What change

do I want to achieve? ______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
106
PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve the

problem? _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACT
5. If you will conduct action research, what will be the title (Base this on your answer in
nos. 1-3: ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for
Mastery
1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or
instructional materials in terms of ___________.
A. level of thinking
B. extent of being flexible or fixed
C. extent of being concrete or abstract
D. extent of adaptation and modification
107
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 did 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. Development appropriateness
3. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful
people in business who were all males. The clips seemed to send a message that only men
succeed in the 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 Theater 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 the EDSA 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 appropraite
Work on my
Artifacts
Attach pieces of evidence of what you accomplished in this episode.
108
FIELD STUDY 2
Learning
Episode Utilizing Applications
(Apps) for Teaching and
Learning

109
select applications that are most appropriate to the different aspects of the teaching-
learning process to address learning goals. (PSST 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)
Clarify Your
Task
An app, (a shorter way of saying application) is a kind of software which can be installed
in various gadgets - a desktop, laptop, smartphone, and tablet. There are thousands of apps, each
with specific functions. A wide range of functions among others includes, ordering food, getting
a ride, getting a date, doing bank transaction and even praying and meditating. Now, there are
those that are directly useful for teaching and learning which can be referred to as educational
apps. Whether the class is face-to-face, blended, or fully online, a vast number or apps can truly
enhance the teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective,
efficient, and equally important, more fun and satisfying for both the teacher and the students.
The teacher can use apps in the different stages of planning, preparation, implementation and
assessment. Teachers use apps to prepare high-impact presentations that help them deliver
content. Teachers also use apps to motivate students to participate, resulting in greater and more
enjoyable engagement. Apps are also used to assess, document and report performance and
achievement.
Your task in this episode is to demonstrate your skills in choosing and using
appropriate applications, enhancing both the delivery of content and the learning and
mastery of the students. You will accomplish this as you participate and assist in your resource
teacher s class. Whether the class is purely online or blended, carefully observe how the teacher
utilizes apps for e-learning.
An excellent guide for choosing applications to enhance teaching and learning is the
Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were
earlier precursors, but this model appears to be the most comprehensive so far. The model aligns
the applications to four essential levers. The apps selection considers what attributes the
students will develop, student motivation, tapping higher-order thinking skills as articulated in
Bloom's taxonomy and at what level the app will be used in the SAMR Model. You will recall
this from your previ1ous technology class and surely learn even more from this episode.
110
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.
It is also most likely that you have experienced learning using many of these apps as a
student. The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides,
google docs, Flipgrid, etc. And then, some apps are for specific levels and learning areas. For
example, there are hundreds of apps for preschoolers or kindergarteners, like storybooks apps,
alphabet and numbers apps, etc. At the same time, there are apps for math, reading, science tor
primary, intermediate and secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective teaching
and learning. You are 'inching closer to shifting the role from being a student to being the
teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice
what is going well? Or what can be missing; what can be improved? What can be a new way of
doing things? Then focus on finding out the answers to these questions. This is to develop in you
the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things
better and more effectively. Also, aim to develop the confidence to try and initiate to
continuously improve your skills.
Revisit the Pedagogy wheel infographics that follow. The links and QR codes are
provided. Once you have downloaded, enjoy exploring what powers these apps have by clicking
their Icons directly from the Pedagogy wheel. An infographic on Choosing Apps for teachers Is
also included. Exciting!
Revisit the
Infographic/s
The Padagogy Wheel Model
“With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference
that ties apps to specific learning outcomes directly connected to modern pedagogies and
theories. They can easily sit with the wheel during lesson planning to find tools that will best aid
their students or use them during class time to extend or deepen learning towards a specific 21 st-
century skill or content area. This connection of theory, practice, and application make the
Padagogy Wheel an invaluable resource that should be on the wall of every classroom.”
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator
111
Explore!
You can use the inks or scan the QR codes to access either the Padagogy wheel for
Android or Apple apps. Once you open the PDF, you will see that all the apps are already hot-
linked. You can readily explore by clicking on the icons. For Android they connect to the Google
Play site, For Apple iOS they connect to the web preview pages and will open your iTunes.
112
Participate and
Assist
Before you participate and assist in tasks related to apps, first enumerate the 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
113
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 you can participate or assist in work involving the use of
applications in one or more of these tasks.
 preparing materials
 doing a motivational activity
 delivering a lesson ,
 engaging the learners to respond
 giving an assignment
 making learners practice a skill,
 Making the learners collaborate and
 Managing the class-checking of attendance
The more opportunities to observe, participate and assist, the better
Level/Grade of the Class: ________________________________________________________

Lesson/Topic: _________________________________________________________________
Apps you plan to utilize in the What is the use or purpose of Explain why you selected the
lesson using the app.. Describe how app, based on the five criteria
you or the teacher will use each. of developmental
appropriateness, motivation,
instructional design, engagement
and accessibility
114
How does this connect with what you know about selecting and using apps?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Notic
e
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.
Analy
ze 115
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?
Reflec
t
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 apps in teaching effectively?
3. What can I do to learn more about and practice the use of educational apps?
116
Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
come up with a 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/findings in what I read
117
On what theories/principles can this problem be anchored _______________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the

problem/ ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACT
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 has considered which criteria for selecting apps?
A. Accessibility
B. Motivation
118
C. Instructional Design
D. Developmental appropriateness
3. Ms. Peralta found two apps that were both appropriate for high school students taking Physics.
They both have assessment and feedback and were quite enjoyable to play. She can use both on
a free but limited arrangement but need to choose one that the school will purchase for
premium use. She eventually selected the one that 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 chose the one which helped
learners gain mastery through games where players earn tokens when they 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 apps for different grade level of the learners
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 SMAR model
D. It helps teachers explore apps useful for both apple and android users
Work on my
Artifacts
119
FIELD STUDY 2
Learning Utilizing Learning
FS 2
Episode14
Management Systems


identify the components of an LMS as a virtual learning environment.
demonstrate skills in using a learning management system (LMS) as a problem for
teaching and learning. (PPST 4.5.1) 120
demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
Clarify Your
Task
We choose the most appropriate or suitable resources or instructional materials based on
our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote

some pages to Edgar Dale’s Cone of Experience. It is a classic model articulating the different
types of audiovisual materials and how these audiovisual types relate to each other. Seventy-five
years ago, in 1946, Dale already identified ten classification of instructional materials, which
remain to be relevant today, namely: (1) Direct, Purposeful Experience; (2) Contrived
Experiences; 93) Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7)
Motion Pictures; (8) Radio/Recordings/Still Pictures; (9) Visual Symbols and (10) Verbal
Symbols.
According to Dale, “The conde device is a visual metaphor of learning experiences, in

which the various types of audiovisual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences. “As such, the Cone of Experience can be
seen more as a continuum, not just a hierarchy. It is a way to see instructional materials in a
continuum from increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2.
Iconic – which involves pictures and images; and 3. Symbolic – which involves symbols like
letters and numbers. Both the teachers and students make representations of knowledge. The
teachers, when they teach or impart knowledge, and by learners when they show or demonstrate
what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance,
during the pandemic, all classes switched to flexible learning utilizing online modalities, TV,
Radio, and printed modules. Situation and context challenge teachers to choose the best
instructional materials considering the limitations.
As you work on this episode, remember that you take the role of an FS student now
participating and assisting in the work of selecting non-digital or conventional resource and
121
instructional materials. You are not simply a detached observer, but you are now a participant
as well. You are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use
your capacity to notice what is going well? Or what can be missing; what can be improved?
What can be a new way of doing things? Then focus on finding out the answers to these
questions. That as a teacher, you can always to do things better and more effectively. Also, aim
to develop the confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials.
(Today, some of these materials can be described as multi-sensory, not just audio-visual.) They
will prepare you to perform well in this episode. Go FS student, go!
Revisit the
Infographic/s
TPACK MODEL
REPRODUCED BY PERMISSION OF THE
PUBLISHER, © 2012 BY TPACK.ORG
122
123
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 virtual classroom through the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is organizing or
preparing in the LMS.
4. Be guided by the TPACK infographic in this episode. The questions found there will help
you notice, analyze and reflect very well.
Level/Grade of the Class:
Subject:
Lesson or Topic:
Lesson objectives/Learning outcomes:
124
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, what
LMS used by the teacher tasks did you participate/assist in?
Notic
e
After you participated or assisted in the LMS, described 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 was the learning activities arranged?
What strategies did the teacher or you use to help students attain the
objectives/outcomes?
125
3. What was your experience in participating and assisting?
Analy
ze
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
2. How did the teacher/or you use the LMS to implement the strategies/activities planned?
3. How did this connect with what you know about 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 teacher/learners? What art/s of the LMS do you
think can still be improved? How can this/these be improved?
Reflec
t
1. How ready are you in organizing and using an LMS?
126
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 in order to use the LMS effectively?

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

participated and assisted using an LMS?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/finding in what I read
127
On what theory/principles can this problem be anchored? _________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What do I hope to achieve to address the challenge/area of improvement? What change

do I want to achieve? ______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN

problem? _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
128
ACT
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. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
2. Ms. Del Rosario is 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 the
learning outcomes. She is using her _________.
A. Pedagogical Content Knowledge (PCK)
B. Pedagogy Technological Knowledge
D. Technological Content Knowledge (TCK)
129
3. Ms. Juan is utilizing the feature of the 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)
D. Content Technology Knowledge (CTK)
4. All are true about learning management systems, 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 tasks, 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
130
FIELD STUDY 2
Learning Utilizing Web-
FS 2
Episode 15 Conferencing Apps for
Synchronous e-
learning

read through the whole episode before participating and assisting in your
FS 2 Resource Teachers’ class. Note all the information you will need and tasks you will

identify features and functions of web conferencing applications that are useful to
instruction.
demonstrate skills in suing a web conferencing app for synchronous teaching and learning.
demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
131
Clarify Your
Task
The call of the times has made it more necessary for future teachers like you to develop
skills in planning, implementing and managing remote learning. One form of remote learning is
doe online. Online remote learning can be done synchronous, where the teacher and students
meet and interact in rea time and asynchronous, when learning is supported by prepared
materials and there is no real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes,
you will need to use web-conferencing apps. Some, LMS already have these embedded; some do
not. You will need to know how to access, evaluate and utilize the features and functions of apps
like Zoom, Google Meet, Microsoft Teams, Skye, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize
web-conferencing apps when conducting a synchronous learning experience. Another helpful
model that can guide you is the Community of Inquiry Model (COI). This model identified the
“essential elements in an educational experience.” These elements are (1) the teaching presence
which is about basic teaching tasks; (2) the social presence, which focuses on establishing a
sense of belonging to a community; and (3) the cognitive presence, which fosters critical
thinking and engagement.
While the educational experience referred to in the COI model may also refer to face-to-
face modality, in this episode, you will use the COI model and its three elements in the context
of online learning, specifically the synchronous class. Review the COI and the three presences
through the infographics in this episode. We also included an infographic on the most common
web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer
who seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen
teacher agency, which is the teacher’s capacity to create impact and exert power.
Revisit the
Infographic/s
132
133
134
Participate and
Assist
1. Request your FS resource teacher to allow you to join his/her synchronous classes. Have
at least two to three times to observe the classes, and at least two or more times to
participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of learning management system or a separate one, like Zoom,
Skype, etc. if possible, request the teacher to demonstrate the features of the web
conferencing app.
3. Ask the teacher how you can 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 aspects 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, analyze and reflect very well.
Class Grade Level: _____ Subject: _______ No. of hours/minutes:________

Name of Resource Teacher: _______________________________________________________
Dates when you observed: ________________________________________________________
135
Dates when you participated and assisted: ____________________________________________
Notic
e
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 you or 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 views)

136
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? To the activities?
3. What was your experience in participating and assisting in synchronous classes? What
were your thought and feelings while you participated and assisted?
Analy
ze
1. What do you think are the best features of web-conferencing 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?
137
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 be improved?
Reflec
t
1. How ready are you in teaching an online synchronous class?
2. Using a web-conferencing pp, how else would you better establish:
Teaching Presence?
138
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?

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

participated and assisted using a 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/finding in what I read
139
On what theory/principles can this problem be anchored? _________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What do I hope to achieve to address the problem/challenge/area of improvement in web-

conferencing app use? What change do I want to achieve?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN
nos. 1-3: ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
140
________________________________________________________________________
________________________________________________________________________
ACT

problem? _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for
Mastery
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 students’ effort and
excitement to participate. She was able to attain which essential element?
A. Teaching presence C. Social presence
B. Cognitive presence D. Community presence
2. During a two-hour online synchronous class, the Science teacher taught about centripetal
and centrifugal forces. She did not introduced 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 introducing the topic, the
teacher explained to the students one learning outcome which for them to analyze the
current situational factors that may impede and hasten the Philippines’ goal of attaining
141
herd immunity. Another learning outcome was for students to articulate suggestions on
how the Philippines will succeed on this goal. The teacher provided readings ahead of
time ad also placed the links on the chatbox. She allotted time for the students to go to the
mall group meeting rooms she arranged on the web conferencing app for discussion.
Later, students went back t 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 example 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
142
FIELD STUDY 2
Learning
Episode Assessing FOR,
AS and OF
Learning

distinguish among assessment for learning, assessment as learning and assessment of
learning.
cite ways of doing assessment for learning and assessment as learning.
explain the effect of assessment for learning and assessment as learning on summative
assessment.
143
Clarify Your
Task
You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.
Revisit the
Infographic/s
Three phrases on assessment that we have met in our Assessment courses are assessment
for learning, Assessment as learning and assessment of learning. Assessment for learning is more
known as formative assessment while assessment of learning is called summative assessment.
Several authors claim assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning an assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
Assessment for learning also referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase “assessment for learning “we
assess to ensure learning. That is why while instruction is in progress, it is wise for the teacher to
check if students are learning or not learning what is expected of them. If students are found not
to be learning what they are expected to learn, right there and then, remedial steps are taken
through formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.
I have A I am working
Question! fine!
I need I don’t’
Help! get it!
144
I am
stuck!
The phrase “assessment as learning” implies that assessment itself is already an
opportunity for learning. It is learning by itself, indeed, when students engage in self-assessment,
reflect on their own assessment results and make necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of learner agency

which means that the learner is ultimately responsible for his/her own learning for nobody can do
the learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning
are given below:
1. Do I set my own 2. Do I monitor my

learning target based on learning progress in
the learning outcome that relation to my learning
teacher presents at the target?
beginning of the lesson
145
4. Any adjustment/
3. Am I content with how
remedial measure that I
I am progressing? Why or have to take for learning to
the maximum and
why not?
optimum?
Assessment as learning also refers to self-assessment. The learner assess his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given below.
Student Self-Assessment Rubric
To understand better formative assessment, let’s compare it with summative assessment. See
Figure below.
FORMATIVE SUMMATIVE ASSESSMENT

ASSESSMENT For Staff
For Staff To measure whether a student has met 146
To monitor student learning BOTH learning outcomes, and to what extent
To ascertain progress Are ways to assess student at the end of a unit of study
To check understanding. learning To make further improvements in
To teach responsively Are opportunities to give and future iterations.
receive feedback
effectiveness of teaching.
To build knowledge performance in a unit of study.
To identify strengths and To understand whether they have met
weaknesses the learning outcomes, and to what
To continually improve learning extent, at the end of a unit of study
To target learning
Formative and Summative Assessment Compared

Participate and
Assist
(Note to Student Teacher: As you participate and assist your CT in doing formative
assessment and in helping students engage in self-assessment, please take note of what you
are expected to give more attention to as asked in the next step of this Learning Episode
(NOTICE).
1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.
Notic
e
1. Take notice of:
 the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students’ participation, behavioral response, comments in the formative assessment
tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted you CT:
- formulate the formative assessment tasks
- administer formative assessment tasks.
Analy
ze
147
 Did the formative assessment tasks help the students master what they were expected to
learn? __________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Was students’ response to formative assessment exercises favorable or unfavorable?

Why? __________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Did the conduct of formative assessment and self-assessment affect students’ attainment
of learning outcomes? How? ________________________________________________
________________________________________________________________________
________________________________________________________________________
 What was the effect of students assessing their own progress on their motivation to learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reflec
t
How would you attainment of learning outcomes be affected if there were no formative
assessment nor self-assessments?

Prompts
OBSERVE
1. One thing that went well in the development / use / administration of formative
assessment tasks (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 ___________________________________
________________________________________________________________________
________________________________________________________________________
148
3. One good thing observed in students’ self-assessment (assessment for learning) is ______
________________________________________________________________________
________________________________________________________________________
4. One thing in students’ self-assessment (assessment as learning) that needs improvement

based on what were observed is (assessment for learning) 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 work because _________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACT
To ensure that formative and self-assessment processes serve their purpose, to help
students learn. I will learn from other’s best practices by researching on ____________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action

research on ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
149
Check for
Mastery
Direction: read each of the following then choose the letter of the correct answer.
1. Assessment for learning refers to assessment that teachers give during instructions to
ensure that the intended learning outcomes are attained. Is the statement true?
A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student’s assessment
2. A student monitors his own progress in relation to learning targets which he has set for
himself. Under which type/s of assessment does this fall?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
3. To finally determine 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
150
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 them 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?
E. High percentage of students with passing grades
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/improvement
on the assessment tasks.
Add other activities/techniques that you have researched on e.g. TED Talks on
assessment.
151
FIELD STUDY 2
Learning Using Traditional and
Authentic Types of
FS 2
Episode 17
Assessment for Formative
and Summative Purposes


determine if an assessment task is aligned to the intended learning outcome.
evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
identify a problem related to traditional and authentic assessment for an action research.
152
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of learning

content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students’ learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome
to assess, the assessment tasks that teacher formulated can be a traditional assessment task or an
authentic assessment task.
Clarify Your
Task
You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Revisit the
Infographic/s
Revisit
Let’s revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter/content, teaching-learning

activities and assessment tasks are aligned with learning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Learning Content/ Teaching- Assessment

Outcomes Subject Learning Tasks
Matter Activities
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning Outcomes
153
There are many way of classifying assessment but one basis of classifying is the nature of
the assessment tasks required of learners, whether the assessment task is done through paper-
and-pencil tests (traditional assessment) or through non-paper-and-pencil test (authentic
assessment).
Traditional Authentic
assessment assessment
Paper-and- Non-paper-
pencil test
Figure 4. Types of Assessment according to kind of tasktest
and-pencil required of a learner
Types of assessment makes use of two types of test according to

Paper-and-pencil test/ traditional
mode of answering; the supplyAssessmen
type and the selected-response type.
t Tasks
Supply- Selected-
response response
type type
Figure 5. Types of Paper-and-pencil test / Traditional Assessment

Paper-and-
pencil test
Specific examples of selected-response
Traditional type and supply-response type of paper-and-
pencil test are given below. Assessmen
t
Supply- Selected-
response response 154
type type
Paper-and-
pencil test
Traditional
Assessmen
t
Figure 6. Examples of Selected-response type of test
Short
Essay answer
type
Completion Suppl Problem

y
Figure 7. Examples of Supply-response solving
type of paper-and-pencil tests
type
Authentic assessment or non-paper-and-pencil test is done by requiring learners to come
up with a product or demonstrate a process as proofs of authentic learning. Examples of products
are given in figure 8. Examples of process are given in figure 9.
155
Product Process
assessment assessment
Authentic
Assessmen
t Task
Figure 8. Types of authentic assessment
Poems, Projects in
essays, song Science,
composition TLE, Math
art work
Figure 9. Examples of product assessment
Examples
of Product
Assessmen
t
Focusing the 156

microscope
Dance
in P.E. teaching
Examples
of Process
Assessmen
t
Figure 10. Examples of process assessment
Portfolio falls under authentic assessment. A portfolio is a purposeful collection of

selected significant samples of student work accompanied by velar criteria for performance
which prove student effort progress or achievement in a given area or course. It is a direct
evidence of learning. It is not a mere collection of a student’s work nor a mere work folder which
serves as a receptacle for student’s work. It is an intentional collection of students’ work guided
by learning outcomes accompanied by the student’s reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is
the one that related to our concern on assessment of learning. An assessment/evaluation portfolio
can come in an electronic/digital (e-portfolio) or in manual form.
Assessment/
Evaluation
Portfolio/e-
Development portfolio
/Growth Best work/
Portfolio/e- Showcase/
portfolio Display
Portfolio/e-
portfolio 157
Examples
of
e-portfolio
Figure 11. Types of Portfolio
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If, on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Figure 12. Types of Scoring Rubric
Rubric used
Participate and to assess 158
Assist
product or
process
(Note to Student Teacher: You participate and assist your 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 as asked in NOTICE, the next
step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your Cooperating Teacher’s lesson plans for the week. This may also b done face-to-face
or online.
2. Ask you Cooperating Teacher what you can do to assist him/her in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, supervise students as they do
assessment tasks.
Notic
e
1. Take notice of:
 the alignment of the different formative assessment task/s both paper-and-pencil
(traditional) and non-paper-and-pencil test (authentic) used to assess the learning
outcomes.
 the quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/assessment task development.
 the students’ comments/ reaction/response/behavior while doing both traditional and
authentic assessment tasks.
 the CT’s comments/reaction/responsive/behavior while giving both traditional and
authentic assessment tasks.
 the assessment tasks used for formative purpose (to ensure lesson understanding and
mastery) and for summative (grading) purposes
 our own feelings and thoughts as you assisted you CT:
- formulate the formative assessment tasks
- administer formative assessment tasks.
Analy
ze
1. Are the assessment tasks aligned with the learning outcomes?
________________________________________________________________________
________________________________________________________________________
2. Did teacher make use of both traditional and authentic assessment tasks?
________________________________________________________________________
________________________________________________________________________
3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction? _________________________________
159
________________________________________________________________________
________________________________________________________________________
4. Were the assessment tasks for formative purposes also used for summative purposes?
________________________________________________________________________
________________________________________________________________________
5. Where were assessment results students better – in the results of traditional or authentic
assessment? _____________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Which assessment activity/activities did the students like more? Like least? Why? _____
________________________________________________________________________
________________________________________________________________________
Reflec
t
How can I make the assessment process more meaningful to and more acceptable to
students?

Prompts
OBSERVE
1. One thing / Some things that went well is/are in the development/ use/ administration of
assessment tasks are …..
2. One thing/ Some things is/are that did not go very well in the development/ use/
administration of assessment tasks are….
REFLECT
This part of the assessment process went well because…
This part of the assessment process did not go well because…
ACT
160
To ensure that the assessment processes serves its purpose, to help students learn. I will
read researches on…. or view video on….
PLAN
To help assessment practice, I would like to conduct an action research on …..
Check for
Mastery
1. Teacher C made her students write a paragraph about their favorite 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
a 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 supply and demand
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 intern required?
A. Process
161
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students
before they worked on their projects. Which type of rubric did Teacher use to assess her
students’ work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric
Work on my
Artifacts
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.
162
FIELD STUDY 2
Learning
Episode Grading
and
Reporting

determine if an assessment task is aligned to the intended learning outcome.
evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
identify a problem related to traditional and authentic assessment for an action research.
Introduction
It is said that students should not study only for scores nor grades. Students would study
most of all for learning. It is possible for students to obtain high scores and good grades but did
not really learn that much. What is ideal is for students to get high scores and good grades
because they really learned a lot.
163
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring
screening for scholarships, so grades have pragmatic value. Therefore, it is best that students
work for good grades that genuinely reflect level of mastery.
Clarify Your
Task
In this Episode, you will interpret scores correctly, compute grades based on the DepEd
grading system and report grades to parents/guardians during Parents’-Teachers’ Conference.
Revisit the
Infographic/s
Norm and criterion-referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a

student’s performance against a criterion of success which is the predetermined standard. In
criterion-referenced assessment, each student’s performance is compared directly to the
predetermined standard, without considering how other students performed in the assessment.
Criterion-referenced assessment often use “cut scores” to place students into categories
such as “basic”, “proficient,” and “advanced”. Here is an example: The teacher’s intended
learning outcome is “to solve at least eight out of ten problems on fractions correctly”. Student A
is able to solve ten (10) out of ten correctly, Student B, eight (8) problems and Student c, five
words (5). It is obvious that only Students A and B were able to realize the predetermined
standard as stated in the intended learning outcome, “solve at least 8 out of 10 words correctly.”
The performance (score) of each student is compared against a standard of success set by the
teacher. It is not compared against the performance of the other students.
Norm-Reference vs Criterion-Referenced Tests
Norm-Referenced Criterion-Referenced
Definition when one student’s Major ways of bringing Definitions when a student’s
performance are compared tomeaning to test scores performance is compared against a pre-
what might normally be Compare one student’s data to established criterion or benchmark
expected of other students another result
Are useful in interpreting Example: written portion of te state
Examples: percentile ranks, assessment driver’s exam. Advanced placement
grade, equivalents, stanines, exams
normal curve equivalent, scale
scores Useful for: mastery-level learning or
competency-based assessment
164
Useful for: determining overall
developmental level of student
with respect to others
Norm-referenced assessment. In norm-referenced assessment we compare a student’s
performance with the performance of other students, the norm group, not against a
predetermined standard. The composition of the norm group depends on the assessment. An
example is comparing the performance of Grade 6 pupils in Reading in a particular school
system to the performance of nation-wide of Grade six pupils in Reading.
The meaning of a norm-referenced score is derived from a comparison of students’ scores

against other students’ scores (as stated in the scores of the norm group) while the meaning of a
criterion-referenced score is derived from comparing students’ scores with established criterion
of success. The norm-referenced score will not tell you whether a student met, exceeded, or fell
short of the standard of proficiency. It is the criterion-referenced score that will tell you whether
or not a student met the established standard of success or proficiency.
The DepEd Grading System

Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education
Program in DO 8 s. 2015 and he Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the
DepEd is contained in the said DepEd Orders.
Reporting Students’ Progress and Grades to Parents

Students’ progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.
Report Card. The Report Card is a standard method of reporting students’ progress and
grades to parents. See sample report card for junior and senior high school from the Department
of Education.
165
For a more meaningful reporting of students’ progress, the meaning of grades is given.
The DepEd gives the following grade interpretation.
Descriptors Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not meet expectation Below 75 Failed
Report cards convey letter grades like A, B, C, D, and F sometimes with + or – so a student may
get an A+ or A–, or B+ or B–, etc. Some report cards convey numerical grades such as 85 in
Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The
DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao,
Maka-bansa and Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the student’s
progress and achievement (McMillan, 2007).these written reports may include the student’s
performance on tests and quizzes, projects, oral reports… They also can include information
about the student’s motivation, cooperation and behavior, as well as suggestions for how parents
can help the student improve his/her performance.
See Figure 13 for a sample written progress report.
166
Parent-Teacher Conferences. Durham (2006) asserts that “parent-teacher conferences
are both a responsibility and an opportunity”. The education of the learner is the primary
responsibility of parents. In this tasks of educating children, parents are assisted by the school.
For the benefit of children then it is best for teachers and parents to come together to discuss
their children’s progress. Parent-Teacher Conferences are a perfect avenue for this purpose.
It has been a practice of schools to set aside a day for Report Cards distribution which is
at the same time the opportunity for parents and teachers to confer regarding their child’s
performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announces the date for card-giving in advanced. Or better still the schl calendar which
should be given at the beginning of the school yea must already include the dates for
card-giving and parent-teacher conference/s. parents are busy and can’t just be there at
the school’s beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate
picture of a student’s performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don’t project an “omniscient” image. You don’t know all the answers to questions. Refer
the parents to the right person. Example, the Physics teacher if the problem is the child’s
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading. Have a dialogue
not a monologue where they only one talking is you (or only parent).
7. Don’t talk about other students. The focus of the parent-teacher conference should only
be the parent’s child. Never compare the child with other students.
167
8. End with an encouraging note in the same way that you began with a positive note. It is
not the end of the world.
Reporting
Schools schedule Card Getting Day and Parents’-Teachers’ Conference (PTC) which are
an opportunity for parents and teachers to discuss about students’ performance and grades to
make sense of scores and grades. Unfortunately, based on observation, not all parents can attend
PTC and most often it is the parents of students with problematic performance that can’t come
for PTC.
168
Participate and
Assist
(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
scoring assessment tasks, computing grades and reporting grades to parents guardians,
please take note of what you are expected to give more attention to as asked in the next step
of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also done face-to-face or online
3. Ask you Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks, grade computation and preparation for reporting in the Parents-
Teachers Conference.
Notic
e
1. Take notice of:
 The individual student’s scores in relation to established criterion of success or cut-off
score;
 Parents’/guardians’ participation nd comments during Card-Giving Day/Parents’-
Teachers’ Conference
 Your own feelings and thoughts as you assisted you r CT:
- score tests and compute grades
- prepare for PTC
- respond to queries and other concerns raised in the PTC
Analy
ze
1. What are the teaching implications of the students’ test scores and grades?
169
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’ comment were most common during Card-Giving Day?
Reflec
t
What personal message do I get from these students’ scores, grades and
parents’/guardians PTC attendance and comments?

Prompts
OBSERVE
1. One good thing that I observe in scoring / grading / Parents-Teachers Conference was
________________________________________________________________________
________________________________________________________________________
2. One thing that did not go very well in scoring / grading / Parents-Teachers Conference
was ____________________________________________________________________
________________________________________________________________________
REFLECT
The scoring / grading / Parent-Teachers Conference went well because ____________________

______________________________________________________________________________
______________________________________________________________________________
The scoring/ grading/ Parent-Teachers Conference did not go well because _________________
______________________________________________________________________________
______________________________________________________________________________
170
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that students learn, I will read researchers on… or view video on….
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Check for
Mastery
1. In a test, Teacher A set a score of at least 48 out of 50 as the criterion of mastery or

success: in 2 sections of 100 students, 30 got a score of 48, 10 got aa score of 49, 5 got a
score of 50 but all the rest scored from 10 to 47. Which conclusion can be derived?
A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of 55 and above
2. Nachielle, A Grade 5 pupil, got the following score in Filipino for the first grading
period: 1) Written work – 40/50; 2) Performance task – 60/80 and 3) Quarterly
assessment -40/50. What is her non-transmuted grade?
A. 85 C. 77.5
B. 77 D. 85.5
3. Johann, a Junior high school student, got the following cores in Math for the second
grading period: 1) Written work – 30/50; 2) Performance task – 50/80 and 3) Quarterly
assessment -30/50. What is her non-transmuted grade?
A. 65.5 C. 66.5
B. 66 D. 65
4. Kenn, a Senior high school student in STEM, got the following scores in Work
Immersion, first grading period: 1) Written work – 20/30; 2) Performance task – 60/80
and 3) Quarterly assessment – 15/30. What is her non-transmuted grade?
A. 78 C. 77
B. 79 D. 75
5. Which should you avoid in a Parents’-Teachers’ Conference in a Card Giving Day?

I. Blame the student for failure
II. Compare a student’s grade with one who performed better and another who
171
performed worse.
III. Show student’s performance and assure the parent of child’s passing
A. I
B. II
C. III
D. I, II and III
Work on my
Artifacts
Compile samples of scoring and grade computation that you did. The tests and products/
portfolios that you score and Students’ Report Card must belong to the same students to see
development. Include snapshots of PTCs and list of parents’/guardians’ comments during PTC
and how these comments were addressed.
172
FIELD STUDY 2
Learning Writing an Initial
FS 2
Episode 19
Action Research
Plan


At the end of this Learning Episode, I must be able to write an initial Action Research Plan.
Clarify Your
Task
Developing an Initial Action Research Plan
“A good plan is half of the work done” goes a saying.
Planning is an important skill that every teacher should have. Just like lesson planning,
doing research requires a doable plan. It sets a direction where one is going, how to go there,
why should one go there, and above all, what is there to accomplish.
173
The ultimate goal of doing action research is to improve teacher’s practices in order to
improve learning. It requires one to be reflective, observant, inquiring and must be ready to take
action.
Any research action plan should be placed in writing, just like a lesson plan. This is what
we are going to do.
Clarify Your
Task
The first four episodes of this FS workbook helped you learn the important purpose and
the process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guided you to notice, analyze and reflect on your
experiences. You also identified issues and problems or areas of improvement and then thought
of interventions, innovations, or strategies to address them (Action Research Prompts). You are
now ready elaborate or expand these action research prompts.
In this final episode, you task is to write an initial action research plan. Any research
action plan should be planned and written well. Put together what you learned about action
research and all the insights you gained in working on the past FS 2 episodes.
Revisit the
Infographic/s
Let us revisit our Action Research Model. As a beginner, use the model of Nelson, O
(2014) as your basis for developing an initial plan for action research.
174
As you become more skillful in doing action research, you ma like to use the McNiff &
Whitehead (2014) or DepEd DO 16 (2017) models.
175
Participate and
Assist
We said at the beginning that all teachers can make an Action Research. It is easy to do it.
Lets try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle.
Use the following steps of the model. Your answer to the Key Questions in each step,
will guide you in making your plan.
 Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
 What common problem have I observe and noticed?
 Can I translate the problem into questions?
 Why is the problem important to me as a future teacher?
 Why is the problem important to the learners?
 What have I read and learned about this problem in my previous courses?
 What do references say about the problem?
 Step 2: REFLECT. Start to reflect on the identified problem. However reflection Is

done all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?
 Step 3: PALN FOR ACTION. Appropriate action or solution to the problem in a

plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation or actions to address the
identified problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
176
 Will the result be of use? How?
 Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or
in FS 2 if given the time. You may collaborate with your mentor or your classmate.
Notic
e
Remember: Noticing is making sense of your observations and making interpretation to
adapt to the situation. It begins with playing attention that leads to interpretation and
deciding what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual Action
Research. You will also be able to assist your mentor to do similar research together.
In the past episodes focusing on the key aspects f teaching and learning, you have
answered the Action Research Writing prompts. Go back to these, and choose which episode
topic you would like to work on as you write an action research plan.
Here are the episodes and the pages where you can find them. Review each Action
Research Writing Prompt and choose one to work on to elaborate in this episode.
Action Research
Writing
Episod Title Prompts
e Page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Models 26
4 Matching Problematic Learning Situation with Probable Action 34
5 Preparing the Learning Environment: An Overview 40
6 Enhancing a Face-to-Face Learning Environment 46
7 Making On-Line or Virtual Learning Environment Safe and 55
Conducive
8 Establishing My Own Classroom Routines and Procedures in a 62
Face-to-Face/Remote Learning
9 Creating My Classroom/Remote Learning Management Plan 71
10 Writing My Learning / Lesson Plans 82
11 Delivering My Lessons 94
12 Selecting Non-Digital or Conventional Resources and 107
177
Instructional Materials
13 Utilizing Applications (Apps) for Teaching and Learning 118
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning 140
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic of Assessment for Formative 161
and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan
Analy
ze
We said at the beginning that all teachers could make an Action Research. It is easy to do
it. Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes) _____________________________________

________________________________________________________________________
Episode number and Title: __________________________________________________
Writing Action Research Prompt page: ____________
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe/Notice
What problem/concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The slow learners are left behind.
 Write own observed/noticed classroom problem here: ______________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will it be done?
Example response: I think most of the activities are very competitive. There are
always, winners and losers The smart students overrule the poor students thus, often
they continue to be losers. With this situation, I believe, that I should modify my
classroom strategy.
 Write your reflective response to the problem you stated: ____________ 178
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
C. Plan for Action
Key questions:
 What will I do as a teacher to solve the problem?
 How will I describe my intervention, innovation, or actions to the identified

problem
 How long will it take to introduce the intervention?
 With whom shall I work?
 What materials do I need?
 Are methods, participants, data collection, time table, considered in my Plan for
Action?
Example response: My plan is to introduce cooperative learning in the classroom. I create

a mixed ability grouping with fast, average and slow learners in their activities. I will
rotate the leadership in the group, so that each one will have a chance. The bright will
assist or help the slow ones. I will try this out for eight weeks. I think I can work alone
with my students. I need only tables and chairs or if not available, arm chairs arranged in
circles will be an alternative.
 Write your own Plan of Action Research based on the key questions. You give
more details.
__________________________________________________________________
__________________________________________________________________ 179
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame &Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies,
and Technologies, Granite pressbooks. Pb. Chap.7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of
Minnesota, USA
 Enter your own reading list
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more
detailed Research Action Plan will be required. The McNiff and Whitehead
(2014) of DepEd (2016) models may be used depending on the advice of your
mentor.
Now, to further elaborate eon your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know how your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan.
You can also watch this short video, explaining the parts of the DepEd Action research
template: HOW TO WRITE AN ACTION RESEARCH PROPOSAL? DepEd Order No. 16, 2.
2017 – Youtube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/344608953_Improving_Attendance_and_Academic_Pe
rformance_Among_Grade_12_Students_thruogh_Incentive-Based_Intervention
180
Model B: DepEd Template
Action Research Proposal

Name:
Proposed Title:
I. Context and Rationale Study Background
181
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Strategy Describe Innovation/Intervention/Strategy
182
IV. Action Research Methods (Describe Action Research Methods)
a. Participating/Other sources of Data
c. Data Analysis Plan
V. Action Research Work Plan (Summarize Action Research Work Plan)
183
VI. Cost Estimate (Write cost estimate)
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)
VIII. References (Write at least three references
184
Reflec
t
Remember: Reflect is a process of making sense of one’s previous experience. Please take a
look at what you do in the classroom and think about why you do it. Recall things that you
have done in the previous segment. You may include your thoughts, feelings, reasoning,
relating and reconstructions about it.
What was your experience in writing the action research plan?
What knowledge, attitude, and skills did you have that helped you accomplished it?
What do you still need to learn and develop in yourself to be skilled teacher-researcher?
185
Check for
Mastery
Preparing an Action Research Plan requires observation, noticing, inquiry, reflection,
prior readings. It is a tedious process but you will find it easy to implement f you have a good
plan. As mentioned earlier “A good plan, is half of the work done.”
Direction: Choose the most appropriate answer from the options given.
1. As a beginning action research, what should be your primary task?

A. Identify the problem that is a cause of concern in the class.
B. Reflect on the other problematic situations.
C. Ask help from your mentor on how to solve the problem.
D. Disregard the problem, after all you are still a student.
2. In doing action research, continuous reflection in every step of the way should be done.
A. This statement is NOT true since reflection has its own time.
B. This statement is true since research requires continuous inquiry.
C. This statement is doubtful since there steps to follow.
D. This statement is only applicable to other kinds of research.
3. In looking for an appropriate solution to the identified problem, the main purpose is to
____.
A. remove malpractices in teaching-learning
B. reward learners who do more than others
C. promote teachers who conduct research
D. A, B, and C
4. In an action research, you should see to it that the intervention _________.

A. is doable C. is of short duration
B. is new D. should not require statistics
5. Planning an action research requires a research to ________.

A. follow strict procedure
B. frequently reflect on the process
186
C. match the solution to the identified problem
D. A, B, and C
Work on my
Artifacts
Your artifact will be taken from your activity in preparing an action plan in this episode.
You will just expand the answer that you have given and place in the template below.
My Initial Action Research Plan
Proposed Title: _______________________________________________________
I. My Identified Problem:
II. My Reflection about the Problem
III. My Plan of Action:
References:
Submitted by:
Name: _______________________________________ Degree Pursued; ______________

Name od Institution ____________________________________________ SY__________187
JOB WELL DONE!

Rubric for Action Research Proposal
Encircle the number that corresponds to your rating.
4 3 2 1
Criteria Key questions Excellent Very Satisfactory Satisfactory Needs
Improvement
Context and Why am I doing this? 2. 4 3 2 1

Rationale and What is the background of The importance of the The importance of The importance The importance
Action Research my action research? What research was clearly the research is of the research is of the research is
Question problem/question am I explained and explained mentioned not given
trying to solve? addressed. One major
issue was identified
Proposed 1. What do I plan as a 4 3 2 1
Innovation, solution to the problem I The purpose, extent, The purpose, extent The purpose, Purposed ,
Intervention identified? (Describe.) 2. and limitations of the and limitations of extent and innovation/
Strategy What innovation will I proposed solution/ the proposed limitations of the intervention/
introduce to solve the innovation/ solution/ innovation/ proposed strategy are not
problem? (Describe.) 3. intervention/strategy is intervention/ solution/ stated
What strategy should I clearly describe. strategy is stated innovation/
introduced? (Describe.) intervention/
strategy is
incomplete
Action Research Plan of Action Research 4 3 2 1
Methods 1. Who are to participate? The action research Description of the Description of The action
(my students, peers, methods are suited to participants and data the participants research methods
myself) the nature and purposes gathering and and data are not described.
2. What are my sources of of the research. analysis is complete. gathering and
information? (participants) Description of the analysis are in
3. How shall I gather participants and data complete
information? gathering and analysis
4. How will I analyze my are clear and complete.
data/information?
Action Research 1. What should my work 4 3 2 1
Work Plan/Cost plan contain? (target, Targets, activities, Descriptions targets, Descriptions Descriptions of
activities, persons persons involved, activities, persons targets, targets, activities,
involved, timeline, cost) 2. timeline, and cost are involved, timeline, activities, persons involved,
How long will I conduct realistic and are and cost are not persons timeline, and cost
my intervention? (For described clearly. described clearly. involved, are primarily
reliable results 8 to 12 timeline, and missing.
weeks) cost are not
complete.
Literature Review 1. What reading materials 4 3 2 1
and References and references are Has 2-3 references Has 2-3 references References are No references
included in my review of which are all but not all are all not sufficient. indicated.
literature academically academically
appropriate and relevant appropriate and
to the action research relevant to the action
problem. research problem.
Total Score
188
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 2.0 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
___________________________________
Signature of FS Teacher above Printed Name
ANSWER KEY
Episode 1 Episode 6 Episode 12 Episode 18

1. A 1. B 1. C 1. B
2. A 2. D 2. D 2. C
3. D 3. C 3. B 3. D
4. B 4. B 4. A 4. A
5. C 5. B 5. B 5. D
Episode 2 Episode 7 Episode 13 Episode 19

1. B 1.B 1. D 1. A
2. A 2. B 2. C 2. B
3. B 3. A 3. D 3. D
4. C 4. C 4. B 4. A
5. B 5. D 5. A 5. C
Episode 3 Episode 8 Episode 14

1. all check, except 1. C 1. C
last will be x 2. D 2. A
2. only first is 3. A 3. A
check, the three that 4. D 4. C
follows are x
3. all items check
5. D 5. D
4. any answer by the
student will be Episode 9 Episode 15
evaluated and 1. D 1. C
considered 2. A 2. B
5. All items will be
3. D 3. D
checked
4. A 4. D
5. A 5. B
Episode 4
1. B Episode 10 Episode 16
2. D,A,G 1. C 1. A
3. D,A 2. B 2. C
4. C,F 3. A 3. B
189
5. E 4. C 4. D
5. D 5. A
Episode 5
1. B Episode 11 Episode 17
2. B 1. D 1. B
3. A 2. C 2. A
4. B 3. B 3. C
5. D 4. A 4. D
5. C 5. B
190

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FIELD STUDY 2

Learning The Teacher

To have a meaningful and successful accomplishment in this FS episode, be sure to read

Target your Intended Learning Outcomes

Let’s buckle down for work!

The Southeast Asia Teacher Competency Framework is also given below.

You will also view in https://www.youtube.com/watch?v=vrU6YJe6Q4. What makes a

Who is the great teacher?

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

5. Who are the teachers that we remember most?

Which professional competencies am I strongly capable of demonstrating?

In which competencies do I need to develop more?

Who are the teachers that we remember most?

3. Which professional competency refers to content knowledge and pedagogy?

4. To address the diversity of learners, which professional competency must teacher

To have a meaningful and successful accomplishment in this FS episode, be sure to read

Target your Intended Learning Outcomes

Here is what you will do.

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

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/ Authors

3. Identified problem to be solved in title

5. Identified problem to be solved in title

2. What interpretation about action Title of the Action Research:

Key questions My Answer

2. What do you think is the Choices:

3. What benefit do you get as a Choices:

4. In what ways, can you assist Choices:

I learned that ____________________________________________________________

I realized that ____________________________________________________________

Write Action Research

From what teaching principles of theories can this problem be anchored?

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

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

If I conduct or implement my plan, what can be its title?

1. Every future teacher should do action research because ___________.

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

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

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

5. Which of the following statement is TRUE?

To have a meaningful and successful accomplishment in this FS episode, be sure to

Target your Intended Learning Outcomes

2. Why is Action Research useful to me as a Teacher Researcher?

3. What types of classroom action studies that can I engage in?

III. PROPOSED INNOVATION, Proposed Plan

IV. ACTION RESEARCH Plan of Action Research

VII. PLANS FOR DISSEMINATION Sharing Results

VIII. REFERENCES References

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Key Components Entry from your Sample AR

PLAN Plan of Action

PLAN Plan of Action

Key Components Entry from your Sample AR

II. Action Research Question AR Questions

III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy

IV. Action Research Methods Describe Action Research Methods.

V. Action Research Work Plan Summarize Action Research Work Plan

VI. Cost Estimates Write cost estimate

VIII. References Write at least 3 references.

How can AR be useful for every classroom teacher?

Write Action Research

Remembering my classroom observation in FS 1, I noticed that there are many questions

Will it improve my teaching? _ How? _______________________________