FS 2. Ep. 1 10

Attachment 1
Learning Episode 1
The Teacher We Remember
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 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 for 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
CAREER STAGES OF TEACHERS

Source : DepEd Order no. 42, s. 2017
Career Stage 4: Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They
are recognized as leaders in education, contributors to the profession, and Initiators of
collaborations and partnerships. They create a lifelong impact in the lives of colleagues, students,
and others. They consistently seek professional advancement and relevance in pursuit of teaching
quality and excellence. They exhibit a commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines.
Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice.
They manifest an in-depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem-solving, and
optimize opportunities gained from experience. Career stage 3 teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Teachers are professionally independent in the application of skills vital to the teaching
and learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing,
and managing learning programs. They actively engage in collaborative learning with the
professional community and other stakeholders for mutual growth and advancement. They are
reflective practitioners who continually consolidate the knowledge, skills, and practices
of Career Stage 1 Teachers.
Teachers have gained the qualification recognized for entry into the teaching profession.
They have a strong understanding of the subjects/areas in which they are trained in terms of
content knowledge and pedagogy. They possess the requisite knowledge, skills, and values that
support the teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching
practice.
Herself/
State
Himself Commu
as a nity
person
Higher
Business Authorit
Professio
ies
nal
Teacher
Parents Profession
School
Officials
Learner
and Other
Personnel
LEARNING ACTIVITY # 1.1
Name: Han Jane O. Poblete Score

Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: BSED IV Contact No. / FB Account: 09958736352
ENGLISH
Residential Address: Brgy. Progreso Purok 6 Gumaca, Quezon
Type of Activity : __________________________
Activity Title : Participate and Assist
Learning Target: To participate actively by assisting the Resource Teacher in his/her daily
task.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD,
Brenda B. Corpuz, PhD,C. 2020.
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?
Analyze
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDs videos
that viewed. What competencies does a great teacher possess?
Based from the video are lots of definition to be a great teacher but all those are focused on
one thing, that is to learn to listen to students. It has been said that there that a great
teacher eats apple, a great teacher is chill, a great teacher thinks like a kid but act like an
adult, a great teacher is not a teacher and many more. While listening to all of those I
wondered why I don't make sense but as the speaker explains the reason behind it, I realized
that those are amazing and the best teacher must learn how to listen to students because
they have their own language and you will be able to understand them if you know how to
communicate with your students
2. Are these competencies limited only to professional competencies?

No. Everyone can show own version of their competencies even with the personal qualities.
Someone's competencies don't revolve only in professionals, I think being professional doesn't
mean you already have the competencies you still have to work for it because learning is never
ending.
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.
No. Being a great teacher needs the collaboration of the professional qualities and
professional competencies, those two have to be balanced. Students learn easily when the
teachers are competitive enough and know how to connect with them at the same time because
difficult things becomes easy when the teacher makes the student love learning no matter how
hard it is.
4. For a teacher to be great, which is more important – personal qualities or professional

competencies?
They are both highly needed actually, based on my opinion, in order for the teacher to be
great personal qualities is more important because students not only needs someone to teach
them they also need someone who can listen and understand them.
5. Who are the teachers that we remember most?

The teachers that we remembered the most are those who treated us as family and those who
build connection with us and those who teach us lessons beyond books.
LEARNING ACTIVITY # 1.1a

Year & Section: BSED IV ENGLISH Contact No. / FB Account: 09958736352
Type of Activity : __________________________
Learning Target: To participate actively by assisting the Resource Teacher in his/her daily task.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching Assistanship), by
Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B. Corpuz, PhD,C. 2020.
Reflect
1. Which personal traits do I possess? Where do I need improvement in?

The personal traits I possess are adaptable and good listener. I am lucky to have these two traits
because it is necessary as a teacher to cope up with a constantly evolving environment and adjust to
students needs. Meanwhile, I lack on sharing best practices and I must improve it through widing my
experience because self experience is the best teacher.
2. Which professional competencies am I strongly capable of demonstrating?

I am a strongly capable of showing or demonstrating my competencies of being flexible and adaptable.
Because I knew that learning is a continuous process and if there is someone who must adjust with the
rapid development of students, it is me as a teacher.
3. In which competencies do I need to develop more?

I need to enhance my organization and planning competencies because if there is so much to
accomplish, I get confuse which one to priority.
4. Who are the teachers that we remember most?

The teachers that we remembered the most are those who treated us as family and those who
build connection with us and those who teach us lessons beyond books.
LEARNING ACTIVITY # 1.1b

Type of Activity: __________________________
Activity Title: Participate and Assist
Learning Target: To participate actively by assisting the Resource Teacher in his/her daily task.
Write Action Research Prompts

1. OBSERVE In assisting my resource, teacher, I observed that personal traits such as
respectful and approachable and professional competencies, like good communication during
discussion of her students and also bring professional and effective teacher were least were
least not displayed and as a result students were/class during discussion about Panitikan.
2. REFLECT The lack of these personal traits and professional ( mentioned in #1 ) may be
caused by the lack of these personal traits and professional mentioned in#1 may be caused by
the discussion can’t understand of the participate actively during class discussion and also if
the student didn’t cooperate the class was boring.
3. PLAN I would like to address this problem ( mentioned in #2 ) by conducting an action

research on I would like to address this problem mentioned#1 by conducting an action
research on the behavior of students during online class and the struggles and difficulties
they one facing during online class and the impact of having a poor connections.
4. ACT
a. The main objective of my action research is to determine the behavior of the
students during online class and the struggle and difficulties that they are facing during online
class and the impact of having poor internet connection.
b. My specific research questions are does the students understand the lesson and does
the students participate during discussion of the lesson.
c. To answer my specific research questions, I would like to conduct my action research
about the behavior of the students during online class and the struggle and difficulties that
they are facing during online class and the impact of having poor internet connection.
ATTACHMENT 2
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 INFOGRAPHICS
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. School introduced the notion of action research as a habit of continuing inquiry.
Inquiry begins 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 or professional practical
problems. Further on, John Illiot in 1993 clarified that action research is concerned with everyday
practical problems experienced by the teachers, rather than the theoritical problems defined by pure
researchers.
Action research is grounded on the reality of the school, classroom, teacher 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).
Embedding Action Research for Reflective Teaching

Learning Target: To be familiar about action research as a reflective teacher.
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 on Action Research. Now is the opportunity for
you to participate and assist in ways that you are capable of doing.
Making a List of Computed 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
Example: Differentiated Instruction in Teaching English for Grade Four Mary Joy Olicia
Classes
1.Illustrational Strategies for Teaching Pre-Algebra to a Diverse Group of Robert Ojeda
Learners.
2.A total for Improving Teacher Quality and Classroom Practice. Katherine A. Connon
H. Corol Greene
Patricia J. Anderson
3. Effect of Teaching Technology on Enthusiasm for Learning Science. Jane Hollis
4.Improving Students’ Speaking Proficiency using Games. DWI Nurul Fajariyah
5. Improving of Reading Comprehension of CET4 Jian-Ping Lon
Embedding Action Research for Reflective Teaching

Year & Section: Contact No. / FB Account:
Residential Address:Brgy. Progreso Purok 6 Gumaca, Quezon
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Learning Target: To be familiar about action research as a reflective teacher.
NOTICE
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 no.
research titles? Do the Action Research Illustrational Strategies for Teaching Pre-Algebra
(AR) titles imply problems to be solved? 2. Identified the problem to be solved in title no. 2
Yes ____ No ____ Improving Teacher Quality and Classroom Practice
3. Identified the problem to be solved in title no. 3
Effect of Teaching Technology on Enthusiasm
If Yes, identify the problems from the 4. Identified the problem to be solved in title no. 4
title you have given. Answer in the space Improving Students’ Speaking Proficiency
provided. 5. Identified the problem to be solved in title no. 5
Improving of Reading Comprehension
2. What interpretation about action Title of the Action Research:
research can you make out of your answer A total for Improving Teacher Quality and Classroom
in question no. 1? Teaching Algebra is not Practice.
easy. It is a difficult subject that is From the title, I think the study...
difficult to understand by most of the Is about how the teacher can improve himself/herself
students. That is why there is a need to as an educator to build better classroom practices.
illustrate strategies in teaching it.
3. Write the title and your interpretation

of the study from the title.”Difficulties
encountered by students in learning
Algebra”
4. What do you think did the author’s do I think the author/s ... is finding ways on how can she
with the identified problem as presented improve classroom practices.
in their titles? The author made
implication out of the study.
Attachment 3
ANALYZE
Action Research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has the 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.
My Answer
Key Questions Choose from the options given. You may check more than
one answer
1. From what source do you think, did the Choices:
authors identify the problems of their ___ Copied from research books
action research?  From daily observation of their teaching practice
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 teacher’s Choices:
intention in conducting the action  To find a solution to the problematic situation
research?  To comply with the requirement of the principal
 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 student in Choices:
FS 2 in understanding and doing action  Prepare me for my future job
research? ___ Get good grades in the course
 Learn and practice being an action researcher
___ Improve my teaching practice
 Exposure to the realities in the teaching profession
___ Become a better teacher eveeryday
4. In what ways, can you assist your  By co-researching with my mentor
mentor in his/her Action Research  By assisting in the design of the intervention
Activity?  By assisting in the implementation of the AR
___ By just watching what is being done
REFLECT
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 an action research is helpful for aspirant educator like me to improve
myself and my teaching practices.
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 in order to improve classroom practices and even your quality as a teacher, you
must conduct an action research to find appropriate and best solutions to the problems you and your
students are seeing/facing.
Attachment 4
WRITE ACTION RESEARCH 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.
Students do not have the same level of comprehension, some are fast learners, some are
average and some are slow learn333333ers. As a teacher, I cannot keep going back on the lesson
that some of the students did not understand. There will be no progress and some students
might feel bored.
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
The problem I gave above is a natural scenario or case in the classroom. If there is someone to
do adjustments, it is me as a teacher. I have to implement differentiated strategies which
everybody understands.
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

Identifying learning preferences of the students for me to be able to know what kind of
intervention I need to implement.
ACT
If I conduct or implement my plan, what can be its title? “Differentiated teaching strategies
to improve classroom practices”
 If will implement my doable plan in the future, my title would be “Identifying Students’
Different Learning Preference to Implement Effective Strategies”
ATTACHMENT 5 learning episode 3
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.
Here are some 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 and
practices through action research.
 AR can help me develop new knowledge which is 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 grades to do
reflection?
MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic situations
prevail in the classroom or teaching learning improvement?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
principles, I leaned 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 I will describe my innovation? Intervention? 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 I will 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
prevails 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 are the problems anchored?
REFLECT Reflect (Reflection continues all throughout 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? Intervention? 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?
Department of Education (DO 16) 2017 Model
Action Research Key Components Action Research Process
I. CONTEXT AND RATIONALE Identifying the Problem
1. Why am I doing this?
2. What is the background of my action research?
II. 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 STRATEGY 1. What do I plan as a solution to the problem I
identified? (describe)
2. What innovation will I introduce so solve the
problem? (describe)
3. What strategy should I introduce? (describe)
IV. ACTION RESEARCH METHODS Plan of Action Research
a. Participants and/or other Sources 1. Who are to participate? (my students, peers,
Data and Information myself)
b. Data Gathering Methods 2. What are my sources of information?
c. Data Analysis Plan (participants)
3. How shall I gather information?
4. How will I analyze my data/information?
V. ACTION RESEARCH WORK PLAN Action Research Work 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
1. How will I share the result 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
REVISIT the Infographic/s
Action research is a dynamic process anchored on Reflection – Action Cycle of Observing, Reflecting, Acting,
Evaluating and Modifying
Action research is a cyclical, recursive process of observe >> reflect >> act >> evaluate >> evaluate >>
modify >> move in 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 cycling 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

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.
______________________________________________________________________
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1. The plan serves as a blueprint or skeleton and it tells how the specific plan will flow.
2. The act is about the steps or methods that the researcher is doing to make the action research
possible.
3. The observation is a way of gathering data. This is one of the ways that the researcher does to
collect necessary data regarding the research.
4. The reflection is the one that helps the researcher make implications out of the results of the
study.
Since the models are all for action research, what are the common elements of the three?
The action research is a method used for improving practice. It involves action, evaluation and critical
reflection and based on the evidence gathered changes in practice are then implemented.
ANALYZE
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:
Key Components Entry from your Sample AR
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: (the same as your entry in model A)
Key Component Action Research Process
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/Other sources of Data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write cost estimate
VII. Plan for Dissemination and Utilization Describe how the results will be shared
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?
REFLECT
As a future teacher, is conducting an Action Research worth doing? Yes.
Why? Because an action research helps teachers focus on one aspect of their practice they
would like to improve to have successful teaching journey. Aside from that, it also helps students to
improve their learning.
How can AR be useful for every classroom teacher?
It can be useful by means of making at as a reference to improve specific problem inside the
classroom, it is used to diagnose and address problems. In a school setting, the teacher plays the
role the researcher, and the students represent the study participants. Action research is a
meaningful way for a teacher to find out why students perform the way they does.

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions
that I raised in my mind. These include:
a. The students always say yes when they are being asked if they understood what the
teacher explained but cannot answer questions regarding the topic.
b. The students always turn off their cameras.
c. Only few of the students attend the virtual class.
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. The teacher should ask students from time to time if they understand what is being
discussed.
b. Tell students to practice showing themselves in the cameras to boost their confidence.
c. Give merits to those students who are always attending class in order for everyone to be
motivated.
PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b,
c) because…
I choose C, because new normal education nowadays is not easy. It is necessary for the students
to always be present in the class in order for them to understand the difficult part of the
lessons.
ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship
My action with regards to that problem is to build rapport with my students as their teacher
because not having a good relationship between students and teacher might be one of the huge
factors why they are less motivated to attend online classes.
Check for Mastery
Direction: check from the choices, what answer/s respond to the questions correctly and
put an X if otherwise.
1. Action research requires a teacher to be:
 observe of what is happening in the classroom
 asking oneself of how to improve teaching.
 following ways on how children should learn better
 finding ways on how children should learn better
x blaming learners for their inability to learn
2. There are many ways of doing action research which follow a cyclical process. The
process includes:
 observe, reflect, plan, act
 observe, plan, act, reflect
x reflect, act, plan observe
 plan, observe, act, reflect
x modify, observe, plan, reflect
3. As an action researcher, I will be developing my skill as a person who is
x systematic
 reflective
x rigorous
 futuristic
x situational
4. On which of the following would you conduct an action research, why?

The Teaching a new process to the students, because nowadays we encountered a virtual
studies and we know that we facing and struggle on how to pass our activities and exam with
gaining knowledge. Because nowadays we admit that we gaining knowledge in our own strategies
and we teach our self in our own way.
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
x Brings theories and practices together
ATTATCHMENT
LEARNING EPISODE 4
Matching Problematic Learning Situation with Probable Action
TARGET Your Intended Learning Outcomes

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

A group of more than six hundred teachers was surveyed and asked what teaching learning
problematic confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents in 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 that you have also identified as problems in teaching-learning.
FIGURE 2. words that Represent Common Teaching-Learning Problems Identified by Filipino Teachers
(Felimon, Siason, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
IDENTIFIED PROBLEMS ACTION AS SOLUTION
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. Lack to necessary learning materials e.g. laptop, cellphone, internet connection and the like.
2. Lack of time to answer LAS/Modules.
3. Poverty
4. Financial support
5. Learning environment
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How 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 s Difficulty in Comprehension.
The Problem is: The Action is:
Let children watch video lessons

Difficulty in Comprehension of
about techniques on how to easily
Following set instructions comprehend instructions
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain: Yes, because it helps solve the given problem.
Difficulty in Comprehension of visual Let children watch the topic about

materials denotative and connotative
What about letter C as a SOLUTION to the same PROBLEM? Why? Yes, because it can also help
improve comprehension
Making learning tasks to improve

Difficulty in Comprehension of the
lessons comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observed problems in the class and
suggest actions to be done.
Notice
What have you noticed of the problem identified above? Can there be more than one solution to
the problem? Yes, because everything has lots of solutions if you can just think creatively.
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.
ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This scenario might
also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is 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? Miss Fely’s problem is the student who cannot understand
the lesson even if the particular lesson has been being discussed for two weeks.
 Can you find a solution to solve her problem? ________ Give your two suggestions.
 Privately talk to the student and ask what the problem is why he cannot understand the lesson.
 Ask the student which makes it difficult for him/her to understand the lesson.
 What solution can solve Miss Fely’s problem? Ask the student which makes it difficult for
him/her to understand the lesson.
How? By means of knowing which part of the lesson that makes him/her difficult to understand, Miss
Fely will be able to identify what kind of strategy or intervention has to apply.
Are they matched with the problem? Yes, because they both aim to make the student understand the
lesson.
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. Students do not have enough support when it comes to financial.
b. Students do not have enough support when it comes to their basic needs such as food, clothing,
shelter and even necessary learning materials such as laptop, cellphone, internet connection and
the like.
 Can you propose a solution to solve one of the problems that you have identified?
It has to be reported in the government officials in order for them to request materials for the
students.
REFLECT
After reading the two scenarios given above, how would identifying problematic situations and
finding solutions to these problems help you to become a better teacher?
Explain:
_____________________________________________________________________________
By means of identifying the existing problems, as a teacher, I will be able to appropriately address the
said difficulties/problems. Providing an intervention will never be possible without first knowing the
problem and its cause.

Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
The problematic situation prevails in the classroom is the diversity of the students and the need to
address them all at the same time.
REFLECT
What changes do you want to achieve?
_________________________________________________________________
The change I want to achieve is the behavior of the students toward positivity to have a healthy
competition inside the classroom in spite of their differences.
PLAN
What strategies will you use to improve this situation?
________________________________________________________________________
I will use differentiated learning strategies in order to reciprocate all the needs of students.
ACT
What would be the title of you Action Research should you conduct the study?
IDENTIFYING THE LEARNING STYLES OF STUDENTS IN EASTERN QUEZON COLLEGE A.Y.
2021-2022
Add: Solutions / Actions

I will observe my students during before, during and after class daily. In that way, I will be able to
have an idea regarding their preferences among all the learning styles.
Check for mastery

Here are some problematic situations in the teaching-learning environment as observed and
experienced by the teachers. Match the problem listed in column A with corresponding probable
solutions in Column B. you may use letter once, then once or not all.
Problematic situations Probable solutions/ actions
E 1. Connectivity for on-line learning. a. Rearrange classroom setting

A 2. Disruptive classroom behavior. b. Maximize use of varied instructional materials.
D 3. Poor interest and motivation. c. Regular parent-teachers circles.
C 4. Parental non-involvement d. Use of rewards

B 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 completed action research.
I. Title of action research: IDENTIFYING THE LEARNING STYLES OF STUDENTS IN

EASTERN QUEZON COLLEGE A.Y. 2021-2022
II. Authors/s
Han Jane O. Poblete
III. Abstract
The term “learning styles” speaks to the understanding that every student learns differently.
Technically, an individual’s learning style refers to the preferential way in which the student absorbs
processes, comprehends and retains information. For example, when learning how to build a clock, some
students understand the process by following verbal instructions, while others have to physically
manipulate the clock themselves. This notion of individualized learning styles has gained widespread
recognition in education theory and classroom management strategy. Individual learning styles depend
on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words:
everyone’s different. It is important for educators to understand the differences in their students’
learning styles, so that they can implement best practice strategies into their daily activities,
curriculum and assessments.
IV. Identify the problem in the study

Individual learning style or the alignment of the style with study techniques, many students are
adopting strategies that simply do not support comprehension and retention of information.
V. Identify the action taken in study

To ensure effective learning for all students in the classroom, teachers need to develop sensitivity to
individual student’s needs and respond to them by flexing adapting their teaching strategies and
content, teachers can then give their students opportunities to develop their potential.
ATTACHMENT
LEARNING EPISODE 5
Preparing the Learning Environment: An Overview
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 area where teacher teaches and children learn. In the
classroom are chairs or tables for students and a front table for the teacher. This a traditional face-
to-face classroom. Most often the students should face the teacher 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 competence, freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
 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 enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each other.
5. Encourage class building activities like games and team activities
6. In a conducive learning environment, success whether small or big is recognized and celebrated.
Based approaches, either the traditional face-to-face or online, lead to positive results and in
different ways, so usually in practice both approaches are combined.
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display

I will give additional ideas to his/her knowledge on how we will make the board display effective
because BBD whether in or outside the classroom, it makes the learning visible, it shows what we value,
offer opportunities for reflection, help learners make connections within and across subject matter,
and contribute to a shared and public body of knowledge.
2. Small Group Discussion
I will actively participate in this kind of discussion with my mentor because Group discussions are a
very important aspect of group communication. Group discussions are a creative and dynamic activity
which stimulates reflective thinking among the members. Group discussions may be defined as an
activity in which a small number of persons meet face to face and exchange and share ideas freely or
attempt to reach a decision on a common issue.
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

I will simply put mark on the name of the student if he/she is absent or present.
Notice
Learning Environment 1:
 What you have noticed of the display in the class bulletin board? What message or theme does
it anyway?
The bulletin board in the class is about the motivational quotes that inspire students to strive
harder in spite of the challenges they go through.
 What makes it attractive to the learners?

The thing that attracts the students is its content itself because every time they see it, they feel
motivated.
 Does it help in the learning process? How?
Yes, due to its content.
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 student?
In their homes.
 Can you describe?
The home learning environment is the combination of everything you and your family do and the
spaces your child has access to that affect your child's development and learning.
 How can you as a teacher help to make such environment conducive for learning?
The point is, the pace and manner of learning of each child are different. As a teacher, it is your
responsibility to craft an environment that encourages students to learn at their own pace, style,
and despite differences. Establishing rules and regulations inside the classroom can help guide
them into being a part of a group.
ANALYZE
The example 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 space like
homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning? Choose
between Learning Environment 1 or Learning Environment 2. Explain your choice: why?
I prefer the learning environment 1 because the physical classroom is the best place to study.
REFLECT
Based on my noticing and analysis, I realized that
a. Learners have different learning preferences.
b. There is no inferior learning preferred style by the students because learning styles works
depending upon the student who uses/applies it.
OBSERVE
What probable problems may result from the two situations of the learning environment?
It is always the noise that comes in any kind of environment and it is the very first problem all the
time.
REFLECT
What solutions can I think of to solve the problem?
The only thing that we can do about it is to control in order to minimize the unnecessary noise because
it is a normal thing in any situations.
PLAN
How should I do it?
I think it will start at the self-discipline of the students, once they learn how to have it in themselves
they will be able to control the noise they will make.
Work on my Artifacts
In not less than 300 words, write an essay on the topic: “MY Conducive Learning Environment”
“My Conducive Learning Environment”

By: Han Jane O. Poblete
Conducive learning environment is crucial to the success of learning of the adult learners.
Conducive environment of the adult learners can be viewed from two perspectives, the learning
environment and the learning interaction. The learning environment refers to the environment
the adult learners undergo in their learning. While the learning interaction refers to the
relationship that exists between the adult learner and the adult educator (facilitator).
Learning interaction is one of the cardinal factors that dictate the outcome of learning among
adult learners. The facilitator needs to be conscious of the characteristics of the adults and
let that dictate what takes place in the classroom or in the process of learning interaction.
The author further stated that adult learners come into a learning situation with experiences,
many of which may be directly or indirectly related to the issues being discussed. The
facilitator should create room for friendliness in the classroom for effective learning to take
place during interaction in the class.
LEARNING EPISODE 6
ENHANCING A FACE-TO-FACE LEARNING ENVIRONMENT

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’ interactions 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 place called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading assignments are from the
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.

Notice the physical arrangement found in two classroom space. Spot the similarities and the
differences,
3Participate and Assist
Given the concepts and the infographic, how can you participate and assist in a face-to-face
learning environment?
I would participate and assist in the face to face learning by means of facilitating learners and address
all their problems at the same time so that the class discussion will be smooth and effective.
NOTICE
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 there are changes that
are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Does not have enough ventilation and has lowlighting Provides enough ventilation and lights
Learners’ desks are not comfortable Each learner has their own seats
Traditional materials are being used in the TV, Projector, Laptops with internet connection
discussions are being used for teaching and learning.
Spoon feeding/teacher centered Student-centered
ANALYZE
What do you think brought the changes in the face-to-face learning environment now?
_____________________________________________________________________________
It is the advent of technology that brought the changes to the face-to-face classes.
From the changes that you identified, choose one that you can do. How will you do it?
_____________________________________________________________________________
Due to being millennial and too much exposed to modern technologies, the shift from traditional
materials for learning to modern resources such us TV, Projector, Laptops with internet connection is
the thing that I can do.
REFLECT
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.
Yes, because students spend a significant amount of their time in school, with the majority of this time
being in the classroom. Therefore, the layout and arrangement of the classroom should be one that
encourages students to be productive. Instead of sticking to the typical classroom arrangement that
we are so accustomed to, opt to have different sections of the room with each serving a specific
purpose.
OBSERVE
What common problem I noticed in a face-to-face learning environment? Can I translate this
problem into a question?
The common problem that I noticed in the face-to-face learning environment is the unnecessary noise.
(What is/are the cause(s) of unnecessary noises in the face-to-face learning environment?)
REFLECT
How would I solve the problem?
This problem is cannot be solved but it can be minimized.
Will it improve my teaching? Yes. How? By means of minimizing the noise, the teaching and learning
process will go smoothly.
PLAN
What will I do to solve problem? Describe briefly how you will do it.
Teach students to have self-discipline.
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?
 Does the room arrangement 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 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 observables 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, camaraderie and cooperation?
 How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The face-to-Face Learning Environment
Describe the Physical environment:
The term physical environment refers to the overall design and layout of a given
classroom and its learning centers, teachers should design the design the environment
by organizing its spaces, furnishings, and material to maximize the learning opportunities
and the engagement of every child.
Describe the psychological environment:
This varies for each classroom environment, but a positive classroom environment
will have the following characteristics, a safe, a welcoming atmosphere, a sense of
belonging among students, trust between students and the teacher, willingness in
students to ask questions, participate and take risks, clear expectations, and fair and
honest feedback, from the teacher.
Describe the social environment:
The term social environment refers to the way that a classroom environment
influences or supports the interactions that occur among young children, teachers, and
family members, small groups allow more time for interaction with individual children and
are ideal for teaching new skills and providing feedback.
ATTACHMENT
LEARNING EPISODE 7
MAKING ON-LINE OR VIRTUAL LEARNING ENVIRONMENT SAFE AND CONDUCIVE
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Clarify Your Task
Safe and Conducive On-line or Virtual 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, 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 classrooms refer to digital learning environment that allows teachers and student to connect on
line in 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.
 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 class
length and topics.
 Make assignments as guided as possible. Teachers may need to source research sites to
ensure on-line safety.
 Provide students wit resources. Share with your students’ websites and videos so as not
to take them to inappropriate materials such as ads from You Tube 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.meet, 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 on0line
learning environment but for the meantime let us have a few. As technology advances, so do policies and
guidelines.

If you are assisting your mentor in an on-line class, there 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.
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!
NOTICE
Unlike the traditional face-to-face classroom environment, online or virtual environment is a bit
difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary and not in the
physical sense. It has no corners or walls and it can be set up with the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual class?
Open lines of communication are key to a virtual classroom, especially now that face-to-face
conversations are limited, by providing accessible and consistent communication, teachers can keep
parents and guardians informed on the latest school news or their student’s progress. This also lets
educators check in on their students and ensure their social and emotional needs are met.
How did the students show their active participation in the lesson?
Students show their active participation in the class by means of answering teacher’s questions during
class.
ANALYZE
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 takes time for students to learn how to use the platform
__Students who are alone in their home space find difficulty to make responses
 Internet connectivity is a great factor to support a conducive environment
REFLECT
As a future teacher I feel that the on-line learning environment can be safe if
The teacher has the master list of the students under his/her supervision. The teacher has to verify
first each student before accepting if he/she belongs to the class so that the strangers will not be
able to get into the class.
I think that teaching in a virtual learning environment is

_____________________________________________________________________________
Difficult in the part of the students because their home serves as their classroom and we all know it is
not the best place to learn. Aside from that, internet connection and gadget is a must. If you do not
have as a student, online classes would not be possible.

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

_____________________________________________________________________________
Unfortunately, technical issues are bound to happen in an online only environment. This may
sound obvious but technical issues and internet connection only add to the online environment’s
frustration and interrupt new learning sessions. Sometimes your computer will shut down or
these are moments when your Wi-Fi is spotty, and weak monitors can make it difficult to keep
up with your virtual classmates and learning environment.
REFLECT
How would you solve this problem?
_____________________________________________________________________________
The most important step is to stay in touch with professors and inform them about what’s happening.
They should understand and be flexible about the situation, perhaps even recording class sessions on
your computer through learning platforms as a backup. There will be technical issues and it’s important
to realize you aren’t the only one with this problem. If your school has technical support services they
can be a valuable resource.
PLAN
What initial plan do you intend to do to solve the problem?
_____________________________________________________________________________
As a teacher should contact technical support for solving problems that cause hindrance in the learning
process. Or maybe provide other strategies of teaching to make discussions easy.
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 TITLES of the CONTENTS

Name of Website Topics/ Title of Content or Instructional Materials
1. ReadWrite Offers a wide variety of classroom and professional development resources. These includes
Think student interactives, lesson plans, printouts, mobile apps, strategy guides etc.
2. Common This is a platform where you can access teacher-created reviews of educational tools and
sense mobile apps, read-made lesson plans, webinars, videos and many other resources.
media
3. CK-12 Provides teacher-curated STEM content that include lessons, activities study guides and
practice exercises.
4. Smithsonia Smithsonian learning lab empowers learners with materials and tools to help them
n Learning personalized their learning, create new ideas find resources and access collection of
Lab educational content and build meaningful educational networks.
5. OER- Open educational resources are a public digital of open educational content that allows you
to explore create and collaborate with educators around the word improve curriculum.
6. Discovery Discovery Education provides tons of standards aligned resources, tools to enhance students
Education thinking skills and opportunities for collaborative learning experiences to help teachers
grown their professional practice.
7. TED Ed Is an education initiative from TED to help teacher’s educators and student to access and
create interactive video lessons?
8. Edshelf This is socially curated discovery engine of websites mobile apps desktop programs and
electronic products for teaching and learning
9. Symbaloo Is the visual resource management tool that helps educators and students organize and
Edu share organize the best of the web users, save their resources in the cloud and access them
from anywhere with any device.
10. Khan Khan academy provides free educational content in the form of instructional videos and
Academy: practice exercises covering different subjects including math, chemistry, physics, science,
khan arts, humanities and many more.
academy.
Org.
ATTATCHMENT
LEARNING EPISODE 8
Establishing My Own Classroom Routines and Procedures in A Face-To-Face/ Remote Learning
At the end of this Learning Episode, I must be able to:
 Establish 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; makes
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 for synchronous participation
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?
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 classroom/
remote learning?
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 task early/ and for those who cannot complete
work on time?
8. What procedures must be observed for tardiness/ early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in the
classroom/ remote learning?
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.
There are the problems that we facing during face to face or remote learning, these are number 1.
Struggling with seeing relevance, the first struggle for students is related to motivation, relevance is
one of the two foundational elements (the other is success) students need to see value in what they are
being asked to do. Second is struggling with lack of enjoyment, next, our students, particularly those
who enjoy face-to-face interactive classroom activities, may not enjoy the isolation of remote learning.
This particularly challenging, especially since we may not enjoy remote learning either. Next is
struggling with a poor relationship with peers.
NOTICE
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?
If the classroom routine can increase student confidence and comfort levels since learners know what
is expected of them in different situations. Set routines are especially helpful when working with young
learners and teens that need extra support in regulating their behavior.
 How did your students respond to your classroom routines and procedures?
_____________________________________________________________________________
Routines allow students to quickly accomplish day-to-day tasks that required of both the teacher and
students. Routines help to create smoother transitions between activities and therefore allow fewer
opportunities for disruptions to occur.
 What was the feedback of your Resource Teacher on your classroom routines and procedures?
_____________________________________________________________________________
Teacher shown commitment and love for our child and put so much time and effort. Teachers give so
much patience and positive qualities like care, compassion and commitment.
 Was there a change in the classroom environment/ teaching- learning process after you have
implemented your classroom routines and procedures?
_____________________________________________________________________________
When you can remain calm and focused, you will communicate better with your class, create a more
positive learning environment and enjoy stronger foundations in the classroom.
 What was the feedback of your Resource Teacher on your classroom routines and procedures?
_____________________________________________________________________________
ANALYZE
1. What factors/ conditions prompted you to establish those classroom routines and procedures?
_____________________________________________________________________________
Classroom routines and procedures are important as they help students feel comfortable with the flow
of the day. However, they age, maturity level, and objectives of the class, before coming up with a
huge. List of routines and procedures, start with some basics and make up more of fewer procedures on
the basis of the needs of the kids.
2. Was there a marked improvement in classroom management after employing your classroom
routines?
Get to know your students, strong personal relationships with your students will form the backbone of
a well-run classroom. Think about your own experiences as a student: were you more motivated to
follow the rules with a teacher you felt knew you on a personal level or with a teacher who treated you
like just another number.
3. Did the teaching- learning process improve? Justify your answer.

_____________________________________________________________________________
All said that, we do know that teaching and learning can be improved but if quality and effectiveness
are to be raised.
REFLECT
What insights have you gained while doing this learning episode?
_____________________________________________________________________________
Embrace technology, identify instructional objectives, use co-operative learning, ask about student’s
experiences, meet other teachers, learn to handle unruly behaviors, use of portfolios.

OBSERVE
1. The problems/ challenges I encountered in establishing my classroom routines
Building relationships with students is the most effective way for teachers to avoid classroom
management issues. When students have relationship with their teacher, they’re less likely to act out.
So get to know your students.
REFLECT
2. I hope to achieve to address these problems and challenges by
_____________________________________________________________________________
Talk with them and meet with them one-on-one
PLAN
3. Some strategies/ ways which I can employ to improve my classroom routines are
_____________________________________________________________________________
Find out what’s going on in their lives and see if you can help with problems they might be having.
Building relationships with students can go long way toward creating a classroom that is truly a
community.
ACT
4. (based on m6y answers in nos. 1-3), the possible title of my action research on this episode is
_____________________________________________________________________________
IMPORTANCE OF BUILDING RAPPORT BETWEEN STUDENTS AND TEACHERS OF EASTERN
QUEZON COLLEGE A.Y. 2021-2022
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).
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.
ATTACHMENT
LEARNING EPISODE 9
Creating my Classroom/ Remote Learning Management Plan
At the end of this Learning Episode I must be able to:

 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 expectations for every
student. 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 alternatives and other options may be considered in designing classroom/ remote
management plan.
A good learning environment procedures 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 define the 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.
5. Organization: this refers to 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
Philosophical Statement What is your set of ideals, values, beliefs and 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?
Classroom Rules and Procedures What classroom rules and procedures will you formulate to
ensure discipline and order in your class?
Teacher-Student Relationships How will you treat every student in your class?
How will you interact with them?
How will you ensure good interaction between and among
students and superiors?
Schedules and Timeframes How will you organize your class schedule?
How will you keep your students to stay focused and on task?
Classroom Structure, Design and How will you design your classroom to create an appropriate
Arrangement learning environment?
Classroom Safety Rules and How will you ensure the safety and security of your students?
Procedures What rules will you formulate to safeguard their protection?
Strategies for Rewards and What strategies will you employ for rewards and
Consequences consequences?
These are the steps in creating your Classroom/ Remote Learning Management Plan
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/ examplars to guide you in creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders I 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
A classroom management plan should maintain order in the classroom, have positive communication
between teacher and student, teacher should mostly be in charge, rules should be made together,
including the teacher and students, students should be aware of rules and consequences and also set
awareness, patience, good timing, boundaries and instinct.
Classroom Rules and Procedures
Create consistency; students of all ages will react positively to a consistent approach to discipline. It’s
essential that your pupils know what is expected of them. Make it clear from the start what your
expectations are for behavior in your class. Ensuring that your pupils know the rules and why they are
in place should be enough to stem most casual behavior issues. If students are aware of the
consequences of their actions they are less likely to misbehave in the first place.
Teacher- Student Relationships
I will never do partially between students, no discrimination in class and also I will be friendly to
students but with limits and also will also let them know their limits. I will never take advantage of
being a teacher and demanding my students to do may personal stuff.
Schedules and Timeframes
You need some way to keep track of your daily schedule and to you to do list. It doesn’t matter how
you keep track of your schedule (white board, calendar app, planner, etc.) but make sure that it is easy
for you to maintain. Starting putting down of all information that you know about your schedule.
Classroom Structure, Design and Arrangements
Remember that students, like adults, have not only physical needs but also important psychological
needs for security and order, love and belonging, personal power and competence, freedom and novelty
and fun. Students are driven to meet all of these needs all the time, not just two or three of them.
When teachers intentionally address these needs in the classroom, students are happier to be there,
behavior incidents occur far less frequently and student engagement and learning increases.
Classroom Safety Rules and Procedures
Ensure that school property is well lit. Appoint guards at outside doors, and designate separate doors
for entering and exiting buildings. Also, install cameras and intercoms at these locations. Assign a
guard to patrol the premises.
Strategies for Rewards and Consequences
Giving your students a say about the reward he receives can make it feel more enticing. Consider
creating a reward “menu” if your students seem to be losing motivation after a couple weeks, change
the reward but be sure to talk it through with your child first.
NOTICE
After reading and reviewing the classroom/ remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noticed?

_____________________________________________________________________________
The most important components of classroom management are relationships. The relationships with my
students start at the door when I shake their hand and greet them with a smile (regardless of what
misbehaviors might have happened the day before) those relationships are solidified when I spend
individual time when I spend individual time with each student to get to know them and then use that
knowledge to create personal learning opportunities.
2. Why is there a need to utilize the information to create your classroom management plan?
_____________________________________________________________________________
The purpose of a classroom management plan is to hold students accountable for misbehavior without
having to yell, scold or lecture. When used correctly, a classroom management plan eliminates the need
to use these and other stressful, counterproductive methods.
3. What were the significant things that you noticed when you were implementing your plan?
_____________________________________________________________________________
Classroom management is important because it directly affects your student’s ability to learn and your
ability to teach. It impacted a teacher’s ability to be effective and actually enjoy teaching. Most
importantly, a well-managed classroom highly impacts students’ academic success.
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?
_____________________________________________________________________________
Is free service for schools, non-profits and anyone with a personal Google Account. Classroom makes it
easy for learner and instructors to connect, inside and outside of schools. Classroom saves time and
paper, and makes it easy to create classes, distribute assignments, communicate and stay organized.
ANALYZE
______________________________________________________________________
1. What elements in your classroom /remote learning management plan were mostly followed/ complied
with?
Develop rules that foster respect, caring and community in your classroom. To make
expectations for behavior clear at the beginning of the year by reviewing these rules with students.
Continue to reinforce your rules throughout the course and post them in a visible location. Consider
having students sign contract that shows they have read the rules with their parents and understand
how to behave properly.
2. What elements in your plan were the most difficult to implement? Why?
Planning before getting to know your class, would you plan a road trip group friends without
knowing what they want to see or what their interest are? Chances are they have their own
goals/expectations for the trip. You will surely have the course syllabus for the semester/year ahead
of time, but that is simply a list of what your students should learn to reach of what your students
should learn to reach specific level. Lesson planning what you’ll do for each individual lesson should
begin after you’ve obtained more information about your students.
REFLECT
What were your realizations after creating and implementing your classroom/ remote learning
management plan?
The responses from students were largely positive overall 85% said their online courses felt like a
classroom community, 84% said remote learning environment can be effective and 70% said they would
consider taking more virtual classes in the future.
OBSERVE
1. The problems/ challenges I encountered in writing my classroom management plan
Is the time management and satisfying learners’ needs.
REFLECT
Satisfying all of them in the same way while approaching a particular curriculum will be a serious
challenge.
PLAN
3. Some strategies/ solutions/ means that I can employ to improve these situations/ problems
Trying differential teaching strategies to satisfy a slow learner and quick learner so, they will be
forced bring a lot of creativity and diverse strategies which in turn require additional preparation time.
However, once you learn to come out of it, it will of course, be an empowering experience for your
career and for the benefits of the classroom well.
ACT
4. Based on my answers in nos. 1 -3, the possible title of my action research on this episode is
“IMPORTANCE OF BUILDING RAPPORT BETWEEN STUDENTS AND TEACHERS OF EASTERN
QUEZON COLLEGE A.Y. 2021-2022”
To further enrich my knowledge on designing my classroom/ remote management plan, 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.)
Paste your Classroom/ Remote management Plan
ATTACHMENT
LEARNING EPISODE 10
Writing My Learning/ Lesson Plans

 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 stating 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.

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

(subject)
Grade Level Grade 8
Learning Outcomes
General Objective:
Let the students have knowledge about using Active and Passive voice in journalistic Writing
 Objective
 At the end of the discussion the learners are expected to:
 Cognitive
 Understand active and Passive Voice
 Affective
 internalized knowledge in using Active and passive voice in journalistic Writing
 Psychomotor
 apply the knowledge and skill using active in passive voice in journalistic writing
Learning Content
What is passive voice? When the verb is being performed by its subject.
What is passive voice? The action the sentence expresses is being performed upon by its subject.
Example: The biker climbed the hill in three hours.
Subject: The biker
Predicate: climbed the hill in three hours.
Example: Moving at a strange angle, the bird fell from the sky.
Subject: The bird
Predicate: fell from the sky moving at a
strange angle
Active/Passive Voice
Directions: After each sentence, indicate whether each of the following sentences is active or passive.
A = active
P = passive
Part I:
1. The whole club elects the president.
2. A terrible accident has been prevented by Mario’s quick thinking.
3. The leading role was played brilliantly by an understudy
4. The book was unfavorably reviewed by the critics.
5. A fan recognized the popular movie star.
Learning Resources
Lapid and Serrano, ECAS 8, page 352
Learning Procedures
A. Routine Activities
B. Motivation
C. Activity
D. Analysis and Discussion
E. Abstraction
F. Evaluation
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 (DLP) FORMAT
School Grade Level
Teacher Learning Area
Time & Dates Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives Write the
LC code for 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
IV. PROCEDURES
I. Reviewing previous lesson or presenting the
new lesson
II. Establishing a purpose for the lesson
III. Presenting the examples/ instances of the
new lesson
IV. Discussing new concepts and practicing new
skills #1
V. Discussing new concepts and practicing new
skills #2
VI. Developing mastery (Leads to Formative
Assessment 3)
VII. Finding practical applications of concepts
and skills in daily living
VIII. Making generalizations and abstractions
about the lesson
IX. Evaluating learning
Source: http://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparaton-for-the-k-to-12-basic-education-program/
Questions Answers
1. How did you respond to the Get to know your students, ensuring that cultural awareness is
diverse types of learners? promoted in the classroom starts with the teacher
1.1 gender, needs, strengths, understanding each individual student. Take the time to learn
interests and experiences about each student’s cultural background, hobbies, learning
1.2 linguistic, cultural, socio- styles. And what makes them unique. Demonstrating a genuine
economic and religious interest in learning about each student their culture will help
backgrounds establish trust and allow you to form a bond with them so they
1.3 with disabilities, feel valued.
giftedness and talents
1.4 in difficult circumstances
1.5 from indigenous groups
2. what instructional strategies will Online courses have become an incredibly popular way for
you employ in face-to-face or in a students and employees to advance their education or
remote learning delivery for this professional development. So that you should engage with
lesson? Explain. your student learners online, without your physical presence in
the classroom, it’s vital that you establish a virtual presence at
the beginning of the eLearning course. Online teachers need to
be engaging and supporting students’ right from the start and
for the duration of the course, to maintain an effective
learning.
3. Was the language used Choose words that accurately reflect your thoughts and
appropriate to the level of the feelings. Avoid making blaming statements; know the meaning
students? Explain your answer of words and phrases you choose.
briefly.
4. What types and levels of the levels of questions strategy help students comprehend and
questions did you formulate? Are interpret a text by requiring them to answer their types
they of the higher order thinking factual, inferential, and universal.
skills (HOTS)? Write two (2)
examples.
5. What instructional resources will Instructional resources usually fall into one of two categories:
you use? Why? Cite the possible student-centered and teacher centered.
online resources that you can
utilize whether done in the
classroom or in remote learning?
6. Are your modes of assessment The teaching methods and the assessment are aligned to the
aligned with your learning learning activities designed to achieve the learning outcomes
outcomes and activities? Cite a
specific example.
7. Will your performance tasks Yes, because competency-based mastery is when you can apply
ensure the mastery of the what you know, not just learn it but apply it. Since
learning competencies? Explain competencies are observable, they can be measured and
briefly. assessed to ensure their acquisitions.
8. In a scale of 1- 10, how will you Based on the knowledge: 8 because I admit that I need to
rate your learning plan(s)? justify improve myself to become better and goods in doing my Lesson
your answer. plan.
9. If this lesson is not implemented Make sure your remote students feel like they’re still part of
face-to-face, how are you going your class even though they’re still learning from home. Your
to do it remotely? remote students should still be able to participate in the same
activities and lessons that your hybrid students are.
REFLECT
Why is lesson planning an integral part of the instructional cycle?
Lesson planning is at the heart of being an effective teacher. It is a creative process that
allows us to synthesize our understanding of the second language acquisition and language teaching
pedagogy with our knowledge of learners, the curriculum and the teaching context.

OBSERVE
1. The problem / challenges I encountered in writing my learning / lesson plans
I never have enough time to finish the last part of my lesson.

I need to adjust my lesson plans and expectations of what can cover in class.
PLAN
3. Some strategies / solutions / means that I can employ to improve these situations / problems.
Organize materials in a binder for easy access.
ACT
4. Based on my answer in nos. 1-3, the possible title of my action research on this episode is
Common Lesson Planning Challenges in Eastern Quezon College SY. 2020-2021
Realizing the various skills that you need to master in preparing the learning/ lesson plans, which
are the most difficult? The easiest to write? Conduct a simple survey from among your peers by
requesting them to answer 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
very Difficult Moderate in Not
difficult difficulty difficulty
1. Starting learning outcomes 
2. Identifying learning resources to be used 
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 

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Let’s buckle down for work!

Revisit the Infographic/s

CAREER STAGES OF TEACHERS

Career Stage 4: Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Name: Han Jane O. Poblete Score

2. Are these competencies limited only to professional competencies?

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

5. Who are the teachers that we remember most?

Name: Han Jane O. Poblete Score

1. Which personal traits do I possess? Where do I need improvement in?

2. Which professional competencies am I strongly capable of demonstrating?

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

4. Who are the teachers that we remember most?

Name: Han Jane O. Poblete Score

Write Action Research Prompts

3. PLAN I would like to address this problem ( mentioned in #2 ) by conducting an action

CLARIFY YOUR TASK

Doing Action Research: An Overview

REVISIT THE INFOGRAPHICS

Name: Han Jane O. Poblete Score

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

Inventory of Sample Action Research Conducted by Teachers

Name: Han Jane O. Poblete Score

3. Write the title and your interpretation

WRITE ACTION RESEARCH PROMPTS

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

Participate and Assist

Write Action Research Prompts

4. On which of the following would you conduct an action research, why?

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

TARGET Your Intended Learning Outcomes

Clarify Your Task

But matching these problems with appropriate action is trickier.

REVISIT the Infographics

Participate and Assist

Suppose, the problem you have spotted is: COMPREHENSION

Make a Choice for your ACTION.

A. Conduct a tutorial lesson

The Problem is: The Action is:

Let children watch video lessons

The Problem is: The Action is:

Difficulty in Comprehension of visual Let children watch the topic about

The Problem is: The Action is:

Making learning tasks to improve

Write Action Research Prompts

Add: Solutions / Actions

Check for mastery

E 1. Connectivity for on-line learning. a. Rearrange classroom setting

C 4. Parental non-involvement d. Use of rewards

Your artifact will be an abstract of completed action research.

I. Title of action research: IDENTIFYING THE LEARNING STYLES OF STUDENTS IN

IV. Identify the problem in the study

V. Identify the action taken in study

Clarify Your Task

Overview of the Learning Environment

A conducive learning environment should have the following characteristics:

Participate and Assist

1. Bulletin Board Display

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

 What makes it attractive to the learners?