FIELD STUDY 2

ANSWER SHEETS

BY: MA. HOPE JAHLEEN FIEDACAN

BSED IV-ENGLISH BLOCK 8

EPISODE 1
Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in her daily
task, please take note of what you are expected to give more attention to as asked in the next
step of this Learning Episode, NOTICE).

Participate actively by assisting your Resource Teacher in his/her daily task. Take the initiative
to offer your assistance. Don't wait for your Resource Teacher to ask for it.

Notice

1. Take note of the following:

•Your Resource Teacher comments, facial expressions, gestures and actions in class

•students' comments, facial expressions, gestures and behavior in class:

•how your Resource Teacher relates to you

• the classroom proceedings

•the classroom atmosphere relaxed or threatening?

Analyze

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

A great teacher, according to the video I watched, is someone who the student can
relate to. To relate to in each setting, a great teacher is approachable, loving, and humorous,
can communicate with their students, and last but not least, a good teacher will be remembered
by students for the rest of their lives.

2. Are these competencies limited only to professional Competencies

No. Professional competencies are skills, knowledge and attributes that are specifically
valued by the professional associations, organizations and bodies connected to your future
career. Some qualities are already possessed by heart and some are being indict by the
associations or the higher authorized person to be called professional.

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 it isn't. You can do all those things without being a good teacher, let alone a great
teacher. I have observed lessons of teachers who have done all those things who clearly didn't
know what they were talking about, and their students were as aware of that as I was.

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

competencies?

The professional and personal qualities are equally important for a teacher. In my
opinion, a teacher is not complete without either one of them. Personal qualities including good
communication and interpersonal skills are required so that teacher can understand the needs
of the students and they can also freely approach the teacher. Professional qualities are
necessary to learn the basics of methods of teaching, techniques and hands on training to
handle all kinds of students from all the sections of the society. And also to give certification for
teaching.

5. Who are the teachers that we remember most?

Students often remember teachers who were kind or funny or brilliant or passionate.
They remember teachers who cared about them. They remember teachers who were supportive
or encouraging or saw something in them no one else did. They remember teachers who
challenged them and made them think.

Reflect

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

As of now, I believe I possess certain teacher-like characteristics, such as being

someone who appreciates real-world application and has patience. However, I must
acknowledge that I still lack and require many of the positive qualities that a great teacher
possesses. I need to improve my public speaking skills, gain confidence in what I need to teach,
and develop a positive image of myself as a teacher.

Which professional competencies am I strongly capable of demonstrating?

I think I'm good at demonstrating teamwork and collaboration, I really want to have a
class wherein there is no contest of who is great and not but a classroom who values
collaboration and teamwork and just enjoy learning together.

In which competencies do I need to develop more?

 I need to improve my communication and critical thinking skills; I despise admitting it, but
I have trouble thinking outside the box. Because I am a simple person, I will respond with
whatever comes to mind, whether it is simple or not. And as of now I'm still working on me being
a professional someday so I hope I can work with all of what I lack as I took a step closer to
become professional someday.

Who are the teachers that we remember most?

The teacher that I remember most are the teachers who valued me as me, not just being
their student but considered me their child and best friends. I met a lot back when I was in
elementary, in high school, senior high school and even now that I'm in college. I may not
mention a name but I know them by heart.

Write Action Research Prompts

1. OBSERVE

In assisting my Resource Teacher, I observed that personal traits such as strong

communication, listening well, are engaging and approachable and professional competencies
like creating a learning environment, good and lesson plan design were displayed and as a
result, learners were / class was doing great. At this point I think everything was good. Pupils
are eager to learn, my Resources Teacher also is very active and not boring and that's the
reason why the pupils are very active and learning well.

2. REFLECT The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by all goods and nothing mentioned. I enjoy my Resource teacher; she is a
great teacher. I learned a lot from her, like her strategies, the way she talks to us.

3.PLAN I would like to address this problem (mentioned in # 2) by doing an action research on
how to become a great teacher that I can apply in my future career. If someday I have a
problem, my resource teacher will talk to her intensively so that we can talk to each on what the
problem is and how we solve the problem. Also I will inform my Fields study teacher so they are
aware of what happened and I think that’s powerful.

4. ACT

a) The main objective of my action research is to better interact with my resource teacher to
help me experience better in my field study.

b) My specific research questions are:

 How to improve my communication skills?

What are the strategies in teaching English in high school students and the effectiveness
of technology in teaching?

c) To answer my specific research questions I would like to:

Analyze the prompt

Research the topic

Look up information on the topic

Choose a side/argument after analyzing the information that was found

Formulate the opinion or argument

Check for Mastery

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

1. Which behavior does a great teacher who can empathize with his/her students display?

A. Feels what students feel

B. Expects students to understand his/her feelings

C. Gives no assignment

D. Makes test easy

2. According to students, a great teacher is "chill". What does this mean? Teacher is

I. cool

II. calm.

III, doesn't get overwhelmed

A. I, II and III

B. I and II

C. I only

D. I and II

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

 I. Apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research

II. Display proficiency in Mother Tongue, Filipino and English in the teaching and learning
process

III. Demonstrate skill in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning

A. I only

B. II only

C. I and II

D. I, II and III

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

A. Apply interactive teaching

B. Do differentiated teaching

C. Use Problem-based learning

D. Employ Project-based learning

5. In the Southeast Asian Teachers Competency Framework, who is at the center with whom
the professional teacher relates?

A. The professional teacher

B. The school heads

C. The joyful learner

D. The parent /guardian

Work on my Artifacts
Attach your reflection here.

Good teachers have desire, a positive attitude, and take risks. Keeping students off
balance can discourage complacency and maintain interest. A good teacher knows what
motivates each student, and works with the student as a partner in learning. A good teacher is
also competent, creative and caring. Classroom strategies used by our Resource Teacher are
collaborative/creative learning in which students work together in small groups to accomplish a
common learning goal. They carefully planned and executed the activity given. Next, is the
discussion strategies where the students engage in discussion that deepens their learning and
motivation by developing their own views and hearing their own voices. A good environment for
interaction is the first step in encouraging students to talk. The learning activities done by the
students and teacher were successful. Wherein the students were able to participate in the
given activity and cooperate with each other. They actively participated even though some
students got the wrong answers. The learning activity gave the students an impact in their
cognitive and psychomotor skills. It helps them think about ideas by answering the activity. Their
personalities were developed because the teacher integrated values in her lessons. There was
a high percentage of participation in class. There were only a few students who did not
participate in class. There is a good quality of participation in class since the majority
participated in the activities. They learn to participate wherein they can develop their self-
confidence and communication skills by the motivation of our Resource Teacher.

EPISODE 2
Participate and Assist

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

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

Here is what you will do.

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

1. Make a library or on-line search of the different Completed Action Research Titles
Conducted by Teachers.

2. Enter the list in the matrix similar to the one below.

3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor as
reference.

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

1. Improvement of Grade 10 learners' Henriquito C. Tepacia

performance in English through
computer-aided instruction

2. Enrichment of Learners' reading Hazel E. Argoncillo and Juacrisa D.

comprehension through project HAZEL Balbon

3. Enhancement of Learners' Academic Rhodalyn G. Dizon

Performance in Conflict-Affected Areas
through Strategic Intervention Materials

4. Centralized Automated Tracking Dan P. Alar and Iryll Mae S. Macahig

System: Enhancement of Teachers'
Participation in Trainings

5. Improvement of Grade 8 Learners' Jeanny M. Abejero

Performance in Science through ICT
integration

Congratulations!!! You have done a good job. By doing so, you have assisted your
mentor and together you will journey towards becoming an action researcher.
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.

Question Answer

1. What have you noticed about the YES

action research titles? Do the action
research (AR) titles imply problems 1. Identified problem to be solved in title no. 1
to be solved? Yes? No? Improving the English performance through computer-
aided instruction

If YES, identify the problems from 2. Identified problem to be solved in title no.2
the title you have given. Answer in
Enriching the reading comprehension through project
the space provided. HAZEL

3. Identified problem to be solved in title no.3

Enhancing the academic performance in conflict-

affected areas with the use of strategic intervention
materials

4. Identified problem to be solved in title no. 4

Tracking systems for the enhancing the teachers'

participation in trainings

5. Identified problem to be solved in title no.5

Improving the performance in science through the use

of ICT

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

research can you make out of your
answer in Question No. 1? ENHANCEMENT OF THE ACADEMIC
PERFORMANCE OF THE STUDENTS WITH
DIFFERENT METHODS

3. Write the Title and your From the title, I think, the study is all about the
interpretation of the study from the different methods that the teachers are practicing in
title. order to enhance the academic performances of the
students.

4. What do you think did the author's I think the author/s. author/s solved their problem
do with the identified problem as using the action research and eventually have a
 presented in their titles? positive result through after applying their methods.

Analyze

Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!

Let us continue to examine and analyze what you have noticed and interpreted in previous
activity.

Key Question My Answer 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 action
research? Copied from research books

 From daily observation of their

teaching practice.

From the told experiences of their co-

teachers.

 From difficulties they observed of their

learners.
 From their own personal experience.

2. What do you think is the teacher's intention Choices:

in conducting the action research?
 To find a solution to the problematic
situation
 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 FS Choices:

2 in understanding and doing action
research?
  Prepare me for my future job
 Get good grades in the course

 Learn and practice being an action

researcher
 Improve my teaching practice
 Exposure to the realities in the
teaching profession
 Become a better teacher everyday

4. In what ways, can you assist your mentor
in his/her Action Research Activity?
 By co-researching with my mentor
 By assisting in the design of the
intervention
 By assisting in the implementation of
the AR

_____ By just watching what is being done

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 action research process can help you understand what is happening in
your classroom and identify changes that improve teaching and learning. Action research can
help answer questions you have about the effectiveness of specific instructional strategies, the
performance of specific students, and classroom management techniques. Action research
gives you the benefits of research in the classroom without these obstacles. Believe it or not,
you are probably doing some form of research already.

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.

Yes. As a result, I realized that action research assures that a viable solution to every
social dilemma is discovered. It entails a teacher conducting study about his or her own
activities as well as prospective actions to take in order to enhance them. Action research is
critical in determining whether or not a feasible solution to a problem exists.
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.

Insufficient funding for classroom supplies and equipment.

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

 Make sure to always update the office of the supplies and material needed.
 Asking some politicians for financial assistance with the classroom materials and
supplies.

PLAN

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

As a future action researcher, I may plan for relevant interventions such as befriending
politicians for future support and ensuring that requests for equipment presented at the office
are heard in order to promote higher learning quality.

ACT

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

If will implement my doable plan in the future, my action research would be entitled,
Improving the support system for the teacher through better financial support from the local
government

Check for Mastery.

Direction: Choose the best answer.

1. Every future teacher should do action research because

A. it is a requirement for teachers in the field

B. it will improve teaching practice

C. it will add points to teacher's performance

D. it is part of the teacher's standard

2. Spotting a problematic situation in teaching and learning will

A. spark an idea of doing Teacher Action Research

B. give more confusion to the teacher

C. create complexity in everyday teaching

D. add burden to teacher's daily routine.

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

A. Any problem that occurs in my class will soon pass.

B. For every teaching-learning problem, there is always a solution.

C. Leave the problematic situation for other teachers to solve.

D. There are more important classroom routines than finding solutions.

4. "Every teacher, should be an action researcher." This statement is

A. applicable only for teachers in big schools.

B. not doable and very idealistic.

C. the call for teachers in the current times.

D. appropriate for honor graduates.

5. Which of the following statement is TRUE?

A. Action research problem is created by the teacher.

B. Noticing helps a teacher spot problematic situation.

C Much of the teaching time should be spent in action research.

 D. Action research is an optional teacher activity.

Work on my Artifacts

Your artifact will be an abstract of a completed action research.

The Effect of Project Based Learning on the Academic Achievement of At-Risk Advanced
Placement Students

Author/Creator: Johnson, Al-Amin

Date: 2016-05-03

Type of Work: Action research papers

Program: Masters of Education

Abstract

The purpose of this study was to examine whether project-based learning would
increase academic achievement for at risk students. The null hypothesis was at-risk students in
an advanced placement psychology class will not have an increase in academic achievement
through the use of the project based learning strategy. The study used a pre-experimental
design method. A 10 multiple choice pre-assessment was used to determine a base line for how
much students know before each lesson started. There were six pre-assessments used in each
unit of study; five multiple choice tests and one constructed response. In order to determine
whether academic achievement occurred after the intervention was administered. The
instrument used was a post-assessment which consisted of 50 multiple choice questions and
one constructed response. The study began on February 1st, 2016 and concluded on March
11th, 2016. The results of the study were compared to data gathered from that time period also.
There was a significant improvement recorded for the use of project-based learning on the
academic achievement of at-risk students in an advanced placement psychology setting.
Therefore, the null hypothesis that at-risk students in an advanced placement psychology class
will not increase academic achievement after the project-based strategy was implemented was
rejected. Since the study was only over a month and a half time period. Future research on
these areas could involve a much longer time period to obtain more reliable data on the effects
of project-based learning increasing academic achievement.

EPISODE 3
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. OBSERVE

2. REFLECT

3. PLAN

4. ACT

Since the 3 models are all for action research, what are the common elements of the three?

The three models of Action Research follow the same cyclical process of OBSERVE,
REFLECT, PLAN & ACT

Analyze

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

• Analyze the components vis-a-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:

The Effect of Project Based Learning on the Academic Achievement of At-Risk Advanced
Placement Students

Key Components Entry from your Sample AR

OBSERVE The Problem

1. The purpose of this study was to examine whether project-based learning

would increase academic achievement for at risk students.

2. The null hypothesis was at-risk students in an advanced placement

psychology class will not have an increase in academic achievement
through the use of the project based learning strategy.

REFLECT Reflection
 1. The study used a pre-experimental design method.

2. A 10 multiple choice pre-assessment was used to determine a base line

for how much students know before each lesson started.

PLAN Plan of Action

1. There were six pre-assessments used in each unit of study; five multiple
choice tests and one constructed response. In order to determine whether
academic achievement occurred after the intervention was administered.

ACT Implementation

1. The study began on February 1st, 2016 and concluded on March 11th,
2016.

2. The instrument used was a post-assessment which consisted of 50

multiple choice questions and one constructed response.

EVALUATE Findings

1. The results of the study were compared to data gathered from that time
period also.

2. There was a significant improvement recorded for the use of project-

based learning on the academic achievement of at-risk students in an
advanced placement psychology setting.

MODIFY Recommendation

1. Since the study was only over a month and a half time period. Future
research on these areas could involve a much longer time period to obtain
more reliable data on the effects of project-based learning increasing
academic achievement.

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

Action research helped solving identified problems of whether students and teachers
inside the four walls of a classroom. It will help the researcher improved and enhance more real
life strategic method in solving classroom problems.

Reflect

As a future teacher, is conducting an Action Research worth doing? YES

Why? because change is easier to manage when action research is used. Teachers might use
action research to focus on one component of their practice that they want to improve. Each
cycle is bound by certain questions and a set time limit. Natural pauses for thinking and
planning are ensured as a result.

How can AR be useful for every classroom teacher?

Action research provides qualitative data that can be used to improve student learning
by adjusting curriculum content, delivery, and instructional practices. Action research aids in the
implementation of well-informed change. Action research can also assist you in taking control of
your professional development. Teachers can use action research to reflect on what they want
to change, learn about what others are doing in the field, and experiment with practice in a safe
environment. Participants in this hands-on workshop will learn how to use classroom-based
research to improve teaching and learning.

Write Action Research Prompts

OBSERVE

Remembering my classroom observations in FS 1. I noticed that there are many questions that I
raised in my mind. These include:

a. How does teachers handle students nowadays?

b. Are the students still learning what they're supposed to learn?

c. Equipment for the new normal setting of a class must be provided for every teacher.

REFLECT

Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like.

a. Keeping contact with every student every once in a while and checking their progress.

b. Making sure that the learning outcomes for every learning tasks are achieved.

c. LGU must provide something for the teachers such as printers, coupons, internet budget and
some materials needed for the new setting of the class.

PLAN

Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a. b, and
c) because I myself, is having a hard time as of today and right now answering. Based on my
experience of this new normal, I hate to admit it but the activities and reading materials given by
my teachers only mattered if the deadline is getting near. So as a future teacher I would like to
adress this problem and seek solution too.

ACT

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

Check for Mastery

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

1. Action research requires a teacher to be:

 observant of what is happening in the classroom.

 asking oneself of how to improve teaching.
 following the daily routine all the time.
 finding ways on how children should learn better

_____ blaming learners for their inability to learn.

2. There are many ways of doing action research which process include:

 Observe, Reflect, Plan, Act

 Observe, Plan, Act, Reflect
 Reflect, Act, Plan, Observer
 Plan, Observe, Act, Reflect
 Modify, Observe, Plan, Reflect

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

 Systematic
 Reflective
 Rigorous
 Futuristic
 Situational

4. On which of the following would you choose to conduct an Action Research. Why?

 Changes in the classroom practices. Why?

To become more flexible and easily adapt every changes of the classroom.
 Effects of curriculum restructuring. Why?
To understand the better and effective ways of delivering or teaching the lessons.
 Understanding of self as a teacher. Why?
 To improve qualities as a role model of the students.
 Teaching a new process to the students. Why?
To test if one strategy is effective or not.

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

 Used to address practical problems in the classroom

_____ Refers only to everyday life of the learners

 Allows teachers to study their own classroom

 Brings theories and practices together

Work on my Artifacts

Your artifact will be a full blown completed Action Research

Action research: Enhancing classroom practice and fulfilling educational responsibilities

Mark R. Young, Eve Rapp and James W. Murphy

Winona State University

Abstract

Action Research is an applied scholarly paradigm resulting in action for continuous

improvement in our teaching and learning techniques offering faculty immediate classroom
payback and providing documentation of meeting our educational responsibilities as required by
AACSB standards. This article reviews the iterative action research process of planning, acting,
observing, reflecting and revising in which faculty/researchers collaborate, openly communicate,
critically analyze, reflect and relate their classroom practice to theory. An innovative experiential
learning activity (Bake Sale) designed to teach marketing concepts to Principles of Marketing
students is used to illustrate the action research process.

Introduction to Action Research

Action Research is an applied scholarly paradigm resulting in action for a specific context
offering faculty immediate payback by improving his or her own teaching and providing explicit
documentation for meeting their educational responsibilities as required by AACSB standards.
It seeks to document the context, change processes, resultant learning and theorizing of faculty
in developing their pedagogies (Fisher and Phelps, 2006). John Elliott (1991) defines action
research as:

“Action research is the process through which teachers collaborate in evaluating their practice
jointly; raise awareness of their personal theory; articulate a shared conception of values; try out
new strategies to render the values expressed in their practice more consistent with educational
values they espouse; record their work in a form which is readily available to and
understandable by other teachers; and thus develop a shared theory of teaching by research
practice.”

Dick (2004, 2006) provides a comprehensive overview of the themes and trends in the action
research literature and identifies prominent action research books, journals, and applications.
What separates this type of research or learning from general practice or assessment is the
emphasis on scientific study, which is to say the researcher studies the problem systematically
and ensures the intervention is informed by theoretical considerations (O’Brien, 2001). What
separates action research from other forms of research are its epistemological underpinnings
(Ozanne and Saatcioglu, 2008). Action research is not about hypothesis testing and producing
empirically generalizable results; however, it is consistent with the definition of the scholarship
of teaching and learning defined as “systematic reflection on teaching and learning made public”
(Illinois State University, www.sotl.ilsta.edu). The action research model illustrated in Figure 1
shows the process as iterative or cyclical in nature involving multiple cycles. The first cycle
moves through the major steps of planning, action, observation and reflection, which are then
used to revise the process in the next cycle (Kemmis and McTaggart, 1990). The iterative
action research cycle starts with faculty (and possibly students) deciding on the focus of the
inquiry and creating a plan to observe and record their classroom activities (Plan). The
classroom activities are then implemented (Action) and pertinent observations are recorded
(Observe) which are then individually and collaboratively critically reflected upon (Reflect)
leading to revising classroom activities based on what has been learned (Revised Plan) (Winter
and Munn-Giddings, 2001). The observation and reflection stages should incorporate, and are
based on, widely used quantitative and qualitative research tools used in other research
paradigms such as: questionnaires, interviews, focus groups, observations, research journals,
document collection, and case studies. In addition, the evaluation of the process should
incorporate multiple perspectives and present convergent validity. The action research process
described in this paper incorporates traditional outcome assessment where students produce
some end product (projects, papers, presentations, exams, etc.), as well as, faculty and
students’ perspectives of the impact the learning activity had on the learning process. The
purpose of this paper is to encourage business educators to utilize the action research
paradigm for meeting our educational responsibilities in the everyday improvement of classroom
practices. We illustrate the iterative action research process with the three authors’ individual
and collaborative experiences of implementing theory-based evidence-supported changes to
enhance their process of incorporating experiential learning activities into principles of
marketing. From this collaborative experience, we provide implications and recommendations
for teaching and learning.
Illustration of Action Research in Refining Experiential Learning Activities

The following is an illustration of an experiential learning activity and how action research can
be used to refine that activity. The experiential learning activity involved the use of Revise Plan.
A semester long bake sale, which was used to illustrate marketing concepts to college students
in a Principles of Marketing class. This section provides a brief background and context to the
cycles of the action research process that the three authors/instructors utilized in improving and
understanding the effects of their pedagogical changes in Principles of Marketing. Three
professors, each teaching separate sections of approximately forty traditional students,
collaborated on this project. The department had established two primary goals for the course
which were to: 1) develop students’ declarative knowledge consisting of the terms/concepts
and frameworks of marketing and 2) enhance their procedural knowledge skills by writing a
basic marketing plan. In addition, the three instructors also shared a common objective of how
to accomplish these two course goals in a manner in which the students actively participated in
a challenging active learning project that increased their involvement in learning as well as their
understanding of how the course material applied to business situations. To accomplish the
above goals, each of the instructors deployed semester long experiential learning activities.
Each instructor selected a different experiential activity to integrate into their ‘traditional’ course
activities consisting of lectures, mini-assignments and exams. Whereas each instructor chose a
different activity (personal marketing plan, marketing simulation, and bake sale) the common
course goals and the desire to improve the learning process facilitated the collaborative action
research process for evaluation and change. While all of these activities were experiential, they
differed in the degree of realism introduced into the classroom. Because of predetermined
decision choices and competitive structure, simulation exercises offered the least amount of
realism and a learning environment where students are less active in their learning (Smith and
Van Doren 2004). The bake sale, where students are responsible for their decisions, and the
competitive market changes with these decisions, was thought to provide a more active learning
environment. This paper, then, illustrates the action research process by describing the
evolution of the more realistic of the experiential learning activities – the bake sale.

Action Research Cycles

Initial planning of the bake sale activity began by posing the research question, “What learning
activity would satisfy the following course objectives: 1) it would incorporate a real product to
which students could relate, 2) it would provide a method with which to teach the more abstract
and difficult topics in marketing, such as pricing/profit, and 3) it would allow for the creation of a
realistic marketing plan.” In the first iteration, the course syllabus required the marketing plan to
be worked on all semester, which would allow students to apply course terms and concepts
throughout, culminating in a written marketing plan at the end. We began by examining the
various experiential learning activities described in the marketing education literature and
decided the bake sale met the criterion of realism, as previously discussed. In addition, the
product could be easily “manufactured” by students as well as provide straight forward
performance measurements, for example, profitability, units sold, etc, which is similar to how
marketing activities are assessed in “real life.” Finally, this activity could be completed within
the semester time frame and students would be able to see the relationship between their
decisions and actions and the end results that were achieved. The first implementation of the
bake sale was moderately structured, with the instructor choosing the product category for the
students as well as the target market (The planning stage). Students were divided into teams of
four or five and were directed to select and prepare a type of cookie that would be targeted
toward the students of an upper level marketing class. To mimic a more “real-world” scenario,
buyers and sellers were brought together in a classroom, where each group displayed their
product and pertinent information, including nutritional ingredients and pricing information (The
implementation stage). The upper level class circulated among the teams taste testing and
evaluating the products using a scoring rubric (collaboratively develop by the authors) (The
observation stage). Student teams then followed the textbook format for creating a marketing
plan and submitted the finished plan at the end of the semester based on their knowledge of
what was learned throughout the semester and through the bake sale. The last stage (The
reflection stage), involved photos of the products and displays, instructor observation, informal
student feedback, peer evaluations, and structured course evaluations supplemented the results
of the marketing plan evaluations and exam performance to form the primary data for evaluating
and reflecting on this activity. It should be noted that although the course and this activity were
taught by one instructor, regular involvement (designing the rubrics, taste testing, etc.) and
dialog among the instructors took place throughout the course. In addition, a common final
exam and course evaluations were used among the instructors which allowed comparison and
stimulated reflection on student performance given the different experiential activities. This
initial experiential learning activity was judged as having provided an interesting product in a
format that did generate student involvement, collaboration, and did allow detailed cost-based
pricing information. The instructor also observed during class discussions that students saw the
connections between the project and course concepts. However, an examination of the
marketing plans showed the majority of teams did not incorporate course concepts in the plans
but rather wrote the plans as narratives of the activity. It also revealed that the timing of the
plans did not allow for instructor feedback, which would have provided students the opportunity
not only to reflect upon the experience as well as instructor feedback but also, per the
experiential learning model, revise and resubmit. Per the action research model, cycle 2
allowed the process of observing student learning and evaluating and reflecting upon the
outcomes to be revised and improved upon. Thus, the second iteration of the action research
cycle/experiential learning activity focused on restructuring the activity in several ways, one of
which was to enhance the marketing plan aspect of the project. Based on the class data and
discussions among the instructors, the learning activity, along with the course material, was
divided into four modules and teams were required to submit parts of the marketing plan at the
end of each of these modules. Thus, in each of these modules students would apply marketing
concepts from the textbook to the appropriate bake sale activity and write a corresponding
section of the marketing plan. Students received timely evaluations from the instructor and
would then revise and resubmit these graded sections as they continued on to the next module.
The previous semester’s “best projects” and photos now provided tangible examples for class
discussion of key concepts and set higher project expectations for this semester’s students. In
addition, the product category was broadened from cookies to include any food item that might
be of interest to the target market. The in-class taste test was kept in a similar format to
provide teams with initial market information regarding the pros and cons of their products.
However, actual sales and distribution of the products, i.e., the marketplace, were moved from
the classroom to predesignated times/places in the business school hallways, which allowed
students more flexibility and ownership in selling their products and allowed for better tracking of
team efforts. Student teams had to front the money for their products and collaborate to
manufacture their products at levels that would meet their sales forecasts and profit
expectations. This investment of their own time and money and the competitive nature among
teams was observed to increase their involvement in the course. Faculty observation and
reflection on the classroom data suggested that the revised format did help students to relate
the experiential activity to the course concepts. Requiring students to choose a product
category; develop, manufacture and sell specific food products; and generate actual sales data
was seen as creating a more “real-world” experience and increased participation in classroom
discussions. Concurrently requiring teams to submit sections of the marketing plan, when they
then revise and resubmitted allowed corrections and enhancements so the end marketing plans
were much more in line with expectations. Classroom discussion and individual student
feedback also revealed the activities students found enjoyable and motivating. Allowing some
class time to work on the project also generated peer pressure for team members to attend
class which improved attendance and participation as compared to the instructor’s previous pre
bake sale classes. As is explained in this section, classroom data, observations, and faculty
data, along with additional insights from the literature on Kolb’s (1984) experiential learning
cycle and additional articles of experiential activities (e.g. Helms et al., 2003 “The Benefits of
Trade Shows for Marketing Students and Faculty”; Smith and Van Doren, 2004) guided the next
revision of this leaning activity. (Note the literature review in action research typically is an
ongoing process and continues to inform the process as the project progresses.) First,
discussions among the instructors reviewed what was learned from the first cycle in order to
ensure that students learn from each of the stages. Specifically, it was desired that students
initial experience (taste test) lead to observing and reflecting on the outcomes (feedback from
taste test and instructor), and that the students correctly incorporated the chapter terms into
their marketing plans (abstract conceptualization), forming the foundation for their active
experimentation (incorporating what they learned from the taste test into the actual bake sale).
Second, this frequent dialog and critical reflection among the instructors not only focused on
modifications to this bake sale learning activity but also shared and compared observations,
survey data and other information on what was and what was not working in the learning
activities being deployed in the other sections. These cycles of action research continued to
evolve and improve each of the instructors’ learning activities. Third, it was thought that Marton
and Saljo’s (1976) Student Approaches to Learning Theory would help us gauge the impact of
the learning environment on student learning. To briefly review, the Student Approaches to
Learning theory emphasizes the context or learning environment in which learning takes place
and its effect on study behavior. Students who concentrate on the underlying purpose and
meaning of the learning activity are classified as using a deep approach to learning. Deep
learning approaches facilitate the ability to understand and apply the information learned. In
contrast, surface learning occurs when students focus on facts and ideas to memorize based on
what they think is important and may be required to reproduce at the end of the activity. This
surface approach to learning suggests that even though students provide details from the
learning activity, they may fail to grasp the main principles. The relatively passive approach of
surface learning often fulfills course requirements but lacks the reflection that leads to deeper
learning and uses low-level cognitive skills. The underlying theory of students’ approaches to
learning can be further reviewed in Biggs (1987) and Kember and Leung (1998). Fourth,
supplementing the above antidotal assessment evidence is more traditional survey assessment
and actual class performance data. Biggs, Kember and Leung’s (2001) revised two factor Study
Process Questionnaire (20 items, α = .88 deep learning and α = .85 surface learning) was used
to measure student’s approaches to learning. When compared to a traditionally taught section
(n = 39) the results (significant level of .05) indicated that Bake Sale students (n = 40) were
utilizing a deeper approach to learning ( = 34.9 versus = 31.3) and less surface learning ( =
23.2 versus = 27.0). These results suggest that this experiential exercise encouraged learning
and helped confirm the effectiveness of the bake sale in complying with the underlying Students’
Approaches to Learning theory. In addition, course evaluations which included students’
perceptions of learning measures (Young et. al, 2003) (9 items, α = .95) suggest a higher
perceived level of knowledge gained and affect for the activity ( = 45.6 versus = 36.2). Finally,
a common final exam also indicated that the Bake Sale activity help student performance with
an average score of 286 versus 118 for the traditional section. Finally, the result of this action
research process has resulted in today’s bake sale activity which has evolved into a publicized
event on campus with the previous in-class taste test now being held in a special conference
hall with students, faculty, staff and community members as evaluators of not only the product
but also the trade show style booths which have promotional materials, props, and
presentations by well-dressed and rehearsed student teams. Students now also actively seek
information from the evaluators on ways to improve and incorporate the ‘taste test/trade show’
information into their actual bake sale. The actual sale has also evolved and broadened to
where students now analyze competition, carefully select locations, incorporate corresponding
campus events, solicit pre-sale orders, and/or develop other promotional tie-ins to maximize
their sales effort. Photographs and actual results of the activities allow engaged classroom
discussion focused on the course concepts. In addition, the photos and sales results become
data to reflect on and discuss in the action research process. Integral to each of the four
modules’ activity is an explicit ‘lessons learned’ team presentation and class discussion. Both
students and the instructor take a great deal of pride in the polished taste test/trade show
displays, the effective sales events, and the written marketing plans. Whereas space prohibits
detailed discussion of all of the iterations and changes that took place in this and the other
instructors’ experiential learning activities, the collaborative framework of the action research
process led to theory-based evidence-supported systematic changes in these specific
pedagogies. The purpose of this example was not to demonstrate that this learning activity is
universally effective or to confirm a particular learning theory. Rather, our intent was to illustrate
the action research process that facilitated the continuous improvement of this classroom
activity and to document how these faculties carried out their educational responsibility. We feel
confident in the merits of this experiential learning activity and want to share it with other faculty
who may wish to incorporate it into their own classroom and continue the action research
process to modify it for their own unique setting. Implications and Recommendations
1) Action research an appropriate paradigm for improving everyday classroom practice.

Business educators work in their own environments, with their own students, implementing their
own pedagogies with the challenge and responsibility to improve their own teaching and
learning. Explicitly incorporating faculty’s’ practical goal of improving their current practice and
at the same time improving their understanding and contribution to theory can help dissolve the
differentiation between teaching and research. Stephen Corey (1953, p70) profoundly states:
“We are convinced that the disposition to study…the consequences of our own teaching is more
likely to change and improve our practices than is reading about what someone else has
discovered of his teaching.” Action research allows business educators to learn about
themselves, their students, and their colleagues in a meaningful way intent of improving their
teaching. Systematically incorporating critical reflection along with professional conversations
with colleagues in the form of an action research project can be a significant type of professional
development (Ferrance, 2000). Action research treats our own observations and thinking as
data which must be made available for analysis and interpretation not only for our first-person
inquiry but also for our colleagues involved in the second-person inquiry. Therefore, detailed
and prompt recording of our personal observations and thoughts of classroom events and
experiences is critical for facilitating our own personal learning, as well as, to form the
collaborative basis for reflection. Each instructor/researcher should maintain a research diary or
journal in order to capture and document their perspectives in addition to keeping the research
project top-of-mind throughout the process. Regular after-class journal entries into a Word
document were found to be an effective form of journaling in this reported project. Other options
for journaling include Microsoft’s Windows Journal or OneNote. Many significant thoughts and
ideas can be lost if the journal is not regularly maintained; in addition, it can take significantly
more time and effort to think back and recall the past activities and observations.
Faculty/researchers should explicitly consider the learning theory their pedagogies are intended
to implement and evaluate their learning outcomes in light of that particular theoretical
framework. Revised intervention strategies should then be based on multiple viewpoints,
interpretations, and evidence as well as theory. Thus, action research is an appropriate
paradigm for enhancing our current teaching in addition to having the potential to contribute to
the scholarship of teaching and learning.

2) Monitor the learning process, as well as, learning outcomes.

Relying solely on typical learning outcomes such as exams, projects, written cases, etc provide
the instructor with little direction for improvement. Was low performance due to lack of
motivation and effort or insufficient knowledge and skills? Was high performance based on the
use of surface learning strategies that may result in satisfactory short-term performance but
lacks long-term transfers and generalizations? To develop a deeper understanding of the
learning outcomes, we recommend that they be supplemented and interpreted with an
evaluation of the learning process. In our action research we utilized the Student’s Approach to
Learning Scale (Biggs, Kember, & Leung, 2001) as an indicator that the learning process was
fostering deeper learning strategies as compared to surface learning strategies. Assessment of
the learning process allows the instructor to see beyond the face of the learning outcome and
can assist in improving the learning process to produce the desire level of performance.
Continuous improvement in our teaching and learning techniques remains a core faculty
educational responsibility that requires a systematic research process that is consistent with our
everyday classroom practice. Action research may not always produce the same empirically
generalizable results as with the tradition research paradigm; however, the publication of action
research based articles might provide faculty with ideas and innovations that may be adapted
and tailored for effectiveness in their own unique classroom context using the action research
process itself. Collaboration, open communication, critical analysis, reflection and relating
practice to theory are cornerstones of what we try to instill in our students and we advocate the
same for faculty’s approach to teaching. In conclusion, we recommend action research as a
method for involving more faculty in the scholarship of teaching and learning with the promise of
personal relevancy, immediate opportunity for improving their own teaching, and with the
potential for knowledge generation.

References

Biggs, J. B. (1987), Student Approaches to Learning and Studying, Camberwell, Vic., Australian
Council for Educational Research. Biggs, J., Kember, D., & Leung, D. Y. P. (2001), The Revised
Two-factor Study Process Questionnaire: r-spq-sf, British Journal of Educational Psychology,
71, 133-149. Corey, S. M. (1953), Action Research to Improve School Practice, New York:
Teachers College Press. Dick, B. (2004), Action Research Literature: Themes and Trends,
Action Research, 2(4), 425444. Dick, B. (2006), Action Research Literature, Action Research,
4(4), 439-458. Elliott, J. (1991), Action Research for Educational Change, Open University
Press, Milton Keynes. Ferrance, E. (2000), Themes in Education: Action Research, The
Education Alliance: Brown University, Providence, Rhode Island. Fisher, K. & Phelps, R. (2006),
Recipe or Performing Art? Challenage Conventions for Writing Action Research Theses, Action
Research, 4(2), 143-164. Helms, M. M., Mayo, D. T., & Baxter, J. T. (2003), Experiential
Learning: The Benefits of Trade Shows for Marketing Students, Marketing Education Review,
13(3), 17-26. Hopkins, D. (1985), A Teacher’s Guide to Classroom Research, Philadelphia:
Open University Press. Kember, D., & Leung, D. (1998), The Dimensionality of Approaches to
Learning: An Investigation with Confirmatory Factor Analysis on the Structure of SPQ and LPQ,
British Journal of Educational Psychology, 86, 395-407. Kemmis, S., & McTaggart, R. (1988),
The Action Research Planner (3rd ed.), Victoria, Australia: Deakin University Press. Kolb, D. A.
(1984), Experiential Learning: Experience as the Source of Learning and Development,
Englewood Cliffs, New Jersey: Prentice-Hall. Marton, F., & Saljo, R. (1976), On Qualitative
Differences in Learning, Outcome and Process, British Journal of Educational Psychology, 46,
4-11. O’Brien, R. (2001), An Overview of Methodological Approach of Action Research, In
Roberto Richardson (ed.), Theory and Practice of Action Research, Joao Pesso, Brazil.
Ozanne, J. L. & Saatcioglu, B. (2008), Participatory Action Research, Journal of Consumer
Research, 35(October), 423-439. Smith, L. W., & Van Doren, D. C. (2004), The Reality-Based
Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective,
Journal of Marketing Education, 26(1), 66-74. Winter, R. & Munn-Giddings, C. (2001), A
Handbook for Action Research in Health and Social Care, Routledge: London and New York.
Young, M. R., Klemz, B. R., & Murphy J. W. (2003). Enhancing Learning Outcomes: The Effects
of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior.
Journal of Marketing Education, 25(2), 91-103.
EPISODE 4
Participate and Assist

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

The problems i identified are:

1. Lack of appropriate gadgets for learning/teaching.

2. Unavailability of internet connection in some isolated areas.

3. Poor time management in answering modules.

4. Reading Comprehension difficulty.

5. Lack of discipline.

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
thatmatches the PROBLEM which is Difficulty in Comprehension.

The Problem: The Action is:

Difficulty in Comprehension Show Video Lesson

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

The Problem: The Action:

Difficulty in Comprehension Make learning tasks to improve

comprehension

What about letter C as a SOLUTION to the same PROBLEM? Why?

The Problem is: The Action:

Difficulty in
Conduct a tutorial
Comprehension of
Interesting, isn't it? Now, you can assist your mentor by identifying observed problems in the
class and suggest actions to be done.

ANSWER
 I choose letter c, which is to make a learning task to develop comprehension.

WHY LETTER C?

 Because I want to find a solution and make learning tasks to improve reading
comprehension.

The Problem is: The Action:

COMPREHENSION DIFFICULTY Make Learning tasks to improve

IN READING Comprehension
I have here some strategies or learning tasks in improving reading comprehension these are the
following:

1. Re-read for classification.

2. Make prediction.

3. Make connections to prior knowledge or past experiences.

4. Ask questions or wonder about what what’s being described or taught.

5. Survey the text. Read the main headings, skip. Ahead, skip, read the first and last paragraphs
of a section.

6. Take notes.

7. Visualize what is happening or what is being described (Create pictures in your mind).

8. Adjust your reading pace.

9. Pause to think.

10. Mark up the book. (Highlight, bookmark, underline, write notes in the margin)

11. Ask "Does this make sense?

12. Figure out what is most important

Notice

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

I have noticed that disinterest and boredom is one of the causes in poor reading
comprehension. Disinterest and boredom causes children find the story or material they're
reading so simple that they get bored. And yes, there may be more than one solution to a
problem, and the reader would like to know how you make a move when you encounter a
situation like that.

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?

Maybe, Miss Fely didn't study and understand well her lesson or maybe she's not prepared
that's why learners can't get the lesson well because it is not well explained by the teacher.

*Can you find solution to solve her problem? Give your two suggestions.

a. Teacher must be prepared by her lesson before entering the class

b. Teacher must ensure that everyone is paying attention.

*What solution can solve Miss Fely's problem? How?

To solve Miss Fely's problem, she need to study her lesson and deliver it to the class very
well wherein students can learn from her.

*Are they matched with the problem?

Yes, they are matched with the problem.

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

• Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?

a. Low Expectations of students

b. Low Student Achievement

• Can you propose a solution to solve one of the problems that you have identified?

a. In a low student’s achievement, we need to pay attention to the strengths and limitations of

each of your students. Remind their strengths and strengthen their weaknesses.
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: After reading the two scenarios given above. I noticed that identifying problematic
situations and finding solutions to the problems help us to become a better, teacher. It helps
teacher to become more autonomous in professional judgement, develop a more energetic and
dynamic environment for teaching and learning, articulate and build their craft knowledge, and
recognize and appreciate their own expertise.

Write Action Research Prompts

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

OBSERVE

What problematic situation prevails in the classroom?

One of the problematic situation. Prevails in the classroom is the poor interest and
motivation.

REFLECT

What changes do you want t achieve?

In order for them to motivate and have interest in class we need to use reward so that
the whole class will be participated.

PLAN

What strategies will you use to improve the situation?

* Here are some strategies that can be used in the classroom to help motivate students:

1. Promote growth mindset over fixed mindset

2. Develop meaningful and respectful relationships with your students

3. Grow a community of learner's in your classroom

4. Establish high expectations and establish clear goals

5. Be inspirational

ACT

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

If I were to conduct a study my AR would be entitled “Improving strategies to motivate

students”

Add: Solutions/actions:

a. Be more creative.

b. More interaction with the students.

Check for Mastery

Here are some problematic situations in the teaching-learning environment as observed and
experienced by the teachers. Match the problems listed in Column A with corresponding
probable solutions in Column B. You may use the letter once, more than once or not at all..

Problematic Situations Probable Solutions Actions

F/B 1. Connectivity for On-line learning A. Rearrange classroom setting

C 2. Disruptive Classroom behavior B. Maximize use of varied instructional

materials

D 3. Poor interest and motivation C. Regular parent-teachers circles

E 4. Parental non-involvement D. Use of rewards

A 5. At risk-students. E. Group studies and Study Buddies

F. Use of Flexible Learning

G. Silent Reading Exercises.

Work on my Artifacts

Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research: Title of Action Research Improvement Mathematics Performance

Among Grade 11 Students Through Jigsaw Technique

II. Author/s: PEDE 1. CASING

III. Abstract

This action research aimed to improve the mathematics performance of 56 Grade 11 students
of Boug National High School students. Thirty-one or 55%scored the average and poor level
of mathematical skills in the Diagnostic Test. The researcher addressed in improving
mathematics performance using the Jigsaw technique. The results of the study showed that
the number of students who were within a poor level was reduced in the Evaluation Test.
There is a significant difference (p = 0.030) in the Mathematics performance of Evaluation
Test results between the lecture method and the Jigsaw technique. The findings stressed that
the results of the Evaluation Test of control and treatment groups have significant differences.
It is proposed that teachers should design activities through the Jigsaw technique to promote
mathematics understanding by having students practice, solve, manipulate, reason, and
perform. Jigsaw technique may help students make connections across mathematical skills
and concepts, and other disciplines. Following the Jigsaw technique activity, students should
have time to discuss how they perform in solving mathematical activities. With careful
planning, implementation, and evaluation mathematical activities can be achieved
successfully by most students.

IV. Identify the Problem in the Study

This action research aimed to improve the Mathematics Performance of 50 Grade 6 students
of Boug National High School Students.

V. Identify the Action Taken in the Study

The researcher addressed in improving mathematics performance using the Jigsaw

technique.
EPISODE 5
Participate and Assist

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

1. Bulletin Board Display

I will help in preparing all the materials needed for the bulletin board display and then help with
the attachment and sharing some of my creativity

2. Small Group Discussion

During a small group discussion in a class, I would like to listen to what they would say first and
then if I have something in my mind share it with them

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

During an online class, instead of my resource teacher checking the attendance herself, I would
like to volunteer in doing it so she can focus with the lesson she would be discussing.

Notice

Learning Environment 1:

The class bulletin board was colorful and full of different things a student could learn in a
subject and even an attitude they could develop. Since it captures one's attention, the
message will be surely understood by the readers because of its' creativity. It will help the
learners develop curiosity and even learn things from their own.

Learning Environment 2:

If face to face class is not available, then, students' learning environment will be most likely to
be their home. It may be at their own room, living room or where they may be comfortable
learning at home. As a teacher, I would like to ask their parents to have a spaces in their
home where their children could focus and not be disturb while answering modules or during
an online classes but of course with the guide of them.
Analyze

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

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

If I were to choose between the two learning environment mentioned above, I would like
to manage the learning environment 1, where I myself, can create my own bulletin board where
students could learn something. Yes, they will still learn at home of course, but the essence of
ones' schooling will still be within the four walls of a classroom. I would like to share the reality of
not all children could be given a space at home to be their conducive learning environment and
some may be at places like away from their home. So a classroom would be better for me
where everyone is in one place and learning.

Reflect

Based on my noticing and analysis, I realized that

a. Students' learning environment changed due to pandemic.

b. Not every student could learn in their homes. Some may be risking their lives to get an
internet connection for their online class while some are at their home having the best
conducive learning environment.

c. A classroom at school is still a better place for the students to equally share the quality of
learning

Write Action Research Prompts

OBSERVE

What probable problem may result from the two situations of the learning environment?
 They may not learn/ understand the lesson or they can easily cheat and others might not
learn because of poor connection/Wi-Fi/signal

REFLECT

What solutions can I think of to solve the problem?

While in an online class, students tend to lie when the teachers asked if they understand
the lesson or not. To solve this problem, make a comfortable conversation and asked them if
they have questions or thing that they did not understand. Have a quiz after every discussion.

PLAN

How should I do it?

By instructing them well and making sure they can blend in even in an online class.

Check for Mastery

Choose the best answer from the options given.

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

A. true

B. false

C. doubtful

D. cannot be determined

2. What kind of learning happens anytime, anyplace and anywhere?

A. Traditional learning

B. On-line learning

C. Hybrid learning

D. Face-to-Face learning

3. In which situation can learners learn with more physical presence and intervention the
teacher?

A. Face-to-Face
 B. Virtual

C. On-line

D. All of the above

4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?

A. Face-to-Face, because there is always the presence of the teacher who will give guidance
to the learner.

B. Virtual/On-line, because the learners are given time to learn on their own and
progress at their own rate.

C, Both, because they can always shift from one modality to another.

D. Face-to-Face because there is always the need of a teacher in a classroom all the time

5. If on-line or virtual learning environment is not applicable, the traditional face-to-face or in-
school will continue. How will you improve the physical learning environment?

A. Use tables with chairs to allow cooperative learning.

B. Provide learning spaces or corners for independent study.

C. Give credits to success than failures.

D. A, B and C
Work on my Artifacts...

In not less than 300 words, write an essay on the topic: "My Conducive Learning Environment"

"My Conducive Learning Environment"

By: Ma. Hope Jahleen Fiedacan

Learning takes place not just in the classroom but also in different spaces and areas in
life. However, the majority of the things that one learns in life happen in those four walls. This is
especially true when building learning foundations in children.

Thus, having a conducive learning environment that encourages little people to enjoy the
whole process of knowing new things is important. Schools are considered to be a student’s
second home as they spend a huge chunk of their daily life in it.

A conducive learning environment goes beyond having the right school furniture supplies
and is actually composed of several important factors. These factors, when taken as a single
entity should be a space where students can freely express their ideas to their classmates and
teachers, while at the same time feel comfortable in exploring different aspects of different
subjects and themselves.

In education, there are choices that must be made in order for the adult student to be
successful. One important tool necessary for the student to succeed is a conducive learning
environment. These environments begin in the student’s mind at a very young age and are
developed through parents, teachers, staff, and others connected to the school and educational
environment. Today various explanations about learning are available.

A positive classroom environment helps improve attention, reduce anxiety, and supports
emotional and behavioral regulation of students. When educators foster a positive learning
culture; learners are more likely to acquire higher motivation that leads to wonderful learning
outcomes.

As a future teacher, I want to create a positive and enthusiastic learning environment in

my classroom by getting to know my students by name as soon as possible, learning some
personal information about each student, conducting a values analysis discussion about a
current event or topic, providing positive comments when appropriate, and being positive and
enthusiastic when teaching.
EPISODE 6
Participate and Assist

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

There are lots of things I can do to assist and participate in a face-to-face class
environment. I can help my resource teacher bring his/her materials for the class and I could
also just observe if not given a chance to intervene with the class. Another is that I could give
some activities and share some knowledge during discussions.

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

1. Face-to-face 1. Online/Modular

2. Group activities 2. Google Classroom, Zoom, Group Chats

3. Projects/Presentations 3. Submission of outputs online

4. School 4. Home/Anywhere the students could find

stable internet connection

Analyze

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

Due to pandemic brought by COVID-19, A new normal setting has been introduced,
wherein students aren't given a chance but to accept this new kind of learning. Another thing is
that as time passes, we can't stop the change that is happening around us, even in our
classrooms. Technology play a big role in the quality of education and even in the way teachers
teach in a face-to-face basis.

From the changes that you identified, choose one that you can do. How will you do it?
 And as we create more and more teachers yearly, I could say that one thing I could do is
become flexible with every change, change of environment, change of the materials for class
discussions and even the changes from the students.

Reflect

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

. Learning environment plays a big role in every child's development. The more the
classroom is conducive for a face-to-face learning environment the more the students will be
able to unlock their capability as a student. The more creativity and prepared a classroom can
be will make the children inside.

I believe the most important aspect in a safe and positive learning environment is the
rapport between a teacher and his or her students. When the students understand that their
teacher cares about them and wants them to do well, students feel comfortable asking
questions, making mistakes and taking risks in order to learn something new. To build these
kinds of relationships, the teacher should take interest in each student's strengths and interests,
as well as their struggles and frustrations. He or she needs to act as a positive model for
learning and celebrating achievements. When the students see that their teacher can learn from
his or her mistakes, and laugh even in times when he or she feels frustrated, the students will
feel much more comfortable to do the same.

Write Action Research Prompts

OBSERVE

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

One most common problem that I've noticed in a face-to-face learning environment is
the insufficient funding for classroom supplies and equipment.

Can I translate this problem into a question?

"Why is it that the funds for classroom and school equipment and supplies are always
insufficient?"

REFLECT

How would I solve the problem?

I would like to address this problem by means of encouraging the teachers to take action
with this problem. During my years of being a student this problem has always been a problem
of teachers.
 If this problem is addressed, will it improve their teaching? I believe yes, with enough
tools and material teachers will be able to showcase what they are capable of when it comes to
teaching their students.

PLAN

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

As of now, the thing that I can do to solve this problem is raise awareness to the
teachers and have them make a move with this matter. Enough funding for school supplies and
equipment mean better quality of education, I believe.

Check for Mastery

Choose the best answer from the options given.

1. In the face-to-face learning environment, the most critical elements is/are the

A. arrangement of chairs and tables.

B. physical, psychological and social considerations

C. teacher and student interactions

D. None of the above

2. The traditional classroom spaces are still considered valid and effective for as long as these
conditions exist. What are these conditions?

I. There should be one teacher to one student ratio.

II. Chairs should be fixed in such a way that they cannot be removed.

III. The presence of the teacher is needed in a given time to guide learning.

IV. All students should be heard in class discussion.

A. I & II

B. II & III

C. I & IV

D. III & IV

3. The best instructional material in the traditional classroom is the

A. blackboard
 B. computer

C. teacher

D. bulletin board

4. Outdoor activities like group games, scavenger hunt and the like provide a positive

A. psychological environment B. social environment

C. physical environment D. cognitive development

5. It is observed that different classrooms have different arrangements of chairs, tables and
benches because of

A. school budget

B. different purposes

C. delivery of supply

D. donations received

Work on my Artifacts

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

Physical Environment

• Is the space inside the room more than enough for learners to move about?

• Does the room arrangement match with teaching-learning principles? Are 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 observable in the classroom?

- Classroom atmosphere based on trust, cooperation and empathy

- Modeling of positive attitude, respectful behavior, constructive actions

- Avoidance of ridicule, sarcasm, superiority in the classroom

- Opportunities for learners to share their experiences and learning with each other.

Social Environment

. Are there opportunities for positive interaction inside the classroom?

•Are there outdoor activities that foster friendship, camaraderie and cooperation?

•How are individual needs and differences considered?

PORTFOLIO ENTRY

Title: The Face-to-Face Learning Environment

Describe the physical environment:

Since there are no face-to-face classes now, I would describe what I had experience
from the last face-to-face I’ve had.

The classroom was wide enough for at least 50 students, there were no specific
arrangements from some teachers but there are also some who arranged our seat
alphabetically. There is a part where a lot of visual displays can be found and it was usually at
the back portion of the classroom. There are also some in the other walls but mostly are at the
back. I could say that within the four walls we would feel safe and free from hazardous events.
The room is not dark and is well-ventilated.

Describe the psychological environment:

Every start of the school year, after introduction the teachers always set some rules and
regulations inside the classrooms. How students should behave and what characteristics should
be seen from them during class. The teachers sometimes bring chocolates and candies as
students’ reward for some activities. These rewards motivate the students to actively participate
in the class. The teachers try to share some experiences with the students to build trusts with
the students.

Describe the social environment:

There are lots of opportunity for positive interaction, like group activities, games and
even just creating a circle of friends inside the classroom. School encampment is one of the
most awaited school activity where students will be able to build friendship, camaraderie and
cooperation not only inside the classroom but with every student in the whole school. The
differences of every student were addressed with the equality of treatment in the students while
for some others who is in need (disability) are allowed to attend but with the guidance of both
parents and teachers.

EPISODE 7
Participate and Assist

If you are assisting your mentor in an on-line class, these are some reminders you should share
to your remote learners on a synchronous platform like google meet, zoom, MOOCS or any
other platforms you are familiar with and are using.

With the use of any google meet, Zoom or any platform, organize a virtual class. Do this with the
guidance of your mentor.

• Make sure your device is •Find a quiet place free of •Be on time for the class.
charged. distractions.

•Be respectful at all times. •Stay on mute and raise hand •Stay focused and on task so
only if needed. you wont miss any

information.
 •Turn on your camera. •Use kind words all the time •Teacher and learners are
dressed appropriately.

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?

Asking questions that are most likably answerable by yes or no are the easiest during an
online class. It was hard to know whether a certain student has a question and if had one, they
are shy to even ask. That why one most likely easy to implement is that make everyone in an
online class talk.

How did the students show their active participation in the lesson?

The student showed their participation by means of opening up their mics and answering
some of the teachers' question.

Analyze

Which of the following is/are your analysis/analyses of on-line leaming 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:

As a future teacher I could feel that online learning is safe if the students are being
monitored not only by their teachers but also by their parents. Students who are most likely
exposed in the latest technology are the most likely to learn more things with the online setting,
but we also need to keep an eye with the students who uses modules as their learning tool.

I think that teaching in a virtual learning environment is:

As of now I think teaching in a virtual learning environment is still manageable but over
time we will noticed the difference between students who learned in a face-to-face and virtual
are different matters. Because of the pandemic virtual learning is good but I would still prefer a
face-to-face class where interaction is visible.

Write Action Research Prompts

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

Technical issues like slow internet connection and time management

REFLECT: How would you solve this problem?

The only thing I could do is ask them when would be the best time to have an online
class, which means they could suggest the most available time they are to go to a place with a
stable internet connection.

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

The only thing I could do is ask them when would be tgmhe best time to have an online
class, which means they could suggest the most available time they are to go to a place with a
stable internet connection.

Check for Mastery

Direction: Choose the appropriate answer.

1. What is common among the following learning environments: (a) remote learning, (b)virtual
learning, (c) on-learning learning?

A. Presence of a teacher

B. Use of cyberspace
C. Asynchronous delivery

D. Use of module

2. If your co-teacher asks you to borrow your email address password for an urgent concern.
which action should you take as a safety measure?

A. Deny your friend's request because of privacy.

B. Open your email yourself and print your friends email.

C. Quickly share your password to your friend.

D. None of the A, B, C.

3. Why should parents be involved and be a part of a safe on-line environment?

A. Parents should provide guidance in the selection of websites for children's references.

B. Parents know better than the children so they can coach in answering on-line.

C. Parents can do research for their children's assignments.

D. Parents should sit by their children's side during virtual class time.

4. In a virtual synchronous class, when a student would like to talk, which of the following
actions should be done?

A. Mute the microphone

B. Open the camera

C. Raise hand

D. Send message to chat box

5. Which would describe a safe and conducive virtual learning environment?

A. When parents are involved

B. When the teacher provides open communication

C. When students are supported with resources

D. A, B and C
Work on my Artifacts...

Make a list of 10 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. Khan Academy Khan Academy provides free educational content in the

form of instructional videos and practice exercises
covering different subjects including math, chemistry,
physics, science, arts, humanities and many more.

2. ReadWriteThink ReadWriteThink offers a wide variety of classroom and

professional development resources. These include
student interactives, lesson plans, printouts, mobile
apps, strategy guides,etc.

3. Common Sense Media This is a platform where you can access teacher-
created reviews of educational tools and mobile apps,
read-made lesson plans, webinars, videos and many
other resources.

4. CK-12 CK-12 provides teacher-curated STEM content that

include lessons, activities, study guides, and practice
exercises.

5. Smithsonian Learning Lab Smithsonian Learning Lab empowers learners with

materials and tools to hep them personalize their
learning, create new ideas, find resources and access
collections of educational content and build meaningful
educational networks.
 6. OER Commons Open Educational Resources is a public digital library of
open educational content that allows you to ‘explore,
create, and collaborate with educators around the word
to improve curriculum’.

7. Discovery Education Discovery Education provides tons of standards-aligned

resources, tools to enhance students thinking skills, and
opportunities for collaborative learning experiences to
help teachers grow their professional practice.

8. TED Ed TED Ed is an education initiative from TED to help

teachers, educators, and students to access and create
interactive video lessons.

9. Edshelf This is a ‘socially-curated discovery engine of websites,

mobile apps, desktop programs, and electronic
products for teaching and learning’

10. Symbaloo EDU ‘SymbalooEDU is the visual resource management tool

that helps educators and students organize and share
the best of the web. Users save their resources in the
cloud and access them from anywhere with any device’

Sources:

1- https://www.simplek12.com/ipads-mobile-learning/50-free-tech-tools-for-your-classroom/

2- https://www.refseek.com/directory/teacher_resources.html

3- https://www.huffingtonpost.com/scott-steinberg/education-tools_b_2567342.html

4- http://www.ala.org/aasl/standards/best/websites/2015
EPISODE 9
Participate and Assist

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

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

writing your plan:

•State your plan positively.

•Use simple specific terms.

•Use measurable and observable behaviors.

•Convey expected behaviors.

My Classroom Management Plan

Philosophical Statement

The capacity of the teacher to offer a positive learning environment will be critical to
successful classroom management. The pupils in the class should be in a safe, courteous,
and open environment. The teacher must be an expert in his or her field. You should be a
facilitator in the learning process and be able to motivate students to learn on their own. This
should be done in an environment where students feel valued and equal, and where they may
freely discuss knowledge and opinions. Teachers must concentrate on developing a Learning
– Focused environment. Students must recognize that they are in school to learn, and the
setting must be conducive to learning.

Classroom Rules and Procedures

1) Come to class prepared and ready to learn when bell rings.

2) Respect yourself and others.

3) Project open-mindedness and honesty when dealing with other students and your
teacher.

4) Raise your hand for permission to speak or leave your seat during specific times of class.

5) Food and electronic devices not permitted unless school related.

6) Have faith in your own ability.

Teacher Student - Relationship

Teachers who foster strong relationships with students have a significant impact on student
success, as well as fewer discipline difficulties, office referrals, and other related conduct
issues. Being consistent, providing structure, having an assertive presence, showing
empathy, exhibiting warmth, encouraging learning, setting high standards, being adaptable,
displaying awareness of high-needs students, being culturally sensitive, and showing respect
for students are all qualities of a teacher's personal competencies that have the greatest
impact. It is critical to recognize that simply caring about pupils is insufficient. A teacher who
is warm but lacks the other characteristics will fail. A balance of these skills is required to
establish an effective teacher-student relationship.

Schedule and Time Frames

Classroom Structure, Design and Arrangements

There were a total of 50 seats inside the classroom.

And it was divided into two, 25 seats at the right, 25 on the left

A teacher table in the front and the room adviser’s table at the back.

The seating arrangements depends on the subject teachers.

Classroom Safety Rules and Procedures

1. Be Responsible for Your Own Actions and Words

 2. Be Respectful to Teachers and Other Students

3. Listen Carefully to Instructions

4. Know Emergency Procedures

5. Tell an adult If You Feel Unsafe

6. Strictly! No bullying.

Strategies for Rewards and Consequences.

Classroom rewards and penalties, especially at the elementary school level, are critical
components of classroom management. Teachers devise a method to ensure that their
classroom is always under control and working well. A reward and consequence system is
used by many teachers. This method rewards students who follow class rules and do what
they are expected to do, while also imposing repercussions on those who do not follow the
rules.

*Set warnings for a misbehavior at least up to 3 times

*Give your students a tip of what would be the consequences

*Give credit to those who behave well

*Prepare rewards for the students who would do well during exams

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 noted?

I have discovered that there are five components of effective classroom management
that establish structures strong enough to entice and motivate student learning:

 Developing effective working relationships with students

 Establishing standards of behavior that promote student learning

2. Why is there need to utilize the information to create your classroom management plan?

I discovered that effective classroom management needs awareness, patience,

appropriate timing, boundaries, and instinct while applying. Managing a large group of easily
distracted young people with a variety of skills and temperaments on a meaningful learning path
isn't simple.

3. What were the significant things that you noticed when you were implementing your plan?
 I discovered that effective classroom management needs awareness, patience,
appropriate timing, boundaries, and instinct while applying. Managing a large group of easily
distracted young people with a variety of skills and temperaments on a meaningful learning path
isn't simple.

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?

It is not easy to achieve equity for all students. However, by cultivating deeper
relationships with our students and encouraging a growth mindset, we can begin to close the
achievement gap, classroom by classroom. We all know that how hard we may try, there will
always be a gap between students, (social status, gender and etc) but to be able to close this
gap, I would like to create a classroom where everyone could achieve equity in terms of
learning. I may not able to give them equity in the things they may need in learning but I will be
able to give them the equity in gaining knowledge with what I will teach in the future.

Analyze

1. What elements in your classroom/remote learning management plan were mostly followed/
complied with?

I think there are lots of elements in my classroom that were followed and complied, like
learning centers, flexible seating arrangements where students can choose where they want to
sit, word walls for broadening their vocabulary, black/white boards for lesson discussion, and
supplies storage for some other reading and entertaining materials.

2. What elements in your plan were the most difficult to implement? Why?

I think creating a comfortable environment were difficult to achieve and closing the gap
with the students. Of course it is still achievable but it will take time.

Reflect

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

After implementing my own classroom management plan, I realized that effective

classroom management establishes and sustains an orderly environment in the classroom,
increases meaningful academic learning and facilitates social and emotional growth and
decreases negative behaviors and increases time spent academically engaged. Another thing is
that a lot of time is needed in order to achieve the things you wanted to achieve in handling your
own class.

Write Action Research Prompts

OBSERVE

1. The problems / challenges I encountered in writing my classroom Management Plan

One thing I've observed is the inconsistency, even though I already have a plan and all I
have to do is follow it and finished up, I must say that there will always be a time where the
teacher would be in a situation to think and come up with a new plan due to some
circumstances.

REFLECT

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

After implementing my classroom management plan, I realized that it was great having
one, where I could achieve what I have in my mind in how I will manage my own classroom. I
also realized that participation times can be restrictive or impractical. Shy students may have a
hard time asking the teacher questions. You usually have to follow each lesson, even if you
already know most of the material. But the other thing is that there is no way that everything
you've planned will be followed, still, do not expect too much.

PLAN

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

I think being flexible always would be a strategy at times like that, where you would be
the one to adjust because you are the one handling the class.

ACT

4. Based on my answers in nos. 1-3, the possible title 15 of my action research on this episode?
 My action research title would be, "Enhancing the effectiveness of having a classroom
management plan"

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.)

BOOKS ABOUT CLASSROOM DESIGN/MANAGEMENT

1. Rethinking the classroom landscape

2. The Hybrid Teacher: Using technology to teach in person and online

3. Universal Design for Learning in the classrooms

Check for Mastery

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

1.Why is a classroom management plan important?

A. To assist the teacher in instruction

B. To ensure that the students obey the classroom rules

C. To develop the sense of belongingness in class

D. To make the students responsible and accountable for their actions.

2. Why is there a need to make the classroom management plan clear and simple?

A. For students to understand and follow easily.

B. To make it doable for the teacher

C. To prevent chaos in class

D. To ensure compliance of superiors

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

A. For aesthetic purposes

B. For compliance with school rules C. To be at par with others

D. For the safety and security of students

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

A. At the beginning of the school year

B. At the beginning of each class

C. At the middle of the year

D. At the end of the year

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

more emphasis?

A. Classroom Rules and Procedures

B. Schedule and Time Frame

C. Strategies for Rewards and Consequences

D. Classroom Design, Structure and Arrangement

Work on my Artifacts

Paste your Classroom / Remote Management Plan

My Classroom Management Plan

Philosophical Statement

The capacity of the teacher to offer a positive learning environment will be critical to
successful classroom management. The pupils in the class should be in a safe, courteous,
and open environment. The teacher must be an expert in his or her field. You should be a
facilitator in the learning process and be able to motivate students to learn on their own. This
should be done in an environment where students feel valued and equal, and where they may
freely discuss knowledge and opinions. Teachers must concentrate on developing a Learning
– Focused environment. Students must recognize that they are in school to learn, and the
setting must be conducive to learning.

Classroom Rules and Procedures

1) Come to class prepared and ready to learn when bell rings.

2) Respect yourself and others.

3) Project open-mindedness and honesty when dealing with other students and your
teacher.

4) Raise your hand for permission to speak or leave your seat during specific times of class.

5) Food and electronic devices not permitted unless lesson related.

6) Have faith in your own ability.

Teacher Student - Relationship

Teachers who foster strong relationships with students have a significant impact on student
success, as well as fewer discipline difficulties, office referrals, and other related conduct
issues. Being consistent, providing structure, having an assertive presence, showing
empathy, exhibiting warmth, encouraging learning, setting high standards, being adaptable,
 displaying awareness of high-needs students, being culturally sensitive, and showing respect
for students are all qualities of a teacher's personal competencies that have the greatest
impact. It is critical to recognize that simply caring about pupils is insufficient. A teacher who
is warm but lacks the other characteristics will fail. A balance of these skills is required to
establish an effective teacher-student relationship.

Schedule and Time Frames

Classroom Structure, Design and Arrangements

There were a total of 50 seats inside the classroom.

And it was divided into two, 25 seats at the right, 25 on the left

A teacher table in the front and the room adviser’s table at the back.

The seating arrangements depends on the subject teachers.

Classroom Safety Rules and Procedures

1. Be Responsible for Your Own Actions and Words

2. Be Respectful to Teachers and Other Students

3. Listen Carefully to Instructions

4. Know Emergency Procedures

5. Tell an adult If You Feel Unsafe

6. Strictly! No bullying.

Strategies for Rewards and Consequences.

Classroom rewards and penalties, especially at the elementary school level, are critical components of classroom
management. Teachers devise a method to ensure that their classroom is always under control and working well.
A reward and consequence system is used by many teachers. This method rewards students who follow class
rules and do what they are expected to do, while also imposing repercussions on those who do not follow the
rules.

*Set warnings for a misbehavior at least up to 3 times

*Give your students a tip of what would be the consequences

*Give credit to those who behave well

*Prepare rewards for the students who would do well during exams

EPISODE 10
Participate and Assist

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

Grade Level:

Learning Outcomes

At the end of the lesson, 100% of the students with 75%level of proficiency shall be able to

a Write a comprehensive descriptive essay about a given topic

b. Apply the guidelines in writing a descriptive essay

c. Appreciate the wonders our world offers

Learning Content

“Descriptive Essay”

Learning Resources
Video Presentation: What a Wonderful World by Louis Armstrong

References: English for a Better World Il

Emerito G. Magsajo-Sano, Ph.D. EtherL Boraceros, Ph.D.

Pilar R. YU

http://www.irc.edu/uploadedFiles/Students/AcademicSupportCenter/Writing.at/E7-Descriptive-Esay-
Guideines.pdt

Materials: Cartolina, board marker, power point presentation, video presentation, bond papers

Skills: Writing descriptive essay, applying rules, identifying descriptive terms. Values Cooperation,
appreciation to the beauty of the world

Learning Procedures

Teacher's Activity Student Activity

A. Preliminary Activities
1. Prayer
2. Greeting of the class
3. Checking of Attendance

B. Developmental Activities
1. Motivation

Before we start our lesson for today, I will

divide the class into two groups.

Are you familiar with Louis Armstrong's song

"What a Wonderful World’?

Yes, Ma'am!

Now, we are going to watch a video

presentation and since you already know the
song, I want you to sing along with it while
watching. Am l making myself clear?

Yes, Ma'am!

*PLAY THE VIDEO PRESENTATION*

2. Application
Write a descriptive essay about the topic
given. Be reminded by the guidelines
discussed a while ago.
TOPIC:
A character from a book, movie, or television
program
 *Rubrics
5 points content and description
5 points applied guidelines
3. Generalization

What do you learn about descriptive essay,

* Descriptive essay is a genre of essay that asks
class?
the student to describe something object person,
place, experience, emotion, situation, etc.
* To write an effective essay the writer must
follow these rules: (1) take time to brainstorm (2)
use clear and concise language: (3) use your
senses; (4) organize detais, and (5) draw logica
conclusion

4. Evaluation
"My Ideal Man/Girl" (10 points)
*Rubrics
5 points content and description
5 points applied guidelines

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 BOLIGANAY Grade Level: II

ELEM.
SCHOOL

Teacher Erneluz Learning Area: Math

Fiedacan

Time and Quarter: 4th Quarter

Date

I. Objectives

A. Content Standards The learners demonstrates understanding of time standard,

measures of length, mass and capacity and area using
 square-tile units.

B. Performance Standards The learners is able to apply knowledge of time, standard

measures length, weight and capacity and area using
square-tile units in mathematical problems and real life
situations.

C. Learning Compares Mass in Grams or Kilograms M2ME-IVd-29

Competencies/Objective for
each Write the LC code for
each

II. Content Comparing Mass in Kilograms

III. Learning Resources

A. References K-12 Curriculum Guide

1.Teacher's Guide pages 452-454

2. Learner's Materials pages 359-360

3. Textbook pages

4. Additional Materials from Bottles of Soft drinks or medicines, cups, glasses and
Learning Resource (LR) portal pitcher

Different items with different sizes with ml or L label

Show me boards

IV. Procedures

A. Reviewing previous lesson Show the different measuring device. Ask:

or presenting the new lesson
Can you remember how you use this when you were in
grade 1?

How many glasses or water are there in a pitcher?

Can you still remember the number of bottles of mineral

water in a bottle of family-sized soft drink?

B. Establishing a purpose for Show a picture of a boy drinking a water from a glass:
the lesson
Ask:

What is the boy doing?

 Discuss the importance of drinking water

C. Presenting Present the lesson using:

examples/instances of the new
lesson Concrete

Pictorial

Abstract

D. Discussing new concepts Divide the class into three groups. Using their “show me”
and practicing new skills #1 boards, let each group write if the capacity inside the
container will measured by liter or milliliter.

1. water inside a tank

2. juice inside a small can

3. milk in a glass

4. water in a gallon

5. vinegar in a sachet

E Discussing new concepts Show them other another set of things or containers being
and practicing new skills #2 measured and have them identify the correct unit of
measurement.

*Pictures*

F. Developing mastery (Leads What unit of capacity will be used in the following item?
to Formative Assessment 3) Write if its Milliliter or Liter and its abbreviation.

1. 1 gallon of water

2. 1 cup of tea

3. a pitcher of coke

4. A glass of juice

5. bottle of oil
 G. Finding practical Read the situation below. Answer the following questions
applications of concepts and below and write the answer in your assignment notebook.
skills in daily living
Kiel’s mother bought a 1 liter of calamansi juice
and divide it in 10 glasses.

Questions:

1. what is the appropriate unit of measure to use a part of

the juice?

2. draw the following:

*The whole container of the calamnsi juice

*10 pieces of the calamansi juice

Put the appropriate unit of measurement in each picture.

H. Making generalizations and The capacity of liquid measured in liter when in big amount
abstractions about the lesson and in milliliter when in small amount.

I. Evaluating learning What unit of capacity is used in the following items? Write
liter or milliliter and its abbreviation.

1. water inside a tank

2. a cup of milk

3. water in a pitcher

4. bottle of vinegar

5. a glass of juice

DAILY LESSON LOG(DLL)

School: Boliganay Elementary School Grade Level: II

Teacher: Erneluz B. Fiedacan Learning Area: English

Teaching Date: February 24, 2021 Quarter: 4th Quarter

Teaching Time: Section

I.OBJECTIVES Monday Tuesday Wednesda Thursday Friday

 y

A. Content Standard Demonstrates understanding

of the process of writing to
generate and express ideas
and feelings.

B. Performance Uses a variety of prewriting

Standards strategies to generate, plan,
organize ideas, make a draft
for specific purposes.

C. Learning Identify the parts of a card.

Competencies Design a self-made card for
objectives Write the a friend.
LC code for each

B. CONTENT LESSON 24: I CAN MAKE A

CARD

C. LEARNING
RESOURCES

A. References K-12 CGp.38

1. Teachers Guide 39-42

Pages

2. Learning 419-423
Material Pages

3. Textbook Pages

4. Additional
Materials from
Learning Resource
(LR) portal

B. Other Learning Pictures, UBLS Work

Resource text, story map

D. PROCEDURES

A. Review previews Daily Language Activity

lesson or presenting
a new lesson Words for the day (Drill)

Words for the Day (Drill)

 Let us read the sight words.
Read After me.

*Your

*There

B. Establishing a What do you give to your

purpose for the mother, father, brother, sister
lesson and friend during their
birthday?

C. Presenting Card Making. (Refer to LM,

examples/instances p., Let’s aim) Show the
of new lesson pupils the sample card.
Then, introduce its parts. Let
them design the card.

D. Discussing new Questions:

concepts and
practicing new skill 1. Have you received a card
number 1. before? What was the
occasion? From whom? How
did you feel when you
received it?

2. now, let’s look at the card.

What are the important
parts? (use the example
above or better a real card.)

F. Developing Instruct the pupils to start

mastery (Leads to decorating their cards using
formative the art materials they brought
Assessment) to the class.

G. Finding practical Show and tell directions: In

applications of con front of the class, show your
cepts and skills in self-made card and read the
daily living message that you wrote.
Then give your card o your
friend.

H. Making Remember this: what are the

generalizations and parts of the card?
abstrac tions about
the lesson

I. Evaluating leaming Measuring my learning:

Make your own card for your
friend.

G. Additional
activities for
application or
remediation

E. REMARKS

F REFLECTION

A. No. of learners
who earned 70% on
the formative
assessment

B. No. of learners
who require
additional activities
for remediation .

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners
who continue to
require remediation

E. Which of my Strategies used that work

teaching strategies well:
worked well? Why
did this work? *Group Collaboration

*Games

*Solving puzzle

*Answering preliminary
activities/exercises
 *Carousel

*Diads

*Think-Pair-Share (TPS)

*Rereading of
paragraphs/poems/stories

F. What difficulties *Bullying among pupils

did I encounter
which my principal *Unavailable Technology
or supervisor can *Additional Clerical Works
help me to solve?

G. What innovation Planned innovations:

or localized
materials did I *Localized videos
use/discover which I *Recycling of plastics to be
wish to share with used as Instructional
other teachers materials

*Local Poetical Composition

Notice

1. ler in writing your lesson / learning plans?

2. What difficulties did you meet in writing your lesson / learning plans?

• Lack of time for planning

• Performance pressure from other activities

• Balancing diverse learning need

• Also in the aspect of knowing the ability levels of learners such as backgrounds, interest
levels, attention spans, ability to work together in groups, prior knowledge and learning
experiences, special needs or accommodations, and learning preferences.

3. What feedback was/were given by your Resource Teacher in your first draft/ succeeding
lesson / learning plans?

There are some fixes and opportunities for development in the first draft. The resource
teacher walked us through how to write a proper lesson plan and what it's for in order to attain
learning quality and objectives. - In the following class, the resource teacher advises and guides
us on teaching techniques and strategies, particularly in terms of capturing the attention and
interest of the students.

4. What were the best features /areas for improvement of your/lesson learning plans?

In detailing our lesson plan because we followed the proper process or steps of lesson
planning our resource teacher told us. Also in the part of discussion and application because we
prepared activities that really suit to the objectives of lesson plan.

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

Analyze

Questions Answers

1. How did you arouse students' interest? We succeeded in piquing the students'
What motivational techniques did you curiosity. Ensure that they are always a part
indicate in your plan? of the process and participate in all
activities or happenings during the lesson.
The use of instructional materials is also
important and crucial function in attracting
students. In our class, there was a lot of
enthusiasm and focus. As part of our
strategy, we'll use a variety of images,
vibrant hues to keep the students
entertained They are also learning at the
same time. In order to succeed in this field,
you must learn by doing. Because of
previous experience, lesson planning is
necessary. This leads to more meaningful
learning

2. How did you respond to the diverse types 2.1 gender, needs, strengths, interest and
of learners? experiences-

2.1 gender, needs, strengths, interests and Handling instructional materials equally in
experiences both male and female

2.2 linguistic, cultural, socio-economic and give pupils freedom and flexibility
religious backgrounds
 maintain consistent communication
2.3 with disabilities, giftedness and talents  get to know your pupils especially
their needs and strengths even their
2.4 in difficult circumstances weaknesses
2.5 from indigenous groups  establish behavior cues early on

2.2 linguistic, cultural, socioeconomic, and

religious backgrounds

 practice cultural sensitivity

 providing visual, auditory, and
written reminders of tasks or
procedures
 acknowledge and respect every pupil
especially in their religious aspect
 support and understand the situation
or status of each pupil

2.3 with disabilities, giftedness and talents

 enhance each pupils’ capabilities

and encourage them to share their
talents or skills in entering different
events in school
 provide instructional materials
appropriate for pupils with
disabilities
 give importance to the
belongingness of each pupil
especially with disabilities

2.4 in difficult circumstances

 encourage pupils to never give up

when challenges arrive
 provide good and meaningful
quotations or sayings that highlights
pupils characteristics
 promote active learning

2.5 from indigenous groups communication

is the key

 embrace small group and learning

station
 give alternative presentations
 respect is a must

3.What instructional strategies will you Face-to-face or over the phone, I'll use a
employ in face-to-face or in a remote learning variety of methods to deliver learning. As
delivery for this lesson? Explain. we are in the twenty-first century, where
 technology is evolving, I will give PPT,
movies, photos, and other technology-
based instructional tactics.

4. Was the language used appropriate to the Yes, the words used in the article are
level of the students? Explain your answer correct. We created the lesson plan using
briefly. the L2 language which is English. This is
suitable enough for a high school student.
They find it simple to do and understand
the topic and are at ease expressing their
knowledge or experiences.

5. What types and levels of questions did you
formulate? Are they of the higher order
thinking skills (HOTS)? Write two (2)
examples.
Yes, the questions we formulate are in the
higher order thinking skill especially that
the pupils are in high school.
Examples:

1. What do you think could have happened

next?

2. What would you change in the story?

6. What instructional resources will you use?
Why? Cite the possible online resources that
you can utilize whether done in the
classroom. mote learning?
We will use the following instructional
resources: technological based, because it
is practical and dependable - PowerPoint
Presentations or visual aids, Google
Classroom or Zoom, ideas for taking notes,
Schoology for collaborative experiences,
Microsoft Word for outputs or tasks.

7. Are your modes of assessment aligned YES.

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

8. Will your performance tasks ensure the
mastery of the learning competencies?
Explain briefly.
Yes, our performance ensures mastery of
learning competencies since we ensure that
the students are at the center of the lesson
and actively participate in all events and
activities. The lesson's objectives and goal
are for the students to engage in quality
and meaningful learning.

9. In a scale of 1-10, How will you rate your We will grade our learning strategy as
learning plan(s)? Justify your answer. follows: We have a score of ten since we
have put forth all of our efforts and we will
do our best to attain our goals for the
 students.

10. If this lesson is not implemented face-to-
face, how are you going to do it remotely?
We'll do it over the internet bringing Google
to the classroom and have a discussion
about the lesson with them. Following that,
there will be exercises and a quiz, also
documented in the application The sharing
screen is currently open in relation to the
lesson.

Reflect

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

Being a good teacher begins with lesson planning. It's a creative process that combines
our knowledge of second language acquisition and language teaching practice with our
understanding of our students, the curriculum, and the teaching environment.

Check for Mastery

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

1.Why are learning lesson plans important?

A. To allow students to participate more

B. To maintain order in class.

C. To ensure quality instruction

D. To comply with school standards.

2. Which is NOT in the cognitive domain?

A. Identify nouns in sentences

B. Differentiate noun from pronouns

C. Give examples of nouns

D. Draw examples of nouns.

3. Why are attention getters needed at the beginning of the class?

A. To arouse student's interest

 B. To avoid truancy in class.

C. To make the students active

D. To keep the students focused

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

A. Why are plants important?

B. What are the needs of plants?

C. How do we take care of plants?

D. If you are a plant, what will you tell humankind?

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

A. Narrate a story using varied materials B. Rewrite the story using various forms

C. Draw the events of the story D. Give the moral lesson of the story

Work on my Artifacts

Paste one (1) lesson plan and write your simple reflection.
 Simple reflection for my lesson plan

Lesson planning is more than just a list of topics to be covered; it also incorporates
strong and effective pedagogy to make the plan more efficient. It must be carefully created
based on the curriculum guide and its specific codes and objectives. Each component/part must
be connected and related to the others. The entire procedure must be carried out in conformity
with the established goals. As a result, it's meticulously organized.

Reference of the lesson plan: Internet

EPISODE 12
Participate and Assist

1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task
for this episode is for you to assist the teacher by providing suggestions on resources and
materials that the teacher can use in delivering a lesson on a specific topic.

2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You will
also need the learning objectives/outcomes for this lesson. Some teachers instruct you to write
a complete lesson plan.

3. Refer to these guide points. Consider which ones are applicable. The non-digital or may
conventional resource or instructional material:

a. Has accurate and meaningful content

b. Aligns to the learning objectives/outcomes of the lesson

c. Elicits student interest and engagement

d. Is inclusive and free from cultural bias

e. Is developmentally appropriate

f. Fosters critical thinking/aesthetic appreciation g. Allows collaboration among learners

h. Flexible for group or self-study

i. Time and cost-efficient.

4. Fill out the table below.

Subject: MAPEH (Music) Grade Level: II

Topic: Module 12: Round songs at Iba pa

Learning Objectives/Outcome:

1. Content Standard: demonstrates understanding of the basic concepts of texture

2. Performance Standard: Distinguishes accurately between single musical line and multiple
musical lines which occur simultaneously in a given song.

3. Learning Competency/Objectives: Identify single and multiple lines simultaneously.

Resources/ What is the use or Explain why you selected the

Instructional purpose of resource/material based on the guide
Materials you plan to resource/material? points mentioned above. How these
utilize in the lesson. Describe how you will criteria met?
use the resources/
materials to attain the
learning Objectives or
Outcomes.

Teachers Guide This will serve as a guide  Has accurate and meaningful
of what I will do to attain content
the learning objectives.  Aligns to the learning
objectives/outcomes of the lesson
  Elicits student interest and
engagement
 Is inclusive and free from cultural
bias
 Is developmentally appropriate
 Fosters critical thinking/aesthetic
appreciation g. Allows collaboration
among learners
 Flexible for group or self-study
 Time and cost-efficient.

Learners Material This will serve as the

learners guide during the
discussions and will help
them follow up with the
lesson.

Textbooks Will serve as their

references for their home
works and other
activities.

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

Notice

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

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

1. How did you prepare for this activity?

The mind and body, as well as the preparation of what you are going to perform, are the
preparations in this activity. Stay in shape and get things done.

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

Before proceeding to a class, the teachers make sure that the equipment/resources they
will use are ready. Like for example if the teacher will have an online class, they would make
sure that the laptops, presentations, mic and other technologies are working, making sure the
connections are stable, and readying all the materials needed.

3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
 Of course at first try, it would be very alarming since the stuffs are not yours and afraid
that there might be wrong when using it. But in due time, you will get used to it.

4. Describe how the students responded and participated.

In an online class, students will have the chance to participate when asked by teachers
but just the fact they are listening while the discussion is ongoing is already participating.

Analyze

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

Everything went smoothly, aside from the unstable internet connection.

What part can be improved?

I think it would be better if the students will have a chance to participate even more, not
by just being able to listen and talk when being asked

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

Next time that I will have my own class, I would like it to be more entertaining because I
admit that just listening is boring. Next time, it would be better to have something that would
motivate them to talk about their opinions.

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

Instructional materials are essential since they help the teacher and learners avoid
overemphasis on recitation and rote learning that can easily dominate a lesson. Resource
materials allow learners to have practical experiences which help them to develop skills and
concepts and to work in a variety of ways.

Reflect

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

learning process?
 I think after this episode I already have some knowledge about selecting/developing
instructional materials in the teaching-learning process, and I am ready to learn more about this
with the guidance of a resource teacher.

2. What do I still need to learn to select and develop resources/instructional materials in

teaching effectively?

I think I still need to learn a lot about selecting and developing my instructional materials,
in terms of accuracy and visual appeal, alignment to standards and depth of knowledge, ease of
use and support, and engagement and ability to meet student needs.

3. What can I do to learn more about and practice the use of resources and instructional
materials?

Aside from attending some trainings and seminars about developing your own
instructional materials also do some research about practice and try to discover something on
your own.

Write Action Research Prompts

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

OBSERVE

1. Doing this episode on selecting and using resources/instructional materials, what problematic
situation / challenges/area of improvement did I find?

Since educational communication and technology is a fairly new area of importance in

education, it is a lightly technical field, and to understand how it can affect the instructional
delivery, one first has to understand the operational functionality of the resource kits.

REFLECT

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

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

Topic

Online Learning Challenges Faced You need to understand that online learning has a lot of
by Teachers advantages with respect to tools and interesting platforms to
engage students in learning. Try to include those tools and
 multiple types of learning approaches such as podcasts,
videos ( teaching channel, own videos, live classes),
discussions, various forms of text through articles and
blogs, different assessment methods (tests, quizzes,
assignments and projects) learning activities and
collaboration for better learning outcomes.

Teachers’ use of technology and the Technology is a major factor influencing education today.
impact of Covid-19 Schools are expected to use technology to enhance the
education of their students yet challenges to its use have
been identified (Johnson et al. 2016). First are factors
external to teachers such as availability of equipment,
access to resources, training and support.

The Importance of Technology in Lack of computer education is a major concern in today’s

Philippine Education
world. There are many students and students who still
cannot operate basic computers with MS word and
PowerPoint. And whenever some technical issues emerge,
they find it difficult to solve the problem in such a scenario.
They face difficulties with live classes, usage of appropriate
icons, MS office, communication-related apps and websites,
browsing study materials, etc.

On what theories/principles can this problem be anchored?

Technology ushers in fundamental structural changes that can be integral to achieving

significant improvements in productivity. Used to support both teaching and learning, technology
infuses classrooms with digital learning tools, such as computers and hand held devices;
expands course offerings, experiences, and learning materials; supports learning 24 hours a
day, 7 days a week; builds 21st century skills; increases student engagement and motivation;
and accelerates learning. Technology also has the power to transform teaching by ushering in a
new model of connected teaching. This model links teacher to their students and to professional
content, resources, and systems to help them improve their own instruction and personalize
learning.

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

want to achieve?
 As a future teacher, I want to address this challenge/problem by starting with myself, by
learning all the techy stuffs used for teaching students nowadays and adapt every possible skill
needed in this kind of setting.

PLAN

4. What strategies/solutions/means can employ to improve the situation/solve the problem?

*Attend seminar/webinars/trainings about how to use all the technology stuffs needed for an
online learning.

* Explore and learn new things

*Be updated

ACT

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

Exploring the effectiveness of ICT trainings/webinars/seminars for teachers

Check for Mastery

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

1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or
instructional materials in terms of

A. level of thinking

B. extent of being flexible or fixed

C. extent of being concrete or abstract

D. extent of adaptation and modification

2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to
show the illustration to the two-year-olds and showed all thirty pages of the book. Miss Violo
struggled just to finish the book because the toddlers were not focusing. Some lay on the floor
stretching; others ran around the room. Which criterion did she fail to consider in choosing a
material?

A. Collaboration among learners

B. Inclusive and free of cultural bias

C. Student interest and engagement

D. Developmental appropriateness

3. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful
people in business who were all males. The clips seemed to send a message that only men
succeed in the business field. Mr. Menggay did have any follow-up discussion on the clips.
Which criterion in selecting resources/materials should the teacher have considered?

A. Student interest and engagement

B. Inclusive and free of cultural bias

C. Developmental appropriateness.

D. Time and cost-efficient

4. Which of the following gives the learners the most concrete experience?

A. Watching a Theater play on The Death March

B. Listening to the teacher discuss about the first chapter of Noli Me Tangere.

C. Viewing a photo exhibit of the EDSA revolution

D. Independently reading the Biography of Andres Bonifacio

5. A teacher should consider all these criteria for choosing a resource or material, EXCEPT:

A. Aligns to the learning objectives/outcomes of the lesson

B. Is the most expensive therefore the most durable

C. Is inclusive and free from cultural bias

D. Is developmentally appropriate

Work on my Artifacts

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

 EPISODE 13

Participate and Assist

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

Apps that i already know/ have How can utilize in teaching learning?
recently explored

1. Google Classroom 1. One of the most used app by teachers nowadays wherein
they could upload a single file accessible for all of the
students who is in their classroom.

2. Zoom 2. Used for online interaction and discussion of lessons.

3. Messenger 3. Used for sending announcements in GCs', links for google
classrooms and other concerns.

4. Google Drive 4. Files that are sent in google classroom could be download
using this app. It will make your access with the modules
more accessible without online connection.

Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for teaching and
learning.

2. Ask the teacher how you can participate or assist in work involving the use of applications in
one or more of these tasks:

•preparing materials,

•doing a motivational activity,

•delivering a lesson,

•engaging the learners to respond

•giving an assignment,

•making learners practice a skill,

•making the learners collaborate and

•managing the class-checking of attendance.

The more opportunities to observe, participate and assist, the better.

Level/Grade of the Class: Grade 7

Lesson Topic: Using Interrogative Pronouns

Apps you plan to utilize What is the use or purpose of
in the lesson using the app. Describe how you
or the teacher will use each?
Explain why you selected the
app, based on the five criteria
of developmental
appropriateness, motivation,
instructional design,
engagement and
accessibility.
 Google Classroom To serve as their notebooks  Developmental
where the teacher could upload Appropriateness
all their activity sheets that needs  Engagement
to be answered.  Instructional Design
 Motivation
 Accessibility

All the five criteria’s are met

with this apps and is useful
for learning.

Zoom To discuss the learning materials

and instruct the students with
what they are going to do. (Face
time)

Messenger To update the students using the

Group chat, and for some further
discussions and announcements
about the lessons.

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

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

Notice!

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

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

An hour or maybe 30 minutes before the class, we would prepare for all the materials
needed during the class. The laptop that we will use is ready and full charged, the materials like
printed handouts or some files in phones is also settled. A stable internet connection is a must
too. During the class I would monitor who are interacting while discussing and make sure to put
a record of it. We used zoom because it was the app that is convenient for most of the students.

Analyze!

What worked well during the activity using the apps?

In distributing activities or exams, we used google forms for a more accessible

answering sheets and students will be given 1 hour to answer it without doing it twice. Using this
student are able to answer the questions easily.

What part can be improved?

I think if given a chance, I would like to improve the part where students could be seen
while taking exams. With this, student will be eager to study so that they won't have failing
grades.

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

Just like my answer in the question above, I would like to change tge way students take
their exams and making sure that they won't cheat.

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

I think there is no connection with this in the apps used during teaching, but this kind of
setting should always had been observed, because I think students doesn't value that muc their
exams nowadays.

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

With enough knowledge and guidance from a resource teacher, I think I'm ready enough
to handle and used some apps in teaching-learning process.

2. What do I still need to learn in order to use apps teaching effectively?

Of course as a future teacher, I would say that everything is changing so fast so I need
to learn every possible learnings that will benefit me in the field of teaching. It may be a old or
new knowledge.

3. What can I do to learn more about and practice the use of educational apps?
 I will not hesitate to ask and have my own research about the things I don't know about
using the apps for a teaching-learning basis.

Write Action Research Prompts

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

OBSERVE!

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

Just like any other teachers' problem during an online class, I would say the problem
about everyone's internet connection and also that the apps itself have a problem. Some apps
have a large MB's.

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

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

Topic

Internet connection problems
beyond our control — DepEd -
Manila Bulletin
*“Internet problem is not just a problem in the Philippines but it’s also a
problem globally,” Sevilla said. While DepEd recognizes that having an
Internet connection is “one big factor in education but right now,” she
noted that DepEd is adopting a blended learning approach this
year.“DepEd cannot address the Internet problem.

Poor Internet connection leaves Slow Internet connections or limited access from homes in rural areas
rural students behind | MSUToday can contribute to students falling behind academically, according to a
new report from Michigan State University's Quello Center. The
educational setbacks can have significant impacts on academic
success, college admissions and career opportunities.

The Absence of Internet at Home is There are many ways that a lack of internet access can affect a
a Problem for Some Students student's academic performance. ... One of the biggest problems faced
by students without internet access at home is their inability to complete
homework. Homework has long been a source of hot debate within the
education community.

On what theories/principles can this problem be anchored.

With the help of other studies and resources out there, it will help reach out those people
with authority in regards with the problem.

REFLECT!

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

I want to address this problem by raising an awareness not only from teacher to student,
also from student to teacher to understand that internet connection is a problem they can't do
something about immediately.

PLAN!

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

As of now I think the best solution is for the students to manage their time properly, finish
the activities as early as possible to have enough time to go to place with stable internet
connection and pass on time, and for the teachers to understand and give students enough time
with their works.

ACT!

4. If you will conduct action research, what will be the title (Base this on your answers in no.’s 1-
3)

Enhancing the students time management and the effectiveness of improving the quality
of internet connection for online education.

Check for Mastery

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

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

A. a software

B. have a wide range of function

C. Some can be used offline.

D. All need to be used online.

2. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She is
happy because it has a feature where she can review how each child performed and give her
information about which skills she needs to reinforce more and which skills the children have
already mastered. Teacher Ruth has considered which criteria for selecting apps?

A. Accessibility

B. Motivation

C. Instructional design

D. Developmental appropriateness
3. Ms. Peralta found two apps that were both appropriate for high school students taking
Physics. They both have assessment and feedback and were quite enjoyable to play. She can
use both on a free but limited arrangement but need to choose one that the school will purchase
for premium use. She eventually selected the one that linked Physics with everyday life like
Physics and the Internet Physics in amusement park rides. She based her decision on which
criteria for selecting apps?

A. Engagement

B. Accessibility

C. Developmental appropriateness

D. Motivation

4. From among several apps that focused on grammar. Ms. Tayag chose the one which helped
learners gain mastery through games where players earn tokens when they succeed. Which
criteria did Ms. Tayag consider?

A. Accessibility

B. Motivation

C. Instructional Design

D. Developmental Appropriateness

5.The Pedagogy Wheel can help teachers choose apps by all, EXCEPT,

A. It helps teachers identify apps for different grade level of the learners

B. It helps teachers identify apps according to the levels of Bloom's taxonomy

C. It helps teachers see the type of technology integration in the SAMR model

D. It helps teachers explore apps useful for both apple and android users

EPISODE 14
Participate and Assist

Your guide to participate and assist:

1. Request your FS resource teacher or another teacher who uses an LMS for his/her class to
give you access and allow you to, "observe" his/her virtual classroom through the LMS.
2.If possible, request the teacher to demonstrate how to navigate and use the LMS.

3. Ask the teacher how you can participate or assist in tasks that the teacher is organizing or
preparing in the LMS.

4. Be guided by the TPACK infographic in this episode. The questions found there will help you
notice, analyze and reflect very well.

Level/Grade of the Class:

Subject:

Lesson or Topic:

Lesson objectives/learning outcomes:

Which LMS did the teacher use: Check one or more that were used.

_____Moodle

_____Schoology

 Google Classroom

_____Edmodo

_____Genyo

_____See saw

 Others: Microsoft teams, Google Drive

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

What components or parts were Under these LMS components or parts, what tasks did you
present in the LMS used by the participate/assist in?
teacher?

TECHNOLOGICAL CONTENT The lessons that will be discussed through virtual meeting
KNOWLEDGE (TCK) was posted in the google classroom in advance so that the
students will be able to follow with the discussions.

TECHNOLOGICAL The files needed for the lessons and needed to be

KNOWLEDGE (TK) answered activities are provided to the most convenient
app for the students so that they will be able to access it
easily because they already are familiar with the app.

PEDAGOGICAL CONTENT After the discussion I make sure to ask if everyone

KNOWLEDGE (PCK) understand and told them to ask their peers who did follow
 with the lesson well to help them.

I assure that students are able to follow with the use of the
PEDAGOGICAL KNOWLEDGE apps that they are all familiar with and make sure that they
(PK) will be able to relate and engage their selves through the
activities.

CONTENT KNOWLEDGE (CK) Advance reading of my lesson so that I will be able to

discuss all matters regarding the lessons throughout the
discussion using LMS.

Notice

After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.

1. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?

The teacher started with of course the Technological knowledge by knowing what app is
the most convenient and familiar with the students then, Content Knowledge (CK) for posting
the module or the learning material in advance, and so on and so forth. I was able to find all the
main components of LMS and about the structure it was systematic and focused in achieving
the learning outcomes.

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

In terms of strategies, teachers provided the whole lesson in advance so that the
learners could do some advance reading, the same with the activities to be answered and done.
To make sure that the objectives were achieved, the teachers match the expected outcomes
with the task we required them to do. If they are able to pass the task, then the outcomes are
achieved.

3. What was your experience in participating and assisting?

It was fun and I can’t wait to conduct my own class using the LMS and let’s see if what
main component will I able to utilized in my own.

Analyze

1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
 I think the meeting rooms are the best features that the teacher used. The students are
able to easily access it and can do advance reading if the teachers will post the learning
material in advance. Another thing is that meeting rooms are where the teachers could explain
all matters about the learning material and give instructions about it.

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

As what I have mentioned it was the best strategy. Since the students have the needed
app in advance the teacher could give the learning material in advance so that the students will
have enough time to finish all the required task. The same with the expected learning outcome.

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

It connected well after I have gained enough knowledge about the LMS and the TPACK
aside from the guide of the lesson plan, the knowledge I gained after this helped me prepare
and become more aware of the new learning environment.

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

The usual problem was there, which is the poor internet connection of some students
and sometimes of the teacher. It’s either the teacher finds it hard to discuss well or the students
had a hard time catching up due to the poor internet connection. These has always been the
problem since the new normal set place, so if these continues they better take action about it.

Reflect

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

With enough knowledge, guide and tools needed, I think am ready to organize my own
virtual learning with the use of LMS.

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

Content: The habit of advance reading for a well sourced of knowledge,

Pedagogical: See to it that the students are able to learn from the beginning of the
lesson to the end and making sure that they engage their selves throughout the lesson.

Technological: The good use of web conferencing apps in conducting your own virtual
classes and preparing the tools needed.
 3. What do you still need to learn order to use the LMS effectively?

We all know that change is constant. It is not enough that after learning one thing, it is
what it is. As a future teacher we must continue to learn everything that is possibly worth
learning about this LMS and become a role model for the next generations of teachers.

Write Action Research Prompts

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

OBSERVE

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

While participating in using an LMS I've noticed that aside from internet problem, we also
need to improve students' participation during discussion. We must develop strategies that will
motivate them to speak their own thought about the lesson being discussed.

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

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

Topic

Student engagement remains a
challenge in distance learning | K-
12 Dive
A survey of participating San Antonio schools, for example, showed
54% of high school students said they were less engaged during
distance learning than they were during in-person classes, and
64% of parents of younger students said the same about their
children.

A balancing act: a window into
online student engagement
experiences
The findings of this study indicate that successful online student
engagement was influenced by a number of psychosocial factors
such as peer community, an engaging online teacher, and
confidence or self-efficacy and by structural factors such as life
load and course design.

Research Snapshot: Student This kind of research can help teachers better analyze their
Participation in Online Learning students’ participation and how their engagement in online
Environments discussions impacts their academic achievement.

On what theory/principles can this problem be anchored?

This problem can be anchored once the teachers start taking actions by improving their
strategy in engaging the students on a virtual learning.
REFLECT

1.What do I hope to address the problem/challenge/area of improvement in LMS use? What

change do you want to achieve?

One thing I've noticed since the start of pandemic, It’s not about the learning that matters
already, its more about what you can do and pass in a certain amount of time. Students doesn't
care if they have learned something as long as they have something they can pass before or on
the exact day of the deadline. I would want to create a virtual learning environment where they
could still find the essence of learning even through virtual.

PLAN

2. What strategies/solution/means can you comply to improve the situation/solve the problem?

First strategy that comes in my mind is waking up their sleeping motivation by means of
rewards (higher grade). Connect with them. Have them speak during class discussion (Google
meet, Zoom, etc.) Ask how are they doing with the activities. And lastly, giving them enough
time.

ACT

3. If you will conduct an action research, what will be the title (Base this on your answers in

nos. 1-3):

If I were to conduct an action research, the title would be, "Enhancing Strategic Ideas in
Improving Students' Motivation through Online/Virtual Classes"

Check for Mastery

Direction: Read the following questions then select the letter of the correct answer.

1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national leaders. He is utilizing his.

A. Technological Content Knowledge (TCK)

B. Pedagogical Content Knowledge (PCK))

C. Technological Pedagogical Knowledge (TPK)

D. Content Technology Knowledge (CTK).

2. Ms. Del Rosario is careful match the learning outcomes with the content and activities she is
going to do. She also sees to it that the assessment measures the attainment of the learning
outcomes. She is using her

A. Pedagogical Content Knowledge (PCK).

B. Pedagogy Technological Knowledge

C. Technological Pedagogical Knowledge (TPK)

D. Content Technology Knowledge (TCK)

3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the topic
she and her students are exploring. She is using

A. Technological Content Knowledge (TCK)

B. Pedagogical Content Knowledge (PCK)

C. Technological Pedagogical Knowledge (TPK)

D. Content Technology Knowledge (CTK)

4. All are true about learning management systems, EXCEPT

A. Has components and features that teachers can use in teaching

B. Is a platform for a virtual learning environment

C. Microsoft office is an example of this

D. Canvas is an example of this

5. Through the LMS, the teacher can do the following tasks, EXCEPT.

A. Post assignments and projects

B. Set up discussion boards.

C. Make students collaborate

D. Meet students face to face

Work on my Artifacts

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

EPISODE 15
Participate and Assist

Your guide to participate and assist:

1. Request your FS resource teacher to allow you to join his/her synchronous classes. Have at
least two to three times to observe the classes, and at least two or more times to participate and
assist.

2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom, Skype,
etc. If possible, request the teacher to demonstrate the features of the web conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.

4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your experience.
Have in mind the Community of Inquiry Model. The descriptors under teaching presence, social
presence, and cognitive presence found in the infographic will help you notice, analyze and
reflect very well.

Class Grade Level: _________ Subject: __________ No. of hours/minutes: ___________

Name of Resource Teacher: ___________________________________________________

Dates when you observed: _____________________________________________________

Dates when you participated and assisted: _____________________________________

Notice

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

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

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

Web-conferencing App Feature Was it utilized? If yes, describe how it was utilized in class.

Virtual background No.

Microphone icon on/off Yes. The teacher’s microphone was on. It was used as a
speaking tool to provide students a better instruction and
discussions of the lesson.

Camera icon on/off Yes. The teacher’s camera icon was always on and the
same goes for the students. It was used to see the
reactions of the students as the discussion continues.

Screen share Yes. The screen share was utilized for the PowerPoint
presentation of the teacher to be discussed .

Reaction buttons No.

Spotlight No.

View (using different views) Yes. Polling was used in the Group Chats in order for the
students to choose the most convenient time to pass their
Polling activities.

Recording Yes. It may be done by both the teacher and the students to
 share to those who can’t attend virtual meetings. It was the
same as taking notes.

Others

2. How was the content taught or delivered? How were the learning activities facilitated?
What strategies did the teacher or you used to keep the students engaged? How did the
students respond to the teacher? To the activities?

The content of the lesson was discussed through google meeting. The learning activities
were posted in their google classrooms and was given in advance or before the meeting. The
teachers started the meet with asking how's everyone in the class and have a little chit chat
before starting the lessons. The students participated by answering the questions of the
teacher. They responded by sending message in the chat box first and when their name was
mentioned they are allowed to open their mics and speak.

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?

My experience in participating and assisting synchronous classes were a little bit tiring
but fun. I was able to learn things about how to handle online classes, thanks to the guidance of
a teacher. It was kind a hard and nervous at first.

Analyze

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

We used Google meet for the virtual meeting and google classroom in distributing the
learning materials and activities. This web conferencing app is very convenient in terms of
accessibility and engaging the students to participate virtually.

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

Teaching Presence?

As we start the virtual class, I keep my mic on in order to give my students a better
instructions and directions with what we are going to do for today’s meeting as well as the
announcement of the due dates/deadlines of the posted activities in google classroom. As the
presentation goes on I keep asking them if they could follow with the discussion every after a
certain amount of time.

Social Presence?
 From the start of the class the checking of attendance was held and ask them to speak
in an introduction way to have them engage all, since there is only 20+ of students in the
meeting it didn’t consume that much time. As for the discussion I mention random names of
students and ask them some question in order to keep their attention. The group activity was
distributed and they were able to choose their peers as their groupmates.

Cognitive Presence?

Each group were asked to develop some questions to be answered by the other groups.
The questions were all about the current events and problems of the K-12 students. And for the
last activity, they were asked to have their reflections about the topic of the activity and what
they have learned.

Reflect

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

As of now I think, with enough knowledge and guidance from a teacher I am ready to
teach an online synchronous class. I hope to achieve all the task I will plan in conducting a
virtual class.

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

Teaching presence?

By communicating with my students well, providing clear instructions is a must in

conducting an online synchronous class.

Social Presence?

By making my students feel comfortable and belong with the class. Answering all their
concerns without making them feel uneasy and afraid of asking. Build friendship.

Cognitive Presence?

Giving them activities connected with the real-life problems. Allowing them to explore
their minds and make them share their knowledge through brainstorming in order to have their
answers at its best.

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

In order to conduct a synchronous class with use of web conferencing app effectively, I
must know every good feature of the app that I will use and learn some effective ways of using it
to help me make my online class better.
 Write Action Research Prompts

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

OBSERVE

1. What problematic situation challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?

As I read the features of the web conferencing apps used for the online synchronous
classes, I noticed that there are some features of the apps like Skype, Zoom, Google Meet and
Microsoft teams that the user must paid in order to use this kind of feature. And another thing is
repeating the same strategy of the teachers when it comes to virtual classes.

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

Resource or Reference Key points/findings in what I read

about the Topic

5 Things Teachers Can Do To Many schools went completely online with little or no notice, and now as
Improve Online Teaching the pandemic continues to keep businesses and schools closed,
teachers are working to ensure their school year can be successful no
matter how it looks.

Effective Online Strategies to You want to create effective online videos, but you also want to make
Improve Your Online Teaching your online discussion boards more engaging, while at the same time
incorporating synchronous and asynchronous activities into your online
classes that infuse equity and diversity.

Strategies for Teaching Online: The 3 Keys to Teaching Online Classes Effectively
The Ultimate Guide for
Educators - Albert.io 1. Clear communication with your students’ families.

2. Vary your types of lessons.

3. Select the right tools for your class.

On what theory/principles can this problem be anchored?

By starting to apply all the suggested strategies mentioned in the resources that you will
read and strategies you can possibly think of.

REFLECT

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

app use? What change do you want to achieve?
 I hope that the developer must of those app must make it free, since not everyone could
afford paying such feature just so they could use it. If the synchronous classes will continue then
I hope all the best feature of the apps could be used freely. Teachers must be aware that
repeating the same strategy would bore out the students.

PLAN

3. What strategies/solution/means can you employ to improve the situation/solve the problem.

As of now all I can do is pray that this pandemic would be over in order for the face-to-
face classes to be back so students will not problem in purchasing the best feature of the app in
order to make use the best out of it. And that the teachers will develop more effective strategies
in order for those who would prefer teaching online.

ACT

4. If you will conduct an action research, what will be the title (Base this on your answers in

nos. 1-3):

“The Improvement of Web-Conferencing Apps and Strategies for Online Classes”

Check for Mastery

Direction: Select the letter of the correct answer.

1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully. She allows
time for the students to know more about their classmates through interesting polls. She also
provides opportunities for the students to work together and collaborate. She uses the reaction
buttons, smiley, heart, or clap to appreciate the students' effort and excitement to participate.
She was able to attain which essential element?

A. Teaching presence B. Cognitive presence

C. Social presence D. Community presence

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

A. Community presence B. Teaching presence

C. Cognitive presence. D. Social presence

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

A. Teaching presence B. Social presence

C. Community presence D. Cognitive presence

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

A. Microsoft Teams B. Zoom

C. Skype D. Canvas

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

presence consistently, she is adhering to the model of

A. Community of Practice

B. Community of Inquire

C. Community of Learners

D. TPACK