Field Study 2:

Participation and
Teaching Assistantship

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Course Title FS 2: Participation and Teaching Assistantship

Course Description This course is a continuation of Field Study 1. It is school

base and allows a pre-service student to participate and assist
in a limited actual-teaching learning activities that relate to
assessment of learning, preparation of instructional materials,
preparation of the bulletin boards, and other routines in the
classroom. A portfolio which will contain sample lesson or
learning plans and demonstration teaching of at least one
subject content area will be required. An action research shall
be encouraged to start in this course and conclude during the
internship.
Units / Credit Equivalent 3 units

Course Outcomes The pre-service teachers will conduct activities focus

on teaching participation and assistantship. Specifically, they
will participate and assist learning and teaching activities
related to assessment of learning; prepare of instructional
materials, assist in the preparation of the bulletin boards; and
other routines in the classroom. Moreover, they will be
anticipated to create an action research proposal emphasizing
simple and common classroom problems. A portfolio is also
expected to be done to showcase the growth and development.
This consists of sample lesson or learning plans, video of the
actual demonstration teaching, instructional materials, rubrics,
and other related evidences.

Learning Outcomes:
At the end of this course, you are able to:
1. construct test questions and performance assessment tasks aligned to instructional
objectives
2. design instructional materials and bulletin board
3. Participate and assist an actual demonstration teaching
4. craft action research proposal related to classroom problems

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Module Intended Learning Outcomes Lessons
1 To apply principles in constructing Lesson 1:
quality classroom-based Assessment Tools in the
assessment tools and interpret Learning Environment
learner’s performance to improve
teaching and learning

To apply the principles in

constructing and interpreting Lesson 2:
performance-based assessment. Process-oriented and Product-
oriented Performance-based
Assessment
To immerse students in taking the
role of the teacher focusing on
assessment incorporation to the Lesson 3:
lesson during actual teaching or Actual Teaching and Learning
demonstration teaching Activities Related to Assessment
of Learning
2 Apply principles of selecting, Lesson 1:
preparing, and utilizing Preparing, Selecting, and
instructional materials and online Utilizing Instructional Materials
resources. and Online Resources

Prepare one instructional material

for a subject area/content.

Apply principles of contextualizing

instructional materials in Lesson 2: Contextualizing
integrative teaching. Instructional Materials in
Integrative Teaching
Prepare one contextualized
instructional material for an
integrative teaching.

Apply principles of designing a

bulletin board. Lesson 3:
Designing a Bulletin Board
Design an interactive bulletin
board.

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3 Identify effective classroom
management strategies
 Discuss the concept of micro
teaching
 Prepare a lesson/learning plan
 Identify the qualities of a global
teacher in the 21st century
 Perform two demonstration
teaching of 2 different subject
content areas
4 Define and enumerate the purpose
of Classroom Action Research
Identify the design of Classroom
Action Research
Write Classroom Action Research
using the template and Sample
guide
Lesson 1:
Teacher’s Classroom
Management Skills
Lesson 2:
Learning Plan & Micro
Teaching
Lesson 3:
Global Teacher in the 21st
Century
Lesson 1: Definition and
purpose of Classroom Action
Research
Lesson 2: The cycle/steps of
Classroom Action Research
Lesson 3: Write Classroom
Action Research using
Template and sample guide
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 Module 1
Teaching and Learning Activities Related to Assessment of Learning

Overview
Welcome to Module 1. This module enables you to become a good test item writer who
keeps on sticking to the congruency of assessment tasks to the instructional objectives. You are
also expected to construct learning competencies, task designs, and scoring rubrics on the
processes and products assessments. Most importantly, you are anticipated to apply your
knowledge and skills in lesson 1 and 2 to be manifested in your actual demonstration teaching.

Module Objectives/Outcomes
After completing Module 2, you will be able to:

1. Construct sample valid classroom assessment tests for measuring target learning
outcomes.
2. Item analyze test questions of a quarterly assessment
3. Construct process-oriented and product-oriented learning competencies, task
design, and scoring rubrics anchored from the instructional objectives of the K to
12 Basic Education Curriculum Guide.
4. Create a detailed lesson plan incorporating assessment that are congruent to the
instructional objectives.
5. Develop a teaching portfolio that contains detailed daily lesson plan, video of the
actual demonstration teaching, pre-service teachers’ actual teaching rating scale,
instructional materials used, and among others.

Lessons in the Module

For you to gain competencies in this module, it has been prepared and structured into
three lessons as follows:
Lesson 1: Assessment Tools in the Learning Environment
Lesson 2: Process-oriented and Product-oriented Performance-based Assessment
Lesson 3: Actual Teaching and Learning Activities Related to Assessment of Learning

Get ready! Let the battle begin.

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 Lesson 1: Assessment Tools in the Learning Environment
Learning Outcomes:

To apply principles in constructing quality classroom-based assessment tools and interpret

learner’s performance to improve teaching and learning

 Create a table of specifications for a quarterly assessment

 Construct sample valid classroom assessment tests for measuring target learning
outcomes
 Critique teacher-made tests using the principles of high quality assessment
 Item analyze test questions of a quarterly assessment

Time Frame: 1 week

Introduction:

Good day my dear students! How are you now? I hope you are getting more resilient to
these challenging times due to pandemic. Despite of this, I am still eager in teaching you to
continue your dreams and aspirations in life – to finish your course. Let us not be affected with
this COVID-19 pandemic, instead, let us be strong to endeavor the opportunities along this line.

The first lesson talks about the assessment tools in the learning environment. You are
expected to match learning outcomes with the appropriate assessment methods and cite
evidences of validity and reliability in teacher-made test. Further, you are also expected to
prepare a table of specifications aligned with the specified learning outcomes, select and
construct appropriate test items and tasks for classroom assessment, and apply procedures for
improving a classroom-based assessment test.

You are free to ask questions for clarifications by sending your thoughts to
zithromax78@yahoo.com.

Activity:

To get an idea of what a test blueprint helps you avoid, consider the following:

Joan was nervous. She knew she had to do very well on the comprehensive final in order to pass American
History: 1945-2005. To make matters worse, her teacher was new and no one knew what his final exams were
like.

“Well,” she told herself. “There’s really no point in worrying. Even if I don’t do well on this test, I have learned to
analyze information and think critically – the discussions were great. I’ve studied the text and lessons very hard
and managed to cover every topic very thoroughly beginning with the end of World War II in 1945 through the re-

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election of President George W. Bush. I realize I missed the class dealing with the late 1960s and early 1970s, but
that stuff only covered a few pages in the text anyway, and we only spent one class on it!”

Feeling more relaxed and confident, Joan felt better when she saw that the entire final exam was only one page
long. After receiving his copy, however, Joan began shaking. Her test is reproduced here.

American History: 1945-2005

Name: ____________________________ Date: ________________
It has been a long year and you have been good students. This short test is your reward.
1. On what date did American soldiers first begin to fight in Vietnam? _____________
2. How many years did Americans fight in Vietnam? ____________
3. What was the capital of South Vietnam? ______________
4. On what date did Richard Nixon become president? ______________
5. Who was Richard Nixon’s vice president during his second administration? ____________
6. What is Vietnam’s largest seaport? _____________
7. Who was the president of South Vietnam? _____________
8. On what date Americans begin to leave Vietnam? _____________
Have a good summer!

Analysis:

1. What are the experiences of Joan as she falls to the traps in test construction?
2. What measures have you taken to assure yourself that your test items were clear,
accurate and well-focused on the objectives?
3. What problems have you encountered? How did you respond to them? How could you
avoid them the next time?
4. Do your test items provide for a wide range of student learning activities? Describe how
this has been catered for.

Abstraction:

Test Blueprint or Table of Specifications

A test blueprint is essential to good test construction. It not only ensures that your test
will sample all important content areas and processes (levels of cognitive complexity), but is
also useful in planning and organizing instruction. The blueprint should be assembled before
you actually begin a unit.

Test blueprint is simply a table that lists the important objectives to be taught and the
levels of student behavior that can be expected from these objectives. In the cells of the table
are placed the number or percentage of items that cover each topic at a particular level of
behavior. The test blueprint can be an important device for planning a test. It is used in
deciding a number of items that should be written for each major objective and, in evaluating
an existing test, it is used to determine how well a test compares in types and numbers of items
with what has been taught. The key to preparing a test blueprint is the preparation of
instructional objectives that include the level of behavior that is being taught.

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 Test blueprint also is a technique to help you remember to write objectives and test
items at different levels to ensure your test include items that measure higher-order thinking
skills. Much like a blueprint used by a builder to guide building construction, the test blueprint
is also used by a teacher to guide test construction.

The blueprint for a building ensures that the builder will not overlook details considered
essential. Similarly, the test blueprint ensures that the teacher will not overlook details
considered essential to a good test. More specifically, it ensures that a test will sample whether
learning has taken place across the range of content areas covered in class and readings, and
cognitive processes considered important. It ensures that your test will include a variety of
items that tap different levels of cognitive complexity.

Let us consider different levels of complexity at which objectives and test items may be
written and a method for test construction that will help us write items at these levels to ensure
that our classroom tests measure higher-order thinking skills.

Taxonomy of Educational Instructional objectives Test items require the

Objectives require the students to . . . students to . . .
1. Knowledge Level Remember recall or recognize facts,
terminology, problem-solving
strategies, or rules
2. Comprehension Level Understand change the form of
communication (translation);
restate what has been read, to
see connections or
relationships among parts of
communication
(interpretation); to draw
conclusions or consequences
from information (inference)
3. Application Level use previously acquired present the problems in a
information in setting other different and often applied
than that in which it was context
learned
4. Analysis Level identify logical errors or to draw relationships among
differentiate among facts, ideas or to compare and
opinions, assumptions, contrast
hypotheses, or conclusions
5. Synthesis Level produce something unique solve some unfamiliar
or original problem in a unique way, or
to combine parts to form a
unique or novel whole
6. Evaluation Level form judgments about the state the basis for his or her
value or worth of methods’ judgments
ideas, people, or products
that have a specific purpose
Guiding Principles in Constructing Test Items using Different Item Formats

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Multiple Choice Items

1. Make a test item that is practical or with real-world applications to the students
(Gabuyo, 2012).
2. Use diagram or drawing when asking question about application, analysis or evaluation
(Gabuyo, 2012).
3. Use pictures if possible when students are required to apply concepts and principles
(Gabuyo, 2012).
4. Include from three to five options (two to four distractors plus one correct answer) to
optimize testing for knowledge rather than encouraging guessing (Kubiszyn, 2003;
Gabuyo, 2012: Asaad, 2007).
5. Be sure that distracters are plausible and effective (Gabuyo, 2012).
6. Items must be grammatically consistent (Asaad, 2007; Gabuyo, 2012).
7. The stem should be clear and concise (Gabuyo, 2012).
8. Avoid excessive and meaningless use of words in the stem (Gabuyo, 2012).
9. Do not leave at the beginning or at the middle of the stem when using completion form
(Gabuyo, 2012).
10. Avoid trivial questions (Gabuyo, 2012).

Matching Type Items

1. The description and option must be short and homogeneous (Gabuyo, 2012; Reganit,
2006).
2. The description must be written at the left side and make it column A and the options
must be written at the right side and marked it with column B to save time for the
examinee (Gabuyo, 2012; Buendicho, 2010; Calmorin, 2006; Asaad, 2004; 2004;
Gonzales, 1993).
3. There should be more options that descriptions or indicate the directions that each
option may be used more than once to decrease the chance of guessing. Gabuyo, 2012;
Reganit, 2006; Kibiszyn, 2010: Gonzales, 1993).
4. Matching directions should specify the basis for matching (Reganit, 2006; Buendicho,
2010; Kubiszyn, 2003; Santos, 2007).
5. The descriptions and options must be written in the same page (Gabuyo, 2012; Reganit,
2006; Calmorin, 2006; Buendicho, 2010; Asaad 2004).
6. Keep the lists in the two column unequal in number (Kubiszyn and Borich, 2010,
DeGuzman, 2015).

Alternate –Choice Items: True or False Type

1. Avoid trick statements with some misleading word or spelling anomaly, misplaced
phrases etc. (Santos, 2007, Reganit, 2006; Navarro, 2012)

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 2. Avoid using negative or double negatives (Gabuyo, 2012; Reganit, 2006; Kubiszyn,
2003).
3. Avoid the use of specific determiners which should permit a test wise but unprepared
examinee to respond correctly (Buendicho, 2010; Gabuyo, 2012; Reganit, 2006).
4. Do not give a hint (inadvertently) in the body of the question (Santos, 2007; Kubiszyn,
2007; Nazarro, 2012).
5. Avoid the following; (Kubiszyn, 2003; Gabuyo, 2012; Buendicho, 2010)
a. Verbal clues, absolutes and complex sentences;
b. Broad general statements that are usually not true or false without further
qualifications;
c. Terms denoting indefinite degree (e.g., large, long time, or regularly) or
absolutes (e.g., never, only, or always);
d. Placing items in a systematic order (e.g., TTFF, TFTF, and so on); and
e. Taking statements directly from the text and presenting them out of context.

Completion and Short-Answer Items

1. The item should require a single word answer or brief and definite statement (Calmorin,
2006; Kubiszyn, 2007; Gabuyo, 2012).
2. Be sure that the language used in the statement is precise and accurate in relation to the
subject matter being tested (Gabuyo, 2012).
3. Be sure to omit only key words (Gabuyo, 2012; Kubiszyn,, 2003; Calmorin, 2006).
4. Be sure to indicate the units in which to be expressed when the statement requires
numerical answer (Gabuyo, 2012).
5. Avoid grammatical clues (Gabuyo, 2012; Buendicho, 2010; Gonzales, 1993).
6. Do not omit so many words from the statement that the intended meaning is lost
(Buendicho, 2010; Kubiszyn, 2007).
7. The question should be used only for an important aspect of a fact (Calderon, 1993).
8. The test item should be so worded that the responses is brief as possible preferably a
simple word, number, symbols, or a very brief phrase. (Calmorin, 2006; Lamela, 2016).
9. The blank for their responses should be in a column preferably at the right column of
the items (Calmorin, 2006).
10. Make a minimum use of textbook language in wording the questions (Calmorin, 2006;
Lamela, 2006).
11. Omit the keyword and phrases. Don’t omit trivial details as in the item (Disha, NY).

Item Analysis

A test cannot be considered good unless it is tried out. The ultimate judge of the test is
the user. A pilot tryout is conducted on a limited sample. This is just to test vocabulary load and
clarity of expression. Suggestions given by the students used in the pilot tryout are incorporated
in the test for the first tryout.

I. First Tryout

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 The main purpose of the first tryout is for item analysis. Item analysis is a name given
to a variety of statistical techniques designed to analyze individual items on a test after the test
has been given to a group of examinees. The analysis involves examining class-wide
performance on individual test items.

Item analysis suggests why an item has not functioned effectively and how it might be
improved. A test composed of items revised and selected on the basis of item analysis is almost
certain to be much more reliable than one composed of an equal number of untested items.

Specifically, what one looks for is the difficulty and discriminating ability of the item as
well as the effectiveness of each alternative. These are the three common types of item analysis
which provide teachers with three different types of information.

1. Difficulty Index
This can be produced by calculating the proportion of students in class who got an
item correct. The larger the proportion, the more students who have learned the content
measured by the item. It can also be interpreted as how easy or how difficult an item is.
2. Discrimination Index
This is a basic measure of the validity of an item. It is a measure of an item’s ability
to discriminate between those who scored high on the total test and those who scored low.
Though there are several steps in its calculation, once computed, this index can be
interpreted as an indication of the extent to which overall knowledge of the content area or
mastery of the skills is related to the response on an item. Perhaps the most crucial validity
standard for a test item is that whether a student got an item correct or not is due to their
level of knowledge or ability and not due to something else such as chance or test bias.
When we prepare test items, we aim to have average difficulty. So our item analysis
will help us in selecting the items that are of average difficulty. The results of our item
analysis will tell us if we need to revise items that are too difficult or too easy.
3. Analysis of Response Options / Distracter Analysis
In addition to examining the performance of an entire test item, teachers are often
interested in examining the performance of individual distracters (incorrect answer options)
on multiple choice items. By calculating the proportion of students who chose each answer
option, teachers can identify which distracters are working and appear attractive to students
who do not know the correct answer, and which distracters are simply taking up space and
not being chosen by many students. To eliminate blind guessing which results in a correct
answer purely by chance (which hurts the validity of a test item), teachers want as many
plausible answers to fine tune and improve items they may wish to use again with future
classes.
The Process of Item Analysis

Item analysis procedures are most commonly used with objectively scored formats.
Item analysis requires the following basic steps:

1. Arrange the test scores from highest to lowest.

2. Selection of the Criterion Group

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 Identify an upper group and lower group. The upper group is the highest scoring 27% of
the group and the lower group is the lowest scoring 27%. If N is equal or less than 30, the
criterion group is simply 50% of the group. This process of item analysis called for the
identification of the upper and lower 27% percent groups. The 27% provides the best
compromise between two desirable but inconsistent aims to make the extreme group as large
and as different as possible. It was demonstrated that when extreme groups, each consisting of
approximately 27 percent of the total group, are used, one can say with greatest confidence that
those in the upper group are superior in the ability being measured by the test to those in the
lower group.

3. For each item, count the number of examinees in the upper group who have correct
responses. Do a separate, similar procedure for the lower group.
4. Compute the percentage of the upper group that got the item right and call it U.
5. Compute the percentage of the lower group that got the item right and call it L.
6. Average U and L percentage and the result is the difficulty index of the item.
7. Subtract the L percentage from the U percentage and the result is the discrimination
index.
8. After the item analysis, this table of equivalent can be used in interpreting the difficulty
index:
.00 - .20 = Very Difficult
.21 - .80 = Moderately Difficult
.81 – 1.00 = Very Easy
9. For multiple choice type of tests, conduct distracter analysis
In conducting the distracter analysis, three information data are needed for each option per
item:

a. count of students from the high group who selected each of the options ( Hg)
b. count of students from the low group who selected each of the options ( Lg)
c. index of effectiveness (IE) for each option calculated by using the formula for
item discrimination index.

Guide for Interpretation:

Index of Effectiveness (IE) Interpretation

If IE is below 0 A negative IE indicates that the option is plausible

since there are more students in the low group
who selected the option compared to the high
group.

If IE is above 0 A positive IE would show that more examinees in

the high group chose the option. This also shows
that the option is not working well as a distracter
and should be revised.

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 If IE is 0 If there are no examinees from the two groups
who selected the option, then this has to be
discarded. If the same count of students (but very
few) from the 2 groups selected the option, still
this has to be discarded since the option is not
plausible. However, if the same count of students
(but many) from the two groups selected the
option, then, this alternative may be examined
again for possible retention or for improvement.

II. Second Tryout

After analyzing the test results of the first tryout, test items are usually revised for
improvement. After revising those items which need revision, another tryout is necessary. The
revised form of the test is administered to a new set of samples. The same conditions as in the
first tryout are followed.

After the tryout, another item analysis is done. This is to find out if the test items
revised improved in terms of the difficulty index and discrimination index.

III. Third and Final Tryout

Usually after two revisions the test is considered ready to be in its final form. The test
now is good in terms of difficulty and discrimination indices. The test is ready to be tested for
reliability and validity.

Application:

1. Ask your Cooperating Teacher that you will be the one to construct the current quarterly
assessment. So, you have to consider the subject, the grade level, and the quarterly
coverage of the instructional objectives in the K to 12 Curriculum Guide.
2. Fill up the template of Table of Specifications given below.

Learning No. of No. of Percentage Item Placement Under Each Cognitive

Competency Hours Items Complexity
Rem Und App Ana Eva Cre
1.
2.
3.
4.
5.
...
Total 50 100%

3. After conducting your Quarterly Assessment anchored to your TOS, proceed to

distracter analysis. Please follow the illustration below. In here, you are going to item
analyze each response option to decide whether the test item is retained, revised, or
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 rejected. The entries for the Upper 27% and the Lower 27% are counts of students who
selected the options while the entries for the IE (index of effectiveness) row are the
calculated values for each option using the discrimination index formula for items
scored 0 and 1.
IE = Hg - Lg
n

Table 1. Illustration of Distracter Analysis for Multiple Choice Test

Item Correct Criterion A B C D E

Response Group
1 Hg (U27%)
Lg (L27%)

IE

2 Hg (U27%)
Lg (L27%)

IE

3 Hg (U27%)
Lg (L27%)

IE

4 Hg (U27%)
Lg (L27%)

IE

5 Hg (U27%)
Lg (L27%)

IE

Lesson 2: Process-oriented and Product-oriented Performance-based Assessment

Learning Outcomes:

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To apply the principles in constructing and interpreting performance-based assessment

 Construct process-oriented and product-oriented learning competencies anchored from

the instructional objectives of the K to 12 Basic Education Curriculum Guide
 Create a task design or performance task based on the constructed process-oriented and
product-oriented performance-based assessment.
 Formulate a scoring rubric based on the created task design

Time Frame: 1 week

Introduction:

Congratulations for the job well done. Thus far we have discussed how to create a table
of specifications for a quarterly assessment to ensure adequate sampling of the content area and
construct its corresponding test questionnaire observing accurate matching of test items to
instructional objectives. We have also criticized the test questions anchored to the guidelines
and principles constructing different test items using different item formats. Then, item analyze
to determine difficulty and discrimination indices plus effectiveness of the distracters.

We are now ready to learn the most exciting method of assessing your learning
outcomes – the authentic assessment – that covers process-oriented and product-oriented
performance-based assessment. You are expected to construct process-oriented and product-
oriented learning competencies anchored to the instructional objectives in your K to 12
curriculum guide. In the like manner, you are also expected to formulate a task design and
scoring rubrics.

You are again free to ask questions for clarifications by sending you thoughts to
zithromax78@yahoo.com. Keep safe my dear students. Always observe health protocols
regarding the COVID-19 pandemic. Your safety is my utmost concern.

Activity:

The following are descriptions used to judge the adequacy of student performance with
various skills. The part one descriptions pertain to process assessments and part two to product
assessment. Put YES on the space before the number if the description requires an inference
and NO if it is not.

Part I. Process Assessments

______ 1. The student demonstrates good penmanship.
______ 2. The student uses fingertips to depress valves on the trumpet.
______ 3. The student knows how to sand a piece of wood.
______ 4. The student places a lighted match next to the burner before turning on the
gas.
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______ 5. The student correctly views the needle on the voltage meter.

Part II. Product Assessments

______ 1. The painted piece of wood is free of brush marks.
______ 2. The chair is solidly constructed.
______ 3. The steak is properly cooked.
______ 4. The fingernails are free of dirt.
______ 5. The student understands the directions.

Analysis:
1. Based on your answers above, why did you treat them as descriptions requiring
inference?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________
2. Referring to the descriptions requiring inference, what do you think are the
alternatives that directly describe what are to be observed? Fill up the table below.

Part I Item No. Alternatives

Part II Item No.

Abstraction:

On Performance-based Assessment
Performance tests use direct measures of learning rather than indicators that simply
suggests cognitive, affective, or psychomotor processes have taken place.
Teachers can use performance tests to assess complex cognitive learning, as well as attitudes
and social skills in academic areas such as science, social studies, or math. When doing so, they
establish situations that allow them to observe and to rate learners directly as they analyze,
problem solve, experiment, make decisions, measure, cooperate with others, present orally, or
produce a product. These situations simulate real-world activities.
Performance tests also allow teachers to observe achievements, mental habits, ways of
working, and behaviors of value in the real world that conventional tests may miss and in ways
that an outside observer would be unaware that a “test” is going on. Performance test can
include observing and rating learners as they carry out a dialogue, conduct a science
experiment, edit a composition, present an exhibit, work with a group of other learners in

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designing a student attitude survey, or use equipment. In other words, the teacher observes and
evaluates student abilities to carry out complex activities that are used and valued outside the
immediate confines of the classroom.

On Process-oriented Learning Competencies

The learning objectives in process-oriented performance-based assessment are stated in
directly observable behaviors of the students. Competencies are defined as groups or clusters of
skills and abilities needed for a particular task. The objectives generally focus on those
behaviors which exemplify a best practice for the particular task. Such behaviors range from a
beginner or novice level up to the level of an expert. An example is given below.

Specific Task: Recite a poem by Edgar Allan Poe, The Raven”.

Objectives: The activity aims to enable the students to recite a poem entitled “ The
Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambience of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

Notice that the objective starts with a general statement of what is expected of the
student from the task (recite a poem by Edgar Allan Poe) and then breaks down the general
objective into easily observable behaviors when reciting a poem. The specific objectives
identified constitute the learning competencies for this particular task. As in the statement of
objectives using Bloom’s taxonomy, the specific objectives also range from simple observable
processes to more complex observable processes (e.g. creating an ambience of the poem
through appropriate rising and falling intonation. A competency is said to be more complex
when it consists of two or more skills.

On Task Design (Process-oriented)

Performance tasks’ identification measures the learning target you are about to assess.
Some targets imply that the tasks should be structured or not. Performance needs to be
identified so that you may know what tasks and criteria to be performed. A task description
must be prepared to provide the listing of specifications of the tasks and will elicit the desired
performance of the students.
Tasks should be meaningful and must let you involved personally in doing and creating
the tasks. This could be done by selecting a task which has personal meaning for most of you.
Choose a task in which you have the ability to demonstrate knowledge and skills from
classroom activities or other similar ways. These tasks should be of high value, worth teaching
to, and worth learning as well.
In creating a performance tasks, you should specify the learning targets, the criteria by
which you evaluate performance, and the instructions for completing the task.

Example: The topic is on understanding biological diversity

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Possible Task Design:
Bring the students to a pond or creek. Ask them to find all living organisms as they can
find living near the pond or creek. Also, bring them to the school playground to find as many
living organisms as they can. Observe how the students will develop a system for finding such
organisms, classifying the organisms and concluding the differences in biological diversity of
the two sites.

On Task Design (Product-oriented)

How should you design a task for product-oriented performance-based assessment? The
design of the task in this context depends on what you desire to observe as outputs. These
concepts that may be associated with task design include:
1. Complexity
The level of complexity of the project needs to be within the range of your ability.
Projects that are too simple tend to be uninteresting for you while projects that are too
complicated will most likely frustrate you.
2. Appeal
The project or activity must be appealing to you. It should be interesting enough so that
you are encouraged to pursue the task to completion. It should lead to self-discovery of
information.
3. Creativity
The project needs to encourage you to exercise creativity and divergent thinking. Given
the same set of materials and project inputs, how will you best present the project? It should
lead you into exploring the various possible ways of presenting the final output.
4. Goal-based
You also have to bear in mind that the project are produced in order to attain a learning
objective. Thus, projects are assigned to you not just for the sake of producing something but
for the purpose of reinforcing learning.

Example 1:
Paper folding is a traditional Japanese art. However, it can be used as an activity to
teach the concept of plane and solid figures in geometry. You are provided with a given
number of colored papers and you will be asked to construct as many plane and solid figures
from these papers without cutting them (by paper folding only).

Example 2:
Task: Preparing Useful Solution

Barangay Luntian is celebrating its 50 th anniversary with the theme “Kalikasan Ko,
Mahal Ko’. The barangay captain called for a council meeting to discuss the preparations for
the program. As a councilor, you are asked to take charge of the preparation of “Natural
Page | 18
Beverage” for the guests. This healthful drink should promote your locally produced fruits or
vegetables as well as health and wellness. On your next council meeting, you will present your
plan for the preparation of the drink and let the council member do the taste testing. The
council members will rate your drink based on the following criteria: practicality, preparation,
availability of materials, composition of solutions (drink).

On Scoring Rubrics
Rubrics are scoring standards composed of model answers against which a learner’s
performance is compared. They can be a detailed list of what an acceptable answer must
contain or a sample of typical responses that would be acceptable which the rater compares a
student’s performance.
Authentic assessments typically are criterion-referenced measures, that is, a student’s
aptitude on a task is determined by matching the student’s performance against a set of criteria
to determine the degree to which the student’s performance meets the criteria. To measure
student performance against a pre-determined set of criteria, a rubric or scoring scale which
contains the essential criteria for the task and appropriate levels of performance for each
criterion is typically created.
Analytic scoring rubric articulates levels of performance for each criterion so the
teacher can assess student performance on each criterion.
Holistic scoring rubric estimates the overall quality of a performance by assigning a single
numerical value to represent a specific category of accomplishment. They are used for
measuring both products and processes.

Steps in the Design of scoring Rubrics

A step-by-step process for designing scoring rubrics for classroom use is presented
below. Information for these procedures was compiled from various sources.

Step 1: Re-examine the learning objectives to be addressed by the task. This allows
you to match your scoring guide with your objectives and actual instruction.

Step 2: Identify specific observation attributes that you want to see (as well as those
you do not want to see) your students demonstrate in their products, process, or
performance. Specify the characteristics, skills, or behaviors that you will be looking
for; as well as common mistakes you do not want to see.

Step 3: Brainstorm characteristics that describe each attribute. Identify ways to

describe above average, average, and below average performances for each observable
attribute identified in step 2.

Step 4a. For holistic rubrics, write thorough narrative descriptions for excellent work
and poor work, incorporating each attribute into the description. Describe the highest
and lowest levels of performance combining the descriptors for all attributes.

Step 4b. For analytic rubrics, write thorough narrative descriptions for excellent work
Page | 19
 and poor work for each individual attribute. Describe the highest and lowest levels of
performance using the descriptors for each attribute separately.

Step 5a. For holistic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor for the collective attributes. Write
descriptions for all intermediate levels of performance.

Step 5b. For analytic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor for each attribute. Write descriptions for
all intermediate levels of performance for each attribute separately.

Step 6. Collect samples of student work that exemplify each level. These will help
you score in the future by serving as benchmarks.

Step 7. Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of

the rubric and revise it prior to its next implementation.

Application:

Part I. Process-oriented Performance-based Assessment

1. Choose one learning competency from your assigned subject grade level. Identify a
specific task that shows a process or skills. Then, create a process-oriented learning
competencies. Fill up the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (a process or skill for acquiring, organizing, and using information
that serve as a basis for a performance test)

Process-oriented Learning Competencies:

1.
2.
3.
4.
5.

2. Create a task design or performance task aligned from your process-oriented

learning competencies. Please find the format below.

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 Topic:

Possible Task Design or Performance Task:

3. Formulate a scoring rubric aligned from your process-oriented learning

competencies to your task design or performance task to see continuity. Follow the
steps presented in designing rubric.

Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Part II. Product-oriented Performance-based Assessment

1. Choose one learning competency from your assigned subject grade level. Identify a
specific task that shows a process or skills. Then, create a product-oriented learning
competencies. Fill up the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (a process or skill for acquiring, organizing, and using information
that serve as a basis for a performance test)

Product-oriented Learning Competencies:

 Beginner Level (minimum specifications)

 Skilled Level (skilled specifications)

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  Expert Level (expert specifications)

2. Create a task design or performance task aligned from your product-oriented

learning competencies. Please find the format below.

Topic: (example is to prepare useful solution)

Possible Task Design or Performance Task:

3. Formulate a scoring rubric aligned from your product-oriented learning

competencies to your task design or performance task to see continuity. Follow the
steps presented in designing rubric.

Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 2

Criteria 3

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 Criteria 4

Lesson 3: Actual Teaching and Learning Activities Related to Assessment of Learning

Learning Outcomes:
To immerse students in taking the role of the teacher focusing on incorporating assessment to
the lesson during actual teaching or demonstration teaching

 Select the appropriate assessment methods, tools, or tasks for different learning
outcomes.
 Determine if the assessment tools or tasks are aligned to the level of the learning
outcomes.
 Create a detailed lesson plan incorporating assessment that are congruent to the
instructional objectives.
 Conduct actual demonstration teaching to observe teaching-learning activities related to
assessment
 Develop a teaching portfolio that contains detailed daily lesson plan, video of the actual
demonstration teaching, pre-service teachers’ actual teaching rating scale, instructional
materials used, and among others

Time Frame: one week

Introduction:

Hello my dear students. Thank you for bearing with the exciting activities of this
module. Congratulations for keeping your endurance as you continue accomplishing the task of
this last lesson. You are now competent in making process-oriented and product oriented
learning competencies, very effective in constructing task design or performance task for
process-oriented and product-oriented performance-based assessment, and most importantly,
you are so confident now in making a scoring rubric to assess your performances.

You are anticipated to construct a detailed daily lesson plan and demo-teach this to your
class where you are assigned. You are also reminded to observe congruency of your assessment
methods, tools and tasks as you select them. Lastly, to produce a teaching portfolio consisting
Page | 23
of detailed daily lesson plan, video of the actual demonstration teaching, pre-service teachers’
actual teaching rating scale, instructional materials used, and among others.

You are again free to ask questions for clarifications by sending you thoughts to
zithromax78@yahoo.com. Keep safe my dear students. Always observe health protocols
regarding the COVID-19 pandemic. Your safety is my utmost concern.

Activity:
Part I. Observe the class of your Cooperating Teacher. Ask permission to copy the
lesson objectives and evaluation. Identify the domains and level of learning.
Determine if the assessment tools/ tasks are aligned to the level of the
learning outcome. Then, accomplish the template below.
Cognitive Levels of Learning Assessment Task Is the level of assessment aligned
Learning Outcome Outcome/ (Evaluation from to the level of the objective?
(Bloom) Lesson Teacher’s
Objective from Lesson Plan
Teacher’s (Write it in the
Lesson Plan appropriate level
(Write lesson outcome)
objective in the YES NO
appropriate level
outcome)
1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Part II. Write YES on the space provided before the number if the learning outcome
specified in the test question matched to the learning outcome described in the
objective.

_______ 1. Objective: Recall the names of the capitals of all provinces of Davao
Region.

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 Test Item: List the capitals of Davao Oriental, Davao de Oro, Davao Occidental,
Davao del Sur, and Davao del Norte
_______ 2. Objective: Discriminate fact from opinion in the President’s most recent
state of the nation’s address.
Test Item: Given a text of the state of the nation’s address, list three examples of
facts and three examples of opinions.
_______ 3. Objective: The student will write complete instructional objectives
including behavior, conditions, and criteria.
Test Item: Describe why instructional objectives must contain an observable
behavior, conditions, and criteria.
_______ 4. Objective: Using your text as a reference, recognize the names of the
various components of the central nervous system.
Test Item: From memory, list the various components of the central nervous
system.

Analysis:
Part I.
1. What did you observe about assessment tasks and learning outcomes? Are they
aligned? Cite some evidences.
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________
2. You study based on how you are tested. To avoid “teaching-to-the-test” or
superficial factual testing, what levels of knowledge processing should you use
more? Explain.
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

Part II.
1. What item number(s) that you answered YES? _________
2. What item number(s) that you answered NO? _________
3. What are your justifications of answering that item number(s) with YES?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________
4. What are your justifications of answering that item number(s) with NO?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________
5. What do you think is the basic rule to keep in mind when matching test items to
instructional objectives?
____________________________________________________________________________

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____________________________________________________________________________
_______________________________________________________
Abstraction:

Clarity of Learning Targets

An instructional objective is defined as the statement of the expected behaviors that you
should display after instruction or teaching. Oriondo and Antonio (1989) said that the question
of what to evaluate in terms of pupil’s growth and progress should be given foremost priority.
Learning targets need to be stated in behavioral terms or terms which denote something which
can be observed through the behavior of the students. If an objective is stated as, “you should
be able to write a test item that matches the objective’s learning outcome and conditions given
a complete instructional objective with 80% accuracy”, then this clearly stated objective will be
the focus of classroom evaluation. This is the reason why you are required to state instructional
objectives in behavioral terms.
In the above-mentioned objective, the content of instruction is “writing a test item that
matches the objective’s learning outcome and conditions”. The content of the test should be
similar with the content you have taught. With this mind, you are manifesting adherence to the
principle of clarity of learning.
Back to the objective stated above, the behavior, which you want to be displayed after
instruction is “to write”. To make the test valid, you should choose written-response instrument
as an appropriate item format most specifically, multiple choice as it can be constructed to test
higher order thinking skill if you wish to select which among the choices is correct. An essay
also can be an appropriate item format, provided, it should be properly planned to test your
grasp of the higher level of cognitive skill like application, analysis, synthesis, and judgment.
The item in the test should be stated as, “Write an item that matches the learning outcome and
conditions of the following objective: The student will add on paper 10 two-digit numbers
without regrouping within one minute with 80% accuracy.”
The level of performance must be the basis for evaluating whether the teaching and
learning process is successful or not. This level of performance is implicitly stated in the
instructional objectives like in the instructional objectives stated in the K to 12 Curriculum
Guide. The term implicitly means that the phrase that specifies the level of performance is not
stated in the objectives; it is presumed that you already understand this criterion. You can
assess whether your actual performance level had met the predetermined criterion. Performance
level of 75 percent and above reveals that the teaching and learning process is successful. Any
level of performance that falls below the preset performance level is a failure.
You make daily lesson plans. These plans serve as your guides as you perform your
teaching tasks. In your plans, you are required to state your objectives clearly in behavioral
terms which denote the behaviors that you are expected to manifest after instruction. The
expected behaviors are somehow related to knowledge, reasoning, skills, product, and affects.
First, knowledge refers to the cognitive activities. This involves what you need to know
to solve problems and perform skills. This can also give you the ability to master substantive
subject matter.

Page | 26
 Second, reasoning is a behavior which refers to the cognitive activities which require
the use of logical presentation, justification, and rationalization of facts, concepts, theories, and
principles. An important learning goal is for you not just to acquire knowledge but also to be
able to think about the knowledge.
Third, skill is the ability to use one’s knowledge effectively and readily in the execution
or performance of a specific task.
Fourth, product shows the end result of using the abilities to manipulate, apply, and
operate facts, concepts, and principles in real-life situations.
Lastly, affects refers to the activities that show values, morals, ethics, ideals, and
standards in life. In this, you are observed on how you behave in the classroom activity and
your emotional responses to the tasks.

Appropriateness of Assessment Methods

Appropriateness of Test Items.

Thinking skills cannot be measured by measuring knowledge of facts. A test that is

valid for measuring knowledge of facts is invalid for measuring skills in problem-solving.

Selecting the Appropriate Item Format

Now that you have decided on the purpose of the test and what you are interested in
measuring both in terms of objectives and content, you must decide on the best way of
measuring your instructional objectives.
As will be evident in our discussion of the various item formats, some are less
appropriate than others for measuring certain objectives. For example, if the objective to be
measured is stated as “student will be able to organize his ideas and write them in logical and
coherent fashion”, it would be inappropriate to have you select your answer from a series of
possible answers. If the objective is to obtain evidence of the pupils’ factual recall of names,
places, dates, and events, it would not be efficient to use lengthy essay question. Although there
are instances where the instructional objectives can be measured by different formats, the
teacher should use the least complicated one.

Categories of Assessment Instruments and Its Appropriateness.

1. Written Response Instrument. Objective tests are appropriate for assessing the
various levels of hierarchy on educational objectives. Multiple choice test in particular can be
constructed in such a way as to test higher order thinking skills. Essays, when properly planned,
can test your grasp of the higher level of cognitive skills particularly in the areas of application,
analysis, synthesis and judgment.
2. Product Rating Scales. This is the one that assigns numbers to categories representing
different degrees of performance. They are typically used for those aspects of a complex

Page | 27
performance, such as products, that do not lend themselves to yes/no or present/absent type of
judgments.
3. Performance Test. It is used to determine whether or not you behave in a certain
(usually desired) way when asked to complete a particular task.
4. Oral Questioning. This is an appropriate assessment method when the objectives are
to assess your stock knowledge and to determine your ability to communicate ideas in coherent
verbal sentences.
5. Observation and Self Reports. These are useful supplementary assessment methods
when used in conjunction with oral questioning and performance tests. Such methods can offset
the negative impact on you that brought about by your fears and anxieties during oral
questioning or when performing actual task under observation. However, since there is a
tendency to overestimate one’s capability, it may be useful to consider weighing self-
assessment and observational reports against the results of oral questioning and performance
test.

A Three-Stage Model of Classroom Measurement.

There are three stages involved in classroom measurement. These are constructing
instructional objectives, implementing instructional activities, and testing to measure the
attainment of the instructional objectives. Each of these must match with the others for
measurement to be valid.
Your task is made easier if you develop clear and measurable instructional objectives.
Once you have measurable instructional objectives, your task is to construct several items to
validly measure each objective. For example:
Objective: The student will discriminate learning activities from learning outcomes.
Test Item: Indicate which terms in the following lists are learning activities by placing an A in
the space to the left of the term, and indicate which are learning outcomes by
placing
an O in the space.
_________ 1. Practice multiplication tables.
_________ 2. List the parts of a carburetor.
_________ 3. Recall the main events in a story.
_________ 4. Listen to a foreign language tape.
_________ 5. Memorize the names of the first five Philippine presidents.
Answers: 1. A; 2. O; 3. O; 4. A; 5. A.

These response alternatives are content-valid measures of the objective because they
ask you to do exactly what the objective requires. There are certainly other equally valid ways
of measuring this objective, but the response alternatives listed are appropriate. If you can
answer four or five correctly, your teacher could feel reasonably secure in concluding that you
have mastered the objective. These types of tests are called criterion-referenced because a
specific level of acceptable performance called the criterion is established directly from the
instructional objectives.

Page | 28
 Keep the three-stage model in mind when you develop an achievement test, and you are
likely to be aware of the issue of content validity.

Application:
Incorporating assessment to lesson planning and actual teaching, you are tasked to ask
permission from your Cooperating Teacher that you will be teaching one of the lessons of your
assigned subject and grade level. Ask the learning objectives from him or her for you to prepare
in your demo teaching as a finale of this field study. Finalize the schedule with your
Cooperating Teacher. To do this, please do first the instructions given below.

1. Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to see a full picture that indeed
you aligned assessment tasks to your learning outcome. Use the instructional objectives
given by your Cooperating Teacher.

Cognitive Levels Learning Assessment Task Is the level of assessment aligned to the
of Learning Outcome/ Lesson (Evaluation from level of the objective?
Outcome (Bloom) Objective from your Lesson Plan
your Lesson Plan (Write it in the
(Write lesson appropriate level
objective in the outcome)
appropriate level
outcome) YES NO
1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

2. Ask permission from your Then, create a Detailed Daily Lesson Plan following DepEd
Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program. This time, ensure that you are making this lesson plan with a
strong emphasis of congruency of learning activities, assessment tasks and tools to your
instructional objectives.

Detailed Daily School Grade Level

Lesson Plan Teacher Learning Area
Teaching Date & Time Quarter

I. OBJECTIVES

A. Content
Standards

Page | 29
 B. Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC code for
each)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lessons or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances for the new
lesson
D. Discussing new
concepts and
practicing new skills #
1
E. Discussing new
concepts and
practicing new skills #
2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
a. Number of learners
who earned 80%
on the formative
assessment
Page | 30
 b. Number of learners
who require
additional
activities for
remediation
c. Did the remedial
lesson work?
Number of learners
who have caught
up with the lesson.
d. Number of learners
who continue to
require
remediation
e. Which of my
teaching strategies
work well? Why
did these work?
f. What difficulties
did I encounter
which my principal
or supervisor help
me solve?
g. What innovations
or localized
material did I use /
discover which I
wish to share with
other teacher?

3. After finalizing your Detailed Daily Lesson Plan, you seek help from your Cooperating
Teacher to check your lesson plan. He or she may use the Lesson Plan Rubric for
improvement and refinement before using it.
4. During your actual demonstration teaching, you will be rated using the COT-RPMS
Form of DepEd. Then, have a post conference with your Cooperating Teacher to listen
on the comments and suggestions as feedback for improvement in the next actual
teaching.
5. After your actual demonstration teaching, develop a portfolio which consists of the
documents you have used from the start up to the end part of your actual demonstration
teaching. These are the detailed daily lesson plan, video of the actual demonstration
teaching, pre-service teachers’ actual teaching rating scale, instructional materials used,
lesson plan rubric, COT-RPMS, pictures, and other documents.

Congratulations! You are now confident to show to the globe that you are worthy to be
called as world class teacher.
I am so happy for you. Thank you.

Page | 31
 REFERENCES

Cajigal, R.M. & Mantuano, M.D. (2014). Assessment of Learning 2. Manila: Adriana
Publishing Co., Inc.
Corpuz, B. B. (2015). Field Study 5: Learning Assessment Strategies. Metro Manila:
Lorimar Publishing, Inc.
Guzman, E.S. & Adamos, J.L. (2015). Assessment of Learning 1. Manila: Adriana
Publishing Co., Inc.
Kubizyn, T. & Borich, G. (2007). Educational Testing and Measurement. 8th ed.
Philippines: Zoom Printing, Inc. for C & E Publishing, Inc.
Navarro, R.L. & Santos, R.G. (2012). Assessment of Learning Outcomes.Metro
Manila: Lorimar Publishing, Inc.
Oriondo, L.L. & Antonio, E.D. (1989). Evaluating Educational Outcomes.Manila:
Rex Book Store.
Raagas, E. L. (2007). Assessment & Evaluation of Student Learning: Concepts and
Applications. 2nd ed. Cagayan de Oro City: DATStaT Analysis Center.
Rico, A.A. (2011). Assessment of Students’ Learning. Mandaluyong City: Anvil
Publishing, Inc.
Salana, J.P. (2013). Field Study 5: Learning Assessment Strategies. Manila: Rex Book
Store.
Santos, R. G. (2007). Advanced Methods in Educational Assessment and Evaluation.
Metro Manila: Lorimar Publishing, Inc.
Santos, R. G. (2007). Assessment of Learning.Metro Manila: Lorimar Publishing, Inc.
_________ (2007). Philippines-Australia Basic Education Assistance for Mindanao
Pre-service Extended Practicum Manual. Version 2. Philippines.
_________ (2007). Experiential Learning Courses Handbook: A Project of Teacher
Education Council, Department of Education, and Commission on Higher
Page | 32
 Education. Philippines.

Module 2
Instructional Materials and Resources

Overview
Though teachers are hailed as the best instructional materials, the uprising needs of 21 st
Century learners continue to challenge teacher’s creativity and resourcefulness. Instructional
materials are indispensable in the teaching-learning process and required teachers to produce
materials suited to the needs of the learners. Thus, the role of the teacher is vital in the selection
and preparation of instructional materials up to its utilization. The innate desires of teachers to
make learners experience a variety of learning engagement serves as the basis for innovations
and discoveries that revolutionize the way how teaching-learning process is done. The
overarching functions of teachers laid opportunities to exhibit exemplary skills in designing and
productions of instructional materials. These skills are inevitably important to apply in
integrative teaching that requires contextualized materials. The paramount of this module will
enable Pre-Service Teacher like you, to decide appropriate instructional and online resources
that will address to the unprecedented demands of time like this pandemic (COVID-19).

Module Outcomes
At the completion of this module, you will be able to:
 Present evidences in assisting the Cooperating Teachers in the preparation of
instructional materials and preparation of the Bulletin Board.
 Prepare contextualized instructional materials for a subject area/content;
Page | 33
  Design an interactive Bulletin Board;
 Integrate electronic applications as educational resources.

Lessons in the module

For you to gain competencies in this module, it has been prepared and structured into
three lessons as follows:
 Lesson 1: Preparing, selecting, and utilizing instructional materials and Online
Resources
 Lesson 2: Contextualizing Instructional Materials in Integrative Teaching
 Lesson 3: Designing a Bulletin Board

Are you ready? Let’s start the lessons now.

Lesson 1: Selecting, Preparing, and Utilizing Instructional materials and Online Resources

Learning Outcomes
At the end of the lesson, you should be able to:
 Apply principles of selecting, preparing, and utilizing instructional materials and
online resources.
 Prepare one instructional material for a subject area/content.
Time Frame: 1 week
Introduction
A key feature of effective teaching is the selection of instructional materials that meet
the needs of students and fit the constraints of the teaching and learning environment. The
preparation of instructional materials is quite a tedious task. It really demands for your time and
effort for its preparation. This lesson will unfold the principles of selecting, preparing, and
utilizing instructional materials and online resources.

Activity
Picture of a Thousand Words. There are two pictures given. From that picture, share your
thoughts of what the pictures portrayed?

Page | 34
Fill the table below.
Picture 1 Picture 2

Analysis
1. What is the disparity of the two pictures?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

2. Can you tell which picture depicts an effective way of teaching? Why?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

3. Do you have any experience similar with the picture? How did you overcome it?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

4. As you assist your Cooperating Teacher, how he/she addresses the problem like this?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

Abstraction

Page | 35
 Instructional Materials are all materials designed for use by students and their teachers
as learning resources to help students to acquire facts, skills, and/or to develop cognitive
processes. These instructional materials, used to help students meet state learning standards,
may be printed or digital, and may include textbooks, technology-based materials, and other
educational media.
Why should teachers prepare teaching materials?
There is strong evidence that the choice of instructional materials has large effects on
student learning—effects that rival in size those that are associated with differences in teacher
effectiveness. The evidence suggests that choice of instructional materials can have an impact
as large as or larger than the impact of teacher quality (Whitehurst, 2009).
Of course, teachers may use teaching materials prepared by other people. For example,
books and manuals have been written specifically for teachers. When these are available and
suitable, they should be used. But often the books and manuals are written for different
categories of teachers or for use in different countries. So, teachers often need to adapt these
books or even write their own books or manuals for their own students. Volts, Sims, and
Nelson (2010) mentioned that classroom materials should be designed to follow the basic tenets
of learning process – providing students with multiple means of representation, engagement,
and expression. It is equally important to select materials that help students retain the
information. Learning is not useful if students forget what they have learned.

Fig. 1. Influences on Student Learning

Why Do We Need Instructional Materials?

Information received by the brain comes through our senses in following proportion:

Page | 36
It is obviously illustrated that our sense of sight plays a vital role in learning. It is followed by
our sense of hearing which contributes in processing information from our environment as
stimuli. Instructional materials bridge the needs of the learners and the limitations of the
teacher. According to Instructional aid theory that during the communicative process, the
sensory register of the memory acts as a filter. As stimuli are received, the individual's sensory
register works to sort out the important bits of information from the routine or less significant
bits. Within seconds, what is perceived as the most important information is passed to the
working or short-term memory where it is processed for possible storage in the long-term
memory. This complex process is enhanced using appropriate instructional materials that
highlight and emphasize the main points or concepts.
Therefore, it is essential that the information be arranged in useful bits or chunks for
effective coding, rehearsal, or recording. The effectiveness of the instructional aid is critical for
this process. Carefully selected charts, graphs, pictures, or other well-organized visual aids are
examples of items that help the student understand, as well as retain, essential information.

Reasons for Use of Instructional Materials

1. It helps the students remember important information.
2. When properly used, they help gain and hold the attention of students.
3. Audio or visual aids can be very useful in supporting a topic, and the combination of
both audio and visual stimuli is particularly effective since the two most important
senses are involved.
4. Good instructional materials also can help solve certain language barrier problems.
5. Another use for instructional materials is to clarify the relationships between material
objects and concepts.
6. To encourage your student in their lesson and get their attention Improve the delivery of
instruction Creation of effective, meaningful lessons.
7. Helps students make sense of information to have a clear view of what is being taught.
Principles of Selection of Instructional Materials (Corpuz, 2015)
All instructional materials are aids to instruction. They do not replace the teacher.
 Choose the instructional material that best suits your instructional objectives.
 Decide what you want to accomplish and then employ the tools that are most likely to
achieve results.
 Do not let the media that is available to you determine how or what you will teach.
 If possible, use a variety of tools. Using videos, computers, overheads and the
chalkboard not only keeps students’ interest but also responds to the needs of those who
receive information in different ways.
 Check out your instructional materials before class starts to be sure it is working
properly.
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  Learn how to use the instructional material. Before using it, make sure you know how
to manipulate it to obtain the desired product. Listen to the record or view the film
ahead.
Planning for the Preparation of Instructional Materials (Abbatt, 2000)
Before you start to write any teaching material, there are some questions that you
should consider. The questions are given below:
 Is the material needed?
Teaching materials will only be worth writing/preparing if they fulfill a need. It is
important to decide exactly what the need is, so that the material can be prepared for this
specific purpose.
Examples:
 You may find that you have to explain how to use a particular piece of equipment very
frequently. It might be easier to write down the instructions for its use, so that the
students can learn how to use the equipment by themselves.
 You may find that students find part of the course very difficult. So, you could give
them some exercises to practice what they have learned during that part.
 You might prepare a list of the tasks that you expect students to be able to do. This
would guide them and help them to make sure that they had learned all the necessary
skills.
 If you find that there is a need for a manual or some other type of written material, you
should also check that:
 no other suitable materials are available
 the people who you want to read the material are able and willing to use it.

 How will the material be used?

There are different ways in which teaching material may be used. The style of writing,
layout, and amount of explanation will all depend on the way in which you expect the students
to use the material.
1. Used as training materials. Materials can be used to present new information or to
describe skills that need to be learned by the students. In this case, the material should
have detailed explanations, step-by-step instructions, a lot of examples and possibly
some exercises.
2. Used as reference materials. Materials can also be used to remind health workers about
facts or skills that they learned during the training course.

 For whom the material intended for?

Teaching materials must be designed to suit the people who will use them. Therefore,
you will need to find out about the audience. Below there are some questions that you should
be able to answer before you start writing.
 How much does the health worker know already? Ideally, the material should not repeat
information that is well known to the students. Nor should it assume knowledge that the
students do not have.
 How well can the health worker read? Even though all the people who use the manual
will be able to read, they will not be able to read equally well. This is especially

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 important if the language of the manual is not appropriate toy our audience. So, the
language and writing style must be simple enough for students to understand.
 Can the student understand the diagrams? Diagrams are usually used to make an
explanation clearer. A good diagram can save hundreds of words and can be
remembered more easily. However, understanding diagrams is a skill that is learned,
and some students may not have developed this skill fully. You should check whether
the students can understand your diagrams.
 Will the students have time to read the material? There is no point in producing long
and detailed manuals which are not read. It may be better to write a less complete
manual which the students have time to use. Alternatively, you could write several
shorter manuals instead of one long one. If you do this, the students may feel more
encouraged to start using at least one of the shorter manuals.

 How will you organize the preparation and production?

When you have decided on the general features of the material, you need to prepare a
plan for writing and producing it. This will not be necessary for handouts or very short material
used by one teacher. But when a larger manual or several different people are involved, a plan
is essential.

Stages in writing manuals and written teaching materials

1. Make the initial planning decisions.
2. Decide on the overall content of the manual and what will be covered in each section.
3. Write out a rough draft.
4. Discuss this with colleagues and some of the people for whom you are writing
5. Rewrite the draft using the layout you want in the final version. Add diagrams,
illustrations and index.
6. Evaluate the material.
7. Rewrite the material.

Online Educational Materials and Resources

Online tools and resources have made it easier for teachers to instruct students, and for
students to collaborate with those teachers and with other students and parents. These "Web
2.0" teaching tools aren't magical, but they may seem to defy definition at times since they save
time, help you to stay organized, and often take up little space on a computer. Some of these
applications are Web-based, which means that they can be accessed from any computer. The
following list is filled with tools that will make a teacher’s and students’ life easier (Open
Education Database, 2020).
1. Aggregators. Tools that gathers materials from a variety of sources. The following list
includes free tools that you can use to stay on top of current events, including headlines
and blogs.
A. Aggie: it is an open source news aggregator that is also a desktop application. It
downloads the latest news and displays it in a Web page.
B. Awasu: is a state-of-the-art feed reader that comes loaded with features for both
casual personal use and professional, high-powered information management.
Use this tool for content archiving, coupled with an advanced search engine, and
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 use advanced features to manage your configurable channels. The personal
edition is free to download and use.
C. Bloglines: This is more of a personal news aggregator than a bookmark tool, but
it's sophisticated and highly useful for teachers who want to stay on top of
current events in any given topic.
D. FeedReader: this is a free reader that is simple to use. It supports podcasts.
E. RSS Reader: is able to display any RSS and Atom news feed (XML).
2. Classroom Tools. These are tools to help assess class progress. You need tools to help
keep students and parents apprised of the students' progress.
A. Animoto: This web tool completely simplifies the creation and sharing of videos.
Teachers will have no trouble creating lesson plans or presentations for students.
B. Charles Kelley Quiz Generator: Create multiple choice or bilingual tests.
Though some of the quizzes generated here can only be used on this website,
others can be put on your own website.
C. Crocodoc: This web tool allows teachers to convert Microsoft Office and PDF
documents to HTML5, making them easily viewable. Teachers can display
students' documents in their browsers and edit as needed.
D. CuePrompter: This free service allows teachers to use their browser as a
teleprompter. All users have to do is write or cut and paste their script online and
press a button to start the prompter.
E. Engrade: It is a free online gradebook that allows teachers to manage their
classes online as well as post grades, assignments, attendance, and upcoming
homework online for students and parents to see. It is free and easy to use.
F. Forvo: This online pronunciation dictionary comes in handy for foreign
language teachers. Users can hear any word pronounced in any language.
G. Grammarly: Several universities use this tool as a grammar checker. Students
can use this as a method to improve the process of peer editing because it checks
for more than 250 points of grammar.
H. My Project Pages: Built by teachers for teachers, use myprojectpages.com to
create structured online inquiry-based learning activities for the courses you
teach that enable your students to engage in meaningful learning experiences
while online.
I. Online Stopwatch: This tool is a web-based stopwatch teachers can use for timed
exams and other assignments.
J. Schoopy: You can post homework in more than one location on SCHOOPY.
The first place you should consider is the calendar, where you can post
important dates and notices. However, you may choose to use the
Assignments/Quizzes/Files tool depending on how you would like to contact
students.
K. Slideshare: This site takes your .ppt file (also works with Open Office and PDF
files) so you can share it with your students (and the world at large). You can
add music, embed videos in comments and more – all for free.
L. Teacher Planet: Teacher Planet is a one-stop spot for teacher resources.
Teachers can download any number of lesson plan templates, worksheets, ESL-
specific resources, and other tools.

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 M. Web Poster Wizard: This free tool allows educators to create a lesson,
worksheet, or class page and immediately publish it online.
N. Yugma: Teachers can use the free web conferencing feature with Yugma and
also share their entire desktop in real-time with one student. This can be
extremely helpful in one-on-one advising with students.

3. Collaboration. Part of teaching is collaboration. Teachers need to communicate with

peers, administrators, and students. The tools listed below will help you stay on top of
your projects with ease through open channels for collaboration.
A. Basecamp: Projects don't fail from a lack of charts, graphs, stats, or reports, they
fail from a lack of clear communication. Basecamp solves this problem by
providing tools tailored to improve the communication between people working
together on a project.
B. Edmodo: Extremely like Twitter, except specifically designed for educators,
Edmodo facilitates collaboration and content sharing among students, teachers,
and school districts.
C. Gliffy: This diagram editor is easy to use, and you can save your work on their
servers for free. Gliffy Online has two ways to make document sharing simple.
Collaboration enables others to see and edit your work by simply entering their
email address. Publishing creates a read-only, or public, image of your diagram
that you can easily embed in a wiki, blog, or other type of web software.
D. Mindomo: It is a highly productive method of visual brainstorming that you can
use to plan projects or to map out a knowledge base. Mindomo has an interface
and feature set that rivals other free standalone mind-mapping applications such
as Freemind. Maps are shareable but require you to register and login to save
them.
E. NoteMesh: Add some social flavor to your note taking with this collaborative
wiki style class note taker. Users can post their lecture notes or contribute to
existing lecture notes. NoteMesh wants to get classmates to collaborate to create
a single definitive source for lecture notes.
F. Schoology: Teachers can use this tool to share their instructional resources and
connect with other educators.
G. Skype: Teachers can collaborate on classroom projects while having their
students visit a classroom in another part of the world using the interactive
Skype in the classroom. Skype is a part of Microsoft, and it's free to use.
H. Google Meet: is built to let dozens of people join the same virtual meeting, and
speak or share video with each other from anywhere with internet access. Any
participant can turn their own audio and/or video feed off at any time,
participating however they want.
I. Zoom: is the leader in modern enterprise video communications, with an easy,
reliable cloud platform for video and audio conferencing, chat, and webinars
which helps businesses and organizations bring their teams together in a
frictionless environment to get more done. Easy, reliable cloud platform for
video, voice, content sharing, and chat runs across mobile devices, desktops,
telephones, and room systems.

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 There are so many resources available to be used by teachers and students. In this
unprecedented time of pandemic, it is a challenge for teachers to unleash their skills in
selecting, preparing, and utilizing instructional materials that suits to the needs and learning
styles of the students. Indeed, instructional materials are aid for teaching. It cannot replace a
good and productive teacher; however, it is better than a dull teacher.

Now you are filled with information, let us check your understanding about the topic.
Apply all the concepts you have gain and do the task assigned for you.

Application
IM’s Making. Filled the table below. Get a copy of your curriculum guide on your respective
subject area. Ask your Cooperating teacher for a topic. Conceptualize an appropriate
instructional material for your subject and students.
Standards Learning Instructional
Topic
Content Performance Competency Materials

Let’s Craft it. After completing the table above, plan for your chosen instructional materials.
Document your preparation and the final output of your instructional materials through a short
vlog. You will be rated through the given rubric.

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 Rubric for Instructional Materials

Criteria Proficient (3) Developing (2) Novice (1)

There is planning on Preparation is not

Shows an organize
preparation of the organized, and the
Planning and planning and
materials; however, planning is not
Preparation preparation of the
there things to be properly prepared
materials
improved.
Alignment Standard/ Standard/outcomes/ Standard/
with Standards outcomes/ objectives partiallyoutcomes/
and Objectives objectives addressed and use of objectives not
addressed and use media may enhance addressed and use
of media should student learning of media does not
enhance student enhance student
learning learning
Age- Language used is Language used is Language used is
Appropriate age appropriate nearly age appropriate not age
Language and vocabulary is and some vocabulary appropriate and
understandable is above/below student vocabulary is
age clearly
inappropriate for
student age
Ease of Use Media are easy to Media are easy to use Media are not
use with nothing to most of the time, with easy to use and
confuse the user a few things to most of the time
confuse the user the user is very

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 confused
Multisensory The media The media incorporate The media
Experience incorporate the some senses to incorporate few of
appropriate promote learning senses to promote
number of senses learning
to promote
learning
User Guide The user guide is The user guide is good The user guide is
and Directions an excellent resource to support a poor resource to
resource to support lesson. Directions may support a lesson.
a lesson. help teachers and Directions do not
Directions should students use the media help teachers and
help teachers and students use the
students use the media
media
Accurate and Information is Information is correct Information is not
Current correct and does and does contain correct and does
Information not contain material that is out of contain material
material that is out date that is out of date
of date

Closure
Well-done! You have just finished Lesson 1 of this module. Should there be some parts
of the lesson which you need clarification, please ask your teacher during your consultation or
virtual interactions.
Now if you are ready, please proceed to Lesson 2 of this module which will discuss
about Contextualizing Instructional Materials in Integrative Teaching.

Lesson 2: Contextualizing Instructional Materials in Integrative Teaching

Learning Outcomes
At the end of the lesson, you should be able to:
 Apply principles of contextualizing instructional materials in integrative
teaching.
 Prepare one contextualized instructional material for an integrative teaching.
Time Frame: 2 weeks
Introduction
Success in the teaching-learning process is always attributed to the creativity of the
teachers. Being the pilot of the classroom educative flight, the teacher must choose and design

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what strategy suits the kind of learners present therein. To be creative, teacher must consider
the diversity of learners in every learning episode to make it more meaningful. Contextualizing
an instructional material for an integrative teaching is one of the arduous tasks of a teacher.
This lesson will unveil the guiding principles of contextualizing instructional materials in
integrative teaching.
Activity
Think – Pair – Share. Read the scenario given below. Share your thoughts what is the
problem encountered by Teacher Zava Diha? Why? Be specific with your answer. Then share
your answer with your partner.

Teacher Zava Diha is a 3rd grade Teacher in a secluded barangay. She teaches
English subject to her students. One morning, she entered to her class and prepared a
lesson about noun. As part of her activity, she presented some pictures of objects as
examples of her lesson.

She calls a hand from the group to identify the object in the picture. However,
no one dares to raise their hands. Thus, she calls a student to answer the question.
“What fruit is this, Marcus?” she asked. The student replied: “Inday sagaw ma’am!
Di ka nak matigam nan ma’am. (“I don’t know ma’am! I’m not familiar with that.)”
So, she is wondering why students do not want to participate. She is frustrated since
the students do not know the pictures. She feels a little disappointment since she
prepared her lesson well. She also has materials for that day.

Analysis
After sharing with your partner, please consider the questions below:
1. Why students encountered difficulty in understanding the lesson?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

2. What is the problem with the material prepared by Teacher Zava Diha? Why?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

3. If you are in the place of Teacher Zava Diha, what will you do to resolve the problem?

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 ______________________________________________________________________
______________________________________________________________________
_________________________________________________

4. Do you have any experience like teacher Zava Diha? How did you manage the
problem?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

Abstraction
Integrative Teaching is a well-organized strategy anchored on real life situation that
include learners’ interests and needs creating a variety of meaningful activities and learning
experiences.
Integrative Ladder

Make learning more meaningful

Make the long way learning

worthwhile

Make all the pieces fit

Interconnect

Integrate

Several ways to sustain learner’s interest:

1. Use diverse learning activities or experiences;
2. Relate clearly to individual learning modes; and
3. Recognize group’s success through appreciative remarks and rewards.
Three Modes of Integrative Teaching
1. Thematic Teaching. It provides a broad framework for linking content and process
from a variety of disciplines. The theme provides coherence; it gives a “focus” to the activities
that accompany by the unit. The theme also helps learners see the meaningful connection
across disciplines or skills areas. It conveys a clear, compelling purpose to learners, teachers
and parents, linking ideas to actions and learning to life. (Zulueta, 2006)
Steps for the Integrated Unit Design (Thematic Teaching):

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 1. Decide on a unit theme that will allow all group members to enter to the integration
process.
2. Identify a major concept to serve as a suitable “integrating lens” for the study.
3. Web the topics for study, by subject or learning area, around the concept and theme.
4. Brainstorm some of the “essential understanding” (generalization) that would expect
learners to derive from the study.
5. Brainstorm “essential questions” to facilitate study toward the essential
understanding.
6. List processed (complex performance) and bullet key skills to be emphasized in a
unit instruction and activities.
7. For each week and discipline in the unit, write instructional activities to engage
learners with essential questions and process.
8. Write the culminating performance to show the depth of learning.
9. Design the scoring guide (rubric-criteria and standard) to assess the performance
task. Additional types of assessment may be used to measure progress throughout
the unit.
2. Content-Based Instruction. It is the integration of content learning with language
teaching aims. It refers to the concurrent study of language and subject matter, with the form
and sequence of language presentation dictated by content material. The language curriculum is
centered on the academic needs and interests of the learner and crosses the barrier between
language and subject matter courses.
3. Focusing Inquiry. It is an interdisciplinary approach that uses questions to organize
learning. Like most disciplinary teaching, it crosses conventional knowledge boundaries. The
teacher guides learners to discover answers to questions, whether answers the pre-exist.
Learners become creators of knowledge rather than recipients. Concepts and content are less
important than the governing process investigating and communicating what was learned to
others. The process of “inquiry” is the organizer of the instructional design while “content” is
transferred to an ancillary place. (Zulueta, 2006).
Steps for Inquiry Process:
1. Frame a focusing question.
2. Present a field of facts.
3. Help learners connect or relate facts.
4. Help learners generate explanatory ideas.
5. Help learners find answers.
The nature of integrative teaching is linking topics from other discipline or same
discipline in one preparation. Thus, instructional materials must be contextualized to address
the needs. But how to contextualize instructional materials? In contextualizing instructional
materials, it is necessary to contextualize first the curriculum to be taught and align the
materials to be used.
Contextualization
Flexibility of the K to 12 curriculum allows for curriculum enhancement in relation to
the diverse background of learners. In the Enhanced Basic Education Act of 2013 (RA 10533),
Sec. 5 states that the DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum: h)...flexible enough to enable and allow
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schools to localize, indigenize and enhance the same based on their respective educational and
social contexts. The production and development of locally produced teaching materials shall
be encouraged, and approval of these materials shall devolve to the regional and division
education units.
Key Concepts Contextualization
It refers to the educational process of relating the curriculum to a particular setting,
situation or area of application to make the competencies relevant, meaningful, and useful to all
learners. The degree of contextualization may be described and distinguished into the following
as defined in DepEd Order N. 32 S. 2015:
1. Localization. It refers to the process of relating learning content specified in the
curriculum to local information and materials in the learners' community. Examples of
Localization: 1) Examples used in lessons start with those in the locality; 2) Names,
situations, setting needed to give context to test questions or problem-solving exercises
are those of the immediate community; 3) Local materials are used as often as possible
in making instructional materials; 4) Local stories are used in the language learning
areas; and 5) Translating a story written in another language to the language of one's
learners for use in MTB-MLE.

Examples of Localization
 Use local information and materials while maintaining the suggested structure,
themes and activities in curriculum guide.
 Use easily observable examples of ratio in the community — One jeep, 4 wheels;
one kariton, 2 wheels, one tricycle, 3 wheels (depending on what is most common in
the community)
 Use the community's name for prominent stars, if they have, while retaining the use
of the Greek constellations and its background in discussing star patterns

2. Indigenization. It refers to the process of enhancing curriculum competencies,

education resources, and teaching-learning processes in relation to the bio-geographical,
historical, and socio-cultural context of the learners' community. Indigenization may
also involve the enhancement of the curriculum framework, curriculum design, and
learning standards of subject areas, guided by the standards and principles adhered to by
the national curriculum. Example: discuss the community's own calendar of star
patterns and its background before discussing the Greek constellations
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 Examples of Indigenization
 Enhancing the themes and activities of the curriculum guide by modifying,
reorganizing, or highlighting certain aspects in relation to the community context
(e.g., socio-economic realities, cultural practices, local knowledge)
 Community activities or cultural practices that inherently use the concept of ratio —
Ex. Bringing products to the market entails using a carabao carrying sacks (one
carabao is to x sacks)
 Discuss the community's own calendar of star patterns and its background before
discussing the Greek constellations
NOTE: Localization and indigenization are degrees or levels of doing contextualization. When
we localize, we do not necessarily indigenize. When we indigenize, we localize.
Contextualization Process
1. Establish dialogue and community engagement mechanisms with the communities for
purposes of contextualized education
A. Immersion in communities
B. Collaboration with elders' group (e.g., council, committee)
C. Formulation of cultural standards
2. Situation Analysis leading to community vision, mission and goals for education
A. Contextualized learning design
3. Planning with Communities about designing Learning Resources.
The primary goal of teaching is to provide appropriate and effective instruction to
students. Thus, a teacher is responsible to devise and provide necessary instructional materials
(IM) in teaching. Teaching is more productive when there is available, sufficient, and
strategically designed instructional materials suited for the different types of students. Also,
teachers must consider the students’ needs and their approaches to learning. Moreover,
according to Dahar & Faize (2011), developing instructional materials play an integral role in
the teaching – learning process and it has a strong relationship with academic performance of
the students
Using localized materials in instructional material (IM) will enhance the creativity of
the IM developer and will lessen the cost of the IM. On the other hand, using contextualized
and indigenized IM will easily understand the students of the concept being taught especially if
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the students are not familiar with some words. This problem always encountered by some
teachers, especially in the country that English is not their primary language.
It is undeniable that learning competencies are easier to learn when students understand
the importance and relevance in their lives. Creating contextualized materials should not be
difficult for teachers. In the same manner, it will make things easier for the learners to learn the
concept.
As defined in the LRMDS Framework v. 2, Series 2010 as stated in DepED
Order No. 76 S. 2011 Re: National Rollout and Implementation of LRMDS:
 Learning Resources. Refers to any of the text-based materials (print or non-print) or
non-text—based materials (devices, tools, equipment, manipulative toys) aligned to the
K to 12 curriculum used as primary bases or supplements to teaching and learning
process. It is any educational resource with a learning purpose designed to be used
directly by the student/learners and or integrated into teacher-developed lesson plans.
Classification of Learning Resources
 Print-based Learning Resources
 Activity Sheets (AS) are consumable learning resources with practice exercises for
learners to work on.
 Learner’s Materials (LM) is a prototype learning resource that is completely and
sufficiently developed based on the prescribed learning competencies and
curriculum standards for a specific grade level in a target subject area.
 Modules are learning resources that provide course materials in a logical,
sequential order, guiding the learners through the content and assessments in the
order specified by the learning facilitators. It is conceptualized as a self-contained,
self-instructional, self-paced, interactive learning resource for learning a specific
topic or lesson.
 Strategic Intervention Materials (SIMs) are meant to re-teach the concept(s) and
skill(s) (Least Mastered Competencies). It is a material given to the learners to help
them master a competency-based skill which they were not able develop during
regular classroom teaching (Bunagan, 2012).
 Storybook is a contextualized teacher-made reading learning resource that supports
the implementation of the Mother Tongue-Based Multilingual Education (MTB-
MLE) and the development of literacy domains in the K to 12 Curriculum.
 Reader is a comprehensive but brief learning resource that provides authoritative
information on a specific topic representing the best example of knowledge in a
discipline and presentation of specific ideas of authors with different perspectives.
A reader is used by learners to read, reflect, and respond. Teachers use readers to
guide discussions with consideration for age appropriateness and time allotment. It
is most suitable for topics with general coverage and not sequential or are stand-
alone topics. Materials are already written about the topics and are available.
 Workbook is a compilation of worksheets used by the learners to practice what
they are learning in a class.
 Non-text based/ Learning Tools and Equipment
Learning Tools and Equipment are the constructed prototypical tools or equipment
patterned to an object which can be used in the teaching-learning processes to help improve
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learning outcomes. These are learning resources for science, math, and TVL i.e., manipulative,
models, devices, safety equipment and first aid kit, hand tools and power tools, machines and
another laboratory equipment.
 Model is a reproduction of a real object in a small scale, large scale or exact size
but made of synthetic, indigenous and/or recycled materials. It is a substitute for a
real object which may or may not be operational.
 Diorama is a three-dimensional representation of events, ideas or concepts either in
miniature or a large-scale by placing objects, figures, etc., against a scenic
background.
 Teaching Resource is any educational resource digital or nondigital that supports
teachers in curriculum development, delivery and pedagogy or teacher trainers in
the delivery of professional development programs such as:
o Daily Lesson Log
o Daily Lesson Plan
o Lesson ExemplarTeacher’s Guide

 Professional Development Material (PDM)

It is any digital or non-digital education training and development resource, or program
designed with a training and development purpose. Such programs may contain or reference
LRs and TRs.
 Manual contains step-by-step instructional procedures in the development of a
skill.
o Professional Development Workbook
o Professional Development Activities for Teachers

Now you are filled with information, let us check your understanding about the topic.
Apply all the concepts you have gain and do the task assigned for you.
Application
Task 1: Select one learning competency in the curriculum guide in your assigned grade level
and integrate in 3 subject areas. Fill in the table below.
Describe the
locale/place your
school
Language of the
people or students

Resources available in
the community
Describe the culture
of the community
Topic/Content

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 Learning Competency
(Integrate into 3
subject area)

Instructional Materials

Localization

Indigenization

Task 2: After filling out the table, design your contextualized instructional materials. Select
what instructional materials you what to craft (storybook, worksheets, workbook,
diorama, model). Document your process through a video presentation. Reserve your
output for an exhibit. You will be graded based on the given rating scale.
Rating Scale for Storybook (Big Book or Picture Book)
Legend: 4 – Very Satisfactory 3 – Satisfactory 2 – Fair 1 – Needs Improvement

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 FACTOR 4 3 2 1
1. Content/Language/Social Content of the story
1.1 The story has a catchy title
1.2 The story focuses on one main theme
1.3 The story arouses the interest of the child
1.4 The story length is appropriate to the age group, type and
content of the material
2. Socio-cultural sensitivity
2.1 The material is free from ideological, cultural, religious,
racial, and gender biases and prejudices
2.2 The material is related to one's own cultural experiences or
those of other cultures
2.3 The material promotes appreciation of positive customs
and culture (e.g. special days or occasions, cultural
activities or celebrations, etc.)
2.4 The material provides awareness of one's own country/of
other countries
3. Developmental aspect
3.1 The story considers the developmental needs of children
4. Plot/ Story Line
4.1 The plot is clear and simple
4.2 The plot is made up of familiar objects, themes, actions
4.3 The plot stimulates critical thinking
4.4 The plot has logical flow that allows the child to anticipate
the outcome of events
4.5 The plot allows the child to connect with the emotion/s
conveyed
4.6 The story ends with a positive or satisfying mood
5. Characters
5.1 The main character/s is/ are model/s of virtues
5.2 Each character's personality is interesting and clear
5.3 The supporting character/s enhance/s the dynamics of the
story
6. Visuals
6.1 The visuals illustrate and clarify the story
6.2 The images are easily recognizable
6.3 The images are appropriate to the reader's age and life
situations
6.4 The images are artistically appealing
7. Language
7. 1 Vocabulary used is adapted to the child's experiences and
understanding
7.2 Language used plays on words
7.3 Direct and indirect quotations are interestingly combined
7.4 Sentences are clear, short, and simple
7.5 Sentence constructions are consistent and appropriate
8. Grammar
8.1 Sentences are grammatically correct and contain no
typographical errors
9. Prints
9.1 Size of letters is appropriate to the intended user
9.2 Font is easy to read
9.3 Spaces between letters and words facilitate easy reading
10. Book Design and Layout Page | 53
10.1 Layout is appropriate to the child
10.2 Cover is attractive and pleasing to look at
10.3 Text and visuals are properly placed
10.4 Text and pictures convey exactly the
Source:http://deped-nv.com.ph/memou_files/20190515075932am1557907172/2019-05-
15%20LOCALIZED%20GUIDELINE%20ON%20CONTEXTUALIZING%20LEARNING
%20RESOURCES.pdf

Rubric for Printed Instructional Materials

(Activity Sheets/worksheets, strategic intervention material, workbook, module)

Legend: 4 – Very Satisfactory 3 – Satisfactory 2 – Fair 1 – Needs Improvement

Factors 4 3 2 1
1. Content
1.1 Content is suitable to the learners' level of development
1.2 Material contributes to the achievement of the competency
lies of the learning area and grade level
1.3 Material provides for the development of higher order
thinking skills, critical thinking, learning by doing,
inquiry, problem solving, and 21st Century Skills
1.4 Conceptual errors
1.5 Factual errors
1.6 Computational errors
1.7 Obsolete information
1.8 Learning material arouses interest of target learner or
reader
2. Language
2.1 Presentation is engaging, interesting and understandable
2.2 There is logical and smooth flow of ideas
3. Vocabulary level are adapted to target reader’s experience
and understanding
4. Length of sentences is suited to the level of the learner
5. Sentences and paragraph structures are varied and
interesting to the target reader.
6. Typographical and other related errors
3. Social Content
3.1 Material highlights the qualities of Filipino learners such
as multi-faceted individuals, respectful, diverse etc.
3.2 Material manifests the principles of the Filipino Nation
and Philippine Society.
3.3 Material promotes citizenship and social responsibilities.
3.4 Material upholds respect of individuality and social
identities.
3.5 Material recognizes the different social institutions like
family, religious/faith groups and others.
3.6 Material portrays gender and sexual diversity.
3.7 Material demonstrates the importance of using different
forms of media and technology as means for
communication and expression of ideas.
3.8 Adequate warning I cautionary notes are provided in
topics activities where safety and health are of concern.
Source:http://deped-nv.com.ph/memou_files/20190515075932am1557907172/2019-05-
15%20LOCALIZED%20GUIDELINE%20ON%20CONTEXTUALIZING%20LEARNING
%20RESOURCES.pdf

Rubric for Model Making

Page | 54
Source:https://www.researchgate.net/publication/
322977421_RUBRIC_BASED_ASSESSMENT_OF_MODEL_MAKING_AN_OUTCOME_B
ASED_APPROACH

Closure
Well-done! You have just finished Lesson 2 of this module. Should there be some parts
of the lesson which you need clarification, please ask your teacher during your consultation or
virtual interactions.
Now if you are ready, please proceed to Lesson 3 of this module which will discuss
about Designing an Interactive Bulletin Board.

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Lesson 3: Designing a Bulletin Board

Learning Outcomes
At the end of the lesson, you should be able to:
 Apply principles of designing a bulletin board.
 Design an interactive bulletin board.
Time Frame: 1 week
Introduction
Many teachers rely on bulletin boards both as classroom decorations and instructional
aids. These easily changeable classroom design pieces allow teachers to create displays that are
thematically tied to the lessons at hand. By surrounding students with content material via
bulletin boards, teachers can increase student’s familiarity with the information and likely lead
to better comprehension and retention. However, designing a bulletin board is quite a laborious
task. Thus, this lesson will explore about to principles and strategies of designing a bulletin
board.
Activity
Snapshot. Roam around the classroom and take a photo of the bulletin board made by your
Cooperating Teacher. Paste it below and describe the bulletin board.

____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
Analysis
1. What are the best parts of the bulletin board in your classroom?
______________________________________________________________________
______________________________________________________________________
_________________________________________________

2. What are the things that needs for improvement?

______________________________________________________________________
______________________________________________________________________
_________________________________________________

3. Do you believe that bulletin board is necessary in the classroom? Why?

______________________________________________________________________
______________________________________________________________________
_________________________________________________

Abstraction
Bulletin boards are one of the common things which are always present in our
classroom. Sometimes it is a hassle to change, keep current or to keep intentional. However, if
you use interactive bulletin boards, none of these things will be a problem.
Interactive bulletin boards are created with the intention of being used. Specifically,
these boards are made to be used by the students. So, students will be able to work with the
content that is on the board, constantly keeping it current and intentional.
Guiding Principles of Having a Bulletin Board
Below are the guiding principles of having a bulletin board in the classroom from
Harvard Graduate School of Education (2005).
1. Bulletin boards reflect a class or school’s identity. In and outside the classroom,
bulletin boards that make learning visible show what we value, offer opportunities for
reflection, help learners make connections within and across subject matter, and contribute to a
shared and public body of knowledge. Bulletin boards can also foster a sense of belonging to a
learning community.
2. Bulletin boards that make learning visible focus on what was learned as well as what
was done. They reveal the learning process as well as product, and balance content learning
with learning about learning. They often include what the adult learned as well as the students.
Here are some questions to guide you when deciding what to include on your bulletin board:
 What is your goal in making the board and who is your audience?
 What kind of learning are you most excited about?
 What are your students excited about?
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  What might you include that would promote additional learning?
 Is your commentary or interpretation supported by what you share on the board?
3. Bulletin boards span the range from simple to complex. If possible, try to find a
colleague with whom to work. Make sure to put your name, the age or grade of the students,
and date on the board (ideally in the same place on every board). Questions to ask yourself:
 Does the board include students’ work, words, and photos?
 Does the board have a title (possibly phrased as a question or a quote from a child)?
 Does the board include a brief context?
 Have you highlighted or otherwise set apart the phrases you consider most important?
4. Bulletin boards can have many audiences. Students, teachers, parents, and the wider
community are the audience of your bulletin board. Consider involving students in what goes
on the board:
 Ask students what part of their learning they most want to share with the school
community and what they most want to know from viewers. (Specific questions elicit
the most useful feedback.)
 Include students’ reflections on their learning: what was hard, surprising, or exciting?
 Involve students in putting the board together and/or reflecting on it once it is done.
5. Making learning visible in and outside the classroom are very different. Bulletin
boards can be created during or after a learning experience. Creating a board outside the
classroom requires sufficient context for viewers to make sense of the contents of the board.
But it also enables a dialogue and comparison of ideas, beliefs, and values about learning and
teaching that too infrequently takes place in schools.
Why do we need a Bulletin Board?
Here are 6 reasons shared by Wheaton (2018) to use Interactive Bulletin Boards in your
Classroom:
1. Improves Interaction. Bulletin Boards should be interactive. They should require some
sort of adaptation, utilization, reference, etc. So, if you create a bulletin board that simply
displays something and isn’t ever referenced or used, it is a waste of educational space. With
interactive bulletin boards, students are able to access the resources on the board. They are able
to use them, learn with them, apply their skills, improve their knowledge, gain something from
the board.
2. It is purposeful. Interactive bulletin boards are also purposeful. Because they will be
worked with, there is intention behind their use. You know that space is valuable. You are
going to put up a display that means something important to your students. This bulletin board
is designed to help students motivate each other throughout the school year. The interactive
component makes this resource purposeful in that it gives students a task to complete and helps
create a positive community.
3. Promotes Classroom Management. Interactive bulletin boards also help with classroom
management. They help establish routine and provide structure to their activities. After
modeling and practice, students will be able to complete interactive activities with the displays
on their own. They will understand the expectations, supplies needed, process and activity. This
is a major time saver!
4. Build Skills. Interactive bulletin boards are also meant to do what all instruction is:
build students’ skills. Each display in your room should have a purpose, like previously
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mentioned. This purpose can be carried out through skill application. The more opportunities
students have to apply a skill, the more experience they will build with that skill.
5. Enrichment. Many students in your classes will also benefit from opportunities for
enrichment. Bulletin boards offer the perfect location for that. Students can learn how and when
they can access the activities on the board. For example, students may have mastered a concept
or skill and need an activity that challenges them. They approach the board, choose their task
and begin working on it. They complete the activity at their own pace, as it is only worked on
during specific times. This allows you to work with students, and still be confident the early
finishers are challenged and on task.
6. Reinforcement. The last reason is about reinforcement. Interactive bulletin boards are
great for reinforcement of skills and concepts because students will be coming back to them
again and again. They will build their experience with the skills or activities that are associated
with the board. This will help reinforce their understanding and build their confidence.
Steps in Designing a Bulletin Board
Schreiner (2020) shared simple steps on how to create an Interactive Bulletin Board:
1. Decide which topic. Decide which topic you would like to feature on your bulletin
board as the first step in the planning process. Avoid featuring more than one topic on each
board as mixing topics may be confusing to your students. Emphasize the central theme.
Eliminate clutter, overcrowding can turn people away from the bulletin board as they do not
know where to focus their attention.
2. Create a canvas for your bulletin board. Create a canvas for your bulletin board by
covering the surface in construction paper or fabric. It is important the material of a bulletin
board is durable and sturdy.
3. Pick engaging images to feature on the display. Pick engaging images to feature on the
display. To make your bulletin board attractive to students you must feature things that students
want to see.
4. Create a title. Create a title using pre-cut or hand-cut letters. By titling your bulletin
board, you can make the purpose of the board immediately clear to students. Select a catchy
title that relates to the contents of your bulletin board. When possible, use alliteration or
figurative language in your title to get students attention. See to it that your title is aligned to
the theme and content of your bulletin board.
5. Gather academic information to feature on the bulletin board. Gather academic
information to feature on the bulletin board. Place examples of student work related to the topic
on your board, as well as other media you think will engage your students like pictures, charts,
graphs or maps. By placing this academic information amongst the engaging features of your
bulletin board you can sneak learning in.
6. Up-to-Date. Keep it related to your teaching objectives. Change it frequently and
remove news and/or seasonal materials when its no longer relevant. Keep it fresh!
7. Add elements. Add elements to your bulletin board that require student’s interaction.
For example, place a student poll question in the corner of your board and allow students to
respond to the poll on the board surface. As students interact with the bulletin board they will
be more likely to take time to view the contents and gain information from the topic covered on
the bulletin board. Ensure that there is enough space provided for their answers.
8. Put it at Eye Level. An interactive bulletin board does students no good if they cannot
reach it. When planning such a board, make sure that it is at their eye level and easily
Page | 59
accessible for young hands. Since most bulletin board frames are at an adult’s eye level, you
may need to prepare the area below the normal bulletin board section to make it work,
especially for Kindergarten or elementary.
9. Add Color. Visual interest is the key to keeping children engaged in interactive bulletin
boards. Plain, boring boards with little color or visual appeal will not hold students’ interest.
Even if the topic being covered is interesting, students will quickly become bored and
uninterested. Take the time to add coordinated colors and visual appeal to your bulletin board
presentation. But make sure that the colors are not too much. Also, beware of your students
who are sensitive to color or those students with additional needs – they don’t like too much
colors.
10. Make It Durable. If students will be manipulating items on the bulletin board itself (i.e.
– matching pictures of their classmates to hobbies they enjoy), make sure that the material you
use is sturdy enough to withstand a lot of handling. Laminate materials that students will be
touching and use the strongest Velcro or adhesive that you have available. By creating the
bulletin board with sturdy materials at the beginning, you will save yourself time having to
repair it over the course of the its’ display.
11. Provide Clear Directions. Interactive bulletin boards should have clear, concise
directions that are easy for your students to read and understand. If some of your students need
extra help with reading, consider recording the directions and allowing students to play them
back as needed. Ideally, an interactive bulletin board will be an independent workstation for
students, so take their ability levels into consideration when planning activities and interaction
requirements.
Variations and Extensions
Try…
 Revisiting the bulletin board with the learners…
 Creating a board about works-in-progress…
 Putting speech bubbles on a bulletin board…
 Involving students in making the board such as gathering information, taking
pictures and jotting down quotes…
 Taking a learning walk around the school with colleagues or students to see what
learning is being made visible and what the walls communicate about the identity of
the school…
 Pairing up with another classroom to read and respond to each other’s bulletin
boards…
 Posting an explanatory note to viewers that shares your “bulletin-board
philosophy”…
 Asking students to give their parents a “bulletin board tour”…
Extra Tips
 Beware of including too much text.
 If you are feeling adrift in a sea of data, ask yourself “What is the learning I want to
make visible?”
 Often it is more powerful to document the experience of one small group or learning
moment than an entire lesson or unit.
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  If you have time, “test” the board out on others to make sure it is readable.
 Think broadly: bulletin boards can be inside or outside the classroom, physical or
virtual (i.e., blogs, virtual classrooms, wikis, and/or newsletters)

Now you are filled with information, let us check your understanding about the topic.
Apply all the concepts you have gain and do the task assigned for you.

Application
Select a topic for the week. Prepare your plan for the design of your bulletin board.
Design the bulletin board of your assigned Cooperating Teacher. Document the process
through a video presentation. Post the picture of your output in this module and any of your
social media (like facebook, linkdIn, Instagram, etc.). Let others comment your work. Write a
brief description about your bulletin board. You will be rated through the given rubric.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________

Page | 61
 Rubric for Bulletin Board Designing
Criteria Exemplary (4) Proficient (3) Developing (2) Novice (1)
Reader/observer Reader/observer
Board presents has difficulty has difficulty
Board presents
topical understanding understanding
topical
information in topical topical
information in
logical, information information
Organization logical sequence
interesting because bulletin because bulletin
which
sequence which board displays board displays no
reader/observer
reader/observer little logic or logic or sequence
can follow.
can follow. sequence of the of the
information. information.
Subject Demonstrates full Demonstrates Demonstrates a Fails to
Knowledge knowledge more adequate minimal grasp of demonstrate
than required by knowledge by knowledge by knowledge of
displaying topical displaying displaying topical
information with topical superficial facts information.

Page | 62
 information with
with no
explanations and explanations but
explanations or
elaboration. little
elaborations.
elaboration.
Graphics are Graphics are Graphics are
Graphics are
appropriate for appropriate for somewhat
inappropriate,
public display. public display appropriate and
superfluous or no
explain and and relate to give little support
graphics, Source
Graphics reinforce topical topical to topical
of graphics is not
information. information. information.
displayed. There
Source of Source of Some graphics do
are entries which
graphics is graphics is not have source
are not relevant
displayed displayed. displayed.
The board is The board is
The board is The board is
exceptionally distractingly
attractive in acceptably
attractive in messy or very
Aesthetics terms of design attractive though
terms of design, poorly designed.
layout and it may be a bit
layout, and It is not attractive
neatness. messy.
neatness. and crowded.
Bulletin Board
Bulletin Board Bulletin Board
Bulletin Board has no more
has three has four or more
has no than two
misspellings spelling errors
Mechanics misspellings or misspellings
and/or and/or
grammatical and/or
grammatical grammatical
errors. grammatical
errors. errors.
errors.

Closure
Well-done! You have just finished Lesson 3 of this module. Should there be some parts of the
lesson which you need clarification, please ask your teacher during your consultation or virtual
interactions.
Now if you are ready, please proceed to Module 3 of this course pack which will
discuss about Participation and Actual Transition Teaching.
References

Abbatt, F. R. (2000). Teaching for better learning: a guide for teachers of primary health care
staff. - 2nd ed. Humanity Development Library 2.0.

Corpuz, B. and Lucido, P. (2015). Educational technology 1. Lorimar Publishing

Dahar, M.A and Faize, F.A (2011) Effect of the Availability and the Use of Instructional
Materials on Academic Performance of Students in Punjab (Pakistan). Middle Eastern
Finance and Economics Journal Issue 53, 110 -120.

DepEd Order No. 32, series of 2015 – Adopting the Indigenous Peoples Education Curriculum
Framework. https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-
indigenous-peoples-education-curriculum-framework/

Page | 63
DepEd Order No. 76, series 2011 – National Adoption and Implementation of the Learning
Resources Management and Development System (LRMDS).
https://www.deped.gov.ph/2011/10/04/do-76-s-2011-national-adoption-and
implementation-of-the-learning-resources-management-and-development-system-lrmds/

Department of Education - Regional Office 2. (2019). Localized Policy Guideline on

Contextualizing Learning Resources.
http://deped-nv.com.ph/memou_files/20190515075932am1557907172/2019-05-
15%20LOCALIZED%20GUIDELINE%20ON%20CONTEXTUALIZING
%20LEARNING%20RESOURCES.pdf

Department of Education - Regional Office 8. (2016). Curriculum Contextualization.

https://www.slideshare.net/rtipolo/contextualization-presentation

Harvard Graduate School of Education (2005). Bulletin Boards that Make Learning Visible.
Making Learning Visible Project.
http://www.makinglearningvisibleresources.org/uploads/3/4/1/9/3419723/
bulletin_boards_that_make_learning_visible.pdf

Open Education Database (2020). 101 Web 2.0 Teaching Tools. https://oedb.org/ilibrarian/101-
web-20-teaching-tools/

Patimalla, M., Parmar, J., Parmar, H. (2018). Rubric-Based Assessment of Model Making: An
Outcome-Based Approach.
https://www.researchgate.net/publication/322977421_RUBRIC_BASED_ASSESSMENT
_OF_MODEL_MAKING_AN_OUTCOME_BASED_APPROACH

Republic Act No. 10533 - An Act Enhancing the Philippine Basic Education System by
Strengthening its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for other Purposes.
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Schreiner, E. (2020). How to Design Bulletin Boards for the Classroom.

https://classroom.synonym.com/design-bulletin-boards-classroom-6907292.html

Volts, D., Sims, M., and Nelson, B. (2010). Connecting Teachers, Students, and Standards:
Strategies for Success in Diverse and Inclusive Classrooms.
https://www.researchgate.net/publication/234565629_Connecting_Teachers_Students_an
d_Standards_Strategies_for_Success_in_Diverse_and_Inclusive_Classrooms

Wheaton, B. (2018). 6 Reasons to Use Interactive Bulletin Boards in your Classroom.

https://thesuperheroteacher.com/2020/02/6-reasons-to-use-interactive-bulletin-boards-in-
your-classroom.html

Whitehurst, J. (2009). Open Source: Narrowing the Divide between Education, Business, and
Community. https://er.educause.edu/articles/2009/1/open-source-narrowing-the-divide-
between-education-business-and-community.

Zulueta, F. (2006). Principles and Methods of Teaching. Lorimar Publishing

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 Module 3
Participation and Actual Transition Teaching

Module Overview:
Welcome everyone! You are now on Module 3, Participation and Actual Transition
Teaching. In this module, you will get the chance to participate in the different segments of the
lesson as seen timely and appropriate by your cooperating teacher. Likewise, you will also have

Page | 65
the chance to demonstrate your classroom management skills as you handle the class with the
assistance of your cooperating teacher.

Module Outcomes
Upon completion of this module, you should be able to:
 Identify effective classroom management strategies;
 Discuss the concept of micro teaching;
 Prepare a lesson/learning plan;
 Identify the qualities of a global teacher in the 21st century; and
 Perform two demonstration teaching of 2 different subject content areas

Lessons in the module

To help us achieve the identified learning outcomes, we need to accomplish the
following lessons:
Lesson 1: Teacher’s Classroom Management Skills
Lesson 2: Learning Plan & Micro Teaching
Lesson 3: Global Teacher in the 21st Century

Get ready, as we proceed to the first lesson now!

Lesson 1 - Teacher’s Classroom Management Skills

Learning Outcomes:
At the end of lesson 1 you should be able to:
 Recall what classroom management is all about.
 Identify effective classroom management strategies for different types of disruptive
behaviors.
 Identify a teacher’s role in maintaining an atmosphere conducive to learning.

Time Frame: 3 hours

Introduction:

Page | 66
 The average attention span of students ranges from 10 – 15 minutes, yet classes last for
at least an hour. How do we keep students engaged during the period? This is the greatest
challenge of every teacher. Let us see how professional teachers maintain a classroom
conducive to learning through your own classroom observation.
Activity

1. Describe the students in the class.

2. What seems to distract the students from listening to the teacher?

3. What is the teacher doing?

Analysis:
1. Why do you think students behave this way?

2. What could have been done to prevent students from behaving this way?

Page | 67
3. What is supposed to be done by the teacher?

4. Suggest ways to keep students focused on the lesson.

.

Abstraction:
Keeping a classroom conducive for learning is already half of the task of effectively
delivering a lesson. The remaining half is the teacher’s knowledge and skills on the pedagogy
of teaching. With this in mind, you and I will surely agree on the significance of maintaining a
classroom conducive for learning. But, wait! What is classroom management? Let’s see from
the definition given below.

Source: Slideshare
From the given definition, classroom management is not just about proper and effective
discipline of students. It includes among others, time management, effective planning and
motivating students in order to realize a classroom environment conducive to learning. Some of
the reasons why students misbehave are perhaps caused by the teacher’s inability to observe the
components of classroom management mentioned above. When misbehaviors occur, it is
always helpful to consider the following universal strategies to manage a classroom.
1. Model ideal behavior
2. Let students help establish guidelines.
3. Document rules.
4. Avoid punishing the class.
5. Encourage initiative
6. Offer praise

Page | 68
 7. Use non-verbal communication.

Application:
1. What insights on classroom management did you get from observing your cooperating
teacher?

2. Do you believe in having a best method of classroom management? Why? Why not?

3. As a future professional teacher, what do you think is your role in maintaining a

classroom conducive to learning?

Congratulations for accomplishing lesson 1 of module 3. Now, get ready for lesson 2.

Lesson 2 - Learning Plan and Micro Teaching

Learning Outcomes:
At the end of lesson 2, you should be able to:
1. define learning plan and micro teaching
2. prepare a learning plan
3. conduct micro teaching
Time Frame: 3 hours
Introduction:

Page | 69
 Once good classroom management has been established, you are now set to conduct
micro teaching. To be successful in micro teaching, you need to properly plan your teaching-
learning activities. This serves as your guide in teaching. This is also to ensure that all the
activities are implemented as planned

Activity:

The K-W-L Chart

Topic 1: Learning Plan
What I think I know about
Learning plan?
_______________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Topic 2: Micro Teaching
What I think I know about micro
Teaching?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

What I know about learning plan
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
What I know about micro teaching
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Page | 70
What I learned about learning plan
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
What I learned about micro teaching
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Analysis:
1. Using a Venn diagram, point out similarities/differences between a learning plan and a
lesson plan.

2. What is micro teaching? How does it differ from the actual classroom teaching
conducted by your resource/cooperating teacher?

3. Mention at least one advantage and disadvantage of micro teaching.

Abstraction:
Preparation is essential in every undertaking. Be it a simple or complicated undertaking,
the idea of preparing for the event is always part of the plan. The same is true with teaching.
Before you are asked to handle a class, you are being trained to acquire the skills necessary to
become an effective teacher. This is the concept behind micro-teaching. It trains prospective
candidates to the teaching profession through this technique. Let us now try to define
microteaching.
Microteaching is a technique which aims to prepare teacher candidates to the real
classroom setting (Brent & Thomson, 1996). It is a teacher training technique to learn teaching
Page | 71
skills. In this technique, the pre-service teacher can experiment and learn each of the teaching
skills by breaking them into smaller parts and without encountering chaotic environment of the
crowded classes. This method offers the pre-service teachers’ opportunities for discovering
and reflecting on both their own and others’ teaching styles and enables them to learn about
new teaching techniques (Wahba, 1999). Pre-service teachers can benefit to a great extent from
microteaching applications. Firstly, they reveal teaching facts; and roles of the teacher (Amobi,
2005; Hawkey, 1995; Kpanja, 2001; Wilkinson, 1996); help pre-service teachers to see the
importance of planning and taking decisions (Gess-Newsome & Lederman, 1990); and enable
them to develop and improve their teaching skills (Benton-Kupper, 2001). The various phases
involved in a microteaching activity are presented on the next page.

Page | 72
Page | 73
 During your observation, in one of the stages involved in microteaching, particularly
that of planning micro lesson, the learning plan serves as an indispensable tool in realizing its
goal. Many students have diverse learning needs. Those who are not able to meet the standards
set by the program and those who are highly gifted are the target groups of micro teaching,
hence, the learning plan must be tailored to their needs.

Application:
1. During your classroom observation, what personal qualities and teaching skills of your
cooperating teacher do you admire the most? Why?

2. What do you consider the most challenging part in the teaching and learning process?
How do you plan to address it?

3. Suggest some innovative ways of delivering classroom instruction.

Congratulations! You have successfully managed lesson 2. Get ready as we now proceed to
lesson 3.

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 Lesson 3 - Global Teacher in the 21st Century

Learning Outcomes
At the end of lesson 3, you should be able to:
1. identify the characteristics of a global teacher;
2. address the needs of the 21st century learners; and
3. conduct 2 classroom demonstration teaching in 2 different subject areas
Time Frame: 3 hours
Introduction:
Having successfully conducted your micro teaching, you are now ready to face the real
challenge of teaching. These challenges are quite numerous, considering the diversity of the
learners. However, with enough preparation, I am sure you will be able to overcome the hurdles
auspiciously.

Activity:
1. Describe clearly the following areas in your cooperating school.
1.1 classroom arrangement

1.2 bulletin board display

1.3 teacher's activities

1.4 students' activities

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 1.5 class schedules

2. Based on your observation, how does each of the areas above affect the efficiency of
teachers?

3. What significant observation have you made on the way your cooperating teacher
handles the class?

Analysis:
1. Based on your observation, do you think the areas of the school enumerated above
affect the efficiency of the teachers and the amount of learning of the students?

2. Suggest ways to improve (if needed) the present set up of these areas.

3. Which particular segment in the teacher's delivery of instruction were you in absolute
awe. Were you inspired to do better every time you teach? Why?

Page | 76
Abstraction:
Teaching the 21st century learners is a new phenomenon. Aside from the recent
advances in technology, removing the distance barrier of nations and shrinking the world into a
digital village, several new words have been added to the dictionary. It takes a lot of time and
effort for a digital migrant to match a digital native. That makes teaching very complicated this
time. Aside from mastering the content of the subject, you also need to master the language and
address the needs of the 21st century learners. Who are the 21st century learners? What are
their characteristics? The 21st century learners are described in the figure below:

In order to match these characteristics, the 21st century educator must possess the
following attributes.

Page | 77
Application:
1. Why is it important for a 21st century educator to match the characteristics of the 21st
century learner?

2. In consultation with your cooperating teacher, conduct two demonstration teaching in

two different subject areas utilizing the skills of a 21st century educator.

Good Luck and Congratulations for a job well done!

References:

 Ambili, R. (2013). Microteaching, an efficient technique for learning effective teaching

Journal of Research in Medical Sciences.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
 Bilbao, P. P. (2015). On becoming the 21st century teacher. Lorimar Publishing Inc.
 Guido, M. (2018). Classroom management techniques and strategies
https://www.prodigygame.com/blog/classroom-management-strategies/
 Palmer, T. (2015). Characteristics of a 21st century teacher.
https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher
 The 21st century fluency project. Characteristics of a 21st century learner.
http://www.fluency21.com/about.cfm. Online Resources.

Page | 78
 Module 4
Classroom Action Research

Overview
To the Pre-service teacher, you are welcome in module 4 which focuses in Classroom
Action Research. This module will expose you to the nature of Classroom action research, its
parts or formats and the procedure in the conduct and actual writing of the classroom action
research proposal. This module covers three lessons in four weeks duration. It is expected that
you are to produce a written Classroom Action Research as the final output.

Module Objectives/Outcomes
The Pre-service teachers are expected to attain the following objective/outcomes in this
module:
1. Define and enumerate the purpose of Classroom Action Research
2. Identify the cycle/steps of Classroom Action Research
3. Write Classroom Action Research using the template and Sample guide

Lessons in the module

The Pre-service teachers will go through the following lessons in this module:
Lesson 1: Definition and purpose of Classroom Action Research
Lesson 2: The cycle/steps of Classroom Action Research
Lesson 3: Write Classroom Action Research using Template and sample guide

Page | 79
Lesson 1: Definition and purpose of Classroom Action Research

Learning Outcomes:
 Define and enumerate the purpose of classroom research

Time Frame: 1 week

Introduction:
The In-service teacher are normally required to write a classroom action research to
address the existing problem in the classroom. This intervention is necessary to document the
nature of the problem and the conduct of the intervention or solution to the existing problem/s
in the classroom.
The classroom research is encouraged to document the nature of the problem and its
solution. In this lesson, you are to define the classroom action research and enumerate its
purposes.

Activity:

Activity 1
A. Research from the internet the different definition of action research and write here at
least three with its sources relevant in the classroom context.
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. With the three definition you have research, write a summary which you believe is
the appropriate definition that describe and summarize the nature of an action
research as an intervention of the classroom problem.

Page | 80
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

C. How do you compare your definition with this image as shown:

Activity 2

A. Enumerate the purposes of classroom action research and write them below.
1. ______________________________________________________________________
______________________________________________________________________

2. ______________________________________________________________________
______________________________________________________________________

3. ______________________________________________________________________
______________________________________________________________________

4. ______________________________________________________________________
______________________________________________________________________

B. Discuss with your cooperating teacher the actual experiences he/she has on the
purposes in writing their classroom action research.
Write your learning insights you have gained from your cooperating teacher here.
____________________________________________________________________________
____________________________________________________________________________
Page | 81
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Analysis:
1. Why do you need to have clear meaning of the classroom action research?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What are your personal purposes of writing classroom action research?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Abstraction:
Activity1.
You are to search to the internet and connect the given link in a power point presentation of the
lesson noting the following emphasis:
a. Definition of Classroom Action Research
b. Purposes of Classroom Action Research

Links
1. https://www.teacherph.com/deped-action-research-topics-and-titles/

2. https://www.slideshare.net/ArunJoseph22/action-research-ppt-63717064

3. http://www.aare.edu.au/05/papc/gr05007y.ppt

Application:
Activity 1.
Based on the lesson presented, write a sample problem based on the definition of classroom
action Research that you have observe in your classroom.
____________________________________________________________________________
____________________________________________________________________________

Page | 82
____________________________________________________________________________
____________________________________________________________

Write the purpose/objective of your Classroom Action Research

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________

Closure:
Congratulations for completing the first lesson this module. You are now ready to proceed to
the second lesson of Module 4.

Lesson 2: Cycle of Classroom Action Research

Learning Outcomes:
 Identify the Cycle of Classroom Action Research

Time Frame: 1Week

Introduction:
Welcome to the 2nd Lesson of Module 4. In this lesson you are to learn the parts of the
Classroom Action Research. In writing the classroom action research you need to be familiar of
the parts. This will serve as your guide when writing the whole paper of the classroom action
research. Following the parts will present the objective of the research, its scenario of the
problem and the intervention employed. This intervention is necessary to be written and
documented as the solution of the nature of the identified problem in the classroom.
In this lesson, you are to identify the parts of classroom action research.

Activity:
Activity 1.
A.
1. Write the sequence of the cycle of Classroom Action Research
2. Write the corresponding definition.

Cycle of CAR Definition

1.
2.
3.
Page | 83
 4.

B. Discuss with your cooperating teacher the cycle of the Classroom Action Research and how
it is applied in actual practice in writing their classroom action research. How does it differs
in the actual parts of the CAR they are using? Write your learning insights as shared by
your cooperating teacher here.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Analysis:
1. Why is it necessary to identify the cycle and parts of classroom action research?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Which parts of the cycle of the classroom action research you think requires more of
your time in the process of writing? Discuss and explain why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________

Abstraction:
Activity1.
Study the link of the lesson noting the following emphasis:
a. Cycle of Classroom Action Research
https://wiobyrne.com/action-research/

b. Definition of each cycle or parts of Classroom Action Research

1. https://www.researchgate.net/publication/325093121/figure/fig1/
AS:625159371251712@1526061017197/The-Four-Steps-in-Action-Research-Cycle.png
Page | 84
 2. https://www.teacherph.com/deped-action-research-topics-and-titles/

3. Ronald J. Shope in collaboration with John W. Creswell. Key Topics. Purposes and uses
of Action Research Action Research Designs. Power Point Slides

c. Presented below is an example of the cycle of classroom Action Research with a

practical descriptive example for your guide in writing your actual classroom action
research proposal. Think and reflect the illustration shown below

Application

Activity 1.
Based on the lesson presented, you will now try your knowledge by filling in the entries in the
space provided in the given worksheet to guide you in writing a draft in the template of
Action Research Worksheet. Seriously accomplish this task activity as this will prepare you
to the actual writing of your later classroom action proposal.

Page | 85
Template No 1.

ACTION RESEARCH
WORKSHEET

Proposed Title:________________________________________________________
_________________________________________________________

Name of researcher: ______________________________________________

Position : ______________________________________________
Institution : ______________________________________________

A. Problem Identification

1. In my current position, I am concerned about

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Because ______________________________________________________
______________________________________________________________
______________________________________________________________

2. In order to prove my concern or issues, I needed to gather information or data on

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. From my experience in using different tools and techniques, I found out that the most
important, urgent, the most doable and relevant problem or issue that I needed to focus
on is ____________________________________________
______________________________________________________________
______________________________________________________________
Page | 86
 ______________________________________________________________

Based from the following pieces of evidence___________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. I found the following as viable solutions to the problem or issue

______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. However, among the identified possible solutions, I decided to implement

______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

B. Research Questions and Hypothesis/Assumptions

The problem of this action research is stated as follows:

______________________________________________________________
______________________________________________________________
______________________________________________________________

Provide a description of the identified problem. How did the researcher identify the
problem? Describe the persons/students who were affected and the possible causes of
the problem. What are the goals for improvement?

Page | 87
 My tentative answers to the problem are ______________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

C. Purpose and Significance of the Study

This action research is conducted mainly to ___________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

This will benefit the following _______________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________

D. Data Collection and Analysis

Discuss how will you collect and analyze the data. You may use the sample template
given as your guide.

E. Bibliography

Part II.
Page | 88
 Action Plan

Activitie Objective Time Person Plac Verifiabl Budget/

s s Fram responsibl e e Resource
e e Indicator s needed
s

Closure:

Congratulations for completing the second lesson. You may now proceed to lesson 2 of Module

4.

Lesson 3: Write Actual Classroom Action Research

Learning Outcomes:
 Written Classroom Action Research

Time Frame: 2 Weeks

Introduction:
Welcome to lesson 3 of Module 4. In this module you will write your classroom Action
research guided by the format/parts as presented in the preceding lessons. With the guidance of
your cooperating teacher on the problem in the classroom, write the proposed classroom action
research you have identified in your classroom. Carefully, study the appropriate solution as
your intervention to the existing problem/s in your classroom. The classroom research is
encouraged to document address the nature of the problem with the intervention as solution in
improving teaching and learning condition in the actual classroom situation. Template of CAR
is provided to guide you in the writing of your Classroom Action Research.

Page | 89
Activity

Activity 1
A. Write three sample problem identified in the classroom
1. ______________________________________________________________________
______________________________________________________________________
_________________________________________________

2. ______________________________________________________________________
______________________________________________________________________
_________________________________________________

3. ______________________________________________________________________
______________________________________________________________________
_________________________________________________

B. Based on the three problem select one which you believe is needing solution and
intervention in developing and writing your classroom action research required in this
module. Be reminded of the prescribed parts/format in the process of writing your
classroom research outputs.
__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

C. Discuss with your cooperating teacher the actual experiences they have on the purposes in
writing their classroom action research. Write your learning insights you have gained from
your cooperating teacher here.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________

Analysis:

1. How did you identify your classroom research problem?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

Page | 90
 2. Why do you need to have clear problem in writing Classroom Action research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

3. How does the cycle of Classroom action Research guide you simplify in writing your
action research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________

4. As a future teacher, why do you need to write Classroom Action Research? Discuss and
explain your reasons.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________

Abstraction:

You are to connect to the following links and resources and read the power point
presentation giving emphasis in the actual writing of your Action Research.

Given Links:

1. https://www.deped.gov.ph/2017/08/29/august-29-2017-dm-144-s-2017-supplemental-
research-guides-and-tools/

2. https://www.teacherph.com/deped-action-research-topics-and-titles/

Application:

Activity 1.
Based on the lesson presented, you are now prepared to write a proposal of an Action
Research which you identify in your classroom using the template/guide provided for you. In
doing this task, you may seek the support and guide of your cooperating teacher to assist you.
Likewise, the template has description as what entries you will write in the spaces provided.
You are to fill in the given template 2 for the final written paper at this part of the module. A
Page | 91
rubric to is provided after the template to assess your written classroom action research which
will be rated by your Supervising Professor as part of your requirement in this module. You can
start writing now.

RESEARCH PROPOSAL

Proponent:__________________________________
Position:____________________________________
School:_____________________________________
Division:____________________________________

TITLE
For Action Research, your initial question may stand as a working title. It can be revised
once the cycle is complete. This will make sure that the successful action will be captured in
the title.

INTRODUCTION AND RATIONALE

The background should start with a contextual view of the study. This first paragraph should
be strong enough to capture the main perspective of the problem. The researcher should
make sure that the context is supported by authorities to establish the trustworthiness of the
study. This paragraph must skilfully use the element of persuasion to convey to the readers
that the study will help solve some educational problems/discover new knowledge or prove
existing theories.

To complete the background of the study, a local situationer must be discussed. Just like the
two situationers, this section must be strong enough to establish the worth of the study. The
background of the study must be concluded by establishing the urgency of needs of
conducting the study. This can be achieved by presenting the significance of the study.

LITERATURE REVIEW

In writing this section, planning is essential. Thorough research is needed to gather results of
related studies. The process of writing starts with identifying the major arguments and
finding supporting details for each argument. While doing this, a focus on the research
problems is necessary. The researcher must clearly identify key arguments before writing.
These arguments must support the claim that the study conducted is original and is not a
replication of previously conducted studies.

Researchers must take extra care in citing literatures because plagiarism is often committed.
To avoid this, the rules in citing ideas of other authors must be carefully observed, like the
following:

1. Paraphrase – arguments/ ideas of other authors must be paraphrased in order to avoid

plagiarism. This requires stating the work of other people using different words and changing
the organization (order of sentences and ideas) of the statement.

2. Direct quotes should be used only when the original phrasing is unique and cannot be

Page | 92
paraphrased without changing the meaning. When using a short quote (3 lines or less than
40 words) it must be integrated in the text. It must be introduced with a complete sentence
and a colon, then the whole quote must be italicized or be enclosed with a quotation mark.
For quotation longer than 3 lines, it must be written in single space, indented, not in
quotation mark and be referenced at the start or at the end.
CONCEPTUAL FRAMEWORK AND RESEARCH QUESTIONS

The conceptual framework is the synthesis of the key concepts from different theories
presented. This is the framework of the study showing the interplay of the variables being
investigated. Each variable used is taken from the theories discussed and it must be
operationally defined at this section. If the study is about proving certain theories, the
researcher should see to it that all variables have theoretical underpinning. Dependent
variables which are link to the independent variables that were not established in theoretical
framework should not be included. For studies related to theory building (mostly
qualitative), the theoretical framework of the study is not as strong as the other study. Also
included in this section is the scope and limitation of the study.

The statement of the problem is written in interrogative form. These questions are the bases
of developing the methods of the study. The questions posed should be answered clearly
after the study has been conducted.
In writing the statement of the problems, include only questions which are mutually
inclusive. Do not include questions which are not contributory to the attainment of the
objectives of the study.

Theoretical basis may also be combined in this part of the paper. For quantitative research,
the schematic diagram of the variables may be shown before the research questions. If
qualitative, a comprehensive discussion is needed with the concept map, if applicable.

SCOPE AND LIMITATION

Discuss the methodological and conceptual limitation of the study but may not be limited to
the variables, location, population, and analysis.

RESEARCH DESIGN

This section presents the research design used in the study. It is a common practice for
novice researchers to discuss the research design conceptually like giving the definition.
However, the discussion should focus on the utilization of the research design in relation to
the quest in finding answers to the research questions. Researchers should make use of this
section to justify the selection of the research design. To achieve this, the application of the
research design in gathering and treating the data to answer the research questions must be
explained.

SAMPLING

Researchers are often confused what term to use to refer to the samples of the study. If the
study requires the samples to be under treatment, just like those in experimental studies, the
appropriate term is subject of the study. If the study requires the samples to answer a
questionnaire, then the samples are called respondents. But if the study requires the samples
to contribute to discussion, dialogue, argument, symposium and the like, then the samples are

Page | 93
called participants.

The main aim of this section is to provide answers to the following questions: who are the
subjects, why and on what capacity are they selected, and what contributions can they make
toward the achievement of the aims of the study?

SOURCES OF DATA/INSTRUMENTATION
The research instrument used should be presented here. If the questionnaire used is adopted,
then its characteristics (reliability and validity) must be presented. The extensive utilization
track of the questionnaire and its applicability on the current study should also be argued.
Researchers should take proper caution in using adopted questionnaire. If the questionnaire
was not originally written in the context of Philippine settling, there is a need to re-pilot the
instruments to establish its reliability index and validity issues including clarity of the
language and acceptability of the population.

ETHICAL CONSIDERATION

DATA ANALYSIS
All statistical tools should be explicitly discussed in this section. The focus of the discussion
should be the utilization of each statistical tool in treating the different variables of the study

REFERENCES

 All cited authors must be acknowledged in this part using APA format.
 Include all applicable DepEd orders and other legal basis

All references used in the study must be reflected in this section. The rules are as follows: 1)
References must be written in alphabetical order. 2) All references, regardless of types and
source must be written as one. Bibliographical entries from internet, books and journals are
also incorporated in this section.

ACTIVITIES AND TIMELINE

Timeline Performanc
Proposed October November December January February e Measures/
Activities/Phases Deliverables
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Phase 1 – Planning and Preparation

a. Seeking 
Permission/Appro
val
b. Gathering of
Baseline/Pretest
Data
c. Securing ethical
issues
d. Finalization of
timeline and tools

Page | 94
 Phase 2 – Implementation of Action Plan
a. Implement
planned action
b. Gathering 
Observed/Posttes
t Data
Phase 3 – Analysis, Reflection, and Report Writing
a. Data Analysis and
Validation of
Results
b. Reflection Writing
c. Packaging of the

Final Output
d. Sharing of
research results
e. Submission of
Final Report
Note: Proposed Timeline is subject to the outcome of the actions implemented.

PROPOSED BUDGET (Sample only)

Budget Item Year Total Estimated

Cost
2016
Personnel Services

Page | 95
 Honorarium (Project Leader, Program
Leader, Management Team)
Salary (Project Staff)
MOOE
Office Supplies
Equipment, Other Supplies and
Materials
Food and Accommodation
Training
Local Travel
Printing and Publication
Communication
Representation
Professional Services
Fuel
 
Contingency (10%)

Total Budget
Note: Proposed budget is subject to availability of funds and Government Guideline.

Recommending Approval:

Approved by:

Activity 2:

You are to present your Classroom Action Research through Synchronous/online session with
your group with an invited panelist to rate and give feedback of your output in this lesson.
Below is the rubric as marking guide of your written output.
Page | 96
 Presenter Number: ______________

CLASSROOM ACTION RESEARCH (CAR) PRESENTATION SCORE SHEET

Name of PST : _________________________________________________________Rating : _____________
Course/Year/Section : ____________________________________________________ Date : _____________
Title of CAR : ______________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Rating Scale:
5 – Excellent
4 – Very Good
3 – Good
2 – Fair
1 – Needs Improvement
CAR DEFENSE SCORE SHEET

I. Manuscript (60%)
1 2 3 4 5
1. Title 2 4 6 8 10
2. Abstract 2 4 6 8 10
3. Introduction 1 2 3 4 5
4. Purpose 1 2 3 4 5
5. Method 1 2 3 4 5
6. Findings and Analysis 2 4 6 8 10
7. Conclusion and Recommendation 1 2 3 4 5
8. References 1 2 3 4 5
9. Reflection 2 4 6 8 10

II. Defense (40%)

1. Organization/Logic of Presentation 2 4 6 8 10
2. Mastery and Clarity of Expression 2 4 6 8 10
3. Ability to Answer Questions 2 4 6 8 10
4. Relevance of Content of PowerPoint Slides 1 2 3 4 5
5. Aesthetic Layout of PowerPoint Slides 1 2 3 4 5

Note: Number of ppt. slides is 5 – 7 only. You will be notified as soon as the ‘official template’ is already available.

______________________________
Printed Name & Signature of Rater

Date: ________________________

Closure:
Page | 97
Congratulations for completing the 3rd lesson of Module 4. This conclude your lessons and
module activities in this Field Study 2 course pack. You are now prepared to venture to your
next course experiential learning in your pursuit of becoming a future teacher.

MODULE ASSESSMENT
1. How has module 4 help you in accomplishing the following task:
a. Define and enumerate the purpose of Classroom Action Research
b. Identify the Cycle of Classroom Action Research
c. Write Classroom Action Research using.

2. How did action research help address the existing problem in the classroom?
3. Why it is necessary for future teacher to write a classroom Action Research?

MODULE SUMMARY
The module 4 has provided the Pre service teachers the actual experiences which
focuses in Classroom Action Research, provided task and activities to the nature of Classroom
action research, its parts or formats and the procedure in the conduct and actual writing of the
classroom action research proposal. Specifically, the Pre service teachers were guided in
attaining outcomes in this module which are defining and enumerating the purpose of
Classroom Action Research, identifying the design of Classroom Action Research and writing
Classroom Action Research using the template and Sample guide. Thus, the pre service
teachers enable to write a propose Classroom Action Research as the final output.

REFERENCES
Hermida, Julian adapted from Gwyn Mettetal (2001),“ The What, Why and How of classroom
Action Research”, JoSoTL Vol. 2, Number 1
Ronald J. Shope in collaboration with John W. Creswell. Key Topics. Purposes and uses of Action
Research Action Research Designs. Power Point Slides

http://www.aare.edu.au/05/papc/gr05007y.ppt.

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research
%C2%A2.aspx

Page | 98
http://digilib.unila.ac.id/1331/10/CHAPTER%20III.pdf
https://www.deped.gov.ph/2017/08/29/august-29-2017-dm-144-s-2017-supplemental-research-
guides-and-tools/

https://www.slideshare.net/ArunJoseph22/action-research-ppt-63717064

https://theartofeducation.edu/2019/10/30/how-to-encourage%E2%80%A6ents-inspiration/

https://www.researchgate.net/publication/234749663 Action Research A Tool for Improving

Teacher Quality and Classroom Practice
https://www.researchgate.net/publication/325093121/figure/fig1/
AS:625159371251712@1526061017197/The-Four-Steps-in-Action-Research-Cycle.png

https://www.teacherph.com/deped-action-research-topics-and-titles/

https://www.teachingenglish.org.uk/article/classroom-action-research

http://www3.uah.es/master_tefl_alcala/pdf/guidelines.pdf

https://wiobyrne.com/action-research/

Field Study 2 Grading System:

Grading Criteria

Page | 99
 Criteria/Components Weight Rater

Attendance 10% Cooperating Teacher

Reflective Journal 20% Practicum Supervisor

Professional Portfolio 30% Practicum Supervisor

Self-Made Test 20% Cooperating Teacher

Lesson Plan 20% Cooperating Teacher

Total 100%

Assessment Tools

1. Lesson plan rubric

2. Student Portfolio Rubric
3. Rubric for self-made Test
4. Marking guide for the reflective journal entries

Appendix
Lesson Plan Rubric

Name of Pre-service Teacher: ………………………………………………………………………………………

Subject Area ……………………………………… Date: ……………………………………………………..…
Page | 100
 Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Performance
Good
Criteria (3)
Formulating Defines objectives clearly
Objective
Organization of  Clearly links subject matter
lesson to students’ interest and
presentation experiences
 Clearly identifies
sequential development of
activities
 Uses relevant examples
 Accurately allocates time
to activities in accordance
with objectives
 Clearly indicates transition
procedure from one activity
to the next
 Plans a variety of teaching
strategies
Relates subject matter to
other knowledge and prior
knowledge of students
Use of learning · Uses a wide range of
materials resources and learning
materials
· Structures a wide variety of
materials to stimulate
students’ interest and
achievement
 achievement
Use of  Devises appropriate
evaluative assessment task to
measures measure each students’
progress
 Measures students’
progress accurately using
appropriate authentic
assessment methods
· Uses a rubric which fully
reflects the objectives
Total:
Rated By:
Designation:
Legend: 3 – Good (95 %)
Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and experiences. At this
Fair Needs Improvement
(2) (1) Rating
Adequately define the Objectives are not clearly
objectives stated
 Adequately links  Subject does not link to
subject matter to students’ interest and
students’ interest and experiences
experiences  Does not clearly identify
 Adequately identifies sequential development
sequential of activities
development of  Does not use relevant
activities examples
 Adequately uses  Does not allocate time to
relevant examples activities in accordance
 Adequately allocates with objectives
time to activities in  Does not indicate
accordance with transition procedure
objectives from one activity to the
 Adequately indicates next
transition procedure  Does not plan a variety
from one activity to the of teaching strategies
next Does not relate subject
 Limited variety of matter to other knowledge
teaching strategies
 Relates subject matter
to other knowledge
· Uses a range of · Does not use a range of
resources and resources and learning
learning material materials
 Uses an appropriate  Does not structure an
variety of materials to appropriate variety of
stimulate students’ materials to stimulate
interest and students’ interest and
achievement
 Devises an  Does not devise
evaluation of appropriate evaluation of
students’ progress students’ progress
 Measures students’  Students’ progress is not
progress using measured using
appropriate authentic appropriate authentic
assessment methods assessment methods
· Uses a rubric which · Rubric does not reflect
partially reflects the the objectives
objectives
2 – Fair (85 %) 1 – Needs Improvement (75 %)
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stage of the practicum the PST should demonstrate Higher Order Thinking Skills (HOTS) by analyzing, synthesizing
and evaluating what he/she has seen and experienced as a developing teacher in Field Study 2.

Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
CRITERIA Improvement)

Presents Presents very Presents some Presents few Presents no

comprehensive clear description description of description of description of
Reflection journal description of of worthwhile worthwhile worthwhile worthwhile
entry includes worthwhile experiences, experiences, experiences, experiences, does
PSTs learning experiences, explains sound explains sound explains sound not explain sound
experiences, explains sound judgments on judgments on judgments on judgments on
judgments, judgments on personal personal personal personal strengths
performance and personal strengths and strengths and strengths and and weaknesses.
other insights strengths and weaknesses weaknesses weaknesses.
gained in the weaknesses anchored on anchored on few
course, anchored on some theories theories learned
many theories learned
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

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 RUBRIC for Pre service Teacher FS PORTFOLIO (PRODUCT)

Description
Criteria
5 4 3 2 1

1. Contents of Has 90-100% of Has 75-89% of Has 60-74% of Has less than Has less than
the Portfolio the needed the needed the needed 59% of the 40% of the
content content content needed content needed content

2. Objectives of Objectives are Objectives are Objectives are Some Most objectives
the Portfolio SMART and SMART but SMART but objectives are are not
cover the whole cover only a cover only less not SMART SMART and
course minimum of 75% than 75% of the and do not cover only a
of the course course cover the whole minimum of
course the course
3. Quality of Entries are of best Entries are of Entries are of Some entries Few entries are
Entries quality, well better quality, acceptable are of of acceptable
selected and very many are well quality, some acceptable quality, not
substantial. selected and are well selected quality, limited well selected,
substantial. and substantial. selection and and very
substantial. minimal
substance.
4. Presentation Creative, neat and Creative, neat and Creative, neat Minimal No creativity,
of Entries has a very strong has strong and an average creativity, neat in disarray, no
impact/appeal impact/appeal impact/appeal with minimal impact/appeal
impact/appeal.
5. Promptness Submitted ahead Submitted on Submitted 10 Submitted from Submitted 31
in the of schedule schedule days after 11-30 days after or more days
submission schedule. schedule after schedule
Total Score:

Rated by:

Designation:

Legend:
1 – Needs Improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

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