FS 2

FIELD STUDY 2:
Learning Episode 1: The Teacher We Remember

ANALYZE
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and
the TEDx videos that you viewed, what competences does a great teacher
have?
2. Are these competencies limited only to professional competencies?
3. For a teacher to be great, is it enough to have the professional competencies

to plan a lesson, execute a lesson plan, manage a class, assess learning,
compute and report grades? Explain your answe
4. For a teacher to be great, which is more important-personal qualities or

professional competencies?
5. Who are the teachers that we remember most?
REFLECT
1. Which personal traits do I possess? Not possess? Where do I need
improvement in?
2. Which professional competencies am I strongly capable of demonstrating?
3. In which competencies do I need to develop more?
FIELD STUDY 2:
FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

1
Learning Episode 2: Embedding Action Research for Reflective Teaching
Making a List of Completed Action Research Titles by Teachers in the Field
List of Completed Action Research Author/ Authors
Titles
1. A tool or a hindrance to
learners Academic
Performance in English
2. Student’s Perception About
online and Modular Modalities
A Case Study
3. Level of Readiness of Grade 7
students on Online Distance
Learning modality: Basis for
Action Planning
4. Lesson on the Go: (LOG IN) A
MELC Based Electronic
supplementary Learning in
earth and Life Science for
Senior Highschool Students in
New Normal
5. Teacher cognition on Second
Language (L2) Writing -
Instructional for Senator
Highschool: Situating the
realities of the New Normal
NOTICE
Based on your activity on making a List of Completed Action Research Titles,

let’s find out what you have noticed by answering the following questions.
Questions My Answer
What have you notices about the action Identified problem to be solved in title
research titles? Do the action research no.
(AR) titles imply problems to solved?
Yes __/__ Identified problem to be solved in title
No___ no..
Identified problem to be solved in title

no

no.

2
no. 5
What interpretation about action

research can you make out of your
answer in Question No. 1?
Write the title and your interpretation of

the study from the title.
What do you think did the author/s do

with the identified problem as presented
in their titles?
ANALYZE
Let us continue to examine and analyze what you have noticed and interested in the
previous activity.
Key questions My answer
Choose from the options given. You
may check more than one answer.
Choices:
1.From what source do you think did the ___Copied from research books.
authors identify the problems of their ✔ From daily observation of their
action research? teaching practice
✔ From difficulties they observed of
their learners.
✔From their own personal experiences.
___From the told experiences of their
co-teachers.
Choices:
2. What do you think is the teacher’s ✔ To find solution to the problematic
intention in conducting the action situation
research? ___ To comply with the requirement of
the principal
✔ To improve teaching practice
✔ To try something if it works.
___ To prove oneself as better than the
others
Choices:
3. What benefit do you get as a student ✔ Prepare me for my future job
in as FS 2 in understanding and doing ___ Get good grades in the course
action research
✔ Learn and practice being an action
researcher

3
✔ Improve my teaching experience
✔ Exposure to the realities in the
teaching profession
___ Become a better teacher every day.
4.In what ways, can you assist your ✔ By co-researching with my mentor
mentor in his/her Action Research ✔ By assisting in the design of the
Activity? intervention
✔ By assisting in the implementation of
the AR
___ By just watching what is being done
REFLECT
Based on the readings you made and the previous activities that you have done.
1. What significant ideas or concepts have you learned about action research?
2. Have you realized that there is a need to be an action researcher as a future

teacher? Yes ✔ No _____. If yes, complete the sentence below.
WRITE ACTION RESEARCH PROMPTS
OBSERVE
From what teaching principles of

theories can this problem be anchored?
Write an example of a problematic

situation that you have observed and
noticed.
REFLECT
What have I realized? What do I hope

to achieve?

4

PLAN
What strategies, activities, and

innovations can I employ to improve the
situation or solve the problem?
ACT
If I conduct or implement my plan, what

can be its title?
WORK ON MY ARTIFACTS
Your Artifact will be an abstract of a Completed action research.

5
FIELD STUDY 2:
Learning Episode 3: Understanding AR Concepts, Processes and Models
What concepts have been emphasized in the task and info graphics? Give at least
four.
1. Recognize the definition of AR and the application in the field of education.
2. Recognize the features of an Action Research
3. Learn about the various models and how to conduct a AR.
4. Recognize the process of AR.
Since the 3 models are all for action research, what are the common elements of the
three.
ANALYZE
Choose the AR sample Abstract that you submitted in Episode 2
Analyze the components vis-à-vis only one model out of the 3 presented.
If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the

6
components.
Title and Author of the Action Research: Student’s Perception About online and
Modular Modalities A Case Study by Liane D. Castillo
Key Components Entry from your Sample AR
OBSERVE The Problem
REFLECT Reflection:
.
PLAN
ACT Implementation:
What have you understood about the concept of Action Research and how will these
be utilized in your practice?
REFLECT
1. As a future teacher, is conducting an Action Research worth doing? Why?
2. How can AR be useful for every classroom teacher?
OBSERVE
Remembering my classroom
observations in FS1, I noticed that there
are many questions that I raised in my
mind. These include:
REFLECT
Thinking deeply about those problems,

perhaps something must have been
done to solve the problem or answer
the questions, like:

7
PLAN
Now, that I am in FS 2, I plan to make a

plan for my solution to problem (choose
from a,b,c) because
ACT
My action will come later, given enough time in FS 2 or during my Teaching

Internship
CHECK FOR MASTERY
Direction: Check from the choices, what answers respond to the question correctly
and put an X if otherwise.
1. Action research requires a teacher to be:
✔ observant of what is happening in the classroom

✔ asking oneself of how to improve teaching
✔ following the daily routine all the time
✔ _finding ways on how children should learn be how children should learn better
___blaming learners for their inability to learn.
2. There are many ways of doing action on research which follow a cyclical process.
The process include:
✔ Observe, Reflect, Plan, Act

___Observe, Plan, Act, Reflect
___Reflect, Act, Plan, Observe
___Plan, Observe, Act, Reflect
___Modify, Observe, Plan, Reflect

8
3. As an action researcher, I will be developing my skill as skill as a person who is
______Systematic
✔ Reflective
______Rigorous
✔ Futuristic
______Situational
4.On which of the of the following would you choose to conduct an Action Research.
______ Changes in the classroom practices. Why?
______ Effects of curriculum restructuring. Why?
______ Understanding of self as a teacher.
✔ Teaching a new process to the students.
5. Which of the of the following relates closely to what action research is

✔ Used to address practical problems in the practical problems in the classroom
_______Refers only to everyday life of the learner a life of the learners
_______Allows teachers to study their own classroom
✔ Brings theories and practices together
Your artifact will be a full-blown completed Action Research

9
FIELD STUDY 2:
Learning Episode 4: Matching Problematic Learning Situation with Probable
Action
PARTICIPATE AND ASSIST

What five problems have you identified from the words that you have encircled?
Make a statement. Write in the space below;
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION

How can you assist your mentor, after knowing that the learners have difficulty
in Comprehension
Make a Choice for your ACTION.

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
The Problem is The Action is:

10
Video Link:
C. Make a learning task to develop comprehension.
NOTICE
What have you noticed of the problem identified above? Can there be more than
one solution to the problem? Explain
ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might be to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has
forty learners in her class. One half of them cannot classify animals into vertebrates
and invertebrates. She has been repeating the same science lesson for two weeks,
yet no progress was observed. This situation has been bothering Miss Fely.
Can you identify, Miss Fely’s problem?

 Can you find a solution to solve her problem? Give your two suggestions your
two suggestions.
 What solution can solve Miss Fely’s problem?
 How? Improve strategies in teaching and apply different teaching styles in
her class.
 Are they matched with the problem?

11
Scenario B.
Sir Ryan teaches in a disadvantages urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who
stand only as parents. They are deprived of the necessary food, clothing and
shelter.
Can you identify the most probable teaching learning problems in the class of Sir
Ryan?
Can you propose a solution to solve one of the problems that you have identified?
REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better
teacher?
Explain:

Using any one example of problems in this activity, answer the AR prompts that
answer the AR prompts that
OBSERVE .
What problematic situation prevails in
the classroom?
REFLECT
What changes do you want to achieve?
PLAN

12
What strategies will you use to improve
the situation?
ACT
What would be the title of your Action
Research should you conduct the
study?
Add: solutions/ actions:

13
FIELD STUDY 2
Learning episode 5: Preparing the Learning Environment: An Overview

1.Bulletin Board Display-I will advise my cooperating teacher to be use Padlet,
Canva, and Scratch to be creative with bulletin boards as well as pictures, and texts
related to the topic to stimulate the students' interest and brighten their minds
1. Small Group Discussion-
2. Checking class attendance in a virtual classroom ( i.e Google meet or zoom)
NOTICE
Learning Environment 1
 What have you noticed of the display in the class bulletin board? What
message or theme does it covey?
 What makes it attractive to the learners?
 Does it help in the learning process? How?
Learning Environment 2
 If the teacher is using a distance delivery of learning through the modules,
where is most likely the learning space of the students? 
 Can you describe?
 How can you as a teacher help to make such environment conducive for
learning?
ANALYZE

14
The examples above, describe two contrasting situations. The first shows that the
learners are in the same room or space while in the second, the learners maybe in
different learning spaces like homes, study hubs or in extreme cases parks or under
the trees.
As a teacher, in which of the two situations would you prefer to manage for
learning? Choose between Learning Environment 1 or Learning Environment
2
Explain your choice: Why?
REFLECT
Based on my noticing and analysis, I realized that
OBSERVE
REFLECT
PLAN

15
FIELD STUDY 2
Learning Episode 6: Enhancing a Face- to- Face Learning Environment
Given the concepts and the info graphic, can you participate and assist in a face-to-
face learning environment?
NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems
that everything is familiar. However, as teaching-learning theories evolve over time
there are changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
ANALYZE
 What do you think brought the changes in the face-to-face learning environment
now?
 From the changes that you identified, choose one that you can do. How will you
do it?

16
REFLECT
 Do you think making the learning environment conducive for a face-to-face
classroom will enable the learners to achieve better learning outcomes? _Yes_
Explain your answer.

OBSERVE
 What common problem have I noticed in the face-to-face learning environment?
The overcrowding of the students in the classroom.
 Can I translate this problem into a question?

What can we do to help students deal with such a situation?
REFLECT
 How would I solve the problem?
 Will it improve my teaching? _Yes_ How?
PLAN
 What will I do to solve the problem? Describe briefly how you will do it.
PORTFOLIO ENTRY

17
The face-to-face learning environment
Describe the physical environment
Describe the psychological environment
Describe the social environment
FIELD STUDY 2
Learning Episode 7: Making On-line or Virtual Learning Environment Safe
and Conducive

18
NOTICE
Unlike the traditional face-to-face classroom, online or virtual environment is a bit
difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary
and not in the physical sense. It has no corners or walls and it can be set up with the
support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual

class?
How did the students show their activate participation in the lesson?
ANALYZE
Which of the following is/are your analysis/analyses of on-line learning environment?

Check one or more.
____ It was difficult to observe physical behavior of the students

____ It takes time for students to learn how to use the platform
____ Students who are alone in their home space find difficulty to make responses.
____ Internet connectivity is a great factor to support a conductive environment.
REFLECT
As a future I feel that the on-line learning environment can be safe if
I think that teaching in a virtual learning environment is
OBSERVE:
Identify the problems brought about by the on-line learning environment.

19
REFLECT:
How would you solve this problem?
PLAN:
What initial plan do you intend to do to solve the problem?
Make a list of 10 websites where you can source references and instructional
materials for this episode. Place the list in the matrix like the one below. Share this
with your mentor.
LIST OF WEBSITES and the TITLES of the CONTENTS

Name of Website Topics/ Title of Content or Instructional
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.

20
10.
FIELD STUDY 2
Learning Episode 8: Establishing My Own Classroom Routines and
Procedures in a Face-to-Face / Remote Learning
Participate and Assist

To ensure that I can carry out/ perform my task efficiently and effectively in
participating and assisting my cooperating teacher in establishing routines and
procedures, in the classroom or in remote learning, I must be guided by the following
by the following questions:

21
1. How will I gain student attention in the classroom/ remote learning?
2. What are the routines and procedures that I need to establish before, during and
after my classes whether on a face to face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and others in
the classroom/ remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom / remote learning?
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/ online classes?
7. What rules must be set for students who finish task early/ and for those cannot
complete work on time?
8. What procedures must be observed for tardiness/ early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in
the classroom/ remote learning?
10. What procedures must be employed in movements into and out of the
classroom/ remote
learning?
Having these guide questions in mind, consult your Resource Teacher on the
possible assistance or participation that you can do to help her/ him in doing the
classroom routines. Complete the matrix for the routines that you can employ before,
during and after classes in the classroom/ remote learning to ensure order and
discipline in your classes. List down the problems which you have encountered while
implementing these routines.
NOTICE
After doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
1. How did you feel after employing your classroom routines and establishing
your procedures in the classroom/ remote learning?
2. How did your students respond to your classroom routines and
procedures?

22
3. What was the feedback of your Resource Teacher on your classroom
routines and procedures?
4. Was there a change in the classroom environment/ teaching-learning

process after you have implemented your classroom routines and
procedures?
ANALYZE
1. What factors/conditions prompted you to establish those classroom
routines and procedures?
2. Was there a marked improvement in classroom management after

employing your classroom routines?
3. Did the teaching learning process improve? Justify your answer.
REFLECT
What insights have you gained while doing thus learning episode?
Write Action Research Prompts

Observe
The problems/ challenges I encountered in establishing my classroom
routines
Reflect

23
I hope to achieve to address those problems and challenges by
To further enrich my knowledge on establishing classroom routines and

procedures whether in the classroom or in remote learning, these are some of
the online resources which will help me in these activities. (Includes books,
websites, YouTube videos and the like and share these to your peers)
FIELD STUDY 2
Learning Episode 9: Creating my Classroom/ Remote Learning Management
Plan
Participant and Assist
After realizing the different elements and steps of a classroom/remote
management plan,
you are now ready to make your own plan which you can implement in your
classroom/remote learning. You may request a copy of the Classroom/Remote
Learning Management Plan of your Resource Teacher or you may surf the internet
for more samples/ exemplars to guide you in creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders
in
writing your plan.
 State your plan positively.
 Use simple specific terms.

24
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan
Philosophical Statement
Classroom Rules and Procedures
Teacher-Student Relationships
Schedules and Time frames
Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
After reading and reviewing the classroom/remote learning management plan from
different
source and create your own plan, answer the following questions.
1. What salient components have you noted?
2. Why is there a need to utilize the information to create your Classroom

management
plan?
3. What were the significant things that you noticed when you were implementing
your
plan?

25
4. Were there items in your classroom /remote learning management plan which
were not tailored to the needs of your students? How will you improve on these?
ANALYZE
1. What elements in your classroom/remote learning management plan were mostly
followed complied with?
2. What elements in your plan were the most difficult to implement why?
The element in your plan that was the most difficult to accomplish was "Be on time,"
because some students have to work and their homes have a lot of household
chores, so they are frequently late to class.
REFLECT
What were your realizations after creating and implementing your classroom /remote
learning management plan?

26
Write Your Research Prompt
OBSERVE
1. The problems/ challenges I encountered in writing my classroom Management
Plan
REFLECT
2.
PLAN
3.
ACT
4.

27
FIELD STUDY 2
Learning Episode 10: Writing my Learning/ Lesson Plan
With all these information in mind, you are all set in writing your lesson plan.
Based on the instructions given by your Cooperating Teacher, prepare your lesson
plan (s) based on the learning competencies of the lesson. Consider the age
appropriateness and level of communication of your students.
Request lesson plan exemplars / lesson plan templates from your Resource
Teacher, If not available, you can make use of the basic components of a lesson
plan.
Lesson Plan in Araling Panlipunan
Grade Level 7
Learning Outcomes
Learning Content
Learning Resources
Learning Procedure

28
NOTICE
2. What difficulties did you meet in writing your lesson/ learning plans?
3. What feedback was/were given by your Resource Teacher in your first draft /
succeeding
lesson/ learning plans?
3. What were the best features /areas for improvement of your/lesson learning
plans?
ANALYZE
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do this lesson on a face-to-face, modular
or through online
Question Answer
1. How did you arouse students'
interest? What motivational techniques
did you indicate in your plan?
2. How did you respond to the diverse

types of earners?
2.I gender, needs, strengths, interests
and
experiences
2.2 linguistic, cultural, socio-economic

29
and
religious backgrounds
2.3 with disabilities, giftedness and
talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will you .

employ in face-to-face or in a remote
learning delivery for this lesson?
Explain.
4. Was the language used appropriate

to the
level of the students? Explain your
answer
briefly.
5. What types and levels of questions

did you
formulate? Are they of the higher order
thinking skills (HOTS)? Write two (2)
examples.
6. What instructional resources will you

use?
Why? Cite the possible online resources
that
you can utilize whether done in the
classroom
or in remote learning?
7.Are your modes of assessment

aligned with

30
your learning outcomes and activities?
Cite a
specific example.
8. Will your performance tasks ensure

the
mastery of the learning competencies?
Explain
briefly
OBSERVE  Lack of knowledge about the topic

1. The problems/ challenges I
encountered in writing my learning/
lesson plans
REFLECT
PLAN:
Some strategies/solutions/means that I
can employ to improve these situations
problems
ACT
4. Based on my answers in nos. 1-3, the
possible title of my action research on
this episode is

31
To further enrich my knowledge in writing my learning / lesson plans whether in the
classroom or in remote learning, these are some of the online resources which will
help me in
these activities. (include books, websites, you tube videos and the like and share
these to your
peers.)
Realizing the various skills that you need to master in preparing the learning/lesson
plans,
which are the most difficult? The easiest to write? Conduct a simple survey from
among your
peers by requesting them to answer this simple questionnaire.
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the
level of
difficulty of doing the following based on your experience.
4-very difficult
3-difficult
2-moderate in difficulty
1-not difficult
4 3 2 1
very difficult moderate not
difficult in difficult
difficulty
1. Stating learning outcomes

32
2. Identifying learning resources to be
used ✔
3. Sequencing the lesson in an engaging

and meaningful manner ✔
4. Planning specific learning activities
5. Identifying strategies to be used
6. Formulating higher order thinking

questions (HOTS) ✔
7. Integrating lesson concepts to real life

situations ✔
8. Integrating values in the lessons
9. Formulating assessment tools
10. Identifying performance tasks

33
11. Giving assignments
✔
12. Planning for lesson closure synthesis
Paste one (1) lesson plan and write your simple reflection

34
FIELD STUDY 2
Learning Episode 11: Delivering My Lessons
Complete the given matrix by using Gagne’s Nine Events or Instruction, once a
lesson is assigned to you. Consult your Resource Teacher if your plans are ready for
implementation or your assistance is needed in any part of the lesson.
Segment of Strategies used Learning

Learning and Resources/
Events of
Instruction Activities Used Materials
Gaining Attention
Preparation
Inform Learning
Objectives
Stimulate Recall of
prior learning
Instruction and Present the
Practice content
Provide the
Learning Guide
Elicit Performance
Provide Feedback
Assessment and Assess
Transfer Performance
Enhance Retention

35
Using Robert Gagne's Nine Events of Instruction, what did you notice in the following
segments of learning.
 How did the students react to the activities/ various elements to arouse their
interest?
 Were the students focused when you were stating the learning objectives at
the beginning of the lesson?
 How did the new learning's relate with what they really know?
 Did you notice some students who needed assistance? What did you do?
 Did the students find difficulty in applying the theories/ concepts learned to
real life?
 How did your students react to your feedback?
 What pieces of evidence can prove that the students had retention of
learning?
ANALYZE
After planning your lesson(s) you may be requested by your Resource 1eacher to
deliver the lesson(s). Your Resource Teacher will use a classroom observation sheet
to evaluate the
delivery of your lesson (s) Schools use different tools in rating classroom/ online
observations.
Below is an example of a classroom observation form/sheet.

36
Areas of Strengths Areas of Improvement
Subject Matter Content
Demonstrates depth and
breadth of the subject
matter
Shows mastery of the

subject
matter
2. Organization of the
lesson
Presents subject matter
sequentially and logically
States clear learning

outcomes
Synthesizes main points
Meets class at scheduled

time
Regularly monitors
classroom
on-line course
3. Rapport Interaction
with
the Students
The teacher made this
Holds interest of students
Is respectful, fair and
impartial

37
Provides immediate
feedback
Encourages active
participation
Interacts with students
Shows enthusiasm
4. Teaching Methods
and
Strategies
Utilizes relevant teaching
methods/' strategies
Uses learning aids,

materials,
and technology
Employs cooperative
/group
involvement in the
classroom
and remote learning
Uses examples that are

simple, clear, precise, and
appropriate
Stays focused on and

meets
stated learning outcomes

38
5. Presentation of the
lesson
Establishes online course
or
classroom environment
conducive to learning
Maintains eye contact
Uses a clear voice, strong

projection, proper
enunciation
Has a good command of

the
language
Uses language within the

level of students
6. Classroom
Management
Begins and end classes
on
time
Uses time wisely
Attends to course
interaction
Demonstrates leadership
ability maintains discipline
and control
Maintains effective

39
classroom
and e-platform
management)
7. Sensitivity to
Students'
Needs
Exhibits sensitivity to
students personal culture,
gender differences and
disabilities
Responds appropriately in
a
non-threatening. pro-
active
learning environment
8. Support /Assistance
to
Students
Assists students with
academic problems
Clarifies points in the

lessons
which are not clear to the
students
Allots time for questions /

comments
9. Personal
Competencies

40
Shows self-confidence
Maintains professional
distance and professional
appearance
10. Physical Aspects of

the
Classroom
Oversees the physical
attributes of classroom
(light,
ventilation, acoustics)
Checks number of
students in
attendance
Checks layout of room,

distractions, if any
Lists any observations on

how the physical aspects
of the classroom affected
content
Delivery
Overall impression of teaching effectiveness:

41
Work on my Artifacts
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots
and the like)
FIELD STUDY 2
Learning Episode 12: Selecting Non-digital or Conventional Resources and
Instructional Marerials

42
Fill out the table
Subject:
Topic: Grade Level:
Learning Objectives/ Outcomes:
Resources/ What is the use or Explain why you

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

objectives/outcomes
Notice
After you participated or assisted in using resources/instructional materials in
teaching. Learning, described what you observed and experienced by
answering the items below.
1. How did you prepare for this activity?
2. Describe how you or the teacher utilized the resources/instructional

materials. Narrate your experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use
of the resources/materials?
4. Describe how the students responded and participated.

43
Analyze
1. What worked well during the activity using the resources/materials?
2. What part can be improved?
3.What would you have done differently? What would I change? What will
make it better next time?
4. How does this connect with what you know about selecting and using
instructional materials?
\

This part allows you to synthesize or put together what you noticed, analyzed,
and reflected on to come up with a possible topic to explore for an action
research.
OBSERVE
1. Doing this episode on selecting Employing appropriate instructional
and using resources/instructional materials for delivering lesson
materials, what problematic
situation / challenges/area of
improvement did I find?
REFLECT:
List at least three sources that you
have read about this
problem/challenge/area of
improvement
On what theories/principles can this
problem be anchored?

44
PLAN
4. What strategies/solutions/means .
can I employ to improve the
situation/solve the problem?
ACT
5. If you will conduct action research,
what will be the title (Base this on
your answers in nos. 1- 3):
Attach pieces of evidence what you accomplished in this episode
FIELD STUDY 2
Learning Episode 13: (Utilizing Application (Apps) For Teaching and Learning)

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

45
Apps That I already know/have recently How can I utilize this in teaching
explored learning?
.
Your guide to participate and assist:
1. Interview your FS resource teacher on her experience in using the apps for
teaching
and learning.
2. Ask the teacher how you can participate or assist in work involving the use of
applications in one or more of these tasks:
- Preparing materials,
- Doing a motivational activity,
- Delivering a lesson,
- Engaging the learners to respond.
- Giving an assignment,
- Making learners practice a skill,
- Making the learners collaborate and
- Managing the class-checking of attendance.

46
The more opportunities to observe participate and assist the better
Level/Grade of the Class: ___Grade 7___

Lesson/Topic:
Explain why you selected

Apps you plan to utilize What is the use or the app, based on the five
in the lesson purpose of using the app? criteria of developmental,
Describe how you or the appropriateness,
motivation, instructional
teacher will use each.
design, engagement and
Accessibility
How does this connect with what you know about selecting and using the apps?
NOTICE
After you participated or assisted in the use of apps in teaching-learning, describe
what you observed and experience by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
ANALYZE

47
What worked well during the activity using the apps?
What part can be improved?
What would you have done differently? What would I change? What will make it
better next time?
How does this connect with what you know about selecting and using the apps?
REFLECT
How ready am I in organizing and using apps in the teaching-learning process?
2. What do I still need to learn in order to use apps in teaching effectively?
Attach pieces of evidence of what you accomplished in this episode.

48
FIELD STUDY 2
Learning Episode 14: Utilizing Learning Management

1. Request your FS resource teacher or another teacher who uses an LMS for
his/her class to give you access and allow you to, "observe his/her virtual classroom
through the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is
organizing or preparing in the LMS.
4 Be guided by the TPACK infographic in this episode. The questions found there
will help you notice, analyze and reflect very well.
Level/Grade of the
Subject:

49
Lesson or Topic:\
Lesson objectives/learning outcomes:
Which LMS did the teacher use: Check one or more that were used.
_____Moodle
_____Schoology
__ _Google Classroom
___ Edmodo
_____ Genyo
_____See saw
What tasks did you participate or assist in? Fill out the table below
What components or parts were present Under these LMS components or parts,
in the LMS used by the teacher? what tasks did you participate/assist in?

This part allows you to synthesize or put together what you noticed, analyzed and
reflected on to come up with a possible topic for an action research.
List at least three resources that you have read about this problem/ challenge
OBSERVE
What problematic situation/
challenges /area of improvement did you
see while you participated and assisted
using an LMS?

50
On what theory/principles can this
problem be anchored?
REFLECT
What does l hope to address the
problem/challenge/area of improvement
in LMS use? What change do you want
to achieve?
PLAN
2. What strategies/solution/means can

you employ to improve the
situation/solve the problem?

51
ACT
3. If you will conduct an action research,
what will be the title (Base this on your
answers in nos. 1-3):
Attach pieces of evidence of what you accomplished in this episode.

52
FIELD STUDY 2
Learning Episode 15: Utilizing Web Conferencing Apps for Synchronous E-
learning

1. Request your FS resource teacher to allow you to join his/her synchronous
classes.
Have at least two to three times to observe the classes, and at least two or more
times to
participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource
teacher is
utilizing. It can be part of a learning management system or a separate one, like
Zoom,
Skype, etc. if possible, request the teacher to demonstrate the features of the web
conferencing app.
3. As the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to real all the questions in this episode before you start your observation
and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under
teaching presence, social presence, and cognitive presence found in the infographic
will
help you notice, analyze and reflect very well.

53
Class Grade Level:
Subject: Philosophy No. of hours/minutes:
Name of Resource Teacher:
Dates when you observed: March 10, 2022
Dates when you participated and assisted: March 10, 2022
Notice
After you participated or assisted in synchronous classes using a web-conferencing
app,
described what you observed and experienced by answering the items below.
1. Which web-conferencing app did the teacher use for synchronous classes?
Describe its
features and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it

was utilized in class.
Virtual Background
Microphone icon on/off
Camera icon on/off
Screen share
2. How was the content taught or delivered? How were the learning facilitated? What
strategies did the teacher or you used to keep students engaged? How did the
students respond to the teacher? To the activities?

54
3. What was your experience in participating and assisting in synchronous classes?
What
were your thoughts and feelings while you participated and assisted?
Analyze
1. What do you think are the best features of a web-conferencing app that you or
teacher used? How did these features help these teachers and the students?
.
2. Referring to the Community of Inquiry Infographic, how well did the teacher/you
use the web-conferencing app to establish: (Describe in detail.)
Social Presence?
Cognitive Presence?
3. What problem or challenges did the teacher/you the students encounter during the
synchronous classes? How did it affect the teacher /learners? What part/s of
synchronous classes do you think can still be improved? How can this/these be
improved?
Reflect
1. How ready are you in teaching an online synchronous class?
2. Using a web-conferencing app, how else would you better establish:
Social Presence? Relation of a learning community throughout the environment.

Cognitive Presence?
Applying of knowledge both between subject topics and outside the
meeting.

55
3. What do you still need to learn in order to conduct an online synchronous class
using a
web-conferencing app effectively?
Identifying the goal and letting go of the problem may be gathered or fixed

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges / area of improvement did you see while
you participated and assisted using a web-conferencing app for synchronous
learning?
One issue that has arisen when using the apps is the lagging of the app and its
features caused by a poor internet connection, whether on the teacher's or students'
end.
List at least three sources that you have to read about this problem/challenge.
Troubleshoot Meet network, audio, and

video issues
The Ultimate Guide to Fix OBS Live

Streaming Problems
Lifewire.com
On what theory/principles can this problem be anchored?

56
REFLECT
What do I hope to address the
problem/challenge/area of improvement
in the web-conferencing app use? What
change do you want to achieve? I
PLAN
If you will conduct an action research,
what will be the title (base this on your
answers in
nos. 1-3).
ACT
What strategies/solution/means can you
employ to improve the situation/solve
the
problem?
Attach pieces of evidence of what you accomplished in this

57
FIELD STUDY 2
Learning Episode 16: Assessing FOR, AS and Of Learning
NOTICE
1. Assist your CT in the conduct of formative assessment
2. Offer your assistance to students to engage in self-assessment through your CT.
Notice
1. Take notice of:
• The alignment of the different formative assessment task used with the
learning outcomes.
• The student’s participation, behavioral response, comments in the

formative assessment task.
• How the students assess their own progress?
• Our own feelings and thoughts as you assisted your CT:
- Formulate the formative assessment tasks.
- Administer formative assessment tasks.
ANALYZE
• Did the formative assessment task help students master what they were expected
to learn?
• Was student’s response to formative assessment exercises favorable or

unfavorable? Why?
• Did the conduct of formative assessment and self-assessment affect student’s

attainment of learning outcomes? Why?
• What was the effect of student assessing their own progress on their motivation to
learn?

58
REFLECT
How would attainment of learning outcomes be affected if there were no formative
assessments nor self-assessments?
OBSERVE
REFLECT
ACT
PLAN
Compile activities/techniques in formative assessment and in self-assessment used
by your FS resource teacher in the classes you observed. Include your
annotation/improvements on the assessment tasks.
Not Observed

59
FIELD STUDY 2
Learning Episode 17 (Using Traditional and Authentic Types of Assessment
for Formative and Summative Purposes)
ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?
1. Did teacher make use of both traditional and authentic assessment tasks?
3. Are the traditional and authentic assessment tasks (written tests) formulated on
accordance with principles of test construction?

60
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Yes, I believe that is correct. I feel the formative years are still important for them
since they are still young learners.
5. Where were assessment results students better – in the results of traditional or

authentic assessment?
6. Which assessment activity/activities did the students like more? Like least? Why?
REFLECT
How can I make the assessment process more meaningful to and more acceptable
to students?
OBSERVE
REFLECT
ACT

61
PLAN
Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/improvements on the assessment task
FIELD STUDY 2
Learning Episode 18: Grading and Reporting

(Note to student Teacher: As you participate and assist your FS Resource Teacher
in scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to
asked in the next step of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students' assessment tasks,
grade computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of
students' assessment tasks, grade computation and preparation for reporting in the
Parents-Teachers Conference.
NOTICE

62
1. Take notice of: the individual student's scores in relation to established criterion of
success or cut-off score; parents'/guardians' participation and comments during
Card-Giving
Day/Parents'- Teachers' Conference your own feelings and thoughts as you assisted
your
CT: score tests and compute grades
ANALYZE
1. What are the teaching implications of the students' test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents’/guardians' comments were most common during Card-Giving Day?
REFLECT
What personal message do I get from these students' scores, grades and
parents'/guardians' PTC attendance and comments?

One good thing that I observe in
scoring / grading / Parents-Teachers
OBSERVE
Conference was
2. One thing that did not go very well in

scoring / grading / Parents-Teachers
REFLECT
Conference was.

63
To ensure that the scoring, grading and
the conduct of PTC serve their purpose,
ACT
i.e. to
To help improve scoring, grading

practices and the conduct of PTC, I
PLAN
would like to conduct an action
research on,
Compile samples of scoring and grade computation that you did. The tests and
products / portfolios that you score and Students' Report Card must belong to the
same students to see development. Include snapshots of PTCs and list of
parents'/guardians' comments during PTC and how these comments were
addressed.

64

FS 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS 2

Uploaded by

Copyright:

Available Formats

FIELD STUDY 2:

Learning Episode 1: The Teacher We Remember

2. Are these competencies limited only to professional competencies?

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

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

5. Who are the teachers that we remember most?

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

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

Based on your activity on making a List of Completed Action Research Titles,

Identified problem to be solved in title

Identified problem to be solved in title

Identified problem to be solved in title

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

What interpretation about action

Write the title and your interpretation of

What do you think did the author/s do

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

2. Have you realized that there is a need to be an action researcher as a future

WRITE ACTION RESEARCH PROMPTS

From what teaching principles of

Write an example of a problematic

What have I realized? What do I hope

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

What strategies, activities, and

If I conduct or implement my plan, what

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

1. As a future teacher, is conducting an Action Research worth doing? Why?

2. How can AR be useful for every classroom teacher?

WRITE ACTION RESEARCH PROMPTS

Thinking deeply about those problems,

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

Now, that I am in FS 2, I plan to make a

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

CHECK FOR MASTERY

1. Action research requires a teacher to be:

✔ observant of what is happening in the classroom

✔ Observe, Reflect, Plan, Act

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

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

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

PARTICIPATE AND ASSIST

Suppose, the problem you have spotted is: COMPREHENSION

Make a Choice for your ACTION.

The Problem is The Action is:

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

C. Make a learning task to develop comprehension.

Can you identify, Miss Fely’s problem?

 Are they matched with the problem?

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

WRITE ACTION RESEARCH PROMPTS

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

PARTICIPATE AND ASSIST

2. Checking class attendance in a virtual classroom ( i.e Google meet or zoom)

 Can you describe?

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

WRITE ACTION RESEARCH PROMPTS

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

Classroom Environment Before Classroom Environment Now

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP

WRITE ACTION RESEARCH PROMPTS

 Can I translate this problem into a question?

FIELD STUDY 2 PARTICIPATION AND TEACHING ASSISSTANTSHIP