Fs - 2 - A (1) Final Na Tooo!

ORIENTATION NOTES for Field Study 2
What are the Field Study for?
Field Study 2
Where the future teacher assists and participates in guided actual teaching-learning
process. The conduct of action research begins in this course and concludes during
teaching internship.
As a Field Study student

What am I expected to learn
and develop?
Intended learning outcomes

- Refer to what you can do,
accomplish, achieve or become
as a result of a learning
experience
LEARNING OUTCOME
- Is the heart of
Outcome-Based
education or OBE
- The activities you and
your teachers will work
on how you will be
assessed
Field Study 2 Participation and Teaching Assistantship
FIELD STUDY 2
THE TEACHER WE REMEMBER
FS 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Cite the personal qualities of an effective teacher
State the professional competencies expected of a teacher
CLARIFY YOUR TASK

Before you embark on your one-semester journey in Observation and Teaching
Teaching Assistantship, it may be good to be reminded of the personal and professional qualities
which we, teachers, ought to possess. Striving to be the best teacher, the teacher who will leave an
imprint of himself/herself on his/her students, is a never-ending journey. The journey began three
years ago when you started discussing who the professional teacher is in your course on The
Teaching Profession, etc. The journey gets more focused and challenging now as you observe and
assist your Field Study Resource Teacher. Don't you worry! You have been prepared for this for
three years and you will end up stronger, happier and wiser!
Let's buckle down for work!

You will review the qualities of g0od teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers
Competency Framework and the Code of Ethics for Professional Teachers.
You will view on youtube 2 TEDx talks on "What makes a good teacher great" and The
Power of a Teacher".

REVISIT THE INFOGRAPHIC/S
Fiel
d
Stud
y2
Part
icip
atio
n
and
Tea
chin
g
Assi
CAREER STAGES OF TEACHERS
stan
(Source: DepEd order no. 42, s.2017) tshi
p
Career Stage 4 Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They
are recognized as leaders in education, contributors to the profession, and initiators of
4
collaborations and partnerships. They create a lifelong impact in the lives of colleagues,
students, and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the Philippines
Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They
manifest an in -depth and sophisticated understanding of the teaching and learning process.
3
They have high education-focused situation cognition, are more adept in problem-solving and
optimize opportunities gained from experience career stage teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their earning and practice.
They continually seek development their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students .
Career Stage 2: Proficient Teacher

Teachers are professionally independent the application of skills vital to the teaching and
learning process. They provide focused teaching programs that meet curriculum and
2
assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
Practitioners who continually consolidate the knowledge, skills, and
Practices of Career Stage 1 Teacher
Career Stage 1: Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching profession. They
have a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy. They possess the requisite knowledge, skills, and values that support
the teaching and learning process. They manage learning programs and have strategies that
promote learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.
1
A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains
for each career stage is given in DO 42, S. 2017 NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to act and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below.
State
herself/himself
community
as a person
higher
business authorities
Professional
Teacher
parents profession
school officilas
learner and other
personel

Deepen and
Practice Master my
broaden my Understand
human Teaching
knowledge on education
goodness in Practice
what I teach trends,
my life and in
policies and
my work
curricula
Keep my self
know and
updated on
Know my self become a understand
local, national
and others
better teacher what I teach and global
Everyday developments
Joyful
Learner
engage the help my Know my

Encourage
respect and
Community student learn student
diversity
Use the most

Involve the
effective
community to
Partner with Assess and teaching and
help my
parents and give feedback learning
student learn
Caregivers on how my
strategy
student learn
You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

makes a good teacher great? Azul Terronez TEDxSantoDomingo and the Power of a Teacher,
Adam Saenz. TEDxYale - youtube www.youtube.com>watch
Who is the great teacher?
A great teacher
A great teacher
loves to teach understands that
and loves to students have a life
outside school
Learn
A great teacher
thinks like an A great teacher
adult but act as sings
a kid
A great teacher
A great teacher
listen to
is chill
students
A great teacher
notices
students
struggle
PARTICIPATE AND ASSIST
(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
her daily task, please take note of what you are expected to give more attention to as asked
in the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/her daily task. Take the
initiative to offer your assistance. Don't wait for your Resource Teacher to ask for it.
NOTICE
Take note of the following:
your Resource Teacher comments, facial expressions, gestures and
actions in class
students comments, facial expressions, gestures and behavior in
class how your Resource Teacher relates to yo
the classroom proceedings
the classroom atmosphere- relaxed or threatening?
ANALYZE
1. Are these competencies limited only to professional competencies?
 No, it's not just restricted to professional competence since a teacher who is passionate,
committed, and fully engaged in their work is still capable of demonstrating such abilities
even if they do not yet hold a teaching license.
2. For a teacher to be great, is it enough to possess the professional competencies to

plan a lesson, execute a lesson plan, manage a class, assess learning, compute
and report grades? Explain your answer.
 Yes, it is sufficient since, in the first place, these competencies are listed as the required
professional competences for teachers to demonstrate that they have the capacity to carry
out the aforementioned competencies.

3. For a teacher to be great, which is more important personal qualities or professional
competencies?
 For a teacher to be great, I believe it is more crucial for them to have both personal and
professional competence. This is because teachers need to have both personal qualities like
good or excellent behavior as well as professional competencies like effective
communication and understanding skills.
4. Who are the teachers that we remember most?

 The teachers we remember, in my opinion, are those who had a significant influence on us
personally, who motivated us to become who we are today and who we aspire to be in the
future, who can relate to us, and who will do everything in their power to help us realize our
aspirations.
REFLECT
Which personal traits do I possess'? Not possess? Where do I need improvement in?
 The personal traits that I possess are kind, friendly, approachable, understanding and honest
while the traits that I do not possess is lock of patience and being impolite so therefore I have
to improve myself in terms of time management and long patience.
Which professional competencies am I strongly capable of demonstrating?
 Knowing and understanding what I have to teach is one of the professional qualities I can
prove. Because I am still learning and am still working on comprehending, I should have a
deeper comprehension of the material I teach.
In which competencies do I need to develop more?
 The skills I believe I need to work on the most are learning how to have more patience and to
improve my English communication skills so I can share with my students. As much as I
want them to one day be better than I am as their teacher, I also believe that my students need
to learn how to communicate in English.
Who are the teachers that we remember most?
 I think the teachers we remember the most are the ones that treat us well. Another thing is the
teacher who has left an imprint on us. Additionally, the teacher who is able to build a good
rapport with us. Moreover, the teacher who took the time to clarify things to us. Last but not
least, the teacher who is committed in teaching and motivating us to study.

OBSE
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WRITE ACTION RESEARCH PROMPTS
RESEA CT
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WORK ON MY ARTIFACTS
Attach your reflection here.
I learned both personal qualities and professional skills. Additionally, I

discovered that employing professional competency in instruction fosters more
supportive environment for students and broadens their knowledge base, giving
them a sense of security in the knowledge they learn from the teacher. Another
thing I discovered is that in order to give your students the proper care for their
problems, you, as a professional teacher, must identify all of their needs. One of
the most crucial components of being a teacher, I also learned that as aspiring
educators, we must put the needs of our students before all else. Additionally, it
demonstrates to me how these two characteristics support your efforts to
accomplish your objectives while also facilitating effective interactions with your
students.
I came to understand that in order to meet the requirements for a great
teacher, you must exhibit a number of competencies. I also understood that having
the two characteristics would benefit me in my future career as a teacher. In
addition, it would be excellent if I possessed these two characteristics because they
would be quite helpful to me given that we will soon be practicing teaching. The
course I'm doing now will help me much in developing these abilities or attributes.
Although I know it won't be simple, I'm willing to put in a lot of effort to develop
these talents through the course I'm presently enrolled in.
Thus, I will make every effort to improve all of the competences since, in my
opinion, each one can be improved upon and because I want to be the greatest at
each one in order to be a better teacher for my students. Now that I'm halfway
through my prospective profession, I also desire to possess these traits. Though
perhaps not at the moment, I intend to possess those traits soon. To cultivate such
qualities, one must just be willing and accepting. I'm prepared to give it a go
despite the possibility of difficulty.

FIELD STUDY 2
EMBEDDING ACTION
FS 2 RESEARCH FOR
REFLECTIVE TEACHING

Be familiar about action research as a reflective teacher
Underscore the importance of doing action research
CLARIFY YOUR TASK
Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students
can do it together.
This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should take interest to know how students learn, wants to make innovations
in the curriculum and desires to improve teaching practice. In order to achieve these, a
teacher has to do action research on the everyday practical problems. These problematic
situations and observed discrepancies emerge between what is intended and what actually
occurs in the classroom

Source: Kate Herbert-Smith IRIS connect
There is a general agreement among action research community that action research
is about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit
of continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain
and conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through
which practitioners like teachers, study their own practice to solve their personal or
professional practical problems. Further on, John Illiot in 1993 clarified that action research is
concerned with everyday practical problems experienced by the teachers, rather than the
theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and
students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known
simply as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their
quality and effectiveness. The processes of observation, reflection and inquiry lead to action
that makes a difference in teaching and learning. It bridges doing (practice) and learning
(study) and reflection (inquiry).

You must have experienced in your past subjects, doing some activities or accomplishing
tasks similar to an action research. These are activities that required you to do Reflection and
Make Action or the other way around. Schon (1987) distinguishes Reflection in Action or
Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the opportunity
for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a List of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the different Completed Action Research Titles
Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to
your mentor as reference.
Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author/Authors
Ex. Differentiated Instruction in Teaching English Mary Joy Olicia

for Grade Four Classes
The Use of Fast Feedback Methods in Karen R. Alcantra and Lydia S. Roleda
Teaching Physics for Grade 7 Students
Lorna V. Waliit
Enhancing the Performance of Grade 8
Students of San Mariano National High
School Through the Use of Arts in Math
(AIM)
Effectiveness of Remedial Reading to Non- Eufemia Abalos tomelden
Readers in the Intermediate Level at San
Mariano National High School
The Reading Difficulties of Grade 7 Student Kamille Kaye Q. Tamor
in San Mariano National High School
School year 2021-2022
Improving Mathematics Perforance Among Pede L. Casing
Grade 11 Students Jigsaw Techniques

NOTICE
Based on your activity on Making List of Completed Action Research Titles, let’s find out what
you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no.
research titles? Do the action research 1 the problem to be solved was not
(AR) titles imply problems to be solved? identified in the title
Yes √ No _
2. Identified problem to be solved in title
no.2 the performance of grade 8 student
If YES, identify the problems from the title you through arts in math (AIM)
have given. Answer in the space provided.
3. Identified problem to be solved in title no.

3 the study seeks to determine the
effectiveness of remedial reading to non-
readers

no.4 Reading difficulties of grade 7
student in San Mariano National High
School

no.5 to improve the performance of
grade 11 mathematics student
2. What interpretation about action Based on the answers, I have written on no.1,
research action researches mostly include the problem to
can you make out of your answer in be solved in the title. It is evident that action
Question No. 1? researcher’s purpose is to solve a specific
problem.
From the title, I think, the study improving

3. Write the Title and your interpretation of mathematics performance among grade 11
the study from the title. students through jigsaw techniques. From the
title, the study seeks to develop and improve a
teaching method or technique to improve the
mathematics performance of the student in
grade 11. The study was conducted because
the researchers wanted to determine the
effectiveness of jigsaw techniques the
performance problems of the student. The
action research involves teachers who are
empowered to be more effective in the field.
4. . What do you think did the author/s do I think the author proceeded solving the
with the identified problem as presented identified problem in the title. The author did
in their titles? readings for literature and relevant studies
regarding the problem. Also, the problem was
studied meticulously. The problem became the
main subject of the study and eventually, was
provided and with solution and
recommendations.

ANALYZE
Action research seems easy and familiar, since teaching seems to be full of problematic Situations
and that the teacher has a responsibility of finding solution for everyday problems in school, hence
teachers should do action research. This is an exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
Key Questions My Answer
Choose from the options given.
You may check more than one answer
1. From what source do you think, did Choices:

the authors identify the problems of Copied from research books
their action research? √ From daily observation of their teaching practice.
√ From difficulties they observed of their learners.
√ From their own personal experience.
From the told experiences of their co-teachers.
2. What do you think is the teacher's Choices

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

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

mentor in his/her Action Research √ By co-researching with my mentor
Activity? √ By assisting in the design of the intervention
√ By assisting in the implementation of the AR
By just watching what is being done

REFLECT
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
 I learned that action research is an important step towards becoming an effective teacher who
cares about his/her own growth and the development of the students as well. Action research
is a vital part in recognizing the holes in the teaching-learning process. Through action
research, we will be able to answer questions and provide solutions to the issues we face in
the field.
2. Have you realized that there is a need to be an action researcher as a

future teacher?
Yes √____ No ________. If yes, complete the sentence below.
 I realized that a teacher needs to vary their teaching methods in order to be effective. I have
to conduct action research. If I am an action researcher, I should be able to anticipate the
difficulties that my students will encounter in the classroom. I must work extra hard to solve
these issues. Through action research I'll be able to find methods that work for and
accommodate each of my students. Being an action researcher involves expanding my
classroom experience and enhancing my students' learning.
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RESEA CT
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H CYCLE
PLAN
OBSERVE
From what teaching principles of theories can this problem be anchored? I have observed
and noticed that Action Research begins with a problem or a problematic situation. Write an
example of a problematic situation that you have observed and noticed.
 The best technique to relate the connection between action research and the teaching
principles or theories where the problem stated in such researchers can be anchored to
problem-solution principle. How to enhance students' learning outcomes in a specific
discipline is one example of a problematic circumstance that I have seen and taken note of.
REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.

Write a probable solution to the problematic situation above
 I came to understand the value of action research for improving teaching and learning in the
classroom. In the near future, I intend to do an action research study. Based from the difficult
situation described above, the likely solution is to suggest an action plan or an intervention to
resolve the problem.
PLAN
What strategies, activities, and innovations can I employ to improve the situation or solve
the problem?
As a future action researcher I can plan for an appropriate intervention like

 I can prepare for an acceptable intervention as a future action researcher by considering
feasible but appropriate tactics that I could use to enhance my teaching abilities.
Implementing numerous student-centered activities would be very beneficial for the growth
of their learning.
ACT
If I conduct or implement my plan, what can be its title?
 If I will implement my doable plan in the future, my title would be “Teaching Students
of Coping up with the New Ways of Learning through Appropriate Strategies in Dealing
Challenges”
Your artifact will be an abstract of a completed action research.
Action Research on Improving Students' Speaking Proficiency in Using Cooperative

Storytelling Strategy
Dhani Ram Sharma
ABSTRACT
Speaking is the first way to interact with others in the social community. Furthermore, the
success in learning a language at first can be seen from the ability of the learner’s speaking.
However, it is very hard for the second language learners to speak the foreign language,
especially English. There are a lot of reasons why they get difficulties in speaking, such as
lack of ideas to tell, lack of vocabularies to express the ideas, lack of the exposure to speak,
and lack of the interesting teaching method or technique that can motivate them to speak.
Thus, this research applied Cooperative Storytelling Strategy to Improve Students' Speaking
proficiency of the students of grade 11in Nepal Rastriya Chandraganga Secondary School,
Gagretal, Surkhet. This research was a collaborative classroom action research whose main
purpose was to know whether or not storytelling strategy could improve the students’ speaking
skill. Meanwhile, the specific purposes consisted of describing: (1) To implement storytelling
strategy in 11th graders students at our School to improve their speaking skill. (2)To enhance
their confidence in speaking skill and create fluency in speaking. The data of this research
were got from the observations done by Story telling contest and Speaking test. The result
showed that there was an improvement on students’ speaking proficiency after the
implementation of storytelling strategy. The speaking test result in cycle two explained that
the students’ speaking aspects got good progress. Storytelling improved their comprehension,
fluency, vocabulary, grammar, and pronunciation. Thus, it can be said that storytelling strategy
could improve students’ speaking skill.
Key words: Storytelling, Speaking Skill, Proficiency, Strategy, and Collaborative

FIELD STUDY 2
UNDERSTANDING AR
FS 2 CONCEPTS, PROCESS
AND MODELS

Use concepts and process of action research
Identify sample models of AR such as of DepEd , 2017;
McNiff and Whitehead 2006, and Nelson, 2014
CLARIFY YOUR TASK
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
practical as it involves making changes to practice.
theoretical as it is informed by theory and can generate new
insights. concerned with change and improvement.
Action research has been embraced in education for its value in transforming school practices by
the practitioners themselves. It is used to address practical problems in the classroom. It is a
process that allows teachers to study their own Classroom and school setting to improve their
effectiveness. Teacher Action Research (TAR) is a method for educational practitioners (teachers,
school leaders) to engage in the assessment and improvement of their own practice. It is a tool to
help classroom teachers consider their teaching methods or to adopt a strategy in order to solve
everyday problem in the school setting.

Here are some questions and answers that you need to know
1. What are the Core Characteristics of AR (Titchen, 2015)?
Systematic - Like any form of research, it follows a system.
Rigorous it has rigor, meaning a strict adherence to the rules of empirical
studies. Reflective - It follows a continuous reflection and action.
Situational it is more specific to the location (school) circumstances (teaching and
learning, etc.).
Participative AR can be participative where teachers and learners are co-
researchers.
Future-oriented - It seeks solution to the current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?

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

Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?)
Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?)
Enhancing new understanding of learners. Example: What happens when
students get demotivated?
Teaching a new process to the students. Example: How can I teach third graders
to do reflection?

MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE identify the problem.

1. Based on observation and noticing, what problematic situations
prevail in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles I leaned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process.)
1 What do I hope to achieve? What do I intend to change for the
better?
2 Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3 What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
Nelson, O 2014 Model
OBSERVE identify The Problem
1. Based on observation and noticing, what problematic situation
prevails in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles leaned before are the problems anchored?
REFLECT 1. What do I hope to achieve? What do I intend to change for the
better?
2. Reflect (Reflection continues all through out the process.)
Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2 How will I gather data or information?
3. What sense or meaning do I get out of the data?

Department of Education (DO 16) 2017 MOdel
Action Research Key Action Research Process
Components
I. CONTEXT AND RATIONALE ldentifying the Problem
1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS What problem/question am I trying to solve?
4. What do I hope to achieve?
III.PROPOSED INNOVATION, Proposed Plan

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

METHODS 1.Who are to participate? (my students, peers, myself)
a. Participants and/ or other 2 What are my sources of information? (participants)
Sources of Data and 3 How shall I gather information?
Information 4.How will I analyze my data/information?
b. Data Gathering Methods
c. Data Analysis Plan.
V. ACTION RESEARCH WORK Action Research Work Plan

PLAN AND TIMELINES 1. What should my work plan contain? (targets, activities,
persons involved, timeline, cost)
2 How long will I conduct my intervention? ( For reliable
results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost if
Externally
funded like DepEd, LGUs NGO or personal)
VIl. PLANS FOR Sharing Results

DISSEMINATION AND 1. How will I share the result of my action research? (Publish,
UTILIZATION Present, Flyers, LAC sessions)
2.Can I collaborate with other teachers to continue or
replicate my study?
VIII.REFERENCES References
1. What reading materials and references are included in my
review of literature?
Both Action Research Processes above are supported by the two AR Models which will
be presented next

ACTION RESEARCH IS A DYNAMIC PROCESS ANCHORED ON REFLECTION ACTION CYCLE

OF OBSERVING REFLECTING, ACTING, EVALUATING AND MODIFYING
Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe>> reflect>> act>>
evaluate>> modify>> move in new direction is known as action-reflection (McNiff &
Whitehead, 2006) In 2011, McNiff defined action research as a form of inquiry that enables
practitioners to investigate and evaluate their work. Before that, Corey in 1953 viewed
action research as a recursive or repeated process, proceeding through spiraling cycle of
planning, actions, reflections and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with
Observe followed by Reflect, Plan and Act which can also go through evaluation and
modification. It also follows a cyclical process.B
Plan Act
The Action
Research
Cycle
Reflect Observe
Source: Nelson, O 2014

You are now ready to participate!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1. Observe
2. Reflect
3. Plan
4. Act
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 and Whitehead, 2007 here are the
components
Title and Author of the Action Research
OBSERVE Entry form your sample AR
REFECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations

If you choose to compare with Model B-Nelson O. 2014, here are the components
Title and Author of the Action Research
THE EFFECT OF INTENSIFIED GRAMMAR REVIEW IN DEVELOPING THE WRITING

SKILLS OF SELECTED LEARNERS IN TANONG INTEGRATED SCHOOL
Rosalie E.Capillo, Neren B. Agocoy, Jackie Lou S. Permito

OBSERVE The Problem
Learners today are becoming reluctant to use the
limited knowledge they have learned in grammar
classes, and it has been observed that junior high
school students from various schools in the
Philippines, particularly Tanong Integrated
School, are finding it difficult to deal with
grammatical rules and their applications.
REFLECT Reflection
Therefore, increasing exposure to the language
and its structure is one way to assist students in
becoming familiar with its fundamentals. To
conclude, increasing grammar review is effective
because the learning outcome is improved after
its application. Based on the data collected, the
process assisted the students in gradually
improving their writing and comprehension
skills, as evidenced by the use of the doze test.
Plan Plan of Action
The participants in the study were randomly
chosen junior high school students from Tanong
Integrated School in Manila City. They acted as
the experimental group for evaluating the
validity of the study. Additionally, researchers
created a grammar-cloze test questionnaire that
includes the fundamental English structure to
reveal the experimental group's learning
capacities. This kind of test is adequate to assess
the specific range of learning and acquisition
made by the sampling based on an interpretation
of the learner's mastery of the structure.
Act Implementation
The teachers initially inform the students of the
purpose of the study. After analyzing the
findings, researchers advise English teachers to
create more materials, such as worksheets for
grammar review, to aid learners in their learning
process. Creating grammar worksheets and other
grammar review materials would also be a good
topic for future research. Similarly, educators
will set aside 5 to 10 minutes of regular English
class to review the basic grammar rules and its
applications.
What have you understood about the concept of action research and how will these
be utilized in your practice?
Action research is based on the idea of inquiry by John Dewey. In addition, action research is
a type of inquiry which is practical as it involves making changes to practice, theoretical as it
is informed by the theory and can generate new insights, and is concerned with change and
improvement. In a similar way, it has been embraced in education for its value in
transforming school practices by the practitioners them.
With all the concepts of action research I've mentioned above, I'll use those in my practice by
taking into account the method I'd prefer to employ when teaching, particularly when
engaging in the assessment and improvement of my own practice. Thus, these will serve as
stools to help me consider my teaching method so that I can adopt a strategy in order to solve
everyday problems in the classroom.
REFLECT
As a future teacher, is conducting an Action Research worth doing? Why?
 Yes, as a future teacher, conducting an action research is worthwhile because we cannot deny
the fact that it is significant for many developments both inside and outside the school as well
as for the teacher themselves. Action researches really assist teachers in diagnosing
educational problems and in improving their teaching techniques. As a result, these give
practitioners new knowledge and understanding about how to improve educational practices
or how to resolve significant issues in the classroom and schools.
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RC
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PLAN
OBSERVE
Remembering my classroom observations in FS 1. I noticed that there are many questions
that I raised in my mind. These include:
a. Why some of the students are not paying attention to their respective teacher?
b. How can we catch the student’s attention effectively?
c. What are the possible ways we might do to instill the classroom discipline?
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. Praising activities should be done first.
b. Classroom should be designed and be more attractive to make the classroom more
student friendly.
c. Teacher should exert more effort in making visual aids more attractive, and so discussion
must be more interactive or entertaining.
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 as a future educator, one of our key responsibilities is to act as a guardian or second
parent to our students. Therefore, it is our duty to promote moral behavior in the classroom by
setting a good example for them, ensuring that a safe and conducive learning environment is given
top priority.
ACT
My action will come later, given enough time in Fb 2 or during my Teaching Internship
I will be able to do a thorough analyzation and understanding about the data that I will be
gathered and I will draw conclusions then based on the results of findings of my study.

FIELD STUDY 2
MATCHING
FS 2 PROBLEMATIC
LEARNING
SITUATION
WITH
PROBABLE
ACTION

Analyze teaching learning problems prevailing in
the classroom
List matching action as a probable solution to the teaching-
learning problems
CLARIFY YOUR TASK

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a
problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked:
"Have you identified a problem for your action research? Common answer will be: "My
problem is that, I do not have a problem." Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the
classroom, you will discover of lot of problematic situations. You must have also observed
these problematic
Situations when you did your FSI course.
But matching these problems with appropriate action is trickier.
A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problems in teaching-learning.
Figure 2. Word that Represent Common Teaching-Learning Problems identified by Filipino

Teachers (Felimon, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problems identified
1. Reading Difficulty
A large number of students struggle with reading.
2. Connectivity
Poor internet connectivity jeopardizes many students' academic futures.
3. Motivation
A lack of motivation results in no progress.
4. Comprehension
Poor comprehension will result from a lack of concentration while reading.
5. Bullying
Bullying is still prevalent among many students
1. Reading Difficulty
A large number of students struggle with reading.
2. Connectivity
Poor internet connectivity jeopardizes many students' academic futures.
3. Motivation
A lack of motivation results in no progress.
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION.

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION that
matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Difficulty in Conduct a
Difficulty in Tutorial
Comprehension of
\

Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
 Because video lesson as a solution for the problem is more effective teaching method
compare to the other one, as this will demonstrate well the concepts of to solve the given
problem to the students.
The Problem is: The Action is:
Difficulty in Show video

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

 I believe that the final solution, which is to create learning tasks, can improve reading skills
in such a way that it is a viable solution for teachers to implement. Furthermore, teachers can
track students' learning progress, identify which words are difficult for them to read, and
devise the best strategic intervention material.
The Action is:
The Problem is
Difficulty in Make learning task to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observe problems in
the class and suggest actions to be done.
NOTICE
What have you noticed of the problem identified above? Can there be more than one solution
to the problem? Explain
I've observed that there are many solutions to any classroom problem, and it is up to the teacher to
decide what is best for him to do to address such issue. As a researcher, I've learned that we should not
rely only on one probable action but rather as many actions as possible. Therefore, a teacher should be
creative and innovative at the same time.
A creative and innovative teacher can find one or more than one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action researcher.

ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same science lesson for two weeks, yet no
progress was observed. This situation has been bothering Miss Fely.
Can you identify, Miss Fely's problem?
 Yes, her problem is half of her class cannot classify animals into vertebrates and
invertebrates
Can you find a solution to solve her
problem? Give your two suggestions.
a.She must present a video presentation
regarding the lesson in order for her learners to
easily classify animals into vertebrates and
invertebrates.
b.She must think the best motivation of
relating the lesson in any possible yet effective
ways by giving basic examples of animals in
each classification.
What solution can solve Miss Fely's
problem? How?
 The two solutions listed above, in my
opinion, will help Miss Felly resolve her
issue. I also think that by taking these
actions, one-half of her students will learn
how to categorize creatures into vertebrates
and invertebrates.
Are they matched with the problem?
 Yes, because the proposed solutions correspond to the identified problem.
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand
only as parents. They are deprived of the necessary food, clothing and shelter
Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
a. Most of his students experienced low academic performance due to the given
problems situation with such variables.
b. Most of his students are being affected to their studies because they are deprived of
the basic needs of students and they are disrupted to the status or relationship of
their parents.
Can you propose a solution to solve one of the problems that you have identified?
 In order to effectively address the problem of his students and their parents facing, Teacher
Ryan needs create an action plan. This action plan may include feeding programs, seminars
or lectures for the parents, and potential initiatives that could support both parents and
students.

REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better teacher?
Explain:
 Understanding what is happening in my classroom, in particular on my students' concerns,

weaknesses, and challenges in their lives that would affect their studies, helps me become a
better teacher. With that knowledge, I would be able to determine the things that could help
me formulate possible yet effective solutions as I categorize my students' learning needs.
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THE
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ARC
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Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
 The following problematic situations that can arise in the classroom include connectivity,
involvement, home, and social status, all of which can have an impact on the teaching-
learning process for both teachers and students. Furthermore, based on scenario two, Sir
Ryan's students came from a disadvantaged urban community, with the majority of his
students coming from disrupted families. The possibility is that they are unable to focus
on every lesson provided by teacher Ryan, that there are a greater number of drop-outs, that
there are a greater number of absent students, and that they are disinterested in the lessons.
REFLECT
What
 changes do you want to achieve?
 The first adjustment I want to make is to give them a purposeful teaching-learning
experience while simultaneously interacting with them socially. Second, I want them to
engage in all events and understand that there is help and hope available to them. Third, I
want them to know and think that I will do everything in my power to assist them in
becoming better versions of themselves. I also want them to know that I will work with them
to create greater cooperation and a more fulfilling educational experience. Last but not least,
I want them to adopt a different perspective and have confidence in their abilities to change
for the better.
PLAN
What strategies will you use to improve the situation?
 I intend to regularly visit them at home in order to get to know them personally and build a
good relationship with their parents in order to improve the existing circumstance. I will be
flexible and sympathetic as a teacher, and I will arrange a conference with the parents to
create an organization called the "Parents-Teacher Association." It should be possible for
both parents and students to voice their worries. I will present myself as an example to win
their trust because I am a strong believer that fostering a positive attitude in the classroom
starts with me. And because praising pupils for their great behavior is an easy but effective
approach to push them to accomplish their best, I will reinforce and reward positive actions.
ACT
What would be the title of your Action Research should you conduct the study?
"Strategic Intervention and Effectiveness Towards Social Status of Grade 8 Students" would
be the title.
Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research:
AN ACTION RESEARCH: USING VIDEOS FOR TEACHING GRAMMAR IN AN ESP CLASS
II. Author/s: Gülden îlina, Özge Kutlub, Abdurrahman Kutluayc
III. Abstract:
Teaching grammar is a process, which has been a problem for many language teachers around
the world. Considering the results revealed in the previous studies, this problem places itself
especially in English for Specific Purposes (ESP) classes. The aim of this action research is to
search for probable effects of videos to be used to teach grammar explicitly in an ESP
grammar class. Since the students do not want to use traditional course books and get bored
with the activities that are not related with the context and their aims, the present study deals
with the use of technology in an ESP class.
IV. Identify the Problem in the Study

The most frequent problem is that grammar presentation in the textbooks is evaluated as
decontextualized. Coursebooks may fail to give an authentic context that the communicative
value of a grammar item can be appreciated by the learners. Textbook activities also lack the
nonverbal elements of the communication like body language, mimes, gestures and emotions.
These shortcomings call for the use of audio-visual aids.
V. Identify the Action Taken in the Study

Repertory-Grid technique. This technique, originally used for clinical psychology, is a two-
way classification of data in which events are interlaced with abstractions in such a way as to
express part of a person's system of cross-references between his personal observations or
experience of the world, that is elements, and his personal classifications or abstractions of that
experience, that is, constructs.

FIELD STUDY 2
PREPARING THE
FS 2 LEARNING ENVIRONMENT:
AN OVERVIEW

Revisit the concept of learning environment in the context
of the teaching and learning situation.
CLARIFY YOUR TASK

Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that

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

Openness - Learning corners/areas which could be shared.
Access to resources Audio-visual materials are ready and open for
use. Physical classroom Space is clean and safe.
Psychological atmosphere - It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students for
Security and order, love and belonging, personal power and competence, Freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
enter the classroom and become immediately engaged in the activity,
distribute and collect materials
find out about missed assignments due to absence and how to make up
for them;
get the teacher's attention without disrupting the class and
arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized and

celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive results but in
different ways, so usually in practice both approaches are combined

Face-to face Learning Environment On-line Learning Environment
Time is set
Self-contained classroom,
discussion, activities
occur inside the room. Anytime, anyplace
Passive anywhere
listening Time Synchronous or
Teacher prepares asynchronous
instructional activities and Place classes
Teacher’s role Teacher moderates and
choose content
Facilitates F2F learning.
Leads and guides the
learners
Learners and
teacher engage in
personal
communication
Student’s role facilitate learning
Creates different
Content learning
Evaluation environment
Creates the
process multimedia
educational content.
Learning environment can be traditional F2F, virtual (on-online) or a combination (hybrid)

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

 I will help my mentor by giving her the essential advice, relevant ideas about various topics,
and extending her inventions that are appropriate for the twenty-first century in order to help
her create a suitable learning environment. In order to establish a supportive learning
environment, I will also assist my mentor by doing original research and making a poster.
Because I am aware that a bulletin board can serve as "another teacher" who reflects new
teachings, aids students in understanding new subjects, and challenges them to participate in
new ways.
2. Small Group Discussion
 I'll ask my mentor for permission to lead and start this activity so that I may support my
mentor in doing so. I will prepare all pertinent information and topics. Additionally, I will
give them enough time and space so they can think things through and participate in debates.
It will help students spend their time more effectively and be more productive.
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

 Before the class or meeting begins, I will seek permission from my mentor to prepare for and
monitor class attendance. By starting this, she will be able to simplify her work.
NOTICE
Learning Environment 1:
What have you noticed of the display in the class bulletin board? What
message or theme does it convey'?
 I noticed that the display in the class bulletin board provides students additional
information that educate and motivate them through the educational quotes
being posted there. It conveys the students to be optimistic and always choose
the good things over evil or bad things.
What makes it attractive to the learners?

 It attracts learners by using vibrant colors, it is written in large letters, and it can
be seen from a long distance. It appeals to me because it motivates children
through educational and entertaining activities.
Does it help in the learning process? How?

 Yes, because the teacher is fulfilling her responsibility to oversee their
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?
 Home is the best and most secure place for students to learn. Parents are
responsible for their children's education, and they are the ones who receive the
module at school
Can you describe?
 Learning at home is interesting, fun, and purposeful. Parents can help their
children develop new abilities and knowledge as they advance in their careers.
The learning environment must be supportive, though, especially at home. It
relates to the actual place where we live; it needs to be warm, cozy, clean, and
well-lit. It must be quiet in order to prevent distractions for the students, and it
must also accommodate the children's demands.
How can you help as a teacher to make such environment conducive for
Learning?
 In such a method of my teaching, I will take into consideration the things that
would affect them to listen to me during the discussions so that the adjustment
period wouldn't be affected. As a teacher, I can assist in creating such an
environment conducive to learning by first understanding their situations and I
will be using effective teaching methods, where their concentration to learn will
be assured.

ANALYZE
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?
 I'll go with learning environment 1, which shows students in a space or classroom because
it's possible for students to ask questions at any time in the classroom. It enables students to
take part in numerous school activities, small group discussions, and social interactions with
their peers. Students can understand the fundamental nature of the teaching-learning process
while engaging in pleasurable and meaningful learning in the classroom. They can sense a
range of emotions toward one another in the classroom through social engagement. In my
perspective, face-to-face education cannot be replaced by online education, and it is the best
setting for students to realize their full potential.
REFLECT
Based on my noticing and analysis, I realized that
a. Face-to-face learning is superior to online learning because it allows students to become
hands-on with various activities while interacting with their peers.
b. As a teacher, it is my responsibility to provide the best environment for the students to
feel and experience a conducive learning environment.
c. If the pandemic persists, I must be prepared as a teacher for any eventualities, such as
delivering modules at their homes and making their space a conducive learning environment.
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PLAN
OBSERVE
What probable problem may result from the two situations of the learning environment?
When it comes to online learning, the following are probable problems:
a. Time and location accessibility
b. Attendance of Students
c. Different Learning Styles
d. Problems with Technology
e. Power Interruption
When it comes to face-to-face learning, the following are probable problems:
a. There is no such thing as flexible learning
b. Travel time from home to school
c. Inadequate learning resources
d. Allowances for expenses
e. Peer destruction
These are the most likely issues that will arise in the two learning situations
REFLECT
What solutions can I think of to solve the problem?
 First, as a teacher, I need to interact with the students by visiting them at their homes and
asking how they are and how I can help them. Second, as a teacher, I must have a plan A and
a plan B in place to meet all of the students' learning needs and interests. Third, I need to
speak with the parents to learn about their current situation and status. Fourth, I need to be
creative and cultivate a mindful attitude. Fifth, I need to go the extra mile in order to
fully comprehend my current profession. Finally, I must be adaptable in everything I do
because the future of the students is in my hands.
PLAN
How should I do it?
 As a teacher, as I explained previously, I should be prepared for any eventuality. I must exert
my effort and willingness to complete the task and assist the children in their needs.
The teacher plays an important role in resolving these issues. And the specific actions that I
can take are as follows: first, I need to seek the help and advice of the principal before
taking the necessary action. Second, I will meet with the parents to learn about their current
situation. Third, I will seek intervention and assistance from local leaders. Fourth, as a
teacher, I will create all of the necessary instructional materials. I will adjust all of my
teaching abilities based on their needs and circumstances in order to cater to all of them.
These solutions are intended for use in a two-learning environment.

In not less than 300 words, write an essay on the tonic: My Conducive
Learning Environment"
“My Conducive Learning Environment:
By: Aidie V. Mendoza
Learning happens not only in the classroom but also in other places and contexts throughout
life. However, the majority of life's lessons are learned inside those four walls. This is especially
important while laying the groundwork for children's future learning. In order to encourage young
children to enjoy learning new things, it is crucial to provide a favorable learning atmosphere. Due to
how much time students spend there each day, schools are regarded as their second homes.
Teachers should keep in mind that the classroom is a child’s second home and therefore, they
should make efforts to make students feel as comfortable as possible. Teachers should strive to
create an environment that is more conducive to engagement and learning. A classroom environment
that is not positive and full of restrictions and rigid rules impairs learning by narrowing a student’s
focus and inhibiting his/her ability to explore multiple viewpoints and solve problems. A positive
classroom environment helps improve attention, reduce anxiety, and supports emotional and
behavioural regulation of students. When educators foster a positive learning culture; learners are
more likely to acquire higher motivation that leads to wonderful learning outcomes. Schools can
potentially lift student achievement by improving their learning environments.
In an engaged learning environment, classrooms become communities wherein learning
happens. This sense of community allows students to feel connected to one another and their
teachers and to engage in collaborative, active learning. Students don’t just learn through logical
thinking, but get to explore learning in a way that engages their relevant feelings and interests. It also
allows for more individualized learning, with each student being working at a developmentally
appropriate pace.

FIELD STUDY 2
ENHANCING A
FS 2 FACE-TO FACE
LEARNING
ENVIRONMENT

I must be able to assist in the preparation of the
traditional face-to face learning environment
CLARIFY YOUR TASK
Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time
Some of the advantages of a face-to-face learning environment for the students are:
less distraction and more concentration than when studying at home or
elsewhere;
greater understanding and real world examples from teachers and classmates;
greater chance of completing course work by doing it in the classroom space

learn more easily and more comfortably in familiar, traditional classroom
situation;
access more relevant information from teachers and classmates interactions
and greater opportunity to connect and socialize, network and solve problems
together with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.

Learning space is physical. Both the teacher and learner see and hear each other
from the same contained safe place called the classroom.
Lessons are delivered with the teacher physically facilitating. Reading assignments
are from textbooks and other resources provided or referred.
Class meetings occur regularly on a specific time or schedule.
Teacher leads the conversation, within a limited amount of time.
Assessment is done face-to-face and usually during the class meeting.
Notice the physical arrangement found in two classroom spaces. Spot the
similarities and differences

Given the concepts and the infographic, how can you participate and assist in a face-to f
learning environment?
 As a potential teacher, I may participate and contribute to a face-to-face learning
environment by creating a welcoming, comfortable, and conducive classroom where students
feel free to participate in class and ask questions. Students are encouraged to connect with
one another, express their opinions, and give comments on material or lessons. In order to
help students develop their social, creative, and analytical thinking abilities and improve the
quality of their task output, I will also let them work both independently and in groups.
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
They only have a green board in front of the Now we have flat screens and
classroom. projectors.
Black board and chalk for lecturing Power Point and Video
Presentation for lecturing.
Teacher-centered instruction. Student-centered instruction
Mostly the seating arrangement were in rows Seating arrangement can be re-
facing the teacher. arrange depending on the lesson
and activities (horseshoe, circle or
semi-circular arrangement)
Technologies in teaching were not mostly Teachers makes use of technology
used or present. in teaching
Students learn inside the four corners of the Students learn outside the
school. Their learning is limited to what the classroom (field trips, immersion).
teacher only taught them. They are responsible for their own
learning.
Limited learning materials in the library. Learners can search or explore
online about their lessons.

ANALYZE
What do you think brought the changes in the face-to-face learning environment now?
 I think that the use of technology in the classroom, which creates stimulating learning
situations, is causing changes in the face-to-face learning environment. It affects the
arrangement of the chairs and tables, and among other things, certain areas need to be
reserved.
From the changes that you identined, choose one that you can do. How will you do it?
 The classroom's overall design is where I think I can make the biggest differences, and I
intend to use the existing technologies to make my classroom more innovative. To me,
removing distractions from the classroom and assisting students' development should be my
main priorities.
REFLECT
Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning outcomes?
Explain your answer.
I believe that if the classroom is conducive, it reduces distractions within the classroom, the
students will continuously absorb the learning, and they will learn how to reflect and
explore on the learning they received.
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What common problem have I noticed in a face-to-face learning environment?
 The noisy environment, as well as the overcrowding of students in and out of 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?
 By establishing and enforcing the rules and policies that students need to achieve a
good and relaxing classroom environment.
Will it improve my teaching? How?
 Yes, because it assists me in improving my teaching so that I can be more focused on the
lesson and provide a better learning experience.
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
 I would design something unique so that my students can follow netiquette both inside and
outside of the classroom. Students develop their morals, attitudes, and become more
disciplined in a given situation as a result of this.

Visit a school, where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components:
Physical Environment
Is the space inside the room more than enough for learners to move about?
Does the room arrangement match with teaching-learning principles? Are there several
room arrangements in the school?
Are the visual displays attractive and do they stimulate learning?
Are the school premises safe and is the classroom space free from
hazards? Are learners comfortable in terms of light and ventilation?
Psychological Environment
Are there sets of rules and procedures followed? What are these?
Are there sets of expectations that can motivate the learners to
learn? Are these observable in the classroom?
Classroom atmosphere based on trust, cooperation and empathy
Modeling of positive attitude, respectful behavior, constructive actions
Avoidance of ridicule, sarcasm, superiority in the classroom
Opportunities for learners to share their experiences and learning with each other
Social Environment
Are there opportunities for positive interaction inside the classroom?
Are there outdoor activities that foster friendship, camaraderie and
cooperation? How are individual needs and differences considered?
Detailed Report
by Aidie V. Mendoza
We are assigned at Bitabian National High School for 15 days of observation of teaching and
learning process. I can state that the school is safe, and the classroom area is free from risks, so there is more
than enough room for learners. Bitabian National High School in fact, this is the school from which I
graduated. T he visual displays being posted in each classroom are attractive even though they are adapting
the new ways of teaching-learning processes. As I have noticed, those board displays with the quotes match
with the teaching-learning principles despite there being few rooms in the school that are arranged for the
learning opportunities for students.
In terms of psychological environment, as I observe SSC Officers' orders being posted in each
classroom, there are a number of rules and procedures that students must abide. There are a number of
expectations that teachers can set for their students to help them learn by letting them know what is expected
of them so that they are aware of the learning objectives that they must meet. Additionally, the classroom
atmosphere models a positive attitude, courteous behavior, and constructive activities and depends on the
teacher's teaching strategy for how to take these factors into account throughout instructional procedures. As
a result, the teacher addresses possibilities for students to share their knowledge and experiences with one
another while taking into account the smooth operation of the discussion and the avoidance of sarcasm and
superiority in the classroom.
Furthermore, there are opportunities for positive interaction inside the classroom with the effective
methods used by the teacher in ensuring the interactive process of online discussion. The outdoor activities
that foster friendship, camaraderie and cooperation are fully observable. In terms of individual needs and
differences were taken into account by using differentiated instruction, in which the teacher integrated
activities by using technology concerned to the students as the number one role of the teacher in providing
them opportunities to learn with their own. All things considered, I can say that the school foster a
conducive learning environment which contributed greatly in students’ learning.

FIELD STUDY 2
MAKING ON-LINE OR
FS 2 VIRTUAL LEARNING
ENVIRONMENT SAFE
AND CONDUCIVE

Explore the different ways of establishing a safe and
conducive on-line or virtual learning environment
CLARIFY YOUR TASK
Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: ()) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be
delivered synchronously or asynchronously, so the teacher's role is a moderator between the
technology and the students.

Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classrooms refer to digital learning environment that allows teachers
and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are
some safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
Assist them on how to set up appropriate home learning spaces, if students will
be learning from home.
Provide contact times and classroom schedules.
Provide procedures to follow and consequence if they failed.
Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with
class length and topics.
Make assignments as guided as possible. Teachers may need to source
research sites to ensure on-line safety.
Provide students with resources. Share with your student’s websites and videos
so as not to take them to inappropriate materials such as ads from You Tube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text, or
group chat. When using technology like zoom, google.meet, MOOCS allow public chatting
or group instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.

All students should have individual password. This should not be
disclosed. No one should log in as another person.
All users should log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few.. As technology advances, so do
policies and guidelines.

CLASSROOM ONLINE

If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, zoom, MOOCS or any
other platforms you are familiar with and are using
With the use of any google.meet, Zoom or any platform, organize a virtual class. Do this
with the guidance of your mentor.
Make sure your device is Find a quiet place free of Be on time for the class
charge distraction
Be respectful at all times Stay on mute and raise hand Stay focused and on task so
only if needed you won’t miss any
Information
Turn on camera Use kind words all the time Teacher and learners are
dressed appropriately
Try to handle one 0n-line class and use the guidelines above. Happy virtual teaching!
Field Study 2 Participation and Teaching Assistants

NOTICE
Unlike the traditional face-to-face classroom environment, online or virtual environment is a bit
difficult to manage It is because Virtual Learning Environment (VLE) is imaginary 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?
 I discovered that online classes are difficult to manage, but we must find a solution. Even
though everything is done online, the first thing I'll do is establish rules and controls. My
students' participation will be recorded, and I will use synchronize and offbeat to give them
enough time to finish their activities.
How did the students show their active participation in the lesson?
 Students that attend online virtual classes on time and consistently participate in the course
by raising their hands or clicking the raise hand icon are seen as having actively participated
in the lesson. Additionally, though not always, they focus intently, pose challenging queries,
and actively engage in all activities.
ANALYZE
Which of the following is/are your analysis/analyses of on-line learning

environment Check one or more.
✔ It was difficult to observe the physical behavior of the students.
✔ It takes time for students to learn how to use the platform.
____ Students who are alone in their home space find difficulty to make responses.
✔ Internet connectivity is a great factor to support a conducive environment.

REFLECT
As a future teacher I feel that the on-line learning environment can be safe if
 The teacher employs appropriate innovation. We knew it was critical to define online
security for students so they know what to avoid and report when doing classwork online.
This understanding equips students with the knowledge and skills they will need to develop
secure online habits in the future. It also teaches students how to use the internet responsibly
and ethically, which can help them stay safe even when they are not doing schoolwork.
I think that teaching in a virtual learning environment

 I'll be able to give my courses using a number of software apps and web resources, it will be
fascinating and exciting for me. However, because I only have a fundamental understanding
of how to use digital learning platforms, I think virtual teaching is challenging.
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OBSERVE Identify the problems brought about by the on-line learning environment.
 Social Isolation
Limited access to technology
Individuals who are computer illiterate are unable to access the system
REFLECT How would you solve this problem?

 A strong innovation integration plan could be used to address this issue in the classroom. The
majority of changes are continuing, and organizational level difficulties must be addressed.
The access restriction refers to issues brought on by a lack of network or hardware. Only if a
teacher's school has sufficient resources and a quick internet connection can instructional
innovation be implemented.
PLAN What initial plan do you intend to do to solve the problem?

 The most important thing is to stay in touch with teachers and keep them up to date on what's
going on. They should be understanding and accommodating of the situation, even recording
course sessions as a backup. Encourage students to do their best and avoid distractions; try to
stay away from anything that could interfere with your learning. There are various stages
at which you can engage and communicate with you. To avoid missing live lectures or
sessions, make sure to plan breaks and stick to your learning schedule

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. Common Sense Education Best tools for virtual and distance learning
2. Quizalize 7 tips for effective virtual learning
8 Steps to Create a Positive and Healthy Virtual
3. Imagine Learning Classroom
4. Edutopia Creating an Inclusive Virtual Classroom
5. ADL Respectful and inclusive virtual classrooms look like
Setting a conducive atmosphere in class through VR
6. VREDDO Learning etiquette
7. Meduim Make Every Virtual Moment Count
What are the characteristics of a highly effective
8. teachthought learning environment?
Building a modern virtual learning environment
9. OpenLMS (VLE)
10. SCAND The Use of virtual learning environment in education

FIELD STUDY 2
ESTABLISHING MY OWN
CLASSROOM ROUTINES
AND PROCEDURE IN
FS 2
FACE-TO-FACE
/REMOTE LEARNING

establish my classroom routines and procedures before during
and after classes in a face-to-face or in remote learning.
explain the classroom routines (what to do, how to do it, when
to do it, and why those need to be done).
reflect on the basic questions when building my classroom routines
and procedures in the classroom and in remote learning.
list down some possible topics for action research on classroom
routines and procedures
use professional reflections and learning to improve practice.
CLARIFY YOUR TASK
Establishing My Own Classroom Routines and

Procedures (Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don't just make the life of the teacher easier. They save valuable classroom time. Efficient

routines make it easier for students to learn and achieve more. Establishing routines early in the
school year enables you to run your daily activities run smoothly; ensures that you manage time
effectively; helps you maintain order in the classroom; makes you more focused in teaching
because you spend less time in giving directions/instructions; and enables you to explain to the
learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done in
remote learning so that there will be less distractions both for synchronous and asynchronous
participation.
Submission of task
and Requirements
Movement into
Use of washroom and out of the
classroom
Some Routines and Procedures

Transitioning to Checking of
group work Attendance
Classroom
Line formation
greetings
Others when Getting supplies

deemed necessary and materials

To ensure that I can carry out/perform my tasks efficiently and effectively participating and assisting
my cooperating teacher in establishing routines and procedures, in the classroom or in remote learning, I
must be guided by the following questions:
1. How will I gain student attention in the classroom /remote learning?

2. What are the routines and procedures that I need to establish before, during and after my
classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need help/attention
in the classroom / remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom/ remote learning?
5. How will students transition to group work and other cooperative activities in the classroom/
remote learning?
6. What procedures must be followed by students who need to attend to personal necessities in
the classroom/online classes?
7. What rules must be set for students who finish task early/ and for those who cannot complete
work on time?
8. What procedures must be observed for tardiness / early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in the
classroom/ remote learning?
10. 1What 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.
CLASSROOM ROUTINES AND PROCEDURES (VIRTUALLEARNING)
Before During After
 30 minutes before the class  Listen attentively and take  The students can ask
begin, students can prepare down notes. questions about the lesson for
themselves and check  Students can press the “raise clarifications.
everything they need and hand” if they want to be  The attendance will be
their internet connection. • recognized (when they have checked again. Open cam is
15minutesbeforeclass the something clarify or want to required.
link will absent. recite  The students can leave the
 The students can join 15  Once recognized, that’s the class when told to.
minutes before class begins only time they can turn on  Videos about the lesson will
At exactly scheduled time the their mic. be uploaded in Google
attendance will be checked  Students can open their Classroom or in Group Chat
strictly (Open Cam is camera if they want to. after the class.
required).  Students must mute their mic  Tasks and activities in this
 A prayer will be lead by the during the discussion if they topic must be accomplished
student who were tasked to don’t have something to say. submitted before going to the
lead (Students will take turn  When called or asked, a next lesson.
alphabetically). student must open his/her
 A game which serves as ice mic and answer the question
breaker will be done. base on what he/she
 Questions from the previous understood.
episodes will be entertained
if there is any.
 The problems I encountered while implementing these routines are that there are still
students who are unable to join due to poor internet connection, and some of them forget to
press the raise hand button before opening their mic if they want to recite. There are also
students who leave the class early even when the discussion is still going on, and there are
some students who are not active in class, especially during recitation or asking questions
about the lesson being done by the teacher.

NOTICE
Alter doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
How did you feel after employing your classroom routines and establishing your
procedures in the classroom/ remote learning?
 After implementing my classroom routines and establishing my procedures in the classroom,
I believe that it plays an important role in organizing the classroom. These help the students
know what they intend to do after I present the objectives of the lesson to them. As a result,
the discussion runs smoothly due to its continuous flow, and students are able to follow and
understand the lesson well.
How did your students respond to your classroom routines and procedures?
 They were very active and responded quickly because of the interactive process of the
discussion, despite the unexpected circumstances that affected the discussion. Even if some
of the other steps were not followed and completed, the learning outcomes were realized at
the end of the discussion.
What was the feedback of your Resource Teacher on your classroom routines and
procedures
 The feedback from my Resource Teacher on the classroom routines is to improve and
maintain more of the routines. Aside from that, he was pleased that I had finished the task.
Was there a change in the classroom environment/ teaching-learning process after

you have implemented your classroom routines and procedures?
 Yes, the classroom environment changed after I implemented classroom routines and
procedures to improve discussion for better student learning.
ANALYZE
1. What factors/ conditions prompted you to establısh those classroom routines and
procedures?
 The observed behavior and problems of the students I want to work with, their strengths and
weaknesses, concerns and suggestions to improve their learning are the factors and
conditions that prompted me to establish those classroom routines and procedures.
2. Was there a marked improvement in classroom management after employing

your classroom routines?
 Yes, the students improved in terms of their learning. They adapted well to whatever changes
I implemented in my classroom routines. As a result, they are now aware of what things to do
and which are not.
3. Did the teaching -learning process improve? Justify your answer.

 Yes, because I was able to save valuable classroom time after implementing my classroom
routines. They learned more easily and achieved more as a result of my classroom routines,
demonstrating their progress and development. In this manner, I was able to make my daily
activities run smoothly, effectively manage my time, maintain the order and momentum of
the interactive teaching process during the discussion, and I am more focused on teaching
because I spend less time giving directions/instructions.

REFLECT
What have you gained while doing this Learning episode?
During this Learning episode, I learned the definition of routines, which serve as the foundation of
daily classroom life by facilitating teaching and learning. Routines do more than just make life easier for
teachers and save valuable classroom time. I also discovered that efficient routines help students learn and
achieve more. Furthermore, establishing routines early in the school year allows you to run your daily
activities smoothly; ensures effective time management; and aids in maintaining classroom order.
My Resource Teacher's feedback on classroom routines provided me with the insights I needed
during this learning episode. It is to continue improving more classroom routines because it will be
beneficial in the future. It also gives me a general idea of how to interact with my students while
implementing the developed routines and procedures. In addition, I learned some techniques for attracting
the attention of students both in person and online.
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The problems/ challenges I encountered in establishing my classroom routines
 The difficulties I encountered in establishing my classroom routines were minor, but with the
help of my cooperating teacher and the students who participated, everything went smoothly.
REFLECT
I hope to achieve to address these problems and challenges by
 Strengthening and bringing out the best ideas of the students, as well as practicing
organizational skills.
PLAN
Some strategies/ways which I can employ to improve my classroom routines are
 To incorporate fun and engaging activities to keep the fun and excitement going as we
progress through our class.
ACT
(Based on my answers in nos. 1-3), the possible title of my action research on this episode is
 “Development of Classroom Routines for Learners"

Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the
reasons for these.
Daily Prayer Discussion
Group Activity

FIELD STUDY 2
CREATING MY
FS 2 CLASSROOM/REMOTE
LEARNING
MANAGEMENT PLAN

explain the importance of my classroom management plan.
enumerate the components of my classroom management
plan. write my classroom management plan.
use professional reflections and learning to improve practice.
CLARIFY YOUR TASK

Creating My Classroom/ Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations for
every student. The purpose of a classroom management plan 1s to make the students accountable for
their actions. Effective classroom management increases students" success, enhances students’
academic skills and competencies and promotes social and emotional development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management

1 Classroom Design: This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care, respect and
sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in class.
This will ensure fairness and consistency in dealing with the students. This also includes the
rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class.
5. Organization. This refers to the systematic arrangement of files and records and keeping them
organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content. Tailoring
your techniques to the subject, grade levels and nature of the learner is really important.
7 Communication: Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student teacher relationship.
Source:
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-keyelements-
for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be designed.
Each teacher has its own unique style of management to meet class needs, although the same elements
are found consistently. In order for a classroom management plan to be successful, the students must
have a complete understanding of each of the guidelines. At the same time, teachers must follow their plan
to ensure that the learning environment is safe, friendly, secured and non-threatening whether in the
classroom or in remote learning.
Components Of Classroom Guide Questions

/Remote
Learning Management Plan
What is your set of ideals, values, beliefs and goals on

classroom/ remote learning management?
Philosophical Statement
What set of criteria and/or standards will you set to judge
the quality of your classroom/ remote learning
environment?
What classroom rules and procedures will you formulate

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

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

Schedules and Timeframes
How will you keep your students to stay focused and on
task?
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
How will you ensure the safety and security of your

Classroom Safety Rules and students?
Procedures What rules will you formulate to safeguard their
protection?
What strategies will you employ for rewards and

Strategies for Rewards and consequences?
Consequences
These are the steps in creating your classroom/ remote learning Management Plan
Steps in Designing Classroom Management Plan
Creating the Plan
Improving the Plan Implementing the Plan
Monitoring the Plan

After realızing 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 classroonm/remote
learning. You may request a copy of the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars to guide you in
creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan
State your plan positively.
Use simple specific terms.
Use measurable and observable
behaviors. Convey expected behaviors.
My Classroom Management Plan
By implementing the curriculum and other necessary learning tools, I am committed to making my
classroom a safe and engaging environment in which I can connect with my students. I believe that meeting
the needs of my students is an important part of my teaching, and I want them to feel comfortable
interacting with their peers. I'd like to open a channel for meaningful exchanges and conversations.
Respect is one of the most important principles I know, and I'd like to use it in my classroom because I
believe it will be the most effective way to change students' attitudes toward classroom rules. The most
important rule of all is to respect one another; true learning takes place when we are bound by respect and
there is harmony in the classroom.
As a future educator, I intend to cultivate positive relationships with my students so that they feel like they
are a part of a group, that they are valuable and worthy in my eyes, and that they can rely on me as a friend,
instructor, and family member.
 Rules and procedures are established, posted, and taught.
 Creating a positive environment to avoid behavioral problems
 Being aware of what is going on in the classroom at all times, monitoring classroom activities and
resource usage, and intervening when necessary
 Ensuring a sufficient number of educational activities and resources in order to prevent unnecessary
conflict among students.
 Transitionsbetweentasksshouldbekepttoabareminimumbypreparingthemaheadoftime.
Classroom Structure, Design and Arrangements
Desks for teacher-focused activities will be organized in rows or small clusters near the front of the
classroom, whereas desks for student-focused activities will be organized in groups or semicircles so that
students can easily collaborate with one another. Additionally, depending on the available furniture, set up
your classroom so that each student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a designated teacher area, and a transition area where students can wait for the
next activity or lesson to begin.
Classroom Safety Rules and Procedures
Post safety precautions and reminders about what to do if something happens. Display a fire evacuation
route map in the classroom and go over it with your students on a regular basis.
Strategies for Rewards and Consequences
Many teachers use a method to alert students when their behavior is inappropriate. This signal can be heard,
seen, melodic, or inaudible. The class rules are explained to students at the start of the school year. Students
are also taught about warning signs and the benefits and drawbacks of following or breaking rules. When a
student receives a warning signal from a teacher, he or she should alter his or her behavior.
NOTICE
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noted?

 The key components I noticed were the philosophical statement, classroom rules and
procedures, teacher-student relationships, schedules and time frames, classroom structure,
design and arrangement, and strategies for rewards and consequences.
2. Why is there a need to utilize the information to create your classroom management plan?
 There is a need to utilize the information to create my classroom management plan as this
serve as the content to be conveyed and it is employed in the classroom especially in giving
the classroom rules to the students and by performing the step-by-step process of the
discussion. It also helps me in building my relationship to my dear students, and how can I
able to implement my strategies for rewards and/or consequences.
3. What were the significant things that you noticed when you were implementing your plan?
 I believe that there were significant things that I noticed while implementing my plan as a
result of its salient components, which may aid in its successful application in the teaching-
learning process.
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?
 I believe that a classroom/remote learning management plan should be well-established in
order to avoid things that are not tailored to the needs of the students. If there is, I will
improve it by changing the ineffective part so that I can address the issue, and the next time I
use it, there will be an improvement.
ANALYZE
1. What elements in your classroom/remote learning management plan were mostly

followed / complied with?
 I believe that the elements in my classroom/remote learning management system that we

mostly follow are the classroom rules and procedures, schedules and timeframes, teacher-
student relationship, and reward and punishment strategies.
2. What elements in your plan were the most difficult to implement? Why?
 In my opinion, they were difficult to implement in my plan, but they are the cornerstone
because the components of such a plan are all important and are being implemented for use
in the classroom. In short, each component serves a purpose in the teaching-learning process.

REFLECT
What were your realizations after creating and implementing your classroom
/remote learning management plan?
 I realized how useful my classroom/remote learning management plan is in effectively
delivering lessons to students after developing and implementing it. Similarly, effective
classroom management promotes student success, academic skills and competencies, and
social and emotional development. In fact, each teacher has their own unique style of
management to meet the needs of the class, though the same elements are found consistently.
OBSE
RVE
AC
T
THE
ACTIO
N
REF
LE
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
The problems/ challenges I encountered in writing my classroom Management Plan
 The schedules and timeframes, maintaining the teacher-student relationship despite various
circumstances, effectively implementing classroom rules and procedures, and the manner in
which strategies for rewards and consequences are applied.
REFLECT
 Developing and implementing well-defined plans to engage students more effectively and
efficiently in the required objectives, concepts, and competencies that they must acquire and
demonstrate at the end of each lesson in a specific subject.
PLAN
Some strategies/solutions/means that I can employ to improve these situations/ problems
 Things to consider when developing a classroom management plan include classroom rules
and procedures, a philosophical statement, the teacher-student relationship, schedules and
timeframes, and strategies for rewards and consequences.
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this episode is
 "Factors in Creating and Utilizing Effective Classroom Management Plan: Its Impacts to the
Teaching and Learning Process"

Paste your Classroom/ Remote Management Plan
My Classroom Management Plan
By implementing the curriculum and other necessary learning tools, I am committed to making my
classroom a safe and engaging environment in which I can connect with my students. I believe that meeting
the needs of my students is an important part of my teaching, and I want them to feel comfortable
interacting with their peers. I'd like to open a channel for meaningful exchanges and conversations.
Respect is one of the most important principles I know, and I'd like to use it in my classroom because I
believe it will be the most effective way to change students' attitudes toward classroom rules. The most
important rule of all is to respect one another; true learning takes place when we are bound by respect and
there is harmony in the classroom.
As a future educator, I intend to cultivate positive relationships with my students so that they feel like they
are a part of a group, that they are valuable and worthy in my eyes, and that they can rely on me as a friend,
instructor, and family member.
 Rules and procedures are established, posted, and taught.
 Creating a positive environment to avoid behavioral problems
 Being aware of what is going on in the classroom at all times, monitoring classroom activities and
resource usage, and intervening when necessary
 Ensuring a sufficient number of educational activities and resources in order to prevent unnecessary
conflict among students.
 Transitionsbetweentasksshouldbekepttoabareminimumbypreparingthemaheadoftime.
Classroom Structure, Design and Arrangements
Desks for teacher-focused activities will be organized in rows or small clusters near the front of the
classroom, whereas desks for student-focused activities will be organized in groups or semicircles so that
students can easily collaborate with one another. Additionally, depending on the available furniture, set up
your classroom so that each student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a designated teacher area, and a transition area where students can wait for the
next activity or lesson to begin.
Classroom Safety Rules and Procedures
Post safety precautions and reminders about what to do if something happens. Display a fire evacuation
route map in the classroom and go over it with your students on a regular basis.
Strategies for Rewards and Consequences
Many teachers use a method to alert students when their behavior is inappropriate. This signal can be heard,
seen, melodic, or inaudible. The class rules are explained to students at the start of the school year. Students
are also taught about warning signs and the benefits and drawbacks of following or breaking rules. When a
student receives a warning signal from a teacher, he or she should alter his or her behavior.

FIELD STUDY 2
WRITING MY LEARNING
FS 2 /LESSON
PLAN

explain the importance of lesson/ learning plans.
write learning/ lesson plans using the specified learning competencies
reflections, and effective communication skills.
revise the lesson/ learning plans based on the feedback given by
the Resource Teacher
cite some problems encountered in writing lesson/ learning plans.
use professional reflection and learning to improve practice.
CLARIFY YOUR TASK

Writing My Learning/ Lesson Plans
Lesson Plan Learning Plan - This refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction.
Lesson plans consist of essential components such as learning outcomes, learning content,
resources and procedures. An effective lesson plan has a great impact on the teaching- learning
process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: detailed, semi detailed and brief.

Some schools design their own lesson plan template which includes their vision, mission, goals
and core values.
The Department of Education has provided templates for Detailed Lesson Plan (DLLP) and
Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the
teaching- learning process. Guidelines were formulated to assist teachers in planning, organizing
and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in
terms that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of
the lesson.
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNIN
LEARNING LEARNING G
RESOURCES PROCEDU
OUTCOMES CONTENTS RES
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 English

(Subject)
Grade/Year Level: Grade 9
Learning Outcomes
 Perform a role play depicting appropriate communicative styles for various situations
 Identify the type of adverbs used in the given sentences
 Use the different types of adverbs in writing a narrative
Learning Content
Types of Adverbs (Time, Place, Manner, Degree, and Frequency)
Learning Resources
K-12 Curriculum Guide (May2016)
A Journey through Anglo-American Literature Learner's Material for English
Online References
Learning Procedures
Preliminaries
Motivation
Group Activity
The students will be divided into two group; each group will be given an envelop in which the two
texts/selection are within it. They will compare the two sections. They also identify which is more
interesting between the two and what word/s made the other more detailed.
-Presentation of the Topic
-Discussion of the Topic
-Generalization
-Application
-Individual Activity: Encircle the adverb and identity its type in each given sentence.
-Evaluation Individual Assessment:10 items quiz Assignment

The Department of Education has issued Department Order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed lesson Plan (DLP) and Daily Lesson Log (DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using9
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School Grade Level

Teacher Learning Area
Time & Dates Quarter
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
Il. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials pages
3.Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
V. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
skills #2
E Developing mastery (Leads to Formative
Assessment 5)
G. Finding practical applications of
Concepts and skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-
preparation for-the-K-to-12-basic-education-program/

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

NOTICE
1. What difficulties did you meet in writing your lesson/ learning plans?
 The difficulties I encountered in writing my lesson/learning plans were ideas for gaining my
students' interest in the topic that needed to be discussed, thinking effective motivation that
captured their attention, and developing activities that were aligned with my lesson's learning
objectives.
2. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/ learning plans?
 My resource teacher advised me to concentrate on my learning outcomes while engaging in
various activities related to the lesson being discussed.
3. What were the best features /areas for improvement of your/lesson learning plans?
 I believe that the best features of my lesson learning plan are its components because,
without one of them, the lesson plan is considered a failure in achieving the lesson's learning
outcomes. The best feature of the lesson form, however, is the lesson objectives themselves,
because these are at the heart of the teaching-learning process.
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
learning.
Questions Answers
1. How did you arouse students' interest? By utilizing motivational activities that capture
What motivational techniques did you their attention. The interactive model that boosts
indicate in your plan? their confidence and participation throughout the
discussion is the best motivational technique that I
am currently considering.
I respond to various types of learners by
considering their similarities and differences,
strengths and weaknesses, gender, needs, interests,
and other factors in order to be an effective and
efficient teacher who considers such factors when
developing and implementing my lesson plan.
2. How did you respond to the diverse types
of learners? Thus, by being a good teacher to them, I foster
2.1 gender, needs, strengths, interests and positive relationships with them and a sense of
experiences class community. I also believe in fair and
2.2 linguistic, cultural, socio-economic and inclusive learning. No discrimination. No
religious backgrounds favoritism. This demonstrates that I respond to
2.3 with disabilities, giftedness and talents their diversity in order to maintain a harmonious
2.4 in difficult circumstances relationship that includes both me and my students.
So, I'll use two types of motivation—intrinsic
motivation and extrinsic motivation—to help me
3. What instructional strategies will you employ motivate my students. To keep them engaged, I'll
in face-to-face or in a remote learning also give them activities based on Howard
delivery for this lesson? Explain. Gardner's multiple intelligences.
4. Was the language used appropriate to the It is determined by their year level and age, as the
level of the students? Explain your answer use of language should be considered in order to
briefly. deliver the lesson effectively without leaving
anyone behind.
5. What types and levels of questions did you The level of questions I will formulate will involve
formulate? Are they of the higher order higher order thinking skills (HOTS). Examples
include: How can you explain the communication
thinking skills (HOTS)? Write two (2) process comprehensively? ,as well as how you
examples. create the importance of communication by
creating a diagram to describe it.
6. What instructional resources will you use? Books and educational online resources with a
Why? Cite the possible online resources strong connection to the topic will be discussed as
that you can utilize whether done in the they are the most reliable sources of information.
classroom or in remote learning?
7. Are your modes of assessment aligned with Yes, it could be. The best example is the
your learning outcomes and activities? Cite a assessment activity related to the lesson where the
specific example. last objective of the lesson will be realized after
using it.
8. Will your performance tasks ensure the Of course, my performance tasks include my role
mastery of the learning competencies? as a teacher in delivering the lesson, with the
Explain briefly. lesson's main objectives serving as my guide for
the successful implementation of my lesson plan.
Between 8 and 10, because I strongly believe that
9. In a scale of 1-10, How will you rate your when creating the lesson plan, it should be well-
learning plan(s)? Justify your answer. established for the successful realization of the
lesson's learning outcomes.
I will change some parts that are not applicable
10. If this lesson is not implemented face-to-face, online to more appropriate and effective online
how are you going to do it remotely? teaching methods.
REFLECT
Why is lesson planning an integral part of the instructional cycle?


 Lesson planning is an important part of the instructional cycle because it enables teachers to
plan ahead of time what they want their students to learn, what teaching and learning
activities they will use, and how they will assess understanding. It also enables teachers to
concentrate on what they require for their lesson, what they want to teach, and it establishes a
time frame for what must be completed.
OBSERVE
The problems/ challenges I encountered in writing my learning/ lesson plans
 I am concerned about how I formulate the learning outcome of the lesson in a smart way. I am
concerned about whether or not I consider the things that should be considered in making the
objectives of the lesson plan.
REFLECT
 By doing what need to be done to create a lesson plan that is effective, keeping in mind that the
conversation will end with the objectives I have created being used or realized.
PLAN
Some strategies/solutions/means that I can employ to improve these situations problems
 Taking the appropriate steps to ensure that the problem will be resolved, whatever the feasible but
practical alternatives to deal with the circumstance that could seriously effect the process of
developing and delivering the lesson plan
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this episode is
 "Effective Strategies of Delivering the Lesson Plan: Its Impacts to the Overall Performance of
Teacher in Teaching Learners
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- not
very difficult moderate Difficult
difficult in difficulty
1. Stating learning outcomes ✔
2. identifying learning resources to be

Used ✔
3. Sequencing the lesson in an
engaging and meaningful manner ✔
4. Planning specific learning activities ✔
5. Identifying strategies to be used ✔
6. Formulating higher order thinking ✔

questions (HOTS)
7. Integrating lesson concepts to real ✔
life situations
8. Integrating values in the lessons ✔
9. Formulating assessment tools ✔
10. Identifying performance tasks ✔
11. Giving assignments ✔
12. Planning for lesson closure

Synthesis ✔
13. Others
(please specify)
Paste one (1) lesson plan and write your simple reflection.
I. Objectives:
At the end of the lesson, the students should be able to:
a. Identify the four kinds of sentences according to function
b. Use the four kinds in a complete sentence.
c. Appreciate the kinds of sentence in everyday communication.
d. Identify the appropriate punctuation mark of the given sentence
II. Subject Matter:
TOPIC- Kinds of Sentences According to Function
REFERENCE- www.google.com, Interactive Learning 1
MATERIALS USED- pictures and word chart.
VALUE INTEGRATION- Develop reading books and use sentence in an ethical way
III. Procedure:
A. Motivation:
At first, the teacher will show different pictures and then, she will ask her students what do the
pictures were all about. She will also ask them about how they feel about the pictures being shown
and encourage them to make sentences about it. After that, the teacher will provide an activity. She
will group the class into four groups and each group will be given a specific picture on which they
will formulate sentences and create a scenario out the picture. The group who has the most
interesting result will get a prize.
B. Discussion:
Kinds of Sentences According to Function
 A declarative sentence makes a statement or expresses an opinion. Use a period at the end of a
declarative sentence
Examples:
Andy Murray has a great will to win
The commentator laughed at his own mistake.
 An interrogative sentence asks a question and ends with a question mark.
Examples:
Are you using the saw today, Mitch?
May the other people come along with us?
 An exclamatory sentence expresses strong feeling and ends with an exclamation mark.
Examples:
This is just the way to do it!
That is great news!
 An imperative sentence gives a command (strong emotion) or makes a request (mild emotion). Use
an exclamation after the imperative sentence that contains a strong emotion, and a period after one
that contains a mild emotion.
Example:
Stop that foolish talk now!
C. Generalization:
The teacher will ask the students to give examples of the different kinds of sentence.
D. Application:
Write down the type of each sentence. There are no end punctuation on these sentences because that
may give you the answer. Decide by the function of the sentence and mark down the end
punctuation.
1. Are you aware of the appointment tomorrow
2. Eat your supper
3. Oh, what a beautiful morning
4. Today is my birthday
5. What gifts did you receive for your birthday
6. Pay the bill
7. Shh, don't make any noise
8. Have you finished your homework
9. Debby, turn off the light
t10. Brian participated in the baseball tournament Please take the empty plate away now, Ira
Reflection: By understanding kinds of sentences according to function, students express themselves more
clearly in writing when they learn how to identify and write the four basic types of sentences. They are also
able to place the appropriate punctuation at the end of a sentence, making the ideas they are expressing in
their writing better understood by the reader.

FIELD STUDY 2
FS 2 DELIVERING MY
LESSONS

explain the importance of lesson/learning plans.
execute my lessons/demonstration lesson well.
apply all the given suggestions of my Resource Teacher.
demonstrate the ability to teach two or more lessons or subjects using
appropriate teaching competencies and multiple teaching strategies.
reflect on the instructional process to improve quality of instruction.
use professional reflection and learning to improve practice
CLARIFY YOUR TASK
Delivering My Instruction
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content' and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy

The process of instructional delivery involves applying a repertoire of instructional
strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities that
will support students to develop the skills, knowledge and understandings required to achieve the
intended learning outcomes (ILOs). Which will be assessed. The delivery of instruction must also
be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department ofEducation.
Distance Learning
Teachers to a learning delivery modality where learning takes place between the teacher and the learners
who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows leaners to use self- learning modules (SLMs)
in print or digital format/electronic copy, whichever is applicable in the context of the learner and other
learning resources like Learner's Materials, textbooks, activity sheets, study guides and other study
materials.
Online Distance Learning

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

This refers to a learning delivery modality where the students and the teacher are both physically present in
the classroom and there are opportunities for active engagement, immediate feedback and soci0-emotional
development of learners.
Alternative Delivery Modes (ADM)

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within
the confines of the formal system that allow schools to deliver quality education to marginalized students
and those at risk of dropping out in order to help them
Overcome personal, social and economic constraints in their schooling.
Source/Reference:
https://www.teacherph.com/deped-earning-aeilvery-modalities/Learning Delivery Modalities for
School Year 2020-2021. DepEd order No. O11, S. 2020, Revised Guidelines on Alternative Work Arrangement

LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
INSTRUCTIONAL PROCESS
PLANNING INSTRUCTION
DELIVERY OF INSTRUCTION
ASSESSMENT OF LEARNING

After you have written your lesson plan, confer with your Resource Teacher on how you
can participate / assist in delivering instruction in one of his/her classes. The Robert Gagne's Nine
Events of Instruction, will guide you to implement the various steps well.
Robert Gagne's Nine Events of Instruction
Preparation
Gaining attention
Informing learners
Stimulating recall
of prior learning
Instruction and
Practice
Present the
content
Provide learning
guides Assessment and
Elicit performance Transfer
Provide feedback
Assess
performance
Enhance retention
Source: https://www.google.com/search?qFgagnes+9+eventsS+of+instruction&oq=&aqs=chrome.5.69i59i4
5018.655958457j0j15&sourceid=chrome&ie=UTF-8

Complete the given matrix by using Gagne's Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or
your assistance is needed in any part of the lesson.
Segments of Events of Instruction Strategies and Learning Resources

Learning Activities Used Materials
Warm up activities, ice

Preparation 1. Gaining Attention breakers Pictures and Boxes
2. Inform Learning
Objectives Learning Scope PowerPoint Presentation
Review of the previous
3. Stimulate Recall of lesson Printed Handouts
Prior Learning
From easy to more Printed Handouts and
Instruction and 4. Present the Complex Videos
Practice Content
Examples and guided Sample pictures and theory
5. Provide Learning practices from textbook
Guides
Group Presentation and
6. Elicit Performance Skills Practices collaboration
Automatic grading
7. Provide Feedback recitations Index Card
Assessment and 8. Assess Daily Quiz
Transfer Performance Learning Activity Sheet
9. Enhance Retention Assignments Handouts
NOTICE
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?
 They enjoyed the activities since they may have been engaging to them and appropriate for their
learning and growth, which is why they really attracted the students' attention during the discussion.
Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
 When I started outlining the learning objectives for the lesson, they were focused, and when I
finished, they knew exactly what they had to do.
How did the new learnings relate with what they really know?
 Due to the consistency of the lesson being taken into consideration, the students were able to make
connections between the prior lesson and the new lesson being provided to them.
Did you notice some students who needed assistance? What did you do?
 Yes, those students who weren't paying attention during the teacher's discussion. Of course, I took
the time to address it as soon as I could, so that they would be focused on me and not on anything
else.
Did the students find difficulty in applying the theories/ concepts learned to real life?
 Honestly, some of them find difficulty in applying the theories/ concepts learned to real life because
of their own business during the discussion, they didn't want to pay attention to the teacher that leads
to poor understanding of such important matters about the lesson.
How did your students react to your feedback?

 They are enthusiastic in response to my advice and accept the things I have said about how well they
are learning, as seen by their positive response.
What pieces of evidence can prove that the students had retention of learning?
 The strongest indication that students retained what they had studied comes when I ask them about
what they had learned in the prior session, and they actively react and confidently share it with the
class.
Below is an example of a classroom observation form/sheet.
Areas of Strengths Areas of Improvement

1. 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
Holds interest of students
Is respectful, fair and impartial
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
5. Presentation of the lesson

Establishes online course
or classroom environment
conducive to learning
Maintains eye contact
Uses a clear voice, strong
projection, proper enunciation
Has a good command of the
language
Uses language within the level
of students
6. Classroom Management
Begins and end classes on
time Uses time wisely
Attends to course interaction
Demonstrates leadership ability;
maintains discipline and control
Maintains effective classroom
and e-platform management)
7. Sensitivity to 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
Assists students with

academic problems
Clarifies points in the lessons
which are not clear to the
students Allots time for questions
Comments
9. Personal Competencies
Shows self-confidence
Maintains professional distance
and professional appearance
10. Physical Aspects of the
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
Source: https://www.isu.edu pdis 1aculty-staff-docs

REFLECT
Having implemented several lessons in your Cooperating School under the supervision of
your Cooperating Teacher, in what areas of the lesson do you need to improve?
 The aspects of the lesson that need improvement are based on my cooperating teacher's feedback and
remarks because he is the only one observing me and maybe offering suggestions and
recommendations for the development of the lesson plan.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
Problems/ challenges I encountered in delivering my lessons
 Are based on the feedback/comment of my Cooperating Teacher so that I know what should I do and
which is not for the improvement of my lesson.
REFLECT
 Applying and considering all the feedback/suggestions of my Cooperating Teacher of how I can
improve my Lesson Plan really well.
PLAN
Some strategies/solutions/means that I can employ to improve these situations problems
 Are based on my cooperating teacher's feedback/suggestions regarding the strengths and weaknesses
of my lesson plan. Accordingly, I would implement all the things that should be done to improve my
lesson plan for the growth of the teaching-learning process.
ACT
Based on my answers in nos. 1-3, the possible title of my action research in this episode is
 "Effective Ways of Delivering Lessons for Productive Teaching and Learning Process"

Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like)
A SEMI DETAILED LESSON PLAN
I-OBJECTIVES
At the end of the lesson, the students should be able to:
A. Differentiate active and passive voice
B. Identify the voice of the verb in each sentence
C. Rewrite the sentences changing the voice from active to passive voice
D. Appreciate the lesson by showing active participation of students towards the lesson.
II-SUBJECT MATTER
Topic: Active and Passive Voice
III- MATERIALS
Anglo-American Literature English book for Grade 9 ,pp. 439-440Strips of Cartolina, Chalk and Board
IV- LESSON PROPER
A.ROUTINARY ACTIVITIES
a. The teacher will call one student to lead the prayer, and greet the class after. She will asked the class on
who were the absents and let the students pick up pieces of garbage before they settle down.
b. The teacher then shall have a recapitulation regarding the last topic about verb.Verb- is an action word,
e.g. run, swim, cry, jump, ..etc.(the students will answer)
1. She often shouted people for shouting.
2. He always tells the truth.
3. She’s interested only in her own success.
B. MOTIVATION
The teacher will let the students read the short scenario.
“John saw a pretty girl. He went to talk to her.Her husband arrived. The husband hit John on the nose”
1. What did the husband do?(Active voice is used in the answer)
2. What happened to John?(Passive voice is used in the answer
*Notice the sentences on the screen. Analyze its difference. It tells whether it is in theform of Active and
Passive Voice. That is what we are going to discuss today.
C. PRESENTATION
A Voice is a quality of a verb that shows whether the subject is the doer or the receiverof action in the
sentence.Active Voice- used to indicate that the subject of the sentence is the doer of theaction.Passive
Voice- is when the subject is the receiver of action.
(examples will be shown in visual aide………)
D.APPLICATION
A. Label the following sentences with active or passive.
_____1. Rommel presented an interesting report.
_____2. He submitted the annual report of the organization.
_____3. The town was destroyed by fire.
_____4. That skyscraper was built in 1934.
_____5. The new product design has been finished.
Change the following sentences below to the active voice.
1. I was taught by my brother the principles of barbecuing.
2. My father was given the title by the former head chief.
3. The house was wrecked by the party and the cat was let loose by the guests.
V- GENERALIZATION
Therefore a verb that has direct object is in the active voice. If the subject is actedupon, and is the receiver
of action, the voice of verb is in passive. In changing asentence from active to passive, the direct objects
become the subject and doer inthe by-phrase.
VI-EVALUATION
A.Rewrite each sentence changing the verb from active to passive.
1. He wrote a novel.
2. Many people admired Ninoy Aquino.
3. He repaired the dripping faucet.
4. The doctor examined the patient.
5. She sponsored the education of many students.
VII- ASSIGNMENT
Write a step by step procedure in making your most favorite dessert/salad. Use activeand passive voice in
your constructing your procedure.
FIELD STUDY 2
FS 2
SELECTING NON-
DIGITAL OR
CONVENTIONAL
RESOURCES AND
INSTRUCTIONAL
MATERIALS

Show skills in the selection, development and use of a variety of teaching
and learning resources, to address learning goals.
show skills in the positive use of non-digital/conventional resources and
materials for student engagement in teaching and learning.
demonstrate positive attitude towards the use of resources and
instructional materials.
use professional reflection and learning to improve practice
CLARIFY YOUR TASK
We choose the most appropriate or suitable resources or instructional materials based on

our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale's Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years ago,

in 1946, Dale already identified ten classifications of instructional materials, which remain to be
relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8)
Radio/ Recordings/ Still Pictures; (9). Visual Symbols and (10) Verbal Symbols.
According to Dale, "The cone device is a visual metaphor of learning experiences, in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences." As such, the Cone of Experience can be seen more as a
continuum, not just a hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive which involves movement and physical manıpulation, 2.cone which
involves pictures and images; and 3. Symbolic, which involves symbols like letters and numbers. Both
the teachers and students make representations of knowledge. The teachers, when they teach or
impart knowledge, and by learners when they show or demonstrate what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the better
is the opportunity for learning. However, it is not always possible to do so. For instance, during the
pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations. As you work on this episode, remember that you take the role of an FS
student now participating and assisting in the work of selecting non-digital or conventional resources
and instructional materials. You are not simply a detached observer, but you are now a participant as
well. You are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can
be a new way of doing things? Then focus on finding out the answers to these questions. That as
a teacher, you can always find ways to do things better and more effectively. Also, aim to develop
the confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will
prepare you to perform well in this episode. Go FS student, go!

DALE OF CONE OF EXPERIENCES AND EXAMPLES OF

RESOURCES AND MATERIALS
Text and Verbal Symbols
Audio Recordings/Photos written words that represent Pictures/Visual Symbols

an object, an idea
Recorded lectures reviewer note Charts
Audio books selected readings Graphs
Maps
Drawings
VERBAL
Exhibits VISUAL/ Motion Pictures/TV

PICTUES
Painting exhibits AUDIO Biography movies
Photo gallery RECORDINGS Greek Mythology movies
Career fair PHOTO Documentaries
Educational TV
MOTION PICTURES/ TV
EXHIBITS
Demonstration FIELD TRIPS Field Trips

How to cook bibingka
Zoo
How to use the microscope DEMONSTRATIONS
Museum
How to wash hands properly
Factory
DRAMATIZED EXPERIENCES
CONTRIVED EXPERIENCES
DIRECT AND PURPOSEFUL
EXPERIENCES
Contrived Experience
Model of the brain

Mock-up of a car
Simulation of the courtroom
session
games
Direct Purposeful Experiences Dramatized Experiences
Tree planting Dramatic play

Work with puzzles Pantomime
Performing an experiment Puppet
Running a fund drive Tableau

SELECTING RESOURCES AND INSTRUCTINAL
MATERIALS: SOME POINTS TO CONSIDER
Has accurate and meaningful

content
Aligns to the learning
objectives/outcomes of
the lesson
Elicits students interest
and engagement
Is inclusive and free
from cultural bias
Is developmentally
appropriate
Foster critical
thinking/aesthetic
appreciation
Allows collaboration among
learners
Flexible for group or self-
study
Time and cost efficient

The Proper Use of
Instructional Materials
(IM)
PREPARE YOURSELF
1
Be clear on your lesson’s learning outcomes
Have a plan on how you will use the IM
Formulate the questions you will ask
Determine how will you assist learning
Prepare your students
2 Capture the students’ interest and attention
Communicate the intended learning

outcomes
Provide scaffolding questions to guide them
Communicate how their learning be assess
3
Present Material
Ensure that you have the steps well-planned

out
Ensure that everyone has good visual and/or
auditory access to IM
Follow-up Be ready to answer the students questions
4 Encourage students to interact in sharing

their experiences with the IM, their feedback
and insights
Assess the attainment of the learning
outcomes
References: Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido)

1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task
for this episode is for you to assist the teacher by providing suggestions on resources and
materials that the teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You
will also need the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or
conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
4. Fill out the table below.
Subject: English Grade Level: 9

Topic: Composing a Play Review
Learning Objectives/Outcomes
Resources/ Instructional Materials What is the use or purpose of Explain why you selected the
you plan to utilize in the lesson. resource/material? Describe how you resource/material based on the guide
will use the resources/ materials to points mentioned above.
attain the learning
objectives/outcomes
Video Clip or Movie The students will watch theatrical When compared to print materials
productions so they may write a play alone, videos offer a more
review. compelling sensory experience
because learners can see and hear the
subject being taught and can digest it
in the same way. I choose videos for
my lessons because they are the core
material needed for the students to
compose a comprehensive review.
5. As the situation would permit, try out the resources/materials with the students. Be sure
to follow the steps on using instructional materials found in the Infographics section of
this Episode.
NOTICE
After you participated or assisted in using resources/instructional materials in teaching-
learning, described what you observed and experienced by answering the items below.
1. How did you prepare for this activity?
 I created the task based on the lesson I had covered with my students so that they could
simply respond to it using the knowledge they had gained from the session.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
 The students were able to relate and understand the lesson more because to the teacher's
effective teaching strategy, which encouraged them to actively participate in the discussion.
As a result, at the conclusion of their discussion, the students gained a lot of connection with
the lesson, and when the teacher asks the students the next day about what they learned in the
previous lesson they have discussed, they will respond very well.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
 I was nervous but at the same the I was excited because it was a new experience for me that
could help me of what I will going to do.
4 Describe how the students responded and participated.
 The class is very interactive because of the teacher and students' exchange of information
during the discussion. The students answered very well and actively participated in the
conversation. They enjoy carrying out the activities relevant to the topic being discussed by
the teacher.
ANALYZE
What worked well during the activity using the resources/materials

 The conversation was successful due to the interactive setting of their class discussion. With the help
of resources and materials, the exercise was successful since the students took an active interest in it.
What part can be improved?
 No part can be improved because the discussion worked well.
What would you have done differently? What would I change? What will make it better next
time?
 Maybe the teaching strategy that is appropriate for online instruction is the thing I should have done
differently. I would change the things that aren't working well during the discussion. I will make it
better the next time by taking into account the things that should be done and the things that
shouldn't be done so that the teaching-learning process will be successfully completed.
How does this connect with what you know about selecting and using instructional materials?
 This relates to my understanding of choosing and using IMs by considering the dos and don'ts in
imparting knowledge so that I can become a productive and successful teacher as well.

REFLECT
1. How ready am I in selecting and developing resources/instructional materials in

the teaching-learning process?
 Based on my selection and development of IMs during the teaching-learning process, I am now
prepared because I am aware of how to use such IMs in relation to the lesson that will be covered.
2. What do I still need to learn to select and develop resources/instructional materials

in teaching effectively?
 I still need to learn how to choose the best relevant IMs for the subject I will be discussing. In
that manner, the teaching process will be effective and greatly aid in the learning
development of my future students.
3. What can I do to learn more about and practice the use of resources and instructional
materials?
 I want to study more about and practice using resources and IMs thoroughly so that what I
will learn from it is my foundation for using IMs in the lesson.
OBSE
RVE
ACT
THE
ACTION REFLE
RESEARC CT
H CYCLE
PLAN
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
Doing this episode on selecting and using resources/instructional materials, problematic
situation/challenges/area of improvement did I find?
 Utilizing the resources and IMs in a very creative yet effective way when teaching online is
the problem, circumstance, difficulty, or place for growth that I discovered because this
significantly affects the students' overall learning and knowledge of the subject that will be
discussed with them.
PLAN
What strategies/solutions/means can I employ to improve the situation/solve the problem?
 The most efficient yet appropriate method of using resources or IMs is what I can use to
improve the situation or solve the problem. This is done by completing in-depth research on
how to successfully address such a problem.
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos.
1-3)
 The title of my action research will be" Ways of Selecting and Using Resources or
Instructional Materials Considering the Factors Affecting the Teaching-Learning Process"

Attach pieces of evidence of what you accomplished in this episode.
Subject: English Grade Level: 9

Topic: Composing a Play Review
Learning Objectives/Outcomes
Resources/ Instructional Materials What is the use or purpose of Explain why you selected the
you plan to utilize in the lesson. resource/material? Describe how you resource/material based on the guide
will use the resources/ materials to points mentioned above.
attain the learning
objectives/outcomes
Video Clip or Movie The students will watch theatrical When compared to print materials
productions so they may write a play alone, videos offer a more
review. compelling sensory experience
because learners can see and hear the
subject being taught and can digest it
in the same way. I choose videos for
my lessons because they are the core
material needed for the students to
compose a comprehensive review.

FIELD STUDY 2
UTILIZING
FS 2 APPLICATIONS (APPS)
FOR TEACHING AND
LEARNING

Select applications that are most appropriate to the different aspects or
the teaching-learning process to address learning goals.
Show skills in the positive use of applications for student engagement
in teaching and learning.
demonstrate positive attitude towards the use of technology tools.
CLARIFY YOUR TASK

An app, (a shorter way of saying application) is a kind of software which can be installed in
various gadgets a desktop, laptop, smartphone, and tablet. There are thousands of apps, each
with specific functions. A wide range of functions among others includes, ordering food, getting a
ride, getting a date, doing bank transaction and even praying and meditating. Now, there are
those that are directly useful for teaching and learning which can be referred to as educational
apps. Whether the class is face-to-face, blended, or fully online, a vast number of apps can truly
enhance the teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective, efficient,
and equally important, more fun and satisfying for both the teacher and the students, the teacher
can use apps in the different stages of planning, preparation, implementation and assessment.
Teachers use apps to prepare high-impact presentations that help them deliver content. Teachers
also use apps to motivate students to participate, resulting in greater and more enjoyable
engagement. Apps are also used to assess, document and report performance and achievement.
Your task in this episode is to demonstrate your skills in choosing and using appropriate
applications, enhancing both the delivery of content and the learning and mastery of the students. You
will accomplish this as you participate and assist in your Resource teacher’s class. Whether the class
is purely online or blended, carefully observe how the teacher utilizes apps for e-learning.
An excellent guide for choosing applications to enhance teaching and learning is the
Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns
applications to four essential levers. The apps' selection considers what attributes the students will
develop, student motivation, tapping higher-order thinking skills as articulated in Bloom's
taxonomy and at what level the app will be used in the SAMR Model. You will recall this from your
previous technology class and surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility. It is
also most likely that you have experienced learning using many of these apps as a student. The
most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google docs,
Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example, there
are hundreds of apps for preschoolers or kindergarteners, like storybooks apps, alphabet and
numbers apps, etc. At the same time, there are apps for math, reading, and science for primary,
intermediate and secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective teaching and
learning. You are inching closer to shifting the role from being a student to be ing the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice
what is going well? Or what can be missing what can be improved? What can be a new way of
doing things? Then focus on finding out the answers to these questions. This is to develop in you
the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things
better and more effectively. Also, aim to develop the confidence to try and initiate to continuously
improve your skills.
Revisit the Padagogy wheel infographics that follow. The links and QR codes are provided.
Once you have downloaded, enjoy exploring what powers these apps have by clicking their icons
directly from the Padagogy wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!

The Padagogy Wheel Model
"With Allan Carringtons Padagogy Wheel Model, teachers have an at-hand reference that
ties apps to specific learning outcomes directly connected to modern pedagogies and theories.
They can easily sit with the wheel during lesson planning to find tools that will best aid their
students or use them during class time to extend or deepen learning towards a specific 21sSt-
century skill or content area. This connection of theory, practice, and application make the
Padagogy Wheel an invaluable resource that should be on the wall of every classroom.
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Padagogy wheel for
Android or Apple apps. Once you open the PDF, you will see that all the apps are already hot-
linked. You can readily explore by clicking on the icons. For Android they connect to the Google
Play site. For Apple iOS they connect to the web preview pages and will open your iTunes.
For Apple
http://bit.ly/AppleENGV5Screen
For Android
http://bit.ly/AndroidENGV5Screen

THE ART OF
Choosing apps for teachers
Developmental Appropriateness
Is the app’s content appropriateness for the intended age group?

Does it have an age-appropriate interface?
Does the design appeal to the intended level?
INFORMATION SOURCE
A very good visual on how to evaluate educational apps to use in your class, educational Technology and Mobile Learning educators technology.com
Apples official guide to teaching with apps(techtaught.com)

Before you participate and assist in tasks related to apps, first enumerate the apps you already
know and have probably tried. Explore the Padagogy Wheel and learn at least five more.
Fill out the table below.
Apps that I already know/have recently How can I utilize this in teaching-learning?
Explored
I may use this app if there are quizzes, activities, and

tests that are assigned to complete. I can also use this
to convey my answers using documents or PDF files,
EDMODO as well as delivering my report through PPT.
I can use this most of the time to respond to the
chores and activities that are assigned to us because it
is an app that is appropriate for students like me who
WPS OFFICE don't have laptops.
I utilize this app every time we have a Google meet

GMeet App class in each subject.
Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for teaching
and learning.
2. Ask the teacher how you can participate or assist in work involving the use
of applications in one or more of these tasks:
preparing materials,
doing a motivational activity
delivering a lesson,
engaging the learners to
respond giving an assignment,
making learners practice a skill,
making the learners collaborate and
managing the class-checking of attendance.
The more opportunities to observe, participate and assist, the better.

Level/Grade of the Class: Grade 9
Lesson/Topic: Types of Imagery
Apps you plan to utilize in the What is the use or purpose of Explain why you selected the app,
lesson. using the app. Describe how you based on the five criteria of
or the teacher will use each. developmental appropriateness,
motivation, instructional design,
engagement and accessibility
Edmodo App A web-based community of When I consider the major reason
practice can be established with for assessing the learning growth
this program, which can also be of the students with the lessons
utilized on mobile devices. It is being discussed to them, I have
mostly used for quizzes, exercises, assessment purposes in mind.
and examinations.
WPS Office App This app's goal is to create a I chose this software because I am
PowerPoint presentation on the confident that utilizing it to teach
subject. I'll use it to teach the the students will help them meet
lesson to the students so they can the five requirements. This app is
quickly grasp it before our also helpful for students who don't
discussion begins. yet have laptops.
Gmeet App This app's primary goal is to This can be moderated by all its
enable students to participate in uses in teaching-learning process.
virtual meetings using video,
audio, chat, and screen sharing.
How does this connect with what you know about selecting and using apps?
 As time passes, we can begin to understand its primary connection or function to our study as
this has a significant positive impact on the growth of teaching and learning processes. This
can be connected with what I know about choosing and using the apps by allowing us to
download it due to its necessary application to our learning.
NOTICE
After you participated or assisted in the use of apps in teaching-learning, describe what
you observed and experienced by answering the items below,
Describe how you or the teacher utilized the apps, narrate your experience as you
participated and assisted
 I can be characterized as someone who really acquired new knowledge and learning regarding how I
used the apps. It was an ignorant moment if I described my very first day of app usage as well as how I
managed to participate in the online class while using the Google meet app, but as the days went by, I
learned how to utilize it whenever we have classes by using the Google meet app.

ANALYZE
What worked well during the activity using the apps?

 For example, if the activity focuses more on essays, WPS is the appropriate one; if it is quizzes,
tests, or activities, then the applicable app is Edmodo or Gclass app. I believe that what worked well
during the activity using the apps are the main reason or purpose with the unique/special features of
each app.
What part can be improved?

 As far as I'm concerned, nothing can be improved because I think each and every app that is
developed has its own distinct qualities that make it useful.
What would you have done differently? What would I change? What will make it better next time?
 Since it's difficult for me to identify the specific app feature that needs to be changed, I can't think of anything I would
have done differently or changed. However, it would be better the next time if each app were improved by taking into
account user suggestions for making it more useful for both teachers and students.
How does this connect with what you know about selecting and using apps?
 As time passes, we can begin to understand its primary connection or function to our study as this
has a significant positive impact on the growth of teaching and learning processes. This can be
connected with what I know about choosing and using the apps by allowing us to download it due to
its necessary application to our learning.
REFLECT
1. How ready am I in organizing and using apps in the teaching-learning process?

 Since I am already familiar with the uses and functions of the apps we use in our online class, in my
opinion, I can say that I am prepared to organize the apps in the teaching-learning process. My
experience managing apps will also help me organize the apps for the students' learning and
development.
2. What do I still need to learn in order to use apps in teaching effectively?

 The teacher is the only one who is familiar with them, I believe that the unique or special features of
each app that I am unaware of or unfamiliar with are what I still need to learn in order to use them in
teaching effectively. In this case, learning the ways in which the teacher used the apps will be the
things I need to become familiar with so that I can teach the lesson to my future students effectively.
3.
 What can I do to learn more about and practice the use of educational apps?
 Watching YouTube tutorial videos for educational apps can help me understand how to handle and
use the various educational apps. Another way to learn about educational apps is to seek experienced
teachers for advice or aid so that I can use them effectively and improve my teaching.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
RESEA CT
RC
H CYCLE
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/ challenges/area of improvement prevailed in using apps?
 There are six biggest area of improvement prevailed in using apps according to apogaeis such as development approach,
device compatibility and screen size, attention of the potential users, funding, customers reviews and experience, and
performance of the app.
List at least three sources that you have read about this problem/challenge/area of improvement
Resource or Reference about the Topic Key points/findings in what I read

apogaeis.com The initial goal is to capture the interest of potential
users. To do this, you must ensure that your app contains
everything a user would reasonably expect. As a business
owner, you must possess in-depth understanding of app
promotion.
apogaeis.com Money is a problem that is frequently encountered while
developing applications. It is crucial to have a realistic
understanding of the whole costs involved because
developing a mobile app requires ongoing funding in
order to offer value in the future.
apogaeis.com Most app developers face a common problem for
assuring world-class app performance, which includes a
functioning application without crashes or errors and at
the same time consumes as little space in the device
without reducing battery life.

On what theories/principles can this problem be anchored?
 The problem-solution theory, principle, and cause-and-effect theory, in my opinion, may be used to
anchor this issue. Using these theories and principles, mobile app developers will have deeper
insight into how to address the issue of the app for their own advancement.
REFLECT
What do I hope to achieve to address the problem? (What change do you want to achieve?)
 The change I want to make is only for the better improvement of the apps so that they will run
smoothly and to appreciate their main purpose as it will be used effectively. I hope to achieve this to
address the problem so that its improvement and performance to its target users will be realized its
big role in the teaching-learning process.
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the problem/
 The strategies/solutions/means that I can use to improve the circumstance or solve an issue are the
things or methods of how to improve the app in light of the issues that arise while using the app so
that the user can appreciate it and realize the better improvement of the app with its unique feature
the next time they use it.
ACT
4. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-3)
 "Means and Strategies Employed to Improve the Mobile App Considering the Challenges and
Situations Arise of Using the App" will be the action research title if I will conducting it.
Apps that I already know/have recently How can I utilize this in teaching-learning?
Explored
I may use this app if there are quizzes, activities, and

tests that are assigned to complete. I can also use this
to convey my answers using documents or PDF files,
EDMODO as well as delivering my report through PPT.
I can use this most of the time to respond to the
chores and activities that are assigned to us because it
is an app that is appropriate for students like me who
WPS OFFICE don't have laptops.
I utilize this app every time we have a Google meet

GMeet App class in each subject.

FIELD STUDY 2
UTILIZING LEARNING
FS 2 MANAGE
MENT
SYSTEM

identify the components of an LMS as a virtual learning environment.
demonstrate skills in using a learning management system (LMS) as a
platform for teaching and learning.
demonstrate positive attitude towards use of technology tools.
CLARIFY YOUR TASK
The learning environment has recently radically changed. No one would have anticipated
that a pandemic would shift the four corners of the brick-and-mortar classroom to the four comers
of a computer screen, a tablet, or even a cell phone! While we believe teachers should be
competent in organizing and using resources in a physical classroom, a future teacher must be
adept in utilizing technology to set up, design, work and teach in a virtual classroom.
A virtual classroom is usually supported by a platform generally regarded as a learning

management system (LMS) in a flexible learning modality involving online learning.
LMS is a course organizer software. It helps teachers plan, create, manage, and deliver
online education programs (Habulan, 2016) The most common ones are Canvas, Moodle, Google
Classroom, Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online classroom.
These features and functions are called by different names depending on the LMS platform.
Below are some of the LMS common features and the functions and tasks that teachers are able
to use:
1. Dashboard allows the teacher to see all his/her class/course cards;

2. Module Container - uploads modules and organize them)
3. Sandbox- a workspace that will enable teachers to make drafts or explore the functions
and practice setting up a subject or course.
4 Announcements communicate with students regarding instruction, reminders
and changes
5. Discussion boards - set up discussion boards; make students collaborate
6. Meeting rooms - allow the teacher to present lessons and discuss with
students synchronously; enables learners to collaborate on a task/project
7. Assignment - allows orderly giving and scoring assignments
8. People- see who are the members of the class, get to know the learners more
through their profiles
9. Assessment/Quizzes administer formative and summative assessments
10. Resources and add-ons- share and store files, use apps that support or supplement the
other functions of the LMS
Your task in this episode is to participate and assist in a virtual learning environment
through an LMS. Notice how the teacher organized her virtual classroom. Apply more your Skills
in facilitating the teaching and learning process by participating in one or OCOL ne teacher tasks
discussed above.
Episode, consider what you learned in your technology class about the TPACK model. An
effective teacher has technological, pedagogical and content knowledge, TK, PK, and Ch. In
planning, setting up, and utilizing a virtual environment through an LMS, these three
Components interface. You need to have content mastery of what you will teach (CK). You also
need to know how to facilitate the teaching-learning process from beginning (gaining students
attention) to end (assessment and transfer) (PK); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content
using the most appropriate pedagogical strategies in the context of a virtual learning environment,
and the learners achieve the learning outcomes, boom! You have successfully interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience.

As an FS student, participate and assist well in organizing and using the learning management
system as you apply your technological, pedagogical and content knowledge (TPACK). Be
attentive to your role as a future teacher-researcher as well. Continually discover more effective
ways of interfacing TPACK. When you do, you will become a teacher that initiates well-thought- of
ways to improve and enhance virtual teaching and learning.
Revisit the infographic on TPACK and how it relates to Learning Management

Systems (LMS). You may open the LMS sites on the internet to see how they are structured. You
can try-out how the different functions and tools work, It will help you recall and focus once more
on the various learning management systems that serve as platform for virtual classrooms.
Technological
Pedagogical Content
Knowledge
(TK)
Technological
Pedagogical Technological Technological
Knowledge Content
Knowledge
(TK) Knowledge
(TPK)
(TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical
Content
Knowledge
(PCK)
CONTEXTS

WHILE YOU PLAN YOUR WORK IN THE LMS, ASK YOURSELF THESE QUESTIONS
(adapted from www.edapp.com)
How will I organized the LMS so that the

What is my students' prior knowledge of What level are my student technology
content and the LMS capabilities are knowledge and skills? (What guidance do I
the content? {Are those with advanced
adopted to each other need to provide my students so that they
knowledge within the class who can help
others? Should integrate opportunities for can use the LMS features well? Should I
Does the LMS allow for differentiation of provide additional orientation o to help my
peer and social learning into the lessons?} content? (can my students use the feature student’s interaction within the LMS?
of LMS to respond to the task of the lesson
How will I adapt the content to the interest
in various ways?) What modifications in teaching strategies
and needs of my students? (How can i best
engage the learners prior knowledge do l need to make to adapt to the use of
What feature for restraints does the the LMS? (Do you need to break down
heighten their motivation, and consider
LMS possess which need to be the content into bullet points to account
their different levels of understanding?
address? for limited space on slides? Should you
It is important to remember that even with make my e-learning content responsive to
Does the LMS allow instant updates to different device? What activities
technology as a tool, teaching t should not
information such as adjustment to content? which are not possible in traditional
be more significant than the content of the
lesson the focus should always be upon learning methods, such as photography,
How accessible is the LMS? Does the LMS film, or online source or feedback can 1
learning the content in the most effective
allow the students to return to a lesson take advantage of How do l develop
and sustainable way. i is also crucial to
consider your context Such as how and why once day have completed it? critical thinking skis an engaging way
your learners ae using he LMS, to design
the best e-learning content How can I monitor progress, well as
do formative and summative
assessment through the LMS?

An Overview of
Learning Management
Systems
CANVAS SCHOOLOGY
Collaborative workspace Video conferencing and

Recording or uploading of audio streaming Session recording
and video File sharing
Integrated learning materials Interactive whiteboard
Web-standard browser Hand raising
Copy and paste links from a Participation controls
Web browser Survey tools
LTI integrations Screen sharing3
Customizable content Technical
Customizable user support Text chat
profiles Open API Markup tools
Audio and video Multimedia
messages Integrated tools Mass messaging
.External service integrations Push notifications
Shared resources Analytics
RSS support LMS integration
Web conferencing Classroom management
tools Analytics Online assessment
Canvas app center variety Automatic grading
Course notifications Gamification tools
Graphics analytics reporting Analytics dashboard
engine Mobile integration Reporting
Integrated media reporting Collaborative
Open security learning Cloud-based
Cloud-based reporting
Open security
Cloud-based
GOOGLE CLASSROOM
MICROSOFT TEAMS
Full integration with Video meetings (Google Meet)
Office 365 Create and manage classes, assignments,
Conversations within channels and and grades online.
teams Conversation threads Add materials to your assignments, such
Chat function as YouTube videos, a Google Forms
Direct access to email, Skype survey, and other items from Google
(For additional video Drive give direct, real-time feedback.
conferencing), OneDrive and Use the class stream to post
SharePoint (for document storage) announcements and engage students in
In-app video conferencing and question-driven discussions.
screen sharing Invite parents and guardians to sign up for
Audio conferencing email summaries with a student's
Real-time collaboration upcoming or missing work.
Cyber security Customizable grading system
Slash commands Seamless acce0s to Google products such as
Customizable apps Google Docs and Drive
Tracking of students' For students:
Track classwork and submit assignments.
and class' progress
Check originality, feedback, and grades.
through Insights
Share resources and interact in the class
Accessibility features
stream or by email.

BLACKBOARD MOODLE
Group management Al-in-one calendar
Grading enhancement Bulk Course creation and easy
Student preview backup Collaborative toll and activities
Safe assign Convenient file management
Enhance clod Customizable site design and
profile Portfolio layout Detailed reporting and logs
Social learning Embed external resources
Data management Manage user roles and
Blackboard drive permission Multilingual capability
Course enrollment Multimedia integration
Active collaboration Multiple progress tracking options
Calendar Notifications and automatic alerts
Content editor Outcomes and rubrics
Retention center Peer and self-assessment
Dynamic content Personalized dashboard
Regular security updates
Secure authentication and mass enrolment
Simple add-ons and plugin management
Simple and intuitive text editor
Supports open standards

SEESAW GENYO
Creative tools The first fully integrated online
Family messaging learning management system for
Home learning codes Basic Education in the Philippines
Posting of work by students
Peer feedback through likes and Have access to Curriculurm-
comments Student assessment based, interactive, and digital
Family communication, engagement, resources for English,
and participation Science, Mathematics,
Create multipage activities and posts" Filipino, and Araling Paniipunan
Save drafts and send back work for revision which you can use for
Create, save, and share activities synchronous and asynchronous
Schedule activities" learning sessions.
School or district activity library* Virtual Experiment
Assessment features" feature Moderated online
Schoolwide management and forum Assignment feature
engagement features* Game-based activities
IT administration features" Oral assessment activities
Seesaw Plus Virtual Reality tours
Seesaw for Schools Shared blog feature
Progress monitoring
Digital lessons
Field Study 2 Participation and Teaching

Assistantship
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. 4. Be guided by the TPACK infographic in this episode. The questions found there will help
you notice, analyze and reflect very well.
Level/Grade of the Class: Grade 9

Subject: English
Lesson or Topic: Types of Imagery
Lesson objectives/learning outcomes: Define Imagery and its different types, classify words
according to which sense they appeal to, and express appreciation for sensory Imagery by
writing a poem that contains imageries.
Which LMS did the teacher use: Check one or more that were used.
________Moodle
________Schoology
________Google Classroom
________Edmodo
________Genyo
________Seesaw
________Others ______________________
What tasks did you participate or assist in? Fill out the table below.
What components or parts were present in the Under these LMS components or parts,
LMS used by the teacher? what tasks did you participate/assist in?
Google classroom—video meetings, create and I participated in our Google classroom to

manage classes and assignments, add materials see if there is/are assignment/s or
such YouTube videos, Google form surveys, share Activities being posted there.
resources, etc.
Edmodo—administer quizzes, tests, and activities, Usually, I was able to do quizzes, tests
Sharing PPT, Pdf files and other documents and activities about the lesson, and I
. downloaded the document files being
sent there.
GMeet—virtual meeting/class, screen sharing, I joined virtual class, and I was able to the
Microphone icon is on/off, camera icon is on/off presentation report of the teacher in
and there is comment section to serve its purpose. teaching the students.

NOTICE
After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized what
main components did you find?
 The teacher's LMS has a well-organized framework. It was arranged in a chronological or step-by-
step manner. Due to the primary elements offered in her LMS, it appeared to be successful in achieving
the goals established.
2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?
 The content taught or delivered effectively as it was really communicated very well to the
learners. The learning activities were arranged on point because the students can easily
understood it right after the discussion. The appropriate and well-established strategies were
being used by the teacher to help her students attain the objectives/outcomes of the lesson.
3. What was your experience in participating and assisting?

 My experience in participating and assisting seemed to be a good starting point for me that served as
my guiding point when I teach in the coming future as teacher to my future students someday.
ANALYZE
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students lean the content?
 I think the best features of the LMS that the teacher used were meeting rooms, which allow the
teacher to present lessons and discuss with students synchronously, and enables learners to
collaborate on a task/project; assessment where he administer it to assess the learning development
of students; and announcements, which he communicates with students regarding instruction,
reminders and changes. These features help them to learn the content of the lesson effectively and
efficiently as they were being guided by it of the things they need to do to gain the learning out
comes they must acquired.
2 How did the teacher/or you use the LMS to implement the strategies /activities planned?
 The teacher used the LMS to implement the strategies/activities planned by utilizing it in teaching
his lesson with the target of attaining her objectives with the aid of such LMS in his discussion.
2. How did this connect with what you know about LMS and TPACK
 This was connected with what I know about LMS and TPACK by being familiarized of their
relationship to each other in utilizing the lesson in a well-established manner. In that way, the
connection of these two to what I know would really help me to have more ideas of how I deliver my
lesson in the making by applying the things I have learned with this.

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

 I'm getting more and more prepared to organize and use an LMS because I realized there were still
things I didn't know. However, I believe that my understanding of the LMS and my planned usage of
it will be sufficient to enable me to successfully complete the learning outcomes of the lesson
3. What do you still need to learn in order to use the LMS effectively?
 In order for the learning objectives of my lesson to be successfully fulfilled at the conclusion of the
discussion, I still need to learn more about straightforward yet comprehensive ways to use the LMS
efficiently.
OBSE
RVE
ACT
THE
ACTION REFLE
RESEARC CT
H CYC
LE
PLAN
This part allows you to synthesize or put together what you noticed, analyzed and reflected on to
OBSERVE
What problematic situation / challenges /area of improvement did you see while you participated and
assisted using an LMS?
 Based to what I have searched, lack of PPT integration, issues with user interaction, and problems with course
management and content are some of the challenges faced by both teacher and students using the LMS.
List at least three sources that you have read about this problem/challenge.
elearningindustry.com Lack of Power point Integration-Without this feature,

sharing materials becomes difficult for the users.
elearningindustry.com Issues with User Interaction-An LMS is only as good
as the people using it, and problems with interaction
area common issue that can lead to users becoming
unhappy with the platform as a whole. This leads to a
loss of productivity and work satisfaction
elearningindustry.com Problems with Course Management And
Content—Without Course Management and Content,
teachers will struggle to find suitable materials for
their lessons. This creates a problem when it comes to
assessing students and tracking their progress.
Field Study 2 Participation and Teaching

Assistantship
On what theory/principles can this problem be anchored?
 This problem can be anchored to the possible yet appropriate theories/principles that have deep
connection of such LMS for the smooth flow of the teaching and learning process.
REFLECT
What do I hope to address the problem/challenge/area of improvement in LMS use?
What change do you want to achieve?
 I hope that will all the things to address such problem/challenge/area of improvement in using
LMSwouldhelptoknowthebetterwaysofhowtoutilizetheLMSinaneffectiveway.
PLAN
What strategies/solution/means can you employ to improve the situation/solve the problem?
 The means I can employ to improve the situation/solve the problem are solely the things of how to
utilize the LMS where learners can easily follow and understand the lesson so that they learn best.
ACT
If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-
3):
 "Assessment of Theories or Principles of Utilizing LMS as Means and Strategies to Address the
Problem and Area of Improvement of Using LMS "would be the title of my action research if I
conduct it.

Attach pieces of evidence of what you accomplished in this Episode
List at least three sources that you have read about this problem/challenge.
elearningindustry.com Lack of Power point Integration-Without this feature,

sharing materials becomes difficult for the users.
elearningindustry.com Issues with User Interaction-An LMS is only as good
as the people using it, and problems with interaction
area common issue that can lead to users becoming
unhappy with the platform as a whole. This leads to a
loss of productivity and work satisfaction
elearningindustry.com Problems with Course Management And
Content—Without Course Management and Content,
teachers will struggle to find suitable materials for
their lessons. This creates a problem when it comes to
assessing students and tracking their progress.

FIELD STUDY 2
UTILIZING WEB
FS 2 CONFERENCING APPS
FOR SYNCHRONOUS
E-LEARNING

Identify features and functions of web conferencing applications that are useful
to instruction.
demonstrate skills in using a web conferencing app for synchronous
teaching and learning
demonstrate positive attitude towards use of technology tools. Use
\ professional reflection and learning to improve practice.
CLARIFY YOUR TASK

The call of the times has made it more necessary for future teachers like you to develop
skills in planning, implementing and managing remote learning. One form of remote learning is
done online. Online remote learning can be done synchronous, where the teacher and students
meet and interact in real time and asynchronous, when learning is supported by prepared
materials and there is no real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes, you will
need to use web-conferencing apps. Some LMS already have these embedded; some do not.

You will need to know how to access, evaluate and utilize the features and functions of apps like
Zoom, Google Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize
web-conferencing apps when conducting a synchronous learning experience. Another helpful
model that can guide you is the Community of Inquiry Model (COI). This model identified the
essential elements in an educational experience. These elements are (1) the teaching presence,
which is about basic teaching tasks; (2) the social presence, which focuses on establishing a
sense of belonging to a community; and (3) the cognitive presence, which fosters critical thinkıng
and engagement.
While the educational experience referred to in the COI model may also refer to face-to-
face modality, in this episode, you will use the COI model and its three elements in the context of
online learning, specifically the synchronous class. Review the COI and the three presences
through the infographics in this episode. We also included an infographic on the most common
web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer
who seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher agency,
which is the teacher's capacity to create impact and exert power.

WHICH WEB CONFERENCING TOOL IS THE BEST
FOR YOU AND YOUR CLASS?

1. Request your FS resource teacher to allow you to join his/her synchronous classes.
Have at least two to three times to observe the classes, and at least two or more times to
participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom,
Skype, etc. If possible, request the teacher to demonstrate the features of the web
conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to read all the questions in this episode before you start observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you
notice, analyze and reflect very well.
Class Grade Level: Grade 8 Acacia

Subject: English
No. of hours/minutes: 1 hour
Name of Resource Teacher: Mr. Antonio Jose
Dates when you observed: 11/21/22
Dates when you participated and assisted: 11/21/22

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. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students respond to
the teacher? To the activities?
 The information was presented or taught in a style that was simple for us to understand.
The facilitation of the learning activities was well-planned to ensure that the learning objectives
would be met. The teacher's most popular methods for keeping the class interested in the lecture is
the interactive approach.
2. What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
 It was a great experience in participating and assisting in synchronous classes as this gave me
additional learning that would help me in planning my lesson plan. Full of gratitude and pleasure if I
described my thoughts and feelings as I participated and assisted.
ANALYZE
1. What do you think are the best features of a web-conferencing app that you or the
teacher used? How did these features help the teachers and the students?
 The availability of programs that don't require you to download a large percentage of gigabytes that
could harm your storage
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use
the web-conferencing app to establish: (Describe in detail.)
Teaching Presence?
 Teacher should be aware of students' activities and how they behave during class. They should also
gather information from social media because there is a lot of activity there, and they can be added
there in order to help students understand who they are and what they want from learning
experiences.
Social Presence?
 Aside from web conferences, teachers utilized messenger to inquire about students who were having
problems. Teachers weren't supposed to send personal messages to students unless there was an
emergency or if a student may be bullied if their classmates misunderstood. They created a group
chat where the instructor can leave a student activity if they have access to online apps. In addition,
the teacher sent a topic in advance for them to research so they would be prepared for the next
meeting.
Cognitive Presence?
 Additionally, you might add your student to their social media accounts in order to learn more about
them. This is because some people in this generation are more likely to spend a lot of time on social
media. By including them, you may learn more about them and provide them with appropriate
guidance. You can also motivate them by asking what their problems are because your job as a
teacher entails more than just imparting knowledge.

REFLECT
1. How ready are you in teaching an online synchronous class?
 We are still learning about this type of teaching, so I can't judge how prepared I am right now
because even the students are challenging, but I can promise that I will do my best to teach
synchronous classes and that I'll be flexible about how things should go.
2. What do you still need to learn in order to conduct an online synchronous class using
a web-conferencing app effectively?
 I still need to learn some of the web-conferencing app, which are unfamiliar to me and never
use it up to this time in order to conduct an online synchronous class effectively and I can be
able to address the necessary skills being possessed by a teacher in teaching students online.
OBSE
RVE
ACT
THE
ACTION REFLE
RESEARC CT
I CYC
LE
PLAN
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
OBSERVE
What problematic situation challenges /area of improvement did you see while you participated
and assisted using a web-conferencing app for synchronous learning?
 Based on what I have observed, the challenge or area of improvement that I see while I participated
and assisted using a web-conferencing app for synchronous learning was the performance of the app
to grasp better signal.
REFLECT
What do I hope to address the problem/challenge/area of improvement in web-conferencing app
use? What change do you want to achieve?
 I hope to address such challenge or area of improvement of using the web-conferencing app so that
both teacher and learners would have a great experience while teaching and learning.
PLAN
If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-3
 Reducing Synchronous Challenges and Area of Improvement of Web-conferencing
ACT
What strategies/solution/means can you employ to improve the situation/solve the problem?
 The means I can employ to improve the situation/solve the problem are the possible outcomes of
such action research title I thought that would serve as basis in formulating solution to solve the said
issue of Web-conferencing app.

Attach of evidence of what you accomplished in this Episode
3. What do you think are the best features of a web-conferencing app that you or the
teacher used? How did these features help the teachers and the students?
 The availability of programs that don't require you to download a large percentage of gigabytes that
could harm your storage
4.Referring to the Community of Inquiry Infographic, how well did the teacher/or you use
the web-conferencing app to establish: (Describe in detail.)
Teaching Presence?
 Teacher should be aware of students' activities and how they behave during class. They should also
gather information from social media because there is a lot of activity there, and they can be added
there in order to help students understand who they are and what they want from learning
experiences.
Social Presence?
 Aside from web conferences, teachers utilized messenger to inquire about students who were having
problems. Teachers weren't supposed to send personal messages to students unless there was an
emergency or if a student may be bullied if their classmates misunderstood. They created a group
chat where the instructor can leave a student activity if they have access to online apps. In addition,
the teacher sent a topic in advance for them to research so they would be prepared for the next
meeting.
Cognitive Presence?
 Additionally, you might add your student to their social media accounts in order to learn more about
them. This is because some people in this generation are more likely to spend a lot of time on social
media. By including them, you may learn more about them and provide them with appropriate
guidance. You can also motivate them by asking what their problems are because your job as a
teacher entails more than just imparting knowledge.

FIELD STUDY 2
FS 2 ASSESSING
FOR, AS
AND OF
LEARNING

distinguish among assessment for learning, assessment as learning and
assessment of learning.
cite ways of dong assessment for learning and assessment as learning.
explain the effect of assessment for learning and assessment as learning on
summative assessment.
CLARIFY YOUR TASK
You are expected to observe how assessment for learning and assessment as learning
are implemented in the teaching-learning process.
Three phrases on assessment that we have met in our Assessment courses are
assessment for learning, Assessment as learning and assessment of learning. Assessment for
learning is more known as formative assessment while assessment of learning is called
summative assessment. Several authors claim assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning an assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
Assessment for learning als0 referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase "assessment for learning "we assess
to ensure learning. That is why while instruction is in progress, it is wise for the teacher to check
If students are learning or not learning what is expected of them. If students are found not to be
learning what they are expected to learn, right there and then, remedial steps are taken through
formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.

The phrase “assessment as learning" implies that assessment itself is already an
opportunity for learning. It is learning by itself, indeed, when students engage in self-assessment
reflect on their own assessment results and make necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of learner agency which

means that the learner is ultimately responsible for his/her own learning for nobody can do the
learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning are
given below:
1. Do I set my
own learning 2. Do I monitor
target based on my learning
the learning progress in
outcome that relation to my
teacher presents learning target?
at the beginning
of the lesson?
3. Am I
content with 4. Any
how I am adjustment /
progressing? remedial measure
Why or why not? that I have to
take for learning
to the maximum
and optimum?

Assessment as learning also refers to self-assessment, The learner assesses his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given below
STUDENTS SELF-ASSESSMENT RUBRIC

To understand better formative assessment, let's compare it with summative assessment.
See Figure below.
FORMATVE
ASSESSMENT SUMMATIVE
For Staff ASSESSMENT:
To monitor For Staff
student learning BOTH: To measure whether a
To ascertain Are ways to student has met
progress. To check Assess student learning
Understanding Learning & outcomes, and to what
To teach responsively. Are opportunities extent at the end of a
to give and unit of study
For Students
receive feedback
To evaluate their To make further
Are ways. To
own learning evaluate the improvements in future
To build knowledge effectiveness iterations.
To identify strengths of teaching For Students
and weaknesses. To understand their
To continually improve overall performance in
learning a unit of study.
To target learning To understand whether
Formative and Summative Assessment Compared

(Note to Student Teacher: As you participate and assist your CT in doing formative assessment
and in helping students engage in self-assessment, please take note of what you are expected to
give more attention to as asked in the next step of this Learning Episode (NOTICE).
1. Assist your CT in the conduct of formative assessment:

2. Offer your assistance to students to engage in self-assessment through your CT.

NOTICE
Take notice of:
The alignment of the different formative assessment tasks used with the
learning outcomes.
The student’s participation, behavioral response, comments in the formative
assessment tasks.
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
1. Did the formative assessment tasks help students master what they were expected to learn?
 Yes, in many cases the tests also aid in students' better awareness of their own academic strengths
and deficiencies.
2. Was students' response to formative assessment exercises favorable or unfavorable? Why?

 It is favorable since it increased academic success because the major purpose of formative
assessment is to help raise academic accomplishment by regularly providing students and teachers
with feedback on their progress toward their goals.
3. Did the conduct of formative assessment and self-assessment affect students' attainment
of learning outcomes? How?
 It has a positive impact on students' learning outcomes because, as I previously mentioned, some
studies show that formative and self-assessment can help students improve academically and achieve
noticeably higher grades. It can also increase self-awareness through reflective practice, make the
criteria for self-evaluation explicit, and make performance improvement practices intrinsic to
ongoing learning.
4. What was the effect of students assessing their own progress on their motivation to learn?
 It has an impact on students' ability to assess their own abilities and determine their strengths and
shortcomings in terms of their study habits.

REFLECT
How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments?
 In my own perspective, it would really affect in attaining the learning outcomes of the lesson if there
were no formative assessments nor self-assessments as these are the key to evaluate the learning of
students in order for them to know what they need to do to improve their own learning by
considering their strengths and weaknesses. Therefore, formative assessments would affect the
attainment of learning outcomes as these will tell students their overall performance in a certain
subject, which serve as their basis of doing the right thing to achieve these objectives.
OBSE
RVE
THE
AC
T
ACTI
ON
RESEA
RC
REF
LE
CT
OBSERVE
1. One thing that went well in the development use /administration of
formative assessment tasks (assessment for learning) is
 Is well established in a
classroom,
 students are actively
involved in their learning;
able to judge the success of
their
 work and to take
responsibility for their own
progress
 Is well established in a classroom, students are actively involved in their learning;
able to judge the success of their work and to take responsibility for their own
progress
2. One thing that did not go very well in the development/ use/
administration of formative assessment tasks (assessment for
learning) is
 Is concerned of attaining the learning outcomes of the lesson. For instance, if
students are found not to be learning what they are expected to learn, right there
and then, no remedial steps are taken through formative assessment tasks that
r i omote the development of evaluative judgment, and foster reflection and life-long
e m learning.
a p
l r 4. One thing in student’s self-assessment (assessment as learning) that
l o needs improvement based on what were observed is
y v  How they possess the concrete manifestation of the concept of learner agency,
which means that the learner is ultimately responsible for his/her own learning for
e nobody can do the learning for him or her.
a p
f er
f f
e o
c r
t m
a
t n
h c
e e,
st
a re
t n
t gt
a h
i e
n n
m m
e ot
n iv
t at
io
o n
f a
n
o d
b s
j el
e f-
c re
t g
i ul
v at
e io
s n,
. i
m
p
3. r
o
v
e
fe
e
d
b
a
c
k
li
te
 I
ra
t
c
c
y,
a
p
n
r
REFLECT
The formative assessment activities went well because
 These ensure their own learning after evaluating their learning as a result of knowing their strengths
and weaknesses, which are key to improve the continuous development of their learning.
The formative assessment activities process did not go well because
 These were not aligned to the learning outcomes of the lesson or the students were not able to
perform well in doing such activities due to its unrelated factors to the lesson.
For the students, self-assessment worked because
 These served as their guiding point of what is/are the thing/s to do just to improve their own
learning, as well as to build knowledge that is vital for improvement.
For the students, self-assessment did not work because
 Lack of opportunity where students can learn. If students do not engage in self-assessment that
reflection their own assessment results, the assurance of learning will be affected.
ACT
To ensure that formative and self-assessment processes serve their purpose, to help
student learn, I will learn from other's best practices by researching on
 Researching on and collecting information while learning is occurring in order to ensure that
formative and self-assessment processes serve their purpose, to help students learn. Formative
assessments enable teachers to see students in the learning process, quickly identify if students are
having difficulty with a particular subject, and adjust their teaching approaches to help students stay
on track.
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action
research on
 o help improve formative and

self assessment practices, I plan
to conduct an action
 research on this title “An
Action Research Study of
Student Self-Assessment in
Higher
 Education “
 o help improve formative and
self assessment practices, I plan
to conduct an action
 research on this title “An
Action Research Study of
Student Self-Assessment in
Higher
 Education “
 To help improve formative and self-assessment practices, I plan to conduct an action research on this
title “An Action Research Study of Student Self-Assessment in Higher Education “

FIELD STUDY 2
USING TRADITIONAL
AND AUTHENTIC TYPES
FS 2 OF ASSESSMENT FOR
FORMATIVE AND
SUMMATIVE PURPOSES

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

content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome
to assess, the assessment task that teacher formulates can be a traditional assessment task or an
authentic assessment task.

CLARIFY YOUR TASK
You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Revisit
Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with leaning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Teaching-
Learning Content/ Assessment
Subject Learning
Outcomes
activities Tasks
Matter
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning outcomes

There are many ways of classifying assessment but one basis of classifying 1s the nature of
the assessment task required of learners, whether the assessment task is done through paper-and-
pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic assessment).
Traditional Authentic
assessment/ assessment/ non-
Paper-and-pencil Paper-and-pencil
test test
Types of
Assessment
Task
Figure 4. Types of Assessment according to kind of task required of a learner
Paper-and-pencil test/ traditional assessment makes use of two types of test according to mode
of answering: the supply type and the selected-response type.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 5. Types of Paper-and-pencil test/Traditional Assessment

Types of Paper-and-Pencil Test / Traditional Assessment
Specific examples of selected-response type and supply-response type of paper-and-pencil tests
are given below.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 6. Example of Selected-Response type of test
Supply-
Supply-response response
type
type
Supply-response
Supply-
response type
type Supply type
Figure 7. Examples of Supply-response type of paper-and-pencil test

Authentic assessment or non-paper-and pencil test is done by requiring learners to come up with
a product or demonstrate a process as proofs of authentic learning. Examples of products are
given in Figure 8. Examples of processes are given in Figure 9.
Product Process
assessment Authentic assessment
Assessme
nt
Task
Figure 8. Types of authentic assessment
Poems, essays,
Projects in
song
competition, art Examples Science, TLE,
Math
work of
Product
Assessmen
t
Figure 9. Examples of product assessment

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

Significant samples of student work accompanied by clear criteria for performance which prove
student effort, progress or achievement in a given area or course. It is a direct evidence or
learning. It is not a mere collection of a student's work nor a mere work folder which serves as a
receptacle for student's work. It is an intentional collection of students' work guided by learning
outcomes accompanied by the student's reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is the
one that relates to our concern on assessment of learning. An assessment/evaluation portfolio can
come in an electronic/digital (e-portfolio) or in manual form.
Assessment/
Evaluation
Portfolio/
e-portfolio
Development Best work/

/Growth showcase/display
Portfolio/ Portfolio/
e-portfolio Types of e-portfolio
Portfolio/
e-portfolio
Figure 11. Types of Portfolio
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If, on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used
to
access
product
or process
Figure 12. Types of Scoring Rubrics

Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your Cooperating Teacher's lesson plans for the week. This may also be done face-to-face
or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, and supervise students as they
do assessment tasks.
NOTICE
Take notice of
The alignment of the different assessment task/s both paper-and-pencil (traditional) and
non-paper -and-pencil tests (authentic) used to assess the learning outcomes.
The quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/assessment task development.
the students comments/reaction /response/behavior while doing both traditional and
authentic assessment tasks
the CT's comments/reaction /response/behavior while giving both traditional and authentic
assessment tasks
the assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
your own feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.

ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?

 The teaching methods and the assessment are aligned to the learning activities designed to
achieve the learning outcomes.
2. Did teacher make use of both traditional and authentic assessment tasks?
 Yes, the teacher uses both conventional and authentic assessment tasks by providing the
students a performance task of making pattern of a certain product, while in a traditional
assessment, the task of writing an essay about how important it is to apply these skills in
real life will be the purpose of it.
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
 Based on my observation, some of the various points that are common to all sorts of tests and items
that must be observed in the construction of a test are not met when I looked at their written test.
However, the test being formulated was the key in order for the teacher to relate the topic in real
scenario where the students learned more.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
 Yes, some items in the quizzes and activities for formative assessment tasks were incorporated in the
questions to ensure students retained introductory knowledge in their summative assessments, such
as the final exam.
5. Where were assessment results students better in the results of traditional or authentic
assessment?
 Students benefit from authentic assessment outcomes because they can better analyze what they've
learned and apply it to their own experiences. They don't have to memorize information for an exam,
so they can show what they've learned using their imagination.
6. Which assessment activity/activities did the students like more? 1like least? Why?
 The learners preferred the evaluation task of drawing and designing their ideal shirt and skirt. This
activity has piqued their interest. Making a pattern is the assessment activity they dislike the least.
Some of them struggled to complete the pattern.

REFLECT
How can I make the assessment process more meaningful to and more acceptable to students?
 I believe there are many different ways to conduct meaningful assessments. However, in order to be
truly engaging and motivate students, assessments should be related to practical skills. Of course,
one can also ascertain the value of an evaluation by merely asking students what they believe. After
every significant unit or evaluation, I will develop a survey. If you want to urge them to concentrate
on the rubric's standards, add a row for them to completely fill out so they can understand your main
goal for doing it.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
One thing/ Some things that went well is/are in the development/use administration of
assessment tasks are...
 directly correspond to the

learner's goals or a specific
learning
 objective include detailed and
clear assessment criteria present
a challenge for the entire range
 of students being evaluated
are equitable to all kids,
including those who have
special
 needs
 Directly correspond to the learner's goals or a specific learning objective include detailed and clear
assessment criteria present a challenge for the entire range of students being evaluated are
equitable to all kids, including those who have special needs.
One thing / Some things is/are that did not go very well in the development/use administration
of assessment tasks are...
 Receiving assessments in school has the potential to demotivate students if they perform poorly on
an exam. They are constantly evaluated, which allows them to gain a better grasp of the student's
current level and how to grow.
REFLECT
This part of the assessment process went well because...
 Clearly define and identify the learning outcomes.
This part of the assessment process did not go well because...

 Not analyzing the conclusions of the assessments.
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on.... 0r view video on....
 Empowering Students to Own the Assessment Process
PLAN
To help improve assessment practice, I would like to conduct an action research on....
 "Effective Assessment Tools and Methods: Its Roles in the Teaching-learning Process Towards
Development

FIELD STUDY 2
FS 2
GRADING
AND
REPORTIN
G

interpret scores correctly.
compute grades based on DepEd's grading
policy. report grades to parents meaningfully.
Introduction
It is said that students should not study only for scores nor grades. Students should study
most of all for learning. It is possible for students to obtain high scores and good grades but did
not really learn that much. What is ideal is for students to get high scores and good grades
because they really learned a lot.
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring
and screening for scholarships. So grades have pragmatic value. Therefore, it is best that
students work for good grades that genuinely reflect level of mastery.
CLARIFY YOUR TASK
In this Episode, you will interpret scores correctly, Compute grades based on the DepEd
grading system and report grades to parents /guardians during Parents - Teachers' Conference.
Norm and criterion-referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a

student's performance against a criterion of success which is the predetermined standard. In
criterion-referenced assessment, each student's performance is compared directly to the
predetermined standard, without considering how other students performed in the assessment.
Criterion-referenced assessment often use "cut scores" to place students into categories
such as basic," "proficient," and "advanced." Here is an example: The teacher's intended learning
outcome is "to solve at least eight out of ten problems on fractions correctly". Student A is able to
solve ten (10) out of ten correctly, Student B, eight (8) problems and Student C, five words (5). It is
obvious that only Students A and B were able to realize the predetermined standard as stated in
the intended learning outcome, "solve at least 8 out of 10 words correctly." The performance
(score) of each student is compared against a standard of success set by the teacher. It is not
compared against the performance of the other students.
Norm-referenced assessment. In norm-referenced assessment we compare a student's

performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example is
comparing the performance of Grade 6 pupils in Reading in a particular school system to the
performance of nation-wide group of Grade six pupils in Reading.

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

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

Reporting Students' Progress and Grades to Parents
Students' progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.
Report Card. The Report Card is a standard method of reporting students' progress and grades to
parents. See sample report card for junior and senior high school from the Department of Education.

For a more meaningful reporting of students' progress, the meaning of grades is given. The
DepEd gives the following grade interpretation:
Descriptors Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectation Below 75 Failed
Report cards convey letter grades like A, B, C, D and F sometimes with +or - so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in
Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The
DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao,
Maka-bansa and Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student's progress and achievement (McMillan, 2007). These written reports may include the
student's performance on tests and quizzes, projects, oral reports... They also can include
information about the student's motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.
See Figure 13 for a sample written progress report.

Parent-Teacher Conferences. Durham (2006) asserts that parent-teacher conferences an
opportunity." The education of the learner is the primary responsibility of parents. In this task of
educating children. Parents are assisted oy the benefit of children then it is best for teachers and
parents to come together to discuss their children S progress. Parent-Teacher Conferences are a
perfect avenue for this purpose
It has been a practice of schools to set aside a day for Report Card distribution which is the
same opportunity for parents and teachers to confer regarding their Child's performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for
card-giving and parent-teacher conference/s. Parents are busy and can't just be there at
the school's beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate
picture of a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer
the parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading, Have a dialogue
not a monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent-teacher conference should only
be the parent's child. Never compare the child with other students.
8, End with an encouraging note in the same way that you began with a positive note. 1t
not the end of the world.

Reporting
Schools schedule Card Getting Day and Parents- Teachers' Conference (PTC) which are an
opportunity for parents and teachers to discuss about, students' performance and grades to make
sense of scores and grades. Unfortunately, based on observation, not all parents can attend
PTC and most often it is the parents of students with problematic performance that can't come for
PTC.

(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 as asked in
the next step of this Learning Episode (NOTICE).
Confer with your Resource Teacher about scoring students assessment tasks, grade
computation and reporting. This may also be done face-to-face or online
Ask your Resource Teacher what you can do to assist him/her in the scoring or student’s
grade computation and preparation for reporting in the Parents-Teachers Conference.
NOTICE
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
- prepare for PTC
- respond to queries and other concerns raised in the PTC
ANALYZE
1. What are the teaching implications of the students' test scores and grades?
 The implications of teaching of the students' test scores and grades are to aid their learning by
assisting them in comprehending the relationship between their current performance and the
desired/next level of performance.
2. In what subjects did students perform best? poorest?

 When their subject is English, I observe that the students are more engaged because of the teacher
who are very effective in delivering the lesson. The majority of them are interested in learning new
abilities and demonstrate this when they are studying or being taught, which translates to a high
degree of motivation for their education and learning. In terms of the subject which they were
performed poorly, I don't have any idea because the English subject was the only subject that we
were able to observed.

OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
RESEA CT
RC
v
REFLECT
What personal message do I get from these students' scores, grades and parents
guardians PTC attendance and comments?
 Communication and cooperation are great ways to discuss academic improvement and development
based on observations in the classroom, test results, assessments, portfolios, and assignments. For
parents to be informed about their child's performance, it is essential that they attend PTC. Students
are also significantly impacted when their parents are constantly engaged in their education because
this motivates them to work hard to advance their education. Students can get feedback on their
effort through marks enabling them to establish challenging yet doable goals for advancement.
OBSERVE
One good thing that I observe in scoring/ grading/ Parents-Teachers Conference was
 The communication is essential. It was beneficial to all not only for the students but for but including
parents/guardians. Students' academic and professional achievement are dependent on a teacher's
ability to communicate successfully with them. If a teacher lacks effective communication abilities,
students may struggle to learn and grow academically
One thing that did not go very well in scoring/ grading/ Parents-Teachers Conference was
 The individual's intervention as way of addressing their needs in the school. I noticed that there is a
lack of justice in the sense that some comments and opinions are ignored.
REFLECT
The scoring/ grading/ Parents-Teachers Conference went well because
 The essence of communication was highly considered so that they were able to express themselves
clearly.
The scoring/ grading/ Parents-Teachers Conference did not go well because

 There are somethings they don't value and aren't aware of resulting in miscommunication.
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that students learn, I will read researches on .... or view video on
 The main goal of grading, scoring, and PTC is to assess the learning and performance of each
individual student. To do this, reliable sources are employed, which will give feedback and ensure
the issue is developed in a fair and consistent manner.
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
Conduct an action research on
 "Assessment of Grading System Practices of Teachers and the Considering Factors of Rating the
Performance of Students"

FIELD STUDY 2
WRITING AN INITIAL
FS 2 ACTION
RESERCH
PLAN

write an initial Action Research Plan.
CLARIFY YOUR TASK

Developing an Initial Action Research Plan
A good plan is half of the work done" goes a saying,

Planning is an important skill that every teacher should have. Just like lesson planning, doing
research requires a doable plan. It sets a direction where one is going, how to go there, why
should one go there, and above all, what is there to accomplish.
The ultimate goal of doing action research 1s to improve teacher's practices in order to
Action research action plan should be place in writing just like a lesson plan. This is what we are
going to do.

The first four episodes of this FS workbook helped you learn the important purpose and the
process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guided you to notice, analyze and reflect on your
experiences. You also identified issues and problems or areas of improvement and then thought
of interventions, innovations, or strategies to address them (Action Research Prompts). You are
now ready elaborate or expand these action research prompts.
In this final episode, your task is to write an initial action research plan. Any research action
plan should be planned and written well. Put together what you learned about action research and
all the insights you gained in working on the past FS 2 episodes
Let us revisit our Action Research Model. As a beginner, use the model of Nelson, O (2014)
as your basis for developing an initial plan for action research.
Plan Act
The Action
Research
Cycle
Reflect Observe
As you become more skillful in action research, you may like to use the McNiff and Whitehead
2014 or DepEd DO 16 2017 models.

We said at the beginning that all teachers can make an Action Research. It is easy to do it,
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the simple
cycle.
Use the following steps of the model. Your answer to the Key Questions in each step, will guide
you in making your plan.
Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
o What common problem have I observed and
noticed? o Can I translate the problem into questions?
o Why is the problem important to me as a future teacher?
o Why is the problem important to the learners?
o What have I read and learned about this problem in my previous courses?
o What do references say about the problem?
Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is done all
throughout the action research process.
Key questions:
o Is there a way to solve the identified problem? How will I do it? o
Is looking for a solution or answer to the problem worth doing? o
Will solving the problem improve my teaching practice? How? o
Will it improve my skill as a researcher and reflective teacher?
Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
o What probable action will I make? Will my intervention be doable?
o How will I describe my intervention, innovation, or actions to address the identified
problem?
o How long will it take to implement the intervention, action or
innovation? o With whom shall I work with?
o Will the result be of use? How?
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or in FS 2
if given the time. You may collaborate with your mentor or your classmate.

NOTICE
Remember: Noticing is making sense of your observations and making interpretation to

adapt to the situation. It begins with paying attention that leads to interpretation and
deciding what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual
Action Research. You will also be able to assist your mentor to do similar research together
In the past episodes focusing on the key aspects of teaching and learning, you have
answered the Action Research Writing prompts. Go back to these, and choose which episode
topic you would like to work on as you write an action research plan.
Here are the episodes and the pages where you can find them. Review each
Action Research Writing Prompt and choose one to work on to elaborate in this episode.
Episode Title
1 The Teacher We Remember
2 Embedding Action Research for Reflective Teaching
3 Understanding AR Concepts, Processes and Models
4 Matching Problematic Learning Situation with Probable Action
5 Preparing the Learning Environment: An Overview
6 Enhancing a Face-to-Face Learning Environment
7 Making On-Line or Virtual Learning Environment Safe and Conducive

Establishing My Own Classroom Routines and Procedures in a Face-to-
8 Face/Remote Learning
9 Creating My Classroom/ Remote Learning Management Plan
10 Writing My Learning/ Lesson Plans
11 Delivering My Lessons

Selecting Non-Digital or Conventional Resources and Instructional
12 Materials
13 Utilizing Applications (Apps) for Teaching and Learning
14 Utilizing Learning Management Systems
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning
16 Assessing FOR, AS and OF Learning
Using Traditional and Authentic Types of Assessment for Formative and

17 Summative
18 Grading and Reporting
19 Writing an Initial Action Research Plan
ANALYZE
We said at the beginning that all teachers could make an Action Research. It is easy to do
it. Let's try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes) Preparing the Learning Environment
Episode number and Title: Episode 5
Writing Action Research Prompt page: _38

Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?
Example Response. The problem I have noticed is that most students are not excited about going to
school neither they are not interested in studying and struggling to maintain their grades.
Write your own observed/ noticed classroom problem here: The students’ motivation to exert effort in a
certain subject is affected by the learning environment.
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow learners be
helped? How will it be done?
Example Response: Unmotivated students can disengage other students from academics, which can
affect the environment of an entire classroom or school. A slow learner needs more time, more
repetition, and often, more resources from the teachers to be more engaged in studying. Proper
understanding of what is slow learning and a slow learner is a major step towards coming up with a
strategy to address slow learners issues in class.
Write your reflective response to the problem you stated: Students may feel uncomfortable, confused,
unsupported and afraid to make mistakes. This learning environment does not force students to “toughen
up” or “put in more effort.” Instead, they are likely become unmotivated in studying.
C. Plan for Action

Key questions:
What will I do as a teacher to solve the problem?
As a teacher I should create a grow community of learners in the classroom. Students need a classroom
environment that is safe, where they are willing to take risks and struggle. To achieve this goal, the
students and teacher must work together towards common collective goals. Students must be willing to
work with and assist other students in class. Struggle should be acceptable and encouraged as a part of
the learning process.

169
How will I describe my intervention, innovation, or actions to the identified problem

First we need to conduct an assessment to the students' prior knowledge and design your lessons to build on
what they already know
First we need to conduct an assessment to the students' prior knowledge
and design your lessons to build on what they already know
Next we must allow students to collaborate. Opportunities for students to collaborate or even discuss a
concept in the middle of a lesson can be extremely beneficial to student engagement.
Then during your lessons, assign students a task. Give students a keyword to listen for throughout the
lesson; this can also be linked to a movement or chant. This repetition not only improves memory, but it
also keeps students engaged throughout the lesson. Allow students to choose how they learn.
How long will it take to introduce the intervention?

My intervention takes through the whole semester to have a consistent engagement with the students.
With whom shall I work?

I shall work with the students to transform them into motivated learners.
What materials do I need?

The materials I need is
Are methods, participants, data collection, time table considered in my Plan for Action?
Yes, methods, participants, data collection, time table are considered in my plan for
action.
Example Response: My plan is to introduce cooperative learning in the classroom. I create a mixed
ability grouping with fast, average and slow learners in their activities. I will rotate the leadership in the
group, so that each one will have a chance. The bright will assist or help the slow ones. I will try this out
for eight weeks. I think I can work alone with my students. I need only tables and chairs or if not
available, arm chairs arranged in circles will be an alternative.
Write your own Plan of Action Research based on the key questions. You give more details.
 My plan is to build lesson and unit plans with student motivation in mind that will help them to feel
spark excitement and joy into the learning environment. And also, to build positive relationships with
students this means getting to know each of my students’ unique personalities including their likes,
dislikes, strengths, and areas of opportunity. Since each student has a different lived experience and
cultural background, I can honor those differences by implementing culturally responsive teaching
strategies.

D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame & Biel, R. (2015) Group work: Using cooperative learning groups effectively.
http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies, and
Technologies.Granitepressbooks.pb.Chap.7
2. D. Johnson & R. Johnson(2017) Cooperative Learning. University of Minnesota, USA
Enter your own reading list

1.Smart Sparrow (2018). What is Good Learning Environment? Retrieved from
https://www.smartsparrow.com/what-is-active-learning/
2.Ellise J. Dallomore, et,al. (march2017). How Do Students Learn from Participating in
Class Discussion? Retrieved from https://www.facultyfocus.com/articles/effectiveteaching-strategies/
students-learn-participation-class-discussion/
3.Washington University in Saint Luis(2021).Increasing Student Participation. Retrieved
from http://ctl.wustl.edu/resources/increasing-student-participation/
\
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed Research
Action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016) models may be
used depending on the advice of your mentor.
Now, to further elaborate on your Action Research Plan, use the Dep Ed template below:
Remember to read the rubric in this episode to know how your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan. You can also watch this short video, explaining the parts of the DepEd Action research
template: HOW TO WRITE AN ACTION RESEARCH PROPOSAL? DepEd Order No. 16, S.2017-
YouTube
Here is the link of the sample proposal discussed in the video:

https://www.researchgate.net/publication/344608953 Improving Attendance and
Academic Performance Among Grade 12 Students through_Incentive-Based Intervention

Model B
Action Research Proposal
Name:
Propose Title: IMPROVING ACTIVE CLASSROOM PARTICIPATION OF THE STUDENTS IN
TEACHER ANDL EARNER DISCUSSION
I. Context and Rationale Study Background
Education is a means by which people develop and acquire knowledge, skills, values and attitudes. It paves
the way for development and plays vital role (serve as a catalyst) in bringing socio-cultural, economical,
technological, political and environmental advancements. However, to achieve these goals or to attain
quality education, the teaching learning process at all educational institutions should be supported by strong
two way communications (teacher students or student’s students) meaning active participation had better
observed during the whole course provision sessions (Bonwell& Eison1991; Major and Palmer, 2001). Over
the years, scholars, researchers and national reports have discussed the importance of employing active
learning instructional strategies to maximize student learning in the college or university classroom, and
researchers have proved that active learning has received considerable attentions (Gallagher, 1997). Active
learning has attracted strong advocates among educational institutions looking for alternatives to traditional
teaching methods (Kumar, 2007). When students are actively involved in the learning task, they learn more
than when they are passive recipients of instruction (Cross, 1987 cited in Kumar, 2007). According to Adler
(1987) cited in Colliver (2000) all genuine learning is active, not passive. It involves the use of the mind, not
just the memory. It is the process of discovery in which the student is the main agent, not the teacher.
Students learn best when learning is active: When they are mentally involved, when they engage in hands-
on activities, when they are involved in a process of inquiry, discovery, investigation, and interpretation.
Thus, learning is enhanced when students repeat the information in their own words or when they give
examples or make use of the information (Bransford, Brown, and Cocking, 2000). When students are
passive, their brain doesn’t do job of processing effectively or retaining the information efficiently (Biggs,
1999; Hartley, 2005). Regular class participation helps students stay engaged with the information and is
more likely to help them recall more of it. Critical and higher order thinking skills are also enhanced by
active involvement in class. Students that participate in class have learned the content enough well to share
new ideas with their peers. The ability to think at this level extends beyond simple text comprehension and
helps with memory. Participation can also assist students in learning from one another, leading to improved
comprehension through teamwork. This in turn can enhance connections between teachers and students.
Approaches built on the capability of active learning spaces. Active learning can be defined as the process
of learning through engagement with the subject matter. When students engage with the subject in any way
that encourages active thought, such as through learning activities orby redefining the note-taking procedure
to promote considering the information rather than simply writing it down. The following priorities are
shared by all active learning definitions despite their differences: In addition to listening, students also
participate in activities that encourage higher order thinking (such as analysis, argument, and critical
thinking), such as discussion and debate.
Students learn more when they take part in the educational process, according to research on
learning-centered teaching strategies. Discussion, practice, review, or application are all forms of active
learning. Your brain's cognitive and sensory networks are stimulated by active learning, which aids in
processing and storing new knowledge. Claire Hoogendoorn, New York City College of Technology wrote
a good introductory article in the neuro science of active learning. She summarize several studies,
writing,“…learning is enhance when multiple neural path ways are activated at the same time. In plain
terms, the more we can activate students’ brains in different ways, the more they learn. This implies that
using as many sensory, cognitive, and emotional and social processes in students will boost their capacity
for learning. "Students do better when given the chance to actively interact with the material they are
learning. It supports the brain by allowing it more time to link new and old knowledge, clarify old
misconceptions, and reevaluate held beliefs. Although some students acknowledged that their participation
didn't improve their learning through online discussion, the significant number of students who mentioned
the value of other people's comments in their learning supports the need to encourage participation from a
wider range of students than might typically volunteer. Additionally, students who claim they learn best by
listening can be encouraged to participate at least moderately in order to aid in others' learning, just as they
gain from others' contributions. This list of suggestions is not exhaustive, but it does show the variety of
tactics teachers can employ to improve student learning through discussion
(ElliseDallimore.,et,al,March2017)

II. Action Research Questions AR Questions
1. What are the challenges that hinder students’ participation in group discussions, presentations and
demonstrations?
2. What are the possible solutions for challenges which obstruct students not to take part in
assessments actively?
3. How can we implement (interventions) so as to enhance the involvement of students in group
discussions, presentations and demonstrations?
III.Proposed Innovation, Intervention Strategy Described Innovation/

Intervention/Strategy
First, we need to conduct an assessment to the students’ prior knowledge and design your lessons
to build on what they already know. When new content is linked to what students already know,
they will feel more successful and engaged.
Next, we must allow students to collaborate. Opportunities for students to collaborate and even
discussed a concept in a middle of a lesson can be extremely beneficial to student’s engagement.
Tum and talk is a excellent strategy in which students are given a discussion topic and time to
quickly turn and discuss with a partner.
Then, during your lesson, assign students a tasks. Give students a key word to listen for throughout
the lesson; this can also be linked to a movement or chant. This repetition not only improves
memory, but it also keeps students engaged throughout the lesson. Allow students to choose
how they learn. When students believed that their ideas are unimportant,
they tune out.
IV. Action Research Methods (Described Action Research Methods)

This study will be employing the descriptive method to gather data on classroom student active
participation and their performance will be assess through the use of instructional material.
a. Participants
In this action research study, the researcher first developed a definition of
Participation through learning based on scientific literature as well as personal reflections.
Any type of students’ involvement in the classroom, which results in various interactions
with the teacher as well as other classmates, is very important to this study
b. Data gathering Methods

Following the presentation of the action plan to the students, a discussion will be held on
the subject. Agreement on the proposed actions’ implementation will be reached. The length
of the action plan will differ depending on the students group, but it will last attend of the
semester. Following the implementation of the action plan in the classrooms, a survey will
be used to assess students’ perceptions of the action plan. The survey included ten times that
will be scored on a Likert Scale base on how much the participant agree with each of them
(1 being the lowest agreement and 4 the highest agreement).
c. Data Analysis Plan

After reflecting on the experience, the instructors will take part in this experience, document
their perceptions in writing, providing feedback on the evolution of the action plan,
comments from the students, and any other additional comments.

V. Action Research Work Plan (Summarize Action Research Work Plan)
Active Classroom Discussion

Title Objectives Activities Individuals Success Indicator
Involved
Improving Active To promote the Explaining the Teacher and Students will
Classroom idea that they are objectives and students know how to
Participation of attainable to procedures for demonstrate
the Students in everyone. each activity to achievement
Teacher and students. during the
Learner session.
Discussion To provide an Asking for Teacher and The students
easy marking students’ students have an
participation by opportunity to
name connect
to their
classmates.
To encourage Allowing them Teacher and Students will
students to make time to reflect students know what and
more control of before why they are
their learning participating. learning.
To provide a basis Inviting students Teacher and They engaged to
for regularly who are not students the active
checking learning paying attention classroom
during the to participate. discussion.
discussion
VI. Cost Estimate (Write cost estimate)

The cost or investment of the study will distinguish base on the price of the printed evaluation sheet and also
the price of the token that will be given to some other teachers.
VII. Plan for Dissemination and Utilization (describe how the results will be shared)
Prior to carrying out this plan, the teacher will hold an informational session. Educating students about the
research project that will be done and, in turn, in particular, one of the action plan's objectives is to boost
involvement. Students will be made aware that an action plan will be executed in their subjects, and that it
will consist of the following four steps: (1) Educating students on the goals and guidelines for each activity.
(2) addressing pupils by name when asking for their participation. (3) giving them time to think before
contributing; and (4) inviting students who are not paying attention to participate.
VIII. References (write at least three references)
VIII. References(writeatleastthreereferences)
Smart Sparrow (2018). What is Active Learning? Retrieved from
https://www.smartsparrow.com/what-is-active-learning/
ElliseJ.Dallomore,et,al.(march2017).HowDoStudentsLearnfrom ParticipatinginClass
Discussion? Retrieved from https://www.facultyfocus.com/articles/effective-teachingstrategies/students-
learn-participation-class-discussion/
WashingtonUniversityinSaintLuis(2021).IncreasingStudentParticipation.Retrievedfrom
http://ctl.wustl.edu/resources/increasing-student-participation/

175
VIII. References (write at least three references)

REFLECT
Remember: Reflection is a process of making sense of one's previous experience. Please take a
look at what you do in the classroom and think about why you do it. Recall things that you have
done in the previous segment. You may include your thoughts, feelings, reasoning relating and
reconstructions about it.
What was your experience in writing the action research plan?
 One thing I have learned about action research is that the ultimate goal of action research is to improve
teacher's practices in order for research action plan should be place in writing just like a lesson plan.
Thus, I’ll surely keep all the lesson I’ve learned from this because it really helps me to take charge of
my personal professional development.
What knowledge, attitude, and skills did you have that helped you accomplish it?
 The skills that I have are critical thinking, problem-solving, collaboration and ethical decision making
and combined knowledge, attitude, and skills that helped me to accomplish it.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
 I still need to learn new skills, attitudes, and knowledge needed in conducting action research and I still
need to develop such skills, attitudes, and knowledge I have mentioned above because I am pretty sure
that these things will help me to accomplish it by following the ways and processes of how to conduct
it.

What was your experience in writing the action research plan?
 One thing I have learned about action research is that the ultimate goal of action research is to improve
teacher's practices in order for research action plan should be place in writing just like a lesson plan.
Thus, I’ll surely keep all the lesson I’ve learned from this because it really helps me to take charge of
my personal professional development.
What knowledge, attitude, and skills did you have that helped you accomplish it?
 The skills that I have are critical thinking, problem-solving, collaboration and ethical decision making
and combined knowledge, attitude, and skills that helped me to accomplish it.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
 I still need to learn new skills, attitudes, and knowledge needed in conducting action research and I still
need to develop such skills, attitudes, and knowledge I have mentioned above because I am pretty sure
that these things will help me to accomplish it by following the ways and processes of how to conduct
it.

JOB WELL DONE!
Remember, you will be reflecting back on how you can conduct an Action Research in the
different topics that you will be able to participate and assist.
Good luck to all Enjoy your journey to becoming a Reflective Teacher Practitioner!

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ORIENTATION NOTES for Field Study 2

What are the Field Study for?

As a Field Study student

Intended learning outcomes

THE TEACHER WE REMEMBER

CLARIFY YOUR TASK

Let's buckle down for work!

Field Study 2 Participation and Teaching Assistantship

Career Stage 4 Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Career Stage 2: Proficient Teacher

Career Stage 1: Beginning Teacher

The Southeast Asia Teachers Competency Framework is also given below.

Field Study 2 Participation and Teaching Assistantship

engage the help my Know my

Use the most

You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

1. Are these competencies limited only to professional competencies?

2. For a teacher to be great, is it enough to possess the professional competencies to

Field Study 2 Participation and Teaching Assistantship

4. Who are the teachers that we remember most?

Which professional competencies am I strongly capable of demonstrating?

In which competencies do I need to develop more?

Who are the teachers that we remember most?

Field Study 2 Participation and Teaching Assistantship

I learned both personal qualities and professional skills. Additionally, I

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Doing Action Research: An Overview

Field Study 2 Participation and Teaching Assistantship

Source: Kate Herbert-Smith IRIS connect

Field Study 2 Participation and Teaching Assistantship

Here is what you will do.

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

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching English Mary Joy Olicia

Field Study 2 Participation and Teaching Assistantship

3. Identified problem to be solved in title no.

4. Identified problem to be solved in title

5. Identified problem to be solved in title

From the title, I think, the study improving

Field Study 2 Participation and Teaching Assistantship

1. From what source do you think, did Choices:

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

3. What benefit do you-get as a Choices:

4. In what ways, can you assist your Choices:

Field Study 2 Participation and Teaching Assistantship

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

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

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

Action Research on Improving Students' Speaking Proficiency in Using Cooperative

Key words: Storytelling, Speaking Skill, Proficiency, Strategy, and Collaborative

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Understanding and Using Action Research Concepts and Processes

Field Study 2 Participation and Teaching Assistantship

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

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

Field Study 2 Participation and Teaching Assistantship

OBSERVE identify the problem.