Field Study 1 10

Calabanga Community College
Belen, Calabanga, Camarines Sur

S/Y 2022-2023
FIELD STUDY 2
Participation and Teaching
Assistantship
OBE - & PPST - BASED
Maria Rita D. Lucas, PhD

Milagros L. Borabo, PhD
Purita P. Bilbao, EdD
Brenda B. Corpuz, PhD
Prepared by:
BSED – ENGLISH 4
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 1
The Teacher We Remember
Prepared by:
JHAZELL V. PEREZ
BSED – ENGLISH 4
Learning
FIELD STUDY 2
Episode
The Teacher We
Remember
FS 2 1
To have a meaningful and successful accomplishment in FS episode, make
sure to read through the whole episode before participating and assisting your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will
need to do before working on this episode.
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 Assistantship, it may be good 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., 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
three year and you will end up stronger, happier and wiser!
Let’s buckle down for work!

1. You will review your qualities of good teachers as contained in documents
such as the Philippine Professional Standards for Teachers (PPSTs) and the
Southeast Asia Teachers Competency Framework and the Code of Ethics for
Professional Teachers.
2. You will view on YouTube 2 TEDs talks on “What makes a good teacher
great” and “The Power of a Teacher”.
REVISIT AND INFOGRAPHIC/S
CAREER STAGES OF TEACHERS

Source: Deped Order npo. 42, s. 2017
Career Stage 4: Distinguished Teacher
Teachers embody the highest standard for teaching grounded in global best practices. They
4
exhibit an exceptional capacity to improve their own teaching practice and that of others.
They are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create a felong 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
3
manifest an in-depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem-solving, and
optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning and
practice. They continually seek to develop their professional knowledge and practice by
reflecting on their own needs, and those of their colleagues and students.
Career Stage 2: Proficient Teacher
Teachers are professionally independent in the application of skills vital to the teaching and
2 learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing, and managing
learning They actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement. They are reflective practitioners who
continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.
Career Stage 1: Beginning Teacher
Teachers have gained the qualification recognized for entry into the teaching profession. They
1 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.
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.

https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF BOOK.pdf
You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 What

makes a good teacher great? | Azul Terronez | TEDxSanto Domingo and The Power
of a Teacher | Adam Saenz | TEDxYale YouTube www.youtube.com watch
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 assisting your Resource Teacher in his/her daily task. Take
the initiative to offer your assistance. Don’t wait for your Resource Teacher to ask
for it.
NOTICE
1. Take note of the following:

 Your Resource Teacher comments, facial expressions, gestures and actions in
the class
 Students’ comments, facial expression, gestures and behavior in class
 The classroom proceedings
 The classroom atmosphere – relaxed or threatening
ANALYZE
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Are these competencies limited only to professional competencies?

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

to plan a lesson, execute a lesson plan, manage a class, assess learning,
compute and report grades? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. For a teacher to be great, which is more important – personal qualities or
professional competencies?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Who are the teachers that we remember most?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
REFLECT
Which personal traits do I possess? Not possess? Where do I need improvement

in?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
WRITE ACTION RESEARCH PROMPTS
OBSERVE
In assisting my Resource Teacher, I observed that personal traits such as_________

________________________________________________________________ and
professional competencies like ___________________________________________
______________________ were least/ not displayed and as a result, students
were / class was
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PLAN
I would like to address this problem (mentioned in #2) by conducting an action
research on
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACT
a) The main objective of my action research is
__________________________________________________________________
__________________________________________________________________
b) My specific research questions are:
__________________________________________________________________
__________________________________________________________________
c) To answer my specific research questions, I
__________________________________________________________________
__________________________________________________________________
CHECK FOR MASTERY
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy
2. According to students, a great teacher is "chill". What does this mean? Teacher
is________.
I. cool
II. calm
III. doesn't get overwhelmed
A. I, II and III
B. I and II
C. I only
D. I and II
3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching
and learning process
III. Demonstrate skill in the use of communication strategies, teaching
strategies, and technologies to promote high quality learning
A. I only
B. II only
C. I and II
D. I, II and III
4. To address the diversity of learners, which professional competency must teacher

display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center

with whom the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/guardian
WORK ON MY ARTIFACTS
Attach your reflection here.

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 2
Embedding Action Research for

Reflective Teaching
Prepared by:
JHAZELL V. PEREZ
BSED – ENGLISH 4
Learning Embedding
FIELD STUDY 2
Episode Action Research
for Reflective
FS 2 2 Teaching
To have a meaningful and successful accomplishment in this FS episode, be

sure to read through the whole episode before participating and assisting in your FS
2 Resource Teacher's Class. Note all the information you will need and tasks you will

At the end of this Learning Episode, I must be able to;
 be familiar about action research as a reflective teacher.
 underscore the Importance of doing action research.
CLARIFY YOUR TASK

Doing an Action Research: An overview
Every teacher is action researcher. Everyone can do it. Teachers and Students
can do it together.
This episode focuses on doing action research as one 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 everyday practical problems.
These problematic situations and observed discrepancies emerge between what is
intended and what actually occurs in the classroom.
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. Sometimes 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 process 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. There 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 way that you are capable of
doing.
Here is what you will do.
Making a List of Completed Action Research Titles by teachers in a Field.
1. Make a library or online 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 Instructions in

Mary Joy Olicia
Teaching English for Grade Four Classes
1.
2.
3.
4.
5.
Congratulations!!! You have done a good job. By doing so, you have
assisted your mentor and together you will journey towards becoming an
action researcher.
NOTICE
Based on your activity on Making a List of Completed Action Research Titles,

let’s find out what you have noticed by answering the following questions.
Questions My Answers
1. What have you noticed about the 1. Identified problem to be solved in title no.1
action research titles? Do the action
2. Identified problem to be solved in title no.2
research (AR) titles imply problems to
solve? Yes___ No____ 3. Identified problem to be solved in title no.3
4. Identified problem to be solved in title no.4
If YES, identify the problems from the 5. Identified problem to be solved in title no.5
title you have given. Answer in the
space provided.
2. What interpretation about action Title of the Action Research;

research can you make out of your _____________________________________
answer in Question No.1? _____________________________________
________
From the title, I think, the study
3. Write the Title and your
interpretation of the study from the
title.
4. What do you think did the author/s I think the author/s ........
do with the identified problem as
presented in their titles?
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 problem in school, hence teacher should do action research. This is an
exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and
interpreted in the previous activity.
My Answer
Key Questions Choose from the options given. You may check
more than one answer.
1. From what source do you Choices:
think, did the authors _____ Copied from research books
identify the problems of
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 Choices:
teacher’s intention in _____ To find a solution to the problematic situation
conducting the action
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 Choices:
as a student in FS 2 in _____ Prepare me for my future job
understanding and 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 _____ By co-researching with my mentor
assist your mentor in his/her _____ By assisting in the design of the intervention
Action Research Activity?
_____ By assisting in the implementation of the AR
_____ By just watching what is being done
REFLECT
Based on the readings you made and the previous activities that you have done.
1. What significant ideas or concepts have you learned about action research?
I learned
that_____________________________________________________________
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_____________________________________________________________
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
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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 probably solution to the problematic situation above
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PLAN
What strategies, activities, innovations can I employ to improve the situation or
solve the problem?
As a future action researcher I can plan for an appropriate intervention, like
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACT
If I conduct or implement my plan, what can be it's title?
If I will implement my doable plan in the future, my title would be
___________________________________________________________________________
____________________________________________________________________
___________________________________________________________________________
CHECK FOR MASTERY
Direction: Choose the best answer.
1. Every future teacher should do action research because_______.

A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy
2. Spotting a problematic situation in teaching and learning will ______.
A. Spark an idea of doing Teacher Action Research

B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher's daily routine
3. Which of the following statements motivates a teacher to do action research?
A. Any problem that occurs in my class will soon pass

B. For every teaching-learning problem, there is always a solution
C. Leave the problematic situation for other teachers to solve
D. There are more important classroom routines than finding solutions.
4. "Every teacher, should be an action researcher." This statement is _____
A. Applicable only for teachers in big schools

B. Not doable and very idealistic
C. The call for teachers in the current times
D. appropriate for honor graduates
5. Which of the following statements is TRUE.
A. Action research problem is created by the teacher.

B. Noticing helps a teacher spot problematic situation
C. Much of the teaching time should be spent in action research
D. Action research is an optional teacher activity
Your artifact will be an abstract of a completed action research.

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 3
Understanding AR Concepts,
Processes and Models
Prepared by:
MARITES ORDOVEZ
ROMA MAE BASCONES
BSED – ENGLISH 4
Learning
FIELD STUDY 2 Understanding
Episode
AR Concepts,
Processes and
FS 2 3 Models

2 Resource Teacher’s class. Note all information you will need and tasks you will

 use concepts and processes of action research.
 identify sample models of AR such as of Dep Ed,2017; McNiff & Whitehead,
2006; and Nelson ,2014.
CLARIFY YOUR TASK
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 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 question 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 I can 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
The Action Research Process
Cycle
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 learned before is the problem anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan do able 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 I learned before is the problem anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan do able 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 Identifying the Problem
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESSTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan

INNOVATION, 1. What do I plan as a solution to the problem I
INTERVENTION AND 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,
a. Participants and myself)
/or other 2. What are my sources of information?
Sources of Data 3. How shall I gather information?
and 4. How will I analyze my data / information?
b. Information
Data Gathering
Methods
c. Data Analysis
Plan
V. ACTION RESEARCH Action Research Work Plan

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

DISSEMINATION 1. How will I share the result of my action research?
AND UTILIZATION (Publish, Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or
replicate my study?
VIII. REFERENCES References

1. What reading materials and references are included in
my review of literature?
Action Research is a dynamic process anchored on Reflection Action

Cycle of Observing, Reflecting, Acting, Evaluating and Modifying.
Figure 1. An Action Research 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.

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will
enable you to learn and provide the needed assistance to your teacher mentor in
doing Action Research.
NOTICE
What concepts have been emphasized in the task and infographics? Give at least
four.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
Since the 3 models are all for action research, what are the common element of the
three?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ANALYZE
Choose the AR sample Abstract that you submitted in Episode 2.

 Analyze the components vis-à-vis only one model out of the 3 presented.
 If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the
components.
Title and Author of the Action Research:
Key Components Entry from your sample AR

OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendation
 If you choose to compare with Model B-Nelson , O.2014, here are the components.
Title and Author of the Action Research:

OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
 Or if you choose the DepEd Model, 2017, here are the components.
Title and Author of the Action Research: (the same as your entry in model A)

I. CONTEXT AND RATIONALE Study Background
II. ACTION RESEARCH AR Questions

QUESSTIONS
III. PROPOSED INNOVATION, Describe Innovation / Intervention/
INTERVENTION AND STRATEGY Strategy.
IV. ACTION RESEARCH METHODS Describe Action Research Methods.

a. Participants and /or other
Sources of Data and
b. Information Data Gathering
Methods
c. Data Analysis Plan
V. ACTION RESEARCH WORK Summarize Action Research Work

PLAN AND TIMELINES Plan.
VI. COST ESTIMATES Write cost estimate.
VII. PLANS FOR DISSEMINATION Describe how the results will be

AND UTILIZATION shared.
VIII. REFERENCES Write at least 3 references

What have you understood about the concept of Action Research and how
will these be utilized in your practice?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
As a future teacher, is conducting an Action Research worth doing?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How can AR be useful for every classroom teacher?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many

questions that I raised in my mind. These include:
a) _______________________________________________________________
b) _______________________________________________________________
c) _______________________________________________________________
REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a) _______________________________________________________________
b) _______________________________________________________________
c) _______________________________________________________________
PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose

from a, b, c) because
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACT
My action will come later, given enough time in FS 2 or during my Teaching
Internship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: Check from the choices, what answer/s respond to the question correctly
and put an X if otherwise.
1. Action research requires a teacher to be:
_______ observant of what is happening in the classroom.
_______ asking oneself of how to improve teaching
_______following the daily routine all the time.
_______finding ways on how children should learn better.
_______blaming learners for their inability to learn.
2. There are many ways of doing action research which follow a cyclical process.
The process include:
_______Observe, Reflect, Plan, Act
_______Observe, Plan, Act, Reflect
_______ Reflect, Act, Plan, Observe
_______Plan, Observe, Act, Reflect
_______Modify, Observe, Plan, Reflect
3. As an action researcher, I will be developing my skill as a person who is
_______Systematic
_______Reflective
_______Rigorous
_______Futuristic
_______Situational
4. On which of the following would you choose to conduct an Action Research.
Why?
_______Changes in the classroom practices. Why?
__________________________________________________________________
__________________________________________________________________
_______Effects of curriculum restructuring. Why?
__________________________________________________________________
__________________________________________________________________
_______Understanding of the self as a teacher. Why?
__________________________________________________________________
__________________________________________________________________
_______Teaching a new process to the students. Why?
__________________________________________________________________
__________________________________________________________________
5. Which of the following relates closely to what action research is?
________Used to address practical problems in the classroom
________Refers only to everyday life of the learners
________Allows teachers to study their own classroom
________Brings theories and practices together
Your artifact will be a full-blown completed Action Research.

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 4
Matching Problematic
Learning Situation With
Probable Action
Prepared by:
LAIZA CHAVEZ
BERNARD PANTE
BSED – ENGLISH 4
FIELD STUDY 2
Learning Matching
Episode Problematic
Learning Situation
FS 2 4 with Probable
Action

2 Resource Teacher’s class. Note all the information you will need and task you will

 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 problem is tricky task. Action research begins with identifying a

problem. Oftentimes, it is one of the difficult things to begin with. When a
researcher 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 FS 1 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.
Figure2. Words that Represent Common Teaching- Learning Problems

Identified by Filipino Teachers (Felimon, Siason, Bilbao, 2021)
Each problem 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 I identified are:

1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________
5._______________________________________________________________
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 Choice for your ACTION.

A. Conduct 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
Comprehension of Tutorial
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain:
____________________________________________________________________
Difficulty in
Show Video Lesson
Comprehension of
What about letter C as a SOLUTION to the same PROBLEM? Why?

____________________________________________________________________
Difficulty in Make learning tasks to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observed
problems in the class and suggest actions to be done.
NOTICE
What have you notice of the problem identified above? Can there be more
than one solution to the problem?
_________________________________________
Explain_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
A creative and innovative teacher can find one or more than one solution or
answer to 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 lessons for two
weeks, yet no progress was observed. The situation has been bothering Miss
Fely.
 Can you identify Miss Fely's problem?

______________________________________________________________
______________________________________________________________
 Can you find a solution to solve her problem? ___Give your two suggestions.
a) ________________________________________________________
b) ________________________________________________________
 What solution can solve Miss Faye's problem?
______________________________________________________________
How?
______________________________________________________________
Are they matched with the problem?
______________________________________________________________
Scenario B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners’
cone from families that are disrupted, either with single parents or with their
guardians who stand only as parents. They are deprived of necessary food,
clothing and shelter.
 Can you identify the most probable teaching-learning problem/s in the class
of sir Ryan?
a) ________________________________________________________
b) ________________________________________________________
 Can you propose a solution to solve one of the problems that you have
identified?
______________________________________________________________
______________________________________________________________
REFLECT
After reading the two scenarios given above, how would identifying
problematic situations and finding solutions to these problems help you to become a
better teacher?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Using any one example of problems in this activity, answer the AR prompts that
follow
OBSERVE
What problematic situation prevails in the classroom?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
What changes do you want to achieve?

____________________________________________________________________
____________________________________________________________________
PLAN
What strategies will you use to improve the situation?

____________________________________________________________________
____________________________________________________________________
PLAN
What would be the title of your Action Research should you conduct the study?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Add: Solutions/actions
CHECK FOR MASTERY
Here are some problematic situations in the teaching-learning environment as

observed and experienced by the teachers. Match the problems listed in Column A
with corresponding probable solutions in Column B. You may use the letter once,
more than once or not at all.
Problematic Situations Probable Solutions/Actions
____1. Connectivity for On-line learning A. Rearrange classroom setting
____2. Disruptive Classroom behavior B. Maximize use of varied instructional

materials
____3. Poor interest and motivation C. Regular parent-teachers circles
____4. Parental non-involvement D. Use of rewards
____5. At risk-students E. Group studies and Study Buddies
F. Use of Flexible Learning
G. Silent Reading Exercises

Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
II. Author/s:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 5
Preparing the Learning Environment:

An Overview
Prepared by:
DISHEILA MAE R. TAPAR

BSED – ENGLISH 4
FIELD STUDY 2
Learning Preparing the
Episode Learning
Environment: An
FS 2 5 Overview
To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher's class. Note all the information you will need and tasks you will need to do before
working on this episode.

 revisit the concept of learning environment in the context of the current
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 Leaming 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 consider these specific strategies for developing the optimal
classroom climate. You may consider these.
1. Leaming 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 onder. 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
Learning environment can be traditional (F2F), virtual (on-line) or a combination

(Hybrid).
What will you do to assist your mentor in setting up a conducive learning

environment in the following conditions:
a. Bulletin Board Display _____________________________________________
_______________________________________________________________
b. Small Group Discussion ____________________________________________

_______________________________________________________________
c. Checking class attendance in a virtual classroom (i.c. google meet or zoom)

_______________________________________________________________
_______________________________________________________________
NOTICE
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What
message or theme does it convey?
_____________________________________________________________
 What makes it attractive to the learners?
_____________________________________________________________
 Does it help in the learning process? How?
_____________________________________________________________
Learning Environment 1:
1. If the teacher is using a distance delivery of learning through the modules,
where is most likely the learning space of the students?
____________________________________________________________
2. Can you describe?
____________________________________________________________
3. How can you as a teacher help to make such environment conducive for
learning?
____________________________________________________________
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?
____________________________________________________________________
____________________________________________________________________
REFLECT
Based on my noticing and analysis, I realized that

a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
OBSERVE
What probable problem may result from the two situations of the learning
environment?
____________________________________________________________________
____________________________________________________________________
REFLECT
What solutions can I think of to solve the problem?

____________________________________________________________________
____________________________________________________________________
PLAN
How should I do it?

____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Choose the best answer from the options given.

1. Learning environment is only confined to a specific place called schools. This
statement is ______?
A. true
B. false
C. doubtful
D. cannot be determined
2. What kind of learning happens anytime, anyplace and anywhere?

A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning
3. In which situation can learners learn with more physical presence and
intervention of the teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above
4. Which of the two kinds of learning environment encourages independence

and self-management of the learners? Why?
A. Face-to-Face, because there is always the presence of the teacher who
will give guidance to the learner.
B. Virtual/On-line, because the learners are given time to learn on their
own and progress at their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face because there is always the need of a teacher in a
classroom all the time
5. If on-line or virtual learning environment is not applicable, the traditional

face-to-face or in-school will continue. How will you improve the physical
learning environment?
A. Use tables with chairs to allow cooperative learning.
B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B and C
In not less than 300 words, write an essay on the topic: "My Conducive
Environment Learning Environment”.
My Conducive Learning
Environment”
By:
_________________________
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 6
Enhancing A Face-To-Face Learning

Environment
Prepared by:
CLARISSAA. CASAOL
BSED – ENGLISH 4
FIELD STUDY 2
Learning Enhancing A
Episode
Face-To-Face
Learning
FS 2 6 Environment
To have meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher’s class. Note all the information you will need and task you will need to do before
working on the episode.

At the end this Learning Episode, I must be able to assist in the preparation of the
traditional face-to face learning environment.
CLARIFY YOUR TASK
In 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 student’s 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 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 socializing network and solve problems
together with classmates and teachers.
Here are some characteristics of the face-to- face or in person learning
environment.
 Learning space is physical. Bothie teachers and learners see and hear each
other form the same contained safe place called classroom.
 Lessons are delivered with the teacher physically facilitating. Reading
assignments are from textbooks and other resources provided or referred.
 Class meting 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 infographics, how can you participate and assist in a
face-to-face learning environment?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
NOTICE
Having been exposed to the traditional classrooms in your basic education, it

seems that everything is familiar. However, a s teaching-learning theories evolve
over time there are changes that are taking place.
What changes have you noticed in the -face-to-face classrooms spaces?
CLASSROOM ENVIRONMENT BEFORE CLASSROOM ENVIRONMENT NOW
ANALYZE
What do you think the changes in the face-to-face learning environment now?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
From the changes that you identified, choose one that you can do. How will you do
it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
Do you think making the learning environment conductive for a face-to-face

classroom will enable the learners to achieve better learning outcomes? Explain
your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
OBSERVE
What common problem have I noticed in a face-to-face learning environment?

____________________________________________________________________
____________________________________________________________________
Can I translate this problem into a question?

____________________________________________________________________
____________________________________________________________________
REFLECT
How would I solve the problem?
____________________________________________________________________
____________________________________________________________________
Will it improve my teaching? How?

____________________________________________________________________
____________________________________________________________________
PLAN
What will I do to solve the problem? Describe briefly how do it

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Choose the best answer from the options given.
1. In the face -to-face learning environment, the most critical elements is/are the__.
A. Arrangement of chairs and tables.
B. Physical, psychological and social considerations
C. Teacher and student interactions
D. None of the above
2. The traditional classroom spaces are still considered valid and effective for as long
as these conditions exist. What are these conditions?
I. There should be one teacher to one student ratio.
II. Chairs should fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time guide learning.
IV. All students should be heard in class discussion.
A. I&II
B. II&III
C. I&IV
D. III&IV
3. The best instructional material in the traditional classroom is the ____.

A. Blackboard
B. Computer
C . Teacher
D. Bulletin board
4. Outdoor activities loke groups games, scavenger hunt and like provide a
positive____.
A. Psychological environment
B. Social environment
C. Physical environment
D. Cognitive development
5. It is observe that different classrooms have different arrangement of chairs, tables

and benches because of ____.
A. School budget
B. Different purposes
C. Delivery of supply
D. Donations received
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 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 and is the classroom
space from hazards?
 Are learners comfortable in terms of light and ventilations?
PSYCHOLOGICAL ENVIRONMENT
 Are there sets of rules procedures followed? What are these?
 Are there sets of expectations that 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 learner to share their experiences and learning with
each other.
SOCIAL ENVIRONMENT
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and
cooperation?
 How are individual needs and differences considered?
PORTFOLIO ENTRY
TITLE: The face-to-face learning environment
Describe the physical environment:
Describe the psychological environment:
Describe the social environment:

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 7
Making On-line or Virtual Learning

Environment Safe and Conducive
Prepared by:
CHRISTINE V. MENDOZA
BSED – ENGLISH 4
Learning Making On-line or
FIELD STUDY 2
Episode Virtual Learning
Environment Safe
FS 2 7 and Conducive

2 Resources Teacher’s class. Note all the information you will need and task that you
will need to do before working on this episode

At the end of this Learning Episode, I must be able to explore the different ways
of establishing safe and conducive on-line or virtual learning environment.
CLARIFY YOUR TASK
Education has dramatically shifted in recent years. School aligned physical

space to flexible spaces that integrate technology to support 21st century learning
opportunities. The modern learning environment incorporates the three elements:
(1) connected devices such as notebooks, tablets, smart phones; (2) audio visual
tools including projectors and touch screen display and (3) purposeful furniture such
as standing desks, collaborative work stations and connected seating that allows
student to learn in different way 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 synchronous so the teacher’s role is moderator
between technology and the students.
Unlike face-to-face, on-line virtual learning does not happen in one contained
physical space but learner’s are different imaginary space made possible by
technology such as computer network, Virtual classroom refer to digital environment
that allows teachers and students to connect on line in real time.
Let us now consider an on-line or classroom virtual classroom learning

environment. What are some safety reminders to remember?
1. Encourage parents and careers involvement. Keep parents/careers informed

of how you and the children will be using the on-line platforms.
 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 consequences of 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 the class length and topics.
 Make assignment as guided as possible. Teachers may need to source
research site to ensure on-line safety.
 Provide students with resource. Share with your students websites and
videos so as not to take them to inappropriate materials such as ads
from You Tube and other sites.
3. Encourage public chatting. Avoid texting students one-on-one instead send a

group text, or group chat. When using technology like zoom, google meet,
MOOCS allow public chatting or group instead of chatting privacy 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 online 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  Find a quiet place  Be on time for the
is charged. free of distraction. class.
 Be respectful at all  Stay on mute and  Stay focused and on

times. raise hand only if task so you won’t
needed. miss any
information.
 Turn on your camera.  Use kind words all  Teacher and

the time. learners are dressed
appropriately.
Try to handle one on-line class and use the guidelines above. Happy virtual
teaching!
NOTICE
Unlike the traditional face-to-face classroom environment, online or virtual

environment is a bit difficult to manage. It is because Virtual Learning Environment
(VLE) is imaginary and not in the physical sense. It has no corners or walls, and it
can be set up with the support technology.
As a teacher, what you have discovered to be easy to implement in your virtual
class?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How did the students show their active participation in the lesson?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ANALYZE
Which of the following is/are your analysis/analyses of on-learning environment?

Check one or more.
_____It was difficult to observe the physical behavior of the student.

_____It takes time for students to learn how to use platform.
_____Students who are alone in their home space find difficulty to make responses.
_____Internet connectivity is a great factor to support a conductive environment.
REFLECT
As a future teacher I feel that on-line learning environment can be safe

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
I think that in a virtual learning environment is

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
OBSERVE
Identify the problem brought about by on-line learning environment.

____________________________________________________________________
____________________________________________________________________
REFLECT
How would you solve this problem?

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

____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: Choose the appropriate answer.

1. What is common among the following environments: (a) remote learning, (b) virtual
learning, (c) on-line learning?
A. Presence of a teacher
B. Use of cyberspace
C. Asynchronous delivery
D. Use of module
2. If you co-teachers ask you to barrow your email address for an urgent concern,
which action should you take as a safety measure?
A. Deny your friend’s request because of privacy.
B. Open your email yourself and print your friend’s email.
C. Quickly share your password to your friend.
D. None of the A, B, C.
3. Why should parents be involved and be part a safe on-line learning environment?
A. Parents should provide guidance in the selection of website for children
reference.
B. Parents know better than the children so they can coach in answering on-line.
C. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student would be to talk, which of the

following actions should be done?
A. Mute the microphone\
B. Open the camera
C. Raised hand
D. Send message to chat box
5. Which would describe a safe and conducive virtual learning environment?
A. When parents are involved
B. When the teacher provides open communication.
C. When students are supported with resources.
D. A, B, and C.
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

Topics/Title of Content or
Name of Website
Instructional Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 8
Establishing My Own Classroom

Routines and Procedures in A Face-
To-Face/ Remote Learning
Prepared by:
MARRIEL O. DACIAN
ANNELLE ENDRANO
BSED – ENGLISH 4
Learning ESTABLISHING MY
FIELD STUDY 2 OWN CLASSROOM
Episode
ROUTINES AND
PROCEDURES IN A
FS 2 8 FACE-TO-FACE/
REMOTE LEARNING

2 Resource Teacher’s class. Note all the information you will need and tasks you will
do before working on this episode.

 At the end of this Learning Episode, I must be able to;
 Establish my classroom routines and procedures before, during and after
classes in face-to-face or in remote learning.
 Explain the classroom routines.
 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 in 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 giving directions/instructions: enables you to explain to the learners
what are expected to 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 post these in the learning
management system to 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 ideas that 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
tasks and
requirements
Use of Movement into and out
Washroom of the classroom
Transitioning Checking of
to group work attendance
Some Routines
and Procedures
Classroom
Line formation
greetings
Others when Getting supplies and

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

2. What are the routines and procedures that I need to establish before, during
and after my classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students
need help/attention in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and
others in the classroom/remote learning?
5. How will students transition to group work and other cooperative activities in
the classroom/remote learning?
6. What procedures must be followed by students who need to attend to
personal necessities in the classroom/ online classes?
7. What rules must be set for students who finish task early/ and for those who
cannot complete work in time?
8. What procedure must be observed for tardiness/ early dismissals?
9. What procedure must be done when submitting homework/performance tasks
in the classroom/ remote learning?
10.What procedure must be employed in movements into and out of the
classroom/ remote learning?
Having these guide questions in mind, consult your Resources Teacher on the
possible assistance or participation that you can do help her/him in doing the
classroom routines. Complex 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 problem which you can have encountered
while implementing these routines.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
NOTICE
After doing your classroom routines and formulating 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?
_______________________________________________________________
_______________________________________________________________
 How did your students respond to your classroom routines and procedures?
_______________________________________________________________
_______________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
_______________________________________________________________
_______________________________________________________________
 Was there a change in the classroom environment/ teaching- process after
you have implemented your classroom routine and procedures?
_______________________________________________________________
_______________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines
and procedure?
_______________________________________________________________
_______________________________________________________________
ANALYZE
1. What factor/ conditions prompted you to establish that classroom routine and
procedures?
__________________________________________________________________
__________________________________________________________________
2. Was there a marked improvement in classroom management after employing
your classroom routines?
__________________________________________________________________
__________________________________________________________________
3. Did the teaching- learning process improve? Justify your answer.
__________________________________________________________________
__________________________________________________________________
REFLECT
What insights have you gained while doing this learning episode?
____________________________________________________________________
____________________________________________________________________
OBSERVE
The problem/ challenges I encountered in establishing my classroom routines
____________________________________________________________________
____________________________________________________________________
REFLECT
I hope to achieve to address these problems and challenge by
____________________________________________________________________
____________________________________________________________________
PLAN
Some strategies/ways which I can employ to improve my classroom routines are
____________________________________________________________________
____________________________________________________________________
ACT
(Bases on my answers in no. 1-3, the possible, title of my action research on this
episode is
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
To further enrich my knowledge on establishing classroom routines and

procedure, whether in the classroom or in remote learning, these are some of the
online resources which will help me in those activities, (include books, websites, you
tube videos and the like and share these to you peers.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: read the questions and choose the letter of the correct answer.
1. Ms. Asuncion teaches English in Grade six. She finds difficulty in getting her class
settled and ready for the daily lesson. Which of the following would be the best
advice for her?
A. She would have a seating arrangement/plan
B. She should assign a group leader to monitor students’ discipline.
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.
2. The students of Ms. Dionisio were instructed to use the washroom gate to
monitor gate passes whenever they need to attend to personal necessities. This
is an example of which of the following classroom management techniques?
A. The use of cards
B. The use of gate pass
C. The use of transition
D. The use of a clear schedule
3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in
her class. What is the benefit of having this practice?
A. Ensure discipline and responsibility in class
B. Make her students busy at all times
C. Develop camaraderie in class
D. Ease her small stuff
4. During inclement weather one of the routines established by Ms. Return is for her
class to fall in line along the corridors and not in the schoolyard. What must be
the reason why she implements this?
A. To have another area for line formation
B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom
5. Why is it best to establish routines at the beginning of the class?

A. To eliminate the stress of teachers at the beginning of class
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times.
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.
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 9
Creating my Classroom/Remote
Learning Management Plan
Prepared by:
MONICA BURCE
ZYRA DANICA CORNERAS
BSED – ENGLISH 4
FIELD STUDY 2
Learning Creating my
Episode Classroom/Remot
e Learning
FS 2 9 Management Plan

2 Resources Teacher’s class. Note all the information you will need and tasks you
will need to do before working on this episode.

 explain the importance of my classroom management plan.
 enumerate the components of my classroom management plan.
 write my classroom management plan
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 classroom management plan is to
make the students accountable for their actions. Effective classroom management
increases students’ success, enhances students’ academic skills and competencies
and promotes social and emotional development.
The teaching- learning process may be implemented in various modalities.

Teachers must bear in mind that alternatives and 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. This will make the students to stay on time and on task.
5. Organization. This refers to the systematic arrangement of files and records
and 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 communication will lead to better teacher
relationship.
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/1735-
seven-key-elements-for-effective-classroom-management.
In order to implement these elements effectively, a classroom management

plan must be designed. Each teacher has its own unique style of management to
meet class needs, although the same elements are found consistently. In order for a
classroom management plan to be successful, the students must have a complete
understanding of each of the guidelines. At the same time, teachers must follow
their plan to ensure that the learning environment is safe, friendly, secured and non-
threatening whether in the classroom or in remote learning.
Components Of Classroom Guide Questions

/ Remote Learning
Management Plan
Philosophical Statement What is your set of ideas, values, beliefs and goals
on classroom/ remote learning management?
What set of criteria and/ or standards will you set
judge the quality of your classroom/remote
learning environment?
Classroom Rules and What classroom rules and procedures will you
Procedures formulate to ensure discipline and order in your
class?
Teacher- Student How will you treat every student in your class?
Relationship How will you interact with them?
How will you ensure good interaction between and
among students and superiors?
Schedule and Timeframes How will you organize your class schedule?
How will you keep your student stay focused and
on task?
Classroom Structure, How will you ensure the safety and security of
Design and Arrangement your students?
What rules will you formulate to safeguard their
protection?
Strategies for Rewards What strategies will you employ for rewards and
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 Creating
The Plan The Plan
Monitoring
The Plan
After realizing the different elements and steps of a classroom/ remote

management plan, you are now ready to make your own plan which you can
implement in your classroom/ remote learning. You may request a copy of the
Classroom/ Remote Learning Management Plan of your Resourced Teacher, or you
may surf the internet for more samples/ exemplars to guide you in creating your
plan.
Be guided with the guide questions for each of the elements. Follow these
reminders in writing your plan:
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan
Philosophical Statement
Classroom Rules and Procedures
Teacher- Student Relationship
Schedule and Timeframes

Classroom Structure, Design and Arrangement
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
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?

_______________________________________________________________
_______________________________________________________________
2. Why is there a need to utilize the information to create your classroom
management plan?
_______________________________________________________________
_______________________________________________________________
3. What were the significant things that you noticed when you were implementing
your plan?
_______________________________________________________________
_______________________________________________________________
4. Were there items in your classroom/ remote learning management plan which
were not tailored to the needs of your students? How will you improve on these?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
ANALYZE
1. What elements in your classroom/ remote learning management plan were

mostly followed/ complied with?
__________________________________________________________________
__________________________________________________________________
2. What elements in your plan were the most difficult to implement? Why?
__________________________________________________________________
__________________________________________________________________
REFLECT
What were your realizations after creating and implementing your classroom/ remote
learning management plan?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
OBSERVE
1. The problem/ challenges I encountered in writing my classroom Management

Plan
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
REFLECT
2. I hope to achieve to address these problems and challenges by

__________________________________________________________________
__________________________________________________________________
PLAN
3. Some strategies/ solutions/ means that I can employ to improve these situations/
problems
__________________________________________________________________
__________________________________________________________________
ACT
4. Based on my answer in nos.1-3, the possible tittle of my action research on this

episode is
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
To further enrich my knowledge on designing my classroom/ remote management

plan, whether in the classroom or in remote learning, these are some of the online
resources which will help me in these activities. (Include books, websites, you tube
videos and the like and share these to your peers.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: Read the questions then choose the letter of the correct answer.
1. Why is a classroom management plan important?

A. To assist the teacher in instruction
B. To ensure that the students obey the classroom rules
C. To develop the sense of belongingness in class
D. To make the students responsible and accountable for their actions.
2. Why is there a need to make the classroom management plan clear and simple?
A. For students to understand and follow easily
B. To make it doable for the teacher
C. To prevent chaos in class
D. To ensure compliance of superiors
3. Why is there needs to have a classroom structure/ lay out?

A. For aesthetic purposes
B. For compliance with school rules
C. To be at par with others
D. For the safety and security of students
4. When is the best time to make the classroom management/ remote plan?
A. At the beginning of the school year
B. At the beginning of each class
C. At the middle of the year
D. At the end of the year
5. Which of the elements in the classroom management/ remote plan must be given
more emphasis?
A. Classroom Rules and Procedures
B. Schedule and Time Frame
C. Strategies for Rewards and Consequences
D. Classroom Design, Structure and Arrangement
Paste your Classroom/ Remote Management Plan

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 10
Writing My Learning /
Lesson Plans
Prepared by:
SARAH JANE G. CLEVECILLA

BSED – ENGLISH 4
Learning
FIELD STUDY 2
Episode WRITING MY
LEARNING /
FS 2 10 LESSON PLANS

sure, to read through the whole episode before participating and assisting in your FS

 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; and
CLARIFY YOUR TASK
Writing My Learning/Lesson Plans
Lesson Plan/Learning Plan - 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 procedure. 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 (DepEd) has provided templates for Detailed

Lesson Plan (DLP) and Daily Lesson Log (DLL). This was done to institutionalize
instructional planning which is vital to the teaching-learning process. Guidelines were
formulated to assist teachers in planning, organizing and managing their lessons to
meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the
three domains must be considered (Cognitive, Affective and Psychomotor).
Outcomes must be stated in terms that are specific, measurable, attainable, realistic
and time-bounded (SMART). The cognitive domain includes remembering,
understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment
must be constructively aligned. The instructional strategies used must help in the
attainment of the learning outcomes. The modes of assessment must determine if
the outcomes were attained at the end of the lesson.
With all this information in mind, you are all set in writing your lesson plan.
Based on the instructions given by your Cooperating Teacher, prepare your lesson
plan(s) based on the learning competencies of the lesson. Consider the age
appropriateness and level of communication of your students.
Request lesson plan exemplars/lesson plan templates from your Resource

Teacher. If not available, you can make use of the basic components of a lesson
plan.
Lesson Plan in_____________
(Subject)
Grade Level__________
Learning Outcomes
Learning Content
Learning Resources
Learning Procedures
The Department of Education (DepEd) has issued Department Order 42, s.
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) ND Daily Lesson
Log (DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning – D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School Grade Level
Teacher Learning Area
Time & Dates Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
L earning Resource (L R) portal
IV. PROCEDURE
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
F. Developing mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily living
H. Making Generalizations and
abstractions about the lesson
I. Evaluating learning
\Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation-for-the-k-to-12-basic-education-program /
DAILYLESSON LOG (DLL)
School Grade Level
Teacher Larning Areas
Teacher Dates Quarter
Teacher 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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (L R) portal
B. Other Learning Resources
D. 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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily living
H. Making Generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
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-guidelines-on-daily-
lesson-preparation-for-the-k-to-12-basic-education-program/
NOTICE
After reading and reviewing the classroom/remote learning management plan from
different sources and creating your own plan, answer the following questions.
A. What salient components should be considered in writing your lesson/learning

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

types of learners?
a. gender, needs, strengths, interests
and experiences
b. linguistic, cultural, socio-economic
and religious backgrounds
c. with disabilities, giftedness and
talents
d. in difficult circumstances
e. from indigenous groups
3. What instructional strategies will you

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

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

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

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

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

mastery of the learning competencies?
Explain briefly.
9. In a scale of 1-10, how will you rate your

learning plan(s)? Justify your answer.
10. If this lesson is not implemented face-to
face, how are you going to it remotely?
REFLECT
Why is lesson planning an integral part of the instructional cycle?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
OBSERVE
The Problems / Challenge I encountered in writing my learning / lesson plans

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
I hope to achieve to addressed these problems and challenges by

____________________________________________________________________
____________________________________________________________________
PLAN
Some strategies/solutions/means that I can employ to improve these situations /

problems
____________________________________________________________________
____________________________________________________________________
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this
episode is
____________________________________________________________________
____________________________________________________________________
To further enrich my knowledge in writing my learning / lesson plans whether

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

A. To allow students to participate more
B. To maintain order in class
C. To ensure quality instruction
D. To comply with school standards
2. Which is NOT in the cognitive domain?

A. Identify nouns in sentences
B. Differentiate noun from pronouns
C. Give examples of nouns
D. Draw examples of nouns
3. Why are attention getters needed at the beginning of the class?

A. To arouse student's interest
B. To avoid truancy in class.
C. To make the students active
D. To keep the students focused
4. Which is considered high order thinking skills in the given questions?

A. Why are plants important?
B. What are the needs of plants?
C. How do we take care of plants?
D. If you are a plant, what will you tell humankind?
5. Which of these objectives does NOT belong to the group?

A. Narrate a story using varied materials
B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story
Paste one (1) lesson plan and write your simple reflection.
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 11
Delivering
My Lessons
Prepared by:
NONA MAE FLORES

BSED – ENGLISH 4
Learning
FIELD STUDY 2 Delivering
Episode
My
FS 2 11 Lessons


 explain the importance of lesson/learning plans,
 execute my lesson /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 (PPST 7.4.1).
CLARIFY YOU 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 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 of Education
Distance Learning
This refers to a learning delivery modality when 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 learners 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 learners’ active
participation using various technologies assessed 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 socio-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-learning-delivery-modalities/Learning Delivery Modalities for

School Year 2020-2021. DepEd Order No.011, 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 of off-site.
Revisit the Infographic/s
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
1. Gaining Attention
2. Informing Learners
3. Stimulating Recall Instruction and
of Prior Learning Practice
4. Present the Content Assessment and
5. Provide Learning Transfer
Guide 8. Assess Performance
6. Elicit Performance 9. Enhance Retention
7. Provide Feedback
Source: https://www.google.com/search?
q=gagnes+9+events+of+instruction&oq=&aqs=chrome.5.69159145018.655958457j0j15&s
ourceid=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

Learning Activities Resources/Materials
Preparation 1. Gaining Attention
2. Informing
Learners
3. Stimulating
Recall of Prior
Learning
Instruction and 4. Present the
Practice Content
5. Provide Learning
Guide
6. Elicit
Performance
7. Provide Feedback
Assessment and 8. Assess
Transfer Performance
9. Enhance
Retention
NOTICE
Using Robert Gagne’s Nine Event 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?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 Where the students focused when you were stating the learning objectives at
the beginning of the lesson?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 How did the new learnings relate with what they really know?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 Did you notice some students who needed assistance? What did you do?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 Did the students find difficulty in applying the theories/concepts learned to

real life?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 How did your students react to your feedback?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 What pieces of evidence can prove that the students had retention of
learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ANALYZE
After planning your lesson(s) you may be requested by your Resource

Teacher to deliver the lesson(s). Your Resource Teacher will use a classroom
observation sheet to evaluate the delivery of your lesson(s). Schools use different
tools in rating classroom /online observations. Below is an example of a classroom
observation form/sheet.
Areas of Strength Areas of Improvement
1. Subject Matter Content
Demonstrates depth and breadth of the

subject matter
Show 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
Show 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 Student’s Needs

Exhibits sensitivity to students’ personal
culture, gender differences and
disabilities
Responds appropriately in a non-

threatening, pro-active learning
environment
8. Support/assistance to Students
Assists students with academic
problems
Clarifies points in the lessons which are

not clear to the students
Allots time for question/comments
9. Personal Competencies
Shows self-confidence
Maintains professional distance and

professional appearance
10. Physical Aspects of the Classroom
Overseas the physical attributes of

classroom (light, ventilation, acoustics)
Check layout of room, distractions, if

any
Lists any observations on how the

physical aspects of the classroom
affected content delivery
Overall impression of teaching effectiveness:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
WRITE ACTION RESEARCH PROMPT
OBSERVE
Problems/challenges I encountered in delivering my lessons
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
I hope to achieve to address these problems and challenges by
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PLAY
I hope to achieve to address these problems and challenges by
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACT
Based on my answers in nos.1-3, the possible title of my action research in this
episode is
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
To further enrich my knowledge on delivering my instruction whether in a

classroom or in remote learning, these are some of the online resources which will
help me in these activities (include books, websites, youtube videos and the like
and share these to your peers).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
CHECK FOR MASTERY
1. Which of the following characterizes a well-motivated lesson?

A. The class is quiet.
B. The students are participative.
C. The teacher explains the lesson well.
D. The students are highly engaged in the activities.
2. In which part of the lesson does the learner give examples to connect to the broader
aspects of life?
A. Presentation
B. Discussion
C. Application
D. Evaluation
3. Why should teachers provide immediate feedback and reinforcement?

A. To be liked and loved by students.
B. To motivate students to do more and learn more.
C. To get students’ attention.
D. For students to get high grades.
4. Which of the following principles of learning applies when student’s age is considered
in presenting concepts and ideas in the lesson?
A. law of readiness
B. law of exercise
C. law of effect
D. law of sensitivity
5. Which part of the lesson is referred to when students give similarities and differences in
the concepts presented?
A. Presentation
B. Discussion
C. Comparison and Abstraction
D. Generalization
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 12
Selecting Non-Digital or
Conventional Resources and
Instructional Materials
Prepared by:
CHRISTINE B. CAPAL
BSED – ENGLISH 4
Learning Selecting Non-Digital
FIELD STUDY 2
Episode or Conventional
Resources and
FS 2 12
Instructional
Materials

2 Resource Teacher's class. Note all the information you will need and tasks you will

 show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 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. (PPST 7.4.1)
CLARIFY YOUR TASK
We choose the most appropriate or suitable resources or

instructional materials based on our lesson objectives or leaming 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 manipulation, 2. Iconic 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!
REVISIT THE INFOGRAPHIC/S
Th e Da l e Con e of Exp er i en ce a n d Exa m p l es

of Resou r ces An d Ma t er i a l s
Text/Verbal Symbols
 usually written wards that

represent an object, an
Pictures/ Visual
Audio idea or a principle
Symbols
Recordings/Photos  Reviewer notes
 selected readings  charts
 recorded
lectures  graphs
 audio books  maps
 drawings
Motion Pictures/TV
Exhibits
 Biography
 Painting Exhibit
 Movies Greek
 Photo Gallery
 Mythology movies
 Career Fair
 Documentaries
 Educational TV
Demonstrations
 how to cook Field Trips

bribing
 Zoo
 how to use the
 Museum
microscope
 Factory
 how to wash
hands properly
Contrived Experiences
Dramatized
 model of the Direct Purposeful Experiences Experiences
brain
 mock-up of a car  tree-planting  dramatic play
 simulation of a  working with puzzles  pantomime
courtroom  performing an  puppet
session experiment  tableau
 games  running a fund drive
Selecting Resources and Instructional Materials: Some
points to consider
The resource or instruction materials:
 has accurate and

meaningful content
 aligns to the learning
objectives/outcomes of
the lesson
 elicits student interest
and engagement
 is inclusive and free
from cultural bias
 is developmentally
appropriate
 fosters critical
thinking/aesthetic
appreciation
 allows collaboration
among learners
 flexible for group or
self-study time and
cost-efficient
The Proper Use of Instructional Materials (IM)
Prepare yourself
 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 you will assess learning
Prepare your students

 Capture the students' interest and attention
 Communicate the intended learning outcomes
 Provide scaffolding questions to guide them
 Communicate how their learning will be assessed.
Present the material

 Ensure that you have the steps well-planned out
 Ensure that everyone has good visual and/or auditory
access to the IM.
 Be ready to answer the students' questions
Follow-up
 Encourage students to interact in sharing their
experience 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: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources/Instructional What is the use or purpose Explain why you

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

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Describe how you or the teacher utilized the resources/instructional materials.

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

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ANALYZE
What worked well during the activity using the resources/materials?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What part can be improved?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What would you have done differently? What would I change? What will make it
better next time?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How does this connect with what you know about selecting and using instructional
materials?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
1. How ready am I in selecting and developing resources/instructional materials

in the teaching-learning process?
2. What do I still need to learn to select and develop resources/instructional

materials in teaching effectively?
3. What can I do to learn more about and practice the use of resources and
instructional materials?
This part allows you to synthesize or put together what you noticed, analyzed,
and reflected on to come up with a possible topic to explore for action research
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials,

what problematic situation/challenges/area of improvement did I find?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
REFLECT
2. 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

On what theories/principles can this problem be anchored?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What do I hope to achieve to address the challenge/area of improvement?

What change do I want to achieve?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve
the problem?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ACT
5. If you will conduct action research, what will be the title (Base this on your
answers in nos.1-3):
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
CHECK FOR MASTERY
Direction: Read the questions then choose the letter of the correct answer
1. The Dale Cone of Experience can help a teacher be mindful of the choice of
resources or instructional materials in terms of
A. level of thinking
B. extent of being flexible or fixed
C. extent of being concrete or abstract
D. extent of adaptation and modification
2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book
itself to show the illustration to the two-year-old and showed all thirty pages of the
book. Miss Violo struggled just to finish the book because the toddlers were not
focusing. Some lay on the floor stretching; others ran around the room. Which
criterion did she fail to consider in choosing a material?
A. Collaboration among learners
B. Inclusive and free of cultural bias
C. Student interest and engagement
D. Developmental appropriateness
3. For a theme on Careers, Mr. Menggay let his students watch interview clips of
successful people in business who were all males. The clips seemed to send a
message that only men succeed in the business field. Mr. Menggay did have any
follow-up discussion on the clips. Which criterion in selecting resources/materials
should the teacher have considered?
A. Student interest and engagement
B. Inclusive and free of cultural bias
C. Developmental appropriateness
D. Time and cost-efficient
4. Which of the following gives the learners the most concrete experience?
A. Watching a Theater play on The Death March
B. Listening to the teacher discuss about the first chapter of Noli Me Tangere
C. Viewing a photo exhibit of the EDSA revolution
D. Independently reading the Biography of Andres Bonifacio
5. A teachers should consider all these criteria for choosing a resource or material,
EXCEPT:
A. Aligns to the learning objectives/outcomes of the lesson
B. Is the most expensive therefore the most durable
C. Is inclusive and free from cultural bias
D. Is developmentally appropriate
Attach pieces of evidence of what you accomplished in this episode.

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 13
Utilizing Applications (Apps)

For Teaching and Learning
Prepared by:
SHANIZA R. ELIGOYO
RUBY A. BOSQUE
BSED – ENGLISH 4
Learning
FIELD STUDY 2 Utilizing
Episode
Applications (Apps)
FS 2 13 For Teaching and

Learning

2 Resource Teacher’s class. Note all the information you will need to do before on
this episode.

 Select applications but are most appropriate to the different aspects of
the teaching-learning process to address’ learning goals. (PPST 4.5.1)
 Show skills in the positive use of applications for student engagement in
teaching learning. (PPST 1.3.1)
 Demonstrate positive attitude towards the use of technology tools. (ICT
CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST 7.4.1).
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 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 on 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 Pedagogy 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 the applications to four essential levers.
The app’s selection considers with attributes the students will develop, student
motivation, tapping high order thinking skills as articulated in Bloom’s taxonomy
and what level 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 appropriates, motivation, instructional design,
motivation, and accessibility.
It is also most likely that you have experienced learning using many of this
apps as students. 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 hundred of apps for preschoolers
or kindergarteners, like story book apps, alphabet, and number apps, etc. At the
same time, there are apps for math, reading, science for preliminary, intermediate
and, secondary or even collegiate levels.
As you work on this episode, 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 student to being a teacher.
Additionally, you take the role of a future researchers. 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 this? Then focus on finding out the
answers to these questions. This is to develop in you the disposition as teacher
researcher. That is a teacher, you can always find ways to do things better and more
effectively. Also, aim to develop the confidence to try and imitate to continuously
improve your skills.
Revisit the Pedagogy wheel infographics that follow: the link and QR codes
are provided. Once you have downloaded, enjoy exploring what powers of this apps
have by clicking their icons directly from the Pedagogy wheel. An infographic on
Choosing Apps for teachers is also included. Exciting!
The Pedagogy Wheel Model
“With Allan Carington’s Pedagogy Wheel Model, teachers have an at-hand

reference that ties app 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 21st century skill or content area. This
connection makes the Pedagogy 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 QR codes to access either the Pedagogy wheel
for Android or Apple apps. Once you open the PDF, you will see that all the apps
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 your iTunes.
For Android: http://bit.ly/AppleENGV5Screen
ForApple:http:/bit.ly/AndroidENGV5Screen
THE ART OF
Choosing apps for teachers
DEVELOPMENTAL APPOPRIATES
Is in the apps content appropriate for the intended age
group
Does it have an age-appropriate interface?
‘Does the design appeal to the intended level?
INSTRUCTIONAL
ENAGAGEMENT DESIGN
Does the app have an Does the app support
intuitive interface? your teaching goals?
Is it user friendly? Does it meet students
Does the app open new expectation?
ways to learn? Does it include
interactive features that
allow for feedback
assessment and
reflection.
MOTIVATION
Is the app’s content inviting
and relevant for the ACCESSIBILITY
intended level? Does the have multiple
Does it include gaming learning styles?
principles and motivating Does the app include
methods? personalization features?
Does it helps students Does the app include a
connect learning with their range of levels for a
life/world experiences. (e.g. variety of users with
via GPS, Bluetooth or Wi-Fi) differing skill levels?
Before you participate and assist in task related to apps, first

enumerate the apps you already know and have probably tired. Example
the Pedagogy Wheel and learn at least five more.
Fill out the table below.
Apps that I already know/ have How can I utilize this in teaching-
recently explored learning?
Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for
teaching and learning.
2. Ask the teacher how you can participate or assist in work involving the use of
application in one or more of these tasks:
 Preparing for materials,
 Doing a motivational activity,
 Delivering a lesson,
 Engaging the learners to respond
 Giving an assignment,
 Making learners collaborate and
 Managing the class checking of attendance.
Level/Grade of the Class: _____________________________________________
Lesson/Topic: _______________________________________________________
Apps you plan to utilize What is the use or Explain why you
the lesson. purpose of using the selected the app, based
app... Describe how you on the five criteria of
or the teacher will use developmental
each. appropriateness design,
engagement, and
accessibility
How does this connect with what you know about selecting and using apps?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

NOTICE
After you participated or assisted in the use of apps in teaching-learning,
describe what you observed and experienced by answering the item below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as
your participated and assisted.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ANALYZE
What worked well during the activity using the apps?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What part can be improved?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What would you have done differently? What would I change? What will make it
better next time?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How does this connect what would you know about selecting and using apps?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
1. How ready am I in organizing and using apps in the teaching-learning process?

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

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What can I do to learn more about and practice the use of educational apps?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
List at least three sources that you have read about this problem/challenges/area of
improvement.
Resource or reference about the topic Key points in what I read.
On what theories/principles can this problem ne anchored

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want
to achieve?)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve

the problem/
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
ACT
4. If you will conduct action research, what will be the tittle (Base on your own
answer in nos.1-3)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: Read the question then choose the letter of the correct answer.
1. An application (app) can be described by all the following EXCEPT.
A. A software
B. Have a wide range of function
C. Some can be used offline
D. All need to be used online
2. Teacher Ruth is excited to try this preschool math app with her kindergarten
students. She is happy because it has a future where she can review how each
child performed and give her information about which skills she needs to
reinforce more and which skills the children have already mastered. Teacher Ruth
has considered which criteria for selecting apps?
A. Accessibility
B. Motivation
C. Instructional design
D. Developmental appropriateness
3. Ms. Peralta found two apps that were both appropriate for high school students
taking Physics. They both have assessment and feedback and were quite
enjoyable to play. She can use both for free but limited arrangement but need to
choose one that the school will purchase for premium use. She eventually
selected the one that linked Physics with everyday life like Physics or internet or
Physics in amusement park rides. She based her decision on which criteria for
selecting apps?
A. Engagement
B. Accessibility
D. Motivation
4. From among several apps that focused on grammar, Ms. Tayag choose the one
which helped learners gain mastery through games where players earn tokens
when they succeed. Which criteria Ms. Tayag consider?
A. Accessibility
B. Motivation
D. Instructional design
5. The Pedagogy Wheel can help teachers choose apps by all, EXCEPT.
A. It helps teachers identify apps different for grade level of the learners.
B. It helps teachers identify apps according to the levels Bloom’s taxonomy
C. It helps teachers see the type of technology integration in SAMR Model
D. It helps teachers explore apps useful for both apple and android uses
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 14
Preparing the Learning Environment:

An Overview
Prepared by:
KAREN ASOR
CRISS ANN DELA TRINIDAD
BSED – ENGLISH 4
FIELD STUDY 2
Learning Preparing the
Episode Learning
Environment: An
FS 2 14 Overview

2 Resource Teacher's class Note all the information you will need and tasks you will

 identify the components of an LMS as a virtual learning environment.
 demonstrate skills m using a learning management system (LMS) as a
platform for teaching and learning (PPST 4.5.1)
 demonstrate positive attitude towards use of technology tools. (ICT CST
7.1.2)
 use professional reflection and learning to improve practice (PPST 7.4.1)
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 corners 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 your skills in facilitating the teaching and learning process by
participating in one or more of the teacher tasks discussed above.
In this 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 CK. 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.
TPACT MODEL REPRODUCED BY PERMISSION

OF THE PUBLISHER, 2012 BY
TPACK. ORG
Technological
Pedagogical Content
Knowledge
(TPACK)
Technological
knowledge
Technological
Technological (TK)
Content Content
Knowledge Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical
Content
Knowledge
(PCK)
Context
WHILE YOU PLAN YOUR WORK IN THE KMS, ASK YOURSELF THESE
QUESTIONS
(adapted from www.edapp.com)
Pedagogical Content Technological Content Technological Pedagogical

Knowledge (PCK) Knowledge (TCK) Knowledge (TPK)
 What is my students' prior

knowledge of the content?  What level are my students'
(Are those with advanced  How will I organize the LMS
technology knowledge and
knowledge within the class so that the content and the skills? (What guidance do I need
who can help others? Should LMS capabilities are adapted to provide my students so that
integrate opportunities for to each other they can use the LMS features
peer and social learning into well? Should I provide
the lessons?) o Does the LMS allow for additional orientation to help my
differentiation of content? students' interaction within the
(Can my students use the LMS?)
 How will I adapt the content
to the interest and needs of features of the LMS to
 What modifications in teaching
my students? (How can i best respond to the tasks of the
strategies do! Need to make to
engage the learners prior lessons in various ways?) adapt to the use of the LMS?
knowledge. heighten their o What features for (Do you need to break down the
motivation, and consider their restraints/limitations) does content into bullet points to
different levels of the LMS possess which account for limited space on
understanding? need to be addressed slides? Should you make my e-
learning content responsive to
different devices? What
 Does the LMS allow for
activities which are not possible
It is important to remember that instant updates to information in traditional learning methods,
even with technology as a tool, such as adjustments to such as photography, film, or
teaching it should not be more content? online resources or feedback can
significant than the content of the  How accessible is the LMS? I take advantage of? How do I
lesson. The focus should always Does the LMS allow the develop critical thinking skills in
be upon learning the content in students to return to a lesson an engaging way?)
the most effective and sustainable once they have completed it?
(e.g. Will I set the LMS so that  How can I monitor progress, as
way. It is also crucial to consider
well as do formative and
your context such as how and why my students can rework and
summative assessments through
your learners are using the LMS, revisit their lessons?) the LMS?
to design the best e-learning
content.
References TPACK- (www.matt.koehier.com)

Edapp Microlearning Blog. August 19,2019, (www.edapp.com)
An overview of Learning
Management Systems
MICROSOFT GOOGLE
CANVAS SOCIOLOGY
TEAMS CLASSROOM
 Collaborative  Video  Full integration 
workspace conferencing and with Office 365  Video meetings
 Recording or streaming  Conversations (Google Meet)
uploading of  Session within channels  Create and manage
classes,
 audio and video recording .File and teams
assignments, and
 Integrated learning sharing  Conversation grades online.
materials  Interactive Threads  Add materials to
 Web-standard whiteboard  Chat function your assignments,
browser Copy and  Hand raising  Video such as YouTube
paste links from a  Participation conferencing and videos, a Google
 Web browser LTI controls streaming Forms survey, and
integrations  Survey tools  Direct access to other items from
 Customizable  Screen sharing email, Skype (for Google Drive.
 Give direct, real-time
content  Technical support additional video
feedback. . Use the
 Customizable user  Text chat conferencing), class stream to post
profiles Open API  Markup tools OneDrive and announcements and
 Audio and video  Multimedia SharePoint (for engage students in
messages  Mass messaging documents question-driven
 Integrated tools  Push notifications storage). discussions.
 External service  Analytics  In app video  Invite parents and
integrations  LMS Integration conferencing an guardians to sign up
screen sharing for email summaries
 Shared resources  Classroom
with a student's
 RSS support management  Audio
upcoming or missing
 Web conferencing  Online assessment conferencing work.
tools variety  Real time  Customizable
 Analytics  Automatic grading collaboration grading system
 Canvas app center  Gaminotification  Cyber security Seamless access to
 Course tools  Slash commands Google products
notifications  Analytics  Customizable apps such as Google Docs
 Tracking of and Drive
Graphics analytics dashboard
 For students:
reporting  Reporting students and class
o Track
 Engine  Collaborative progress through
classwork and
 Mobile integration learning insights submit
 Integrated media  Cloud-based  Accessibilities assignments.
reporting features o Check
 Open security originality,
 Cloud-based feedback, and
grades.
o Share
resources and
interact in the
class stream or
by email.
BLACKBOARD MOODLE SEESAW GENYO
 Group  All-in-one calendar  Creative tools 
Management  Bulk course  Family messaging  The first fully
 Grading creation and easy  Home learning integrated online
Enhancements backup codes learning
 Student Preview  Collaborative tools  Posting of works management
 Safe Assign and activities by students system for Basic
 Enhanced Cloud  Convenient file  Peer feedback Education In the
Profile management through likes and  Philippines.
 Portfolio  Customizable site comments  Have access to
 Social Learning design and layout  Student curriculum based,
 Data Management  Detailed reporting assessment interactive, and
 Blackboard Drive and logs  Family digital resources
 Course Enrollments  Embed external communication, for English,
Active resources engagement, and Science,
Collaboration  Manage user roles participation  Mathematics,
 Calendar and permissions  Create multipage Filipino, and
 Content Editor  Multilingual activities and post Araling Panlipunan
 Retention Center capability  Send back work which you can use
 Dynamic Content  Multimedia for revision for synchronous
integration  Create, save, and and asynchronous
 Multiple progress share activities learning sessions.
tracking options  Schedule activities  Virtual Experiment
 Notifications and  School or district feature
automatic alerts activity library  Moderated online
 Outcomes and  Assessment forum
rubrics features  Assignment
 Peer and self-  Schoolwide feature
assessment management and  Game-based
 Personalized engagement activities
dashboard features  Oral assessment
 Regular security  IT administration activities
updates features  Virtual Reality
 Secure  Seesaw class tours
authentication and  Seesaw for school  Shared blog
mass enrolment feature
 Simple add-ons  Progress
and plugin monitoring
management  Digital lessons
Simple and
Intuitive text
editor
 Supports open
standards

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 classroom
through the LMS.
2. If possible, request the teacher to demonstrate how navigate and the use the
LMS.
3. Ask the teacher how you can participate or assist in the task that the teacher
organizing or preparing in the LMS.
4. Be guided by the TPACK infographic in this episode. The questions found
there will help you notice, analyze and reflect very well.
Level/Grade of the Class:

Subject:
Lesson or Topic:
Lesson objectives/learning outcomes:
Which LMS did the teacher use: Check one or more that were used.
___________Moodle
___________ Schoology
___________ Google Classroom
___________ Edmodo
___________ Genyo
___________ See saw
___________ Others ____________________________
What task did you participate or assist in? Fill out the table below.
What component or parts were present Under these LMS component or parts,
in the LMS used by the teacher? what tasks did you participate/assist in?
NOTICE
After you participate or assisted in the LMS, describe what youbdeserved 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?
2. How was the content taught or deliver? How were the learning activities
arranged? What strategies did the teacher or you use to help students attain
the objectives/outcomes?
3. What was your experience in participating and assisting?
ANALYZE
1. What do you think are the best features of LMS that the teacher used? How did
these features help the students learn the content?
2. How did the teachers/or you use the LMS to implement the strategies / activities
planned?
3. How did this connect with what you know about LMS and TPACK?
4. What problem or challenges did the teacher/ you or the students encounter in
working with the LMS? How did it/they affect the teacher/learners? What part/s of
the LMS do you think can still be improved? How can this/these be improved?
REFLECT
1. How ready are you in organizing and using an LMS?
2. Enumerate the knowledge, skills and attitudes you aleady have to organize your
virtual learning environment and use an LMS:
Content:
Pedagogical
Technological:
3. What do you still need to learn in order to use the LMS effectively?

This part allows you to synthesize or put together what you noticed, analyzed
and reflect on to come up with possible topic for an action research.
OBSERVE
1. What problematic situation/ challenges/ area of improvement did you see

while participated and assisted an LSM?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
List at least three success that you have read about this problem/ challenges.
Resource or Reference about the Topic Key points/findings in what I read
On what theory/ principle can this problem be anchored?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
2. What do I hope to address- the problem/challenge/area pf improvement in LMS

use? What change do you want to achieve?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_
PLAN
3. What strategies/solution/means can you employ to improve the situation/solve

theproblem?
___________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
ACT
4. If you will conduct action research, what will be the title (Base this o your
answers in nos. 1-3):
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_

S/Y 2022-2023
FIELD STUDY 2
Learning Episode 15
Utilizing Web-Conferencing
Apps For Synchronous E-Learning
Prepared by:
JAY F. BIDAR
ROMEL DE LEON
BSED – ENGLISH 4
Learning Utilizing Web-
FIELD STUDY 2
Episode Conferencing
Apps For
FS 2 15 Synchronous E-
Learning
To have meaningful and successful accomplishment in this FS episode, be

need and tasks you will need to do before working on this episode.

 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. (PPST 4.5.1)
 demonstrate positive attitude towards use of technology tools. (ICT
CST 7.1.2)
 use professional reflection and learning to improve practice. (PPST
7.4.1)
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 then 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 thinking 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
expert power.

COMMUNITY OF INQUIRY
TEACHING PRESENCE
Designs & Organization
 The teacher clearly communicates important:
- course topics
- course goals
- due dates/time frames for learning activities.
 The teacher provides clear instructions on how to participate in course learning activities.
Facilitation
The teacher helps:
- identify areas of agreement and disagreement on course topics that help students to
learn.
- guide the class towards understanding course topics in a way that helps students
clarify their thinking.
- keep students engaged and participating in productive dialogue.
- keep the students on-task in a way that helps them to learn.
- encourage students to explore new concepts in the course.
- reinforce the development of a sense of community among students.
Direct Instruction
The teacher:
- helps to focus discussion on relevant issues in a way that helps students learn.
- provides feedback that helped me understand my strengths and weaknesses relative
to the course goals and objectives.
- provides feedback in a timely fashion.
SOCIAL PRESENCE
Affective expression
Students experience:
 Getting to know other students that gives students a sense of belonging in the course.
 Forming distinct impressions of some students.
 Online or web-based communication as an excellent medium for social interaction.
Open communication
Students feel comfortable:
 conversing through the online medium.
 participating in the course discussions.
 interacting with other course participants.
Group cohesion
Students feel:
 comfortable disagreeing with other course participants while still maintaining a sense of
trust.
 That their points of view were acknowledged by their classmates.
 That online discussion help them develop a sense of collaboration.
COGNITIVE PRESENSE
Triggering event
 Problems posed increased the students’ interest in course issues.
 Course activities piqued the students’ curiosity.
 Students feel motivated to explore content-related questions.
Exploration
 Students utilize a variety of information sources to explore problems posed
in the course.
 Brainstorming and finding relevant information helps students resolve
content-related questions.
 Online discussions were valuable in helping students appreciate different
perspectives.
Integration
 Combining new information help students answer questions raised in
course activities.
 Learning activities helps students construct explanations/solutions.
 Reflection on course content and discussions helps students understand
fundamental concepts in this class.
Resolution
Students can:
 Describe ways to test and apply the knowledge created in this course.
 Develop solutions to course problems that can be applied in practice.
 Apply the knowledge created in this course to my work or other non-class
related activities.
1. Request your FS source teacher to allow you to join his/her synchronous

classes. Have at least two to three times to observe the classes, and at least
two or more times to participate and assist.
2. Learn how to use the features of the web-conferencing app that your
resource teacher is utilizing. It can be part of a learning management system
or a separate one, like Zoom, Skype, etc. If possible, request the teacher to
demonstrate the features of the web conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to
conducting the synchronous classes.
4. Be sure to read all the questions in this episode before you start
your observation and participation. This will help you focus your
attention on the essential aspects of your experience. Have in mind
the Community of Inquiry Model. This descriptors under teaching
presence found in the infographic will help you notice, analyze and reflect
very well.
Class Grade Level: ______ Subject: _______ No. of hours/minutes: ___________
Name of Resource Teacher:
_______________________________________________________
Dates when you observed:
________________________________________________________
Dates when you participated and assisted:
____________________________________________
NOTICE
After you participated or assisted in synchronous classes using a web-

conferencing app, described what you observed and experienced by answering the
items below.
1. Which web-conferencing app did the teacher use for synchronous classes?
Describe its features and how you of the teacher used these features.
Web –conferencing App Feature Was it utilized? If yes, describe how it

was utilized in class.
Virtual Background
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different views)
Polling
Recording
Others
Others
2. How was the content taught or delivered? How were the learning activities
facilitated? What strategies did the teacher or you used to keep the students
engaged? How did the students respond to the teacher? To the activities?
3. What was your experience in participating and assisting in synchronous

classes? What were your thoughts and feelings while you participated and
assisted?
ANALYZE
1. What do you think are the best features of a web-conferencing app that you
of the teacher used? How did these features help the teachers and the
students?
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?
Social Presence?
Cognitive Presence?
3. What problems or challenges did the teacher/ you or the students encounter
during the synchronous classes? How did it affect the teacher/learners? What
part/s of synchronous classes do you think can still be improved? How can
this/these be improved?
REFLECT
1. How ready are you in teaching an online synchronous class?
2. Using a web-conferencing app, how else would you better establish:
Teaching Presence?
Social Presence?
Cognitive Presence?
3. What do you still need to learn in order to conduct an online synchronous

class using a web-conferencing app effectively?
This part allows you to synthesize or put together what you noticed,
analyzed, and reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges / area of improvement did you see
while you participated and assisted using a web-conferencing app for
synchronous learning?
List at least three sources that you have read about this problem/challenge.
Resource of Reference about the Topic Key points/findings in what I read
On what theory/principles can this problem be anchored?
REFLECT
2. What do I hope to address the problem/challenge/area of improvement in
web-conferencing app use? What change do you want to achieve?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
PLAN
3. If you will conduct an action research, what will be the title (Base this on your
answers in nos. 1-3):
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ACT
4. What strategies/solution/means can you employ to improve the
situation/solve the problem?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
CHECK FOR MASTERY

Direction: Select the letter of the correct answer.
1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully.
She allows time for the students to know more about their classmates through
interesting polls. She also provides opportunities for the students to work
together and collaborate. She uses the reaction buttons, smiley, heart, or clap to
appreciate the students’ effort and excitement to participate. She was able to
attain which essential element?
A. Teaching presence C. Social presence
B. Cognitive presence D. Community presence
2. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the
session. She shared on screen the first Powerpoint she found on the internet and
lectured about the topic to students without engaging them to participate. They
were passive the whole time. Some students turned off their cameras. She ended
the class with a quiz on the topic. The teacher did NOT effectively demonstrate
which essential element?
A. Community presence C. Cognitive presence
B. Teaching presence D. Social presence
3. The topic of the online synchronous session for the day was how the Philippines
will attain herd immunity from Covid 19 the fastest way. After introducing the
topic, the teacher explained to the students one learning outcome which for
them to analyze the current situational factors that may impede and hasten the
Philippines’ goal of attaining herd immunity. Another learning outcome was for
students to articulate suggestions on how the Philippines will succeed on this
goal. The teacher provided readings ahead of time and also placed the links on
the chatbox. She allotted time for the students to got to the small group meeting
rooms she arranged on the web conferencing app for discussion. Later, students
went back to the big group, and student actively shared their outputs. The
teacher fostered which essential element?
A. Teaching presence C. Community presence
B. Social presence D. Cognitive presence
4. All are the example of web-conferencing apps, EXCEPT.

A. Microsoft Teams
B. Zoom
C. Skype
D. Canva
5. When a teacher is mindful demonstrating teaching presence, social presence and

cognitive presence consistently, she is adhering to the model of
A. Community of Practice
B. Community of Inquiry
C. Community of Learners
D. TPACK
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 17
Assessing FOR, AS and OF

Learning
Prepared by:
MELISSSA C. DOBLADO
BSED – ENGLISH 4
Learning
FIELD STUDY 2
Episode Assessing FOR,
AS and OF
FS 2 16 Learning

2 Resource Teacher's class. Note all the information you will need and tasks you will

 distinguish among assessment for learning, assessment as learning and assessment
of learning
 cite ways of doing 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 also referred to as formative assessment implies that

assessment is at 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 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 ready

an opportunity for learning. It is learning by itself, indeed when students engage in
self assessment, reflect on their 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.
Example of questions that learners ask when they are engaged in assessment
as learning are given below;
Do I set my own learning targets

based on the learning outcome that Do I monitor my learning progress in
teacher presents at the beginning relation to my learning targets?
of the lesson?
Any adjustment/ remedial measure

Am I content with how I am that I have to take for learning to the
progressing? Why or why not? 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.
EXCEEDS
I can do it without mistakes.
I can help others.
PROFICIENT
I can do it by myself!
I make little mistakes.
DEVELOPING
Sometimes I need help.
I am starting to understand.
NOVICE
I can’t do it by myself.
I don’t understand yet.
To understand better formative assessment, let's compare it with summative
assessment.
See Figure below.
Formative and Summative Assessment Compared
(Note to student teaccher: As you participate and assist your CT in doing

formative assessment and in helping studennts enngage in self-
assessment, please take note of what you are expected to give more
attetion 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
1. Take notice of:

 the alignment of the different formative assessment tasks used with
the learning outcomes.
 the students' 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
 Did the formative assessment tasks help students master what they were
expected to learn?
__
__
__
 Was students’ response to formative assessment exercises favorable or

unfavorable? Why?
__
__
__
 What was the effect of students assessing their own progress on their
motivation to learn?
__
__
__
REFLECT
How would attainment of learning outcomes be affected if there were no

formative assessments nor self-assessments?
OBSERVE
One thing that went well in the development / use / administration of formative
assessment tasks (assessment for learning) is
____________________________________________________________________
____________________________________________________________________
One thing that did not go very well in the development/use/administration of

formative assessment tasks (assessment for learning) is
____________________________________________________________________
____________________________________________________________________
One good thing observed in students’ self- assessment (assessment as learning) is

____________________________________________________________________
____________________________________________________________________
One thing in students’ self- assessment (assessment as learning) that needs

improvement based on what were observed is
____________________________________________________________________
____________________________________________________________________
REFLECT
The formative assessment activities went well because

____________________________________________________________________
____________________________________________________________________
The formative assessment activities process did not go well because

____________________________________________________________________
____________________________________________________________________
For the students, self-assessment worked because

____________________________________________________________________
____________________________________________________________________
For the students, self-assessment did not work because

____________________________________________________________________
____________________________________________________________________
PLAN
To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other’s best practices by researching on
____________________________________________________________________
____________________________________________________________________
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action

research on
____________________________________________________________________
____________________________________________________________________
CHECK FOR MASTERY
Direction: Read each of the following then choose the letter of the correct answer.
1. Assessment for learning refers to assessment that teachers give during instruction
to ensure that the untended learning outcomes are attained. Is the statement true?
A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained.
D. It depends on the result of student's assessment.
2. A student monitors his own progress in relation to learning targets which he has
set for himself. Under which type/s of assessment does this fall?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
3. To finally determine how welll students have attained the learning outcomes by
grading, in which type of assessment/s is teacher engaged?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
4. To ensure attainment of learning outcomes, which can teacher do in the process

of instruction?
A. Pair fast learner with another fast learner to challenge them even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial
5. Which is/are most likely the effect/s of self-assessment and formative

assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only
B. II only
C. III only
D. I, II and III
Compile activities/techniques in formative assessment and in self-assessment used

by your FS Resource Teacher in the classes you observed. Include your
annotations/improvements on the assessment tasks.
Add other activities/techniques that you have researched on e.g. TED Talks on
assessment.
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 17
Using Traditional and Authentic

Types Of Assessment for Formative
and Summative Purposes
Prepared by:
DEMMY ALECKS FILIPINO

BSED – ENGLISH 4
Learning Using Traditional and
FIELD STUDY 2
Episode Authentic Types of
Assessment for
FS 2 17
Formative and
Summative Purposes

Resource Teacher’s class. Not all the information you will need and tasks you will

 Determine if an assessment task is aligned tot the intended learning
outcome.
 Evaluate traditional and authentic assessment tasks in the light of the
principles of test-construction.
 Identify a problem to traditional and authentic assessment for 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 set at the beginning of the lesson, chapter or unit have
been attained. Depending on the leaning outcome to assess, the assessment task
that teacher of 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.
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 learning
outcomes. At the end of instruction, you find out if you were able to achieve or
realize your intended leaning outcomes by way of an assessment task that is
expected to be aligned with your learning outcome/s. See. Figure 1.
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 is
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).
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 tests
according to mode of answering: the supply types and the selected-response type.
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- Selected-
response response
type type
Figure 6. Types of paper-and-pencil test/Traditional Assessment

Figure 7. Example of supply-response type of paper-and-pencil tests
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. Example of products are given in Figure 8. Example of processes are given
in Figure 9.
Figure 8. Types of Authentic Assessment

Figure 9. Types of Product Assessment
Focusing the
Dance Microscope
Micro
Performance
Teaching
in PE
Examples of
Process
Assessment
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 students effort, progress or achievement in a
given area or course. It is a direct evidence of learning. It is not a mere collection of
a student’s work nor a mere folder which serves as a receptacle for student’s work.
It is an intentional collection of student’s 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 Best work/
Portfolio/e- Showcase/
Development/ portfolio Display
Growth Portfolio/e-
Portfolio/e- portfolio
portfolio
Types of
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 processes or portfolio,
you use an analytic rubric.
Holistic Analytic
Rubrics used
to Assess
product or
process
Figure 12. Types of Scoring Rubric

(Note to the 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 that 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 or her in the
assessment phase of the lesson. For example, contribute or formulate
assessment tasks, supervised students as they do assessment tasks.
NOTICE
Take notice of:

 The alignment of the different assessment tasks, 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 task used( if
constructed in accordance with principles of test construction/ assessment
test development.)
 The students comments/reactions, response behavior while doing both
traditional and authentic assessment tasks.
 The CT’s comments/reactions, response behavior while giving both traditional
and authentic assessment task.
 The assessment task 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 task;
 administer the assessment.
ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?

2. Did teacher make use of both traditional and authentic assessment tasks?
3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
5. Where were assessment results students better – in the results of traditional or
authentic assessment?
6. Which assessment activity/activities did the students like more? Like least? Why?
REFLECT
How can I make the assessment process more meaningful to and more acceptable
to students?
OBSERVE
1. One thing / some things that went well is/are in the development/ use
/administration of assessment tasks are…
2. One thing / some things is/are that did not go very well in the development/
use/administration of assessment tasks are…
REFLECT
This part of the assessment process went well because…
This part of the assessment process did not go well because…
ACT
To ensure that the assessment process serves in purpose, to help students learn, I
will read research on … or view video on…
PLAN
To help improve assessment practice, I would like to conduct an action research

on…
CHECK FOR MASTERY
1. Teacher C made her students write a paragraph about their favorite food to check their
ability to pronounce words correctly. Is her intended learning outcome aligned with the
assessment task?
a. Yes
b. No
c. Somewhat
d. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with
a concrete example.” Which assessment task is aligned with a learning outcome?
a. Give a concrete example to illustrate the principle of law and demand.
b. Illustrate with the diagram the law of supply and demand.
c. Chat is the law of supply and demand? Explain.
d. Is the law of supply and demand true at all times? Support your answer.
3. Here is a completion test: ___________________ is an example of an invertebrate. Is

the completion test in accordance with the principles of test construction?
a. Yes
b. Somewhat
c. No.
d. Yes, it is specific.
4. For the course on Practice teaching/ Teaching In internship, the College Supervisor of
student teachers required each student intern to compile his or her lesson plans with
comments from their Cooperating Teachers and to write their reflections and lessons
learned. Which type of assessment are the student interns required?
a. Process
b. Product
c. Project
d. Portfolio
5. Teacher rated students project against 5 criteria which she explained to her students
before they worked on their projects. Which type of rubric did teacher use to assess her
students work?
a. Holistic rubric
b. Analytic rubric
c. Scoring rubric
d. Descriptive rubric
Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotation/improvements on the assessment tasks.
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 18
Grading and Reporting
Prepared by:
EDIELYN ALANO
BSED – ENGLISH 4
Learning
FIELD STUDY 2
Episode
Grading and
Reporting
FS 2 18
To have a meaningful and successful accomplishment in this FS Episode, be sure to
read through the whole episode before participating and assisting in you FS 2 Resource
Teacher’s class. Note all the information will need and tasks you will need to do before
working on this episode.

 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 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 outcomes "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

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 kt7wfpupils in Reading.
The meaning of a norm- reference score is derived from a comparison of
students’ scores against other students’ score (as stated in the scores of the norm
group) while the meaning of a criterion- referenced score is derived from comparing
students’ score with established criterion of success. The norm –reference 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-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 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.
https://www.teacherph.com/progress-report-card-elementary-jhs/
For more meaningful reporting of students’ progress, the meaning of the
grades is given. The DepEd gives the following grade interpretation.
DESCRIPTION GRADING SCALE REMARK
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 –

or a may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades
result as 89 in Math , 93 in English and 88 in Biology. Still other report cards simply
have Pass or Fail. The DepEd Students Report Card include affective characteristic
such as Maka – Dyos, Maka – tao, Maka – bansa and Maka – Kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly

reports of the students’ progress and achievement (McMillan, 2007). These written
reports may include information about the students’ 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. ( the kindergarten Written
Progress Report)
Parent- Teacher Conferences. Durham (2006) asserts that “parent-

teacher conferences are both a responsibility and an opportunity.” The education of
the learner is the primary responsibility of parents. In this task of educating children,
parents are assisted by the school. For the benefit of children then it is best for
teacher and parents to come together to discuss their children’s progress. Parent-
Teacher Conference are a perfect avenue for this purpose.
It has been a practice of schools to act aside a day for Report Card
distribution which is at the same time the 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 conference.
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 conferences/s.
Parents are busy and can’t just be there at the school back and call.
2. Be positive in approach. Start the conference with something positive and
maintain the positive atmosphere. There is always something good every
students. Even if a student has performed poorly, try find at least some areas
in which the students has performed well.
3. Be objective. While you should be positive, be truthful and honest. Give an
accurate picture of 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. Communication 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.
It is 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 attitude to as asked in the next step of this
Learning Episode ( NOTICE).
1. Confer with your Resource Teacher about scoring students’ assessment

tasks, grade computation and reporting. This may also be done face to face
or online.
2. Ask your Resource Teacher what you can do to assist him/her in the
scoring of students’ assessment tasks, grade computation and preparation
for reporting in the Parents – Teacher Conference.
NOTICE
1. Take notice of :
 the individual student’s scores in relation to established criterion of

success or cut –off score:
 parents’/guardians’ participations and comments during Card-Giving
Day/ parents-Teachers’ Conference
*your own feelings and thoughts as you assisted your CT:

 score tests and computer 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?
2. In what subjects did students perform best? poorest?
3. How was the PTC attendance of parents and guardians? What does this
imply?
4. What parents/ guardians’/comments were most common during Card- Giving

Day?
REFLECT
What personal message do I get from the students’ scores, grade and
parents’/guardians’ PTC attendance and comments?
OBSERVE
One good thing that I observe in scoring / grading / Parents- Teachers Conference
was
____________________________________________________________________
____________________________________________________________________
One thing that did not go very well in scoring / grading / Parents- Teachers
Conference
____________________________________________________________________
____________________________________________________________________
REFLECT
The scoring / grading / Parent – Teachers Conference went well because

____________________________________________________________________
____________________________________________________________________
The scoring / grading / Parents – Teachers Conference did not go well because
____________________________________________________________________
____________________________________________________________________
ACT
To ensure that the scoring, grading and conduct of PTC serve their purpose, i.e. to
ensure that students learn, I will read research on… or view video on…
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Compile samples of scoring and grade computation that you did. The tests
and products/ portfolios that you score, and Students’ Report Card must belong to
the same students to see development. Include snapshots of PTC’s and list of
parents’/ guardians’ comments during PTC and how these comments were
addressed.
CHECK FOR MASTERY

1. In a test, Teacher A set a score of at least 48 out of 50 as the criterion of
master of success: In 2 section of 100 students, 30 got a score of 48, 10
got a score of 49, 5 got a score of 50 but all the rest scored from 10 to 47.
Which conclusion can be derived?
A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of 55 and above
2. Nachielle A Grade 5 pupil, got the following scores in Filipino for the
first grading period: 1) Written work -40/50; 2) Performance task -60/80
and 3) Quarterly assessment -40/50. What is her non- transmuted grade?
A. 85 C.77.5
B. 77 D. 85.5
3. Johann, a Junior high school students, got the following scores in Math
for the second grading period: 1) Written work – 30/50; 2) Performance
task – 50/80 and 3) Quarterly assessment – 30/50. What is his non-
transmuted grade?
A. 65.5 C. 66.5
B. 66 D. 65
4. Kenn, a Senior high school student in STEM, got the following scores in
Work Immersion, first grading period: 1) Written work – 20/30; 2)
Performance task- 60/80 and 3) Quarterly assessment – 15/30. What is
his transmuted grade?
A. 78 C. 77
B. 79 D. 76
5. Which should you avoid in a Parents’- Teachers’ Conference in a Card-

Giving Day?
I. Blame the student for failure
II. Compare a student’s grade with one who performed better and
another who performed worse
III. Show student’s performance and assure the parent of the parent
of child’s passing
A. I
B. II
C. III
D. I,II and III
S/Y 2022-2023
FIELD STUDY 2
Learning Episode 8
Writing An Initial
Action Research
Plan
Prepared by:
MARICHU BENAID
JOHN MELDRIC ELOPRE
BSED – ENGLISH 4
Learning
FIELD STUDY 2
Episode Writing An Initial
Action Research
FS 2 19 Plan
To have a meaningful and successful accomplishment in this final FS episode,

be sure to read through the whole episode before participating and assisting in your
FS 2 Resource Teacher’s class. Note all the information you will need and the tasks
you will need and tasks you will need to do before working on this episode.

At the end of this Learning Episode, I must be able to 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 for where one is
going, how to go there, why one should go there, and above all, what is there to
accomplish.
The ultimate goal of doing action research is to improve teachers’ practices in

order to improve learning. It requires one to be reflective, observant, and inquiring
and must be ready to take action.
Any research action plan should be placed 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 the thought of interventions, innovations, or strategies to
address them (Action Research Prompts). You are now ready elaborate on or expand
this action research prompt.
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 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
the action
reflect research act
cycle
observe
As you become more skillful in doing action research, you may like to use the McNiff
& Whitehead (2014) or DepEd DO (2017) models.
ACTION RESEARCH COMPONENTS
CONTEXT AND RATIONALE

1. Why am I doing this research?
2. What is the background of my action research?
3. What do I hope to achieve?
ACTION RESEARCH
ACTION RESEARCH WORK PLAN AND QUESTION
TIMELINESS What problem am I trying to
solve?
1. What would my work plan contain?
(Targets, Activities, Persons involved,
timeline, cost)
2. How long will I conduct my interview?
(For reliable results 8 to 12 weeks)
COST ESTIMATES
Action Research Cost - (Consider
PLANS FOR DISSEMINATION AND
also the maximum cost if externally
UTILIZATION funded like DepEd,
1.How will I share the result of my action LGUs NGO or personal)
research? (Polish, Present, Flyers, LAC

sessions)
2. Can I collaborate with with other
teachers
to continue or replicate my study? REFERENCES
What reading materials and references
Are included in my review of literature?
We said at the beginning that all teachers can make 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 question in each
step will guide you in making your plan.
 Step 1: OBSERVE. Observe and notice to identify the common

problem.
Key question:
o What common problem have I observed and noticed?
o Can I translate the problem into question? - 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 question:
o What problem action will I make? Will my invention be double?
o How will I describe my intervention, innovation, or section to address
the identified problem?
o How long will it take to implement the intervention, action, or
innovation?
o With whom shall I work? - 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

interpretations adapt to the situation. It begins with paying attention leads to
interpretation and deciding what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake actual
Research. You will also be able to assist your mentor to do similar research together.
In the past episodes focused on 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 episode and the pages where you can find them. Review each
action Research writing Prompt and choose one to work on to elaborate on this
episode.
Action research
Episodes Title
prompts
1. The teacher we remember 7
2 Embedding action research for reflective teaching 15
Understanding AR learning situation with
3 26
probable action
Matching problematic learning situations with
4. 34
probable action
5 Preparing the learning environment: an overview 40
6 Enhancing a face-to-face leaning environment 46
Making on-line or virtual learning environment
7 55
safe and conductive
Establishing my own classroom routines and
8 62
procedures in face-to-face/remoting learning
Crating my classroom/remote learning
9 71
management plan
10 Writing my learning/lesson plan 82
11 Delivering my lesson 94
Selecting non-digital or conventional resources
12 107
and instructional materials
Utilizing application (apps) for synchronous E-
13 118
learning
14 Utilizing learning management systems 129
Utilizing web-conferencing apps for synchronous
15 140
E-learning
16 Assessing FOR, AS, and OF learning 149
Using traditional types of assessment for
17 161
formative and summative
18 Grading and reporting 171
19 Writing an initial action research plan
ANALYZE
We said at the beginning that all teachers can make 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 you mentor
for an opportunity to work together.
Topic you chose: (from the past episodes)
Episode number and Title:

Writing Action Research Prompt page:
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observer / Notice
What problem/concern have I noticed that affects teaching-learning?
Example response: The problem I have noticed is that there is a lot of competition
in the classroom. The slow learners are left behind.
 Write your own observed/noticed classroom problem here:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
B. Reflect
Think deeply about the problem and your observation. Why is this happening? Can
slow learners be helped? How will it be done?
Example response: I think most of the activities are very competitive. There are
always winners and losers. The smart students overrule the poor students thus
often they continue to be losers. With the situation, I believe that I should modify
my classroom strategy.
 Write your reflective response to the problem you stated:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
C. Plan for Action

Key questions:
 What will I do as a teacher to solve the problem?
 How will I describe my intervention, innovation, or actions to the identified

problem?
 How long will it take to introduce the intervention?
 With whom shall I work?
 What materials do I need?
 Are methods, participants, data collection, time table 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 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, armchairs arranged in circles will be an alternative.
 Write your own plan of Action Research based on the key questions. You
give more details.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of readings for cooperative Learning
1. Brame and Biel, R (2015) Group work: using cooperative Learning Groups
effectively. https://cft.vanderbilt.rdu/guides-sub-pages
2. Palmer (2017) Cooperative learning instructional methods, strategies and
technologies. Granite pressbook.pb chap 7
3. D.Johnson and R. Johnson (2017) cooperative Learning University of
Minnesota, USA.
 Enter your own reading lists.
1.
2.
3.
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 will be used depending on the advice of your mentor.
Now, to further elaborate on your action research plan, use the DepEd
template below; remember to read the rubric in this episode to know how your
teacher evaluates your Action research plan. This rubric will remind you of the
criteria of an excellent action research plan.
You can also watch this video, explaining the parts of the DepEd action
research template HOW TO WRITE AN ACTION RESEARCH PROPOSAL? DepEd order
no. 16 s. 2017- youtube
Action Research Proposal
Name:
Proposed Title:
I. Context and Rationale Study Background
II. Action research Question AR Question

III. Propose Innovation, Intervention Strategy Describe Innovation Intervention
Strategy
IV. Action research Methods (Describe action research methods).

a) Participants/ Other sources of Data
b) Data Gathering Methods
c) Data Analysis Plan
V. Action Research Work Plan (Summarize Action Research Work Plan)
VI. Cost Estimate (Write cost estimate)
VII. Plan for Dissemination and Utilization (Describe how the results will be
shared)
VIII. References (Write at least 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 and feelings. reasoning, relating, and reconstructions about it.
1. What was your experience in writing the action research plan?
2. What knowledge, attitude, and skills did you have that helped you accomplish
it?
3. What do you still need to learn and develop in yourself to be a skilled teacher
researcher?
CHECK FOR MASTERY
Preparing an Action Research Plan requires observation and noticing. inquiry,

reflection. prior readings. It is a tedious process, but you will find it easy to
implement if you have a good plan. As mentioned earlier “A good plan is half of
the work done."
Direction: Choose the most appropriate answer from the options given.
1. As a beginning action researcher, what should be your primary task?

A. Identify the problem that is a cause of concern in the class.
B. Reflect on the other problematic situations.
C. Ask for help from your mentor on how to solve the problem.
D. Disregard the problem, after all, you are still a student.
2. In doing action research, continuous reflection every step of the way should be
done.
A. This statement is NOT true since reflection has its own time.
B. This statement is true since research requires continuous inquiry.
C. This statement is doubtful since there are steps to follow.
D. This statement is only applicable to other kinds of research.
3. In looking for an appropriate solution to the identified problem, the main purpose
is to
A. remove malpractices in teaching-learning
B. reward learners who do more than others
C. promote teachers who conduct research
D. A, B, and C
4. In action research, you should see to it that the intervention

A. is doable
B. is new
C. is of short duration
D. should not require statistics
5. Planning action research requires a researcher to

A. follow strict procedure
B. frequently reflect on the process
C. match the solution to the identified problem
D. A, B and C
Your artifact will be taken from your activity in preparing an action research
Plan in this episode. You will just expand the answer that you have given and place
in the template below.
My Initial Action Research Plan
Proposed Title: ______________________________________________________
I. My Identified Problem:
II. My Reflection on the Problem
III. My Plan of Action:

References:
Submitted by:
Name: ______________________ Degree Pursued: ________________________
Name of Institution: __________________________ SY: ____________________
JOB WELL DONE!

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

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Calabanga Community College

Belen, Calabanga, Camarines Sur

OBE - & PPST - BASED

Maria Rita D. Lucas, PhD

The Teacher We Remember

Target your Intended Learning Outcomes

CLARIFY YOUR TASK

Before you embark on your one – semester journey in Observation and

Let’s buckle down for work!

REVISIT AND INFOGRAPHIC/S

CAREER STAGES OF TEACHERS

Career Stage 4: Distinguished Teacher

The Southeast Asia Teachers Competency Framework is also given below.

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

(Note to Student Teacher: As you participate and assist your FS Resource

1. Take note of the following:

2. Are these competencies limited only to professional competencies?

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

5. Who are the teachers that we remember most?

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

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?

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

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

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

5. In the Southeast Asian Teachers Competency Framework, who is at the center

Attach your reflection here.

Embedding Action Research for

To have a meaningful and successful accomplishment in this FS episode, be

Target your Intended Learning Outcomes

CLARIFY YOUR TASK

There is a general agreement among action research community that action

Action research is grounded on the reality of the school, classroom, teachers,

Action Research is a process that allows teachers to study their own

Here is what you will do.

Making a List of Completed Action Research Titles by teachers in a Field.

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instructions in

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

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

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

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

WRITE ACTION RESEARCH PROMPTS

CHECK FOR MASTERY

Direction: Choose the best answer.

1. Every future teacher should do action research because_______.

2. Spotting a problematic situation in teaching and learning will ______.

A. Spark an idea of doing Teacher Action Research

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

A. Applicable only for teachers in big schools

A. Action research problem is created by the teacher.

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

To have a meaningful and successful accomplishment in this FS episode, be

Target your Intended Learning Outcomes

CLARIFY YOUR TASK

The definition of action research evolved over time. There is no singular

 Systematic – Like any form of research, it follows a system.

 AR can help me to learn how to improve my practice as a teacher in terms

 Creating changes in the classroom practices. Example: What changes will

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

Department of Education (DO 16) 2017 Model