FS 2 Module

1
FIELD STUDY 2
Learnin
g CREATING MY
FS 2
CLASSROOM/RE
Episode MOTE LEARNING
9 MANAGEMENT
PLAN
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 explain the importance of my classroom management plan.
 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.
CLARIFY YOUR TASK
Creating My Classroom/ Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan 1s to make the students
accountable for their actions. Effective classroom management increases students" success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management
Field Study 2 Participation and Teaching Assistantship

2
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 keeping them
organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content.
Tailoring your techniques to the subject, grade levels and nature of the learner is really important.
7 Communication: Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student teacher relationship.
Source:
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-keyelements-
for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be designed.
Each teacher has its own unique style of management to meet class needs, although the same elements
are found consistently. In order for a classroom management plan to be successful, the students must
have a complete understanding of each of the guidelines. At the same time, teachers must follow their plan
to ensure that the learning environment is safe, friendly, secured and non-threatening whether in the
classroom or in remote learning.
Components Of Classroom Guide Questions

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

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

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

How will you interact with them?
Teacher-Student Relationships
How will you ensure good interaction between and among
students and superiors?
Schedules and Timeframes How will you organize your class schedule?
How will you keep your students to stay focused and on
task?

3
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
How will you ensure the safety and security of your

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

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

4
PARTICIPATE AND ASSIST
After realızing the different elements and steps of a classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroonm/remote
learning. You may request a copy of the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars to guide you in
creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan
Philosophical Statement
I'm dedicated to making my classroom a secure and engaging place in order to build a
connection with my students through the use of the curriculum and other needed learning tools.
I feel that meeting the needs of my students is a necessary component of my teaching, and I
want them to feel alleviated as they socialize along with other students. I want to create an
avenue so that meaningful talks and exchanges may occur. In my classroom, talking with each
other will be routine, and I will make sure to integrate communicative strategies that will help my
students to learn more and be more confident. I want to encourage all learners to engage in
class so that they may learn from one another as well as from me as their mentor. So that
students can learn, I want to build a transparent and equitable classroom.
Classroom Rules and Procedures
Being respectful is one of the best rules I know, and I would like to incorporate this into my
classroom, as I believe this would be the greatest shaper of attitude toward classroom rules.
Respecting each other is the greatest rule above all; true learning happens when we are bound
with respect and when harmony transpires inside the classroom. I also think that a free from
harm classroom would be a great consideration where put-downs and name-calling are not
tolerated–this also falls under respect. If I show respect to my students, they will also mirror
these traits and respect one another.
Regarding the procedures in learning and discussion, I'd want to pose an important question
that the lesson revolves around. If I feel the students already learned the lesson where we are
heading, which I think will lead to a successful class wrap-up. Then, it is now time to give me at
least five minutes to wrap up the session and go over the key themes discussed that day. I will

5
employ various evaluation methods to ensure that students comprehend the material. Whether
it's giving around a half-sheet and asking for "three points they learned today" or having a
reflection on the topic key themes. I might provide an unexpected quiz to know whether they
fully understand or not the topic discussed.
Teacher -Student Relationships
Students may feel estranged from their peers in some classrooms. Students from poorer
economic strata, in particular, may believe that school is worthless. In their eyes, a school is a
place where they are being controlled for no personal gain. Hence, as a future educator, I will
build a positive relationship with my students to feel that they are part of a group and all worthy
and precious in my eyes, and that they can rely to me as their friend, instructor, and a family.
Schedules and Timeframes
 Rules and procedures are established, posted, and taught.

 Creating a conducive atmosphere to avoid behavioral issues
 At all times being aware of what is going on in the classroom, monitoring classroom
activities and the usage of resources, and intervening as needed
 Ensuring that a sufficient number of educational activities and resources are provided in
order to avoid needless conflict among youngsters.
 Keeping transitions between tasks to a minimum by planning them ahead of time.
Classroom Structure, Design and Arrangements
Desks will be arranged in rows or small clusters towards the front of the classroom for teacher-
focused activities, while desks will be arranged in groups or semicircles for student-focused
activities so that students can easily collaborate with one another. Also, the classroom set-up
will be depending on the available furniture, so that each student has a home base (or an
individual learning area like their own desk), a whole group instruction area, a dedicated teacher
area, and a transition area where students can wait for the next activity or lesson to begin, or at
the very least have your space set up so that students can move around easily and comfortably
without bumping into one another. Students are greeted with brilliant colors on the walls, natural
light streaming in through the windows, and an enticing sensation as they glide across the
carpets. They feel comfortable and at ease as they make their way to their seats in a large circle
of tables. They can see their peers as they face each other and stare from wall to wall at vivid
posters depicting the geography, art, famous people, diverse civilizations, and student work.
There isn’t a single speck of white paint to be found. Instead, the learner finds comfort in the
carpet on the floor, which provides a sense of calm among the energizing walls.
Classroom Safety Rules and Procedures

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Post precautionary measures and reminders on what to do in case something bad will happen.
Place a map of the fire exit route in the room and go over it with your students on a regular
basis.
Strategies for Rewards and Consequences
Many teachers have a system in place that alerts students when their ehaviour is out of line.
This signal can be inaudible, audible, visual, or musical. The class regulations are explained to
the pupils at the start of the school year. Students are also taught about warning signs, as well
as the benefits and penalties of obeying or violating regulations. When a student receives a
warning signal from the teacher, he or she should alter his or her conduct. On the other hand,
as I will give rewards, I will not use any monetary prize but instead use praise and other rewards
for an engaging classroom discussions.
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?
______________________________________________________________________
______________________________________________________________________

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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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
OBS
ERV
E
WRITE ACTION RESEARCH PROMPTS

THE
ACTIO REF
N
ACT LEC
RESEA T
RCH
CYCLE
PLA
N
OBSERVE
The problems/ challenges I encountered in writing my classroom Management Plan

8
______________________________________________________________________
______________________________________________________________________
REFLECT
I hope to achieve to address 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
______________________________________________________________________
______________________________________________________________________

9
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.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
WORK ON MY ARTIFACTS
Paste your Classroom/ Remote Management Plan

10
FIELD STUDY 2
Learning
Episode WRITING MY
FS 2
LEARNING
10 /LESSON PLAN

 explain the importance of lesson/ learning plans.
 write learning/ lesson plans using the specified learning competencies
reflections, and effective communication skills.
 revise the lesson/ learning plans based on the feedback given by the
Resource Teacher
 cite some problems encountered in writing lesson/ learning plans.
 use professional reflection and learning to improve practice.
CLARIFY YOUR TASK
Writing My Learning/ Lesson Plans
Lesson Plan Learning Plan - This refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction.
Lesson plans consist of essential components such as learning outcomes, learning content,
resources and procedures. An effective lesson plan has a great impact on the teaching- learning
process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: detailed, semi detailed and brief.
Some schools design their own lesson plan template which includes their vision, mission, goals
and core values.

11
The Department of Education has provided templates for Detailed Lesson Plan (DLLP) and
Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the
teaching- learning process. Guidelines were formulated to assist teachers in planning, organizing
and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in
terms that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of
the lesson.

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ESSENTIAL PARTS OF
LESSON/LEARNING
PLAN
LEARNIN LEARNIN LEARNIN LEARNIN

G G G G
OUTCOME CONTENT RESOURC PROCEDU
S S ES RES
With all these information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan exemplars / lesson plan templates from your Resource Teacher. If not
available, you can make use of the basic components of a lesson plan.
LESSON Plan in __________________

(Subject)
Grade/Year Level ______________
Learning Outcomes
 Classify sentences according to their uses.

 Construct declarative, interrogative, imperative, and exclamatory sentences.

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Learning Content
 Different Types of Sentence According to Structure
Learning Resources
 Grammar and Composition 4 by Prentice Hall

 Proficiency in English 8 by Simeon Tabunda
Learning Procedures
Learning Activities:
 Preliminaries
 Motivation –
Group Activity
The students will be divided in to four; each group will be given pieces of paper with
words written on them. They will be asked to arrange the words in order to make a
sentence.
 Presentation of the Topic

 Discussion of the Topic
 Generalization
 Application
Group Activity:
Short presentation depicting different situations by using the all types of sentences.
 Evaluation
Individual Assessment:
10 items quiz
 Assignment
The Department of Education has issued Department Order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed lesson Plan (DLP) and Daily Lesson Log (DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using9

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principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format
School Grade Level

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

15
C. Learning Competencies/objectives
Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
Learning
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Resource (LR) portal
B. Other Learning Resources
D. PROCEDURES
A. Review previews lesson or presenting a new
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of new lesson
D. Discussing new concepts and practicing new skills
#1
E. Discussing new Concepts and practicing new skills
#2
F. Developing mastery (Leads to formative
assessment)
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about the
lesson
H. Making generalizations and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for application or remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter which my principal
or supervisor can help me Solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-preparation
for-the-K-to-12-basic-education-program/
NOTICE
1. What difficulties did you meet in writing your lesson/ learning plans?

16
The difficulty I have met in writing my lesson/learning plans, was the idea of gaining my
students’ interest on the topic that we need to discuss, especially in the discussion part
where most of the topic was difficult to teach because they are not yet fluent in English. I
need to teach them first the basic without getting bored throughout the learning.
2. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/ learning plans?
The feedback that was given by my Resource teacher was to focus on choosing the
suitable motivational activities in my choosen topic, and that I should also think of more
conducive way of teaching rather than sticking into the traditional way of learning.
3. What were the best features /areas for improvement of your/lesson learning plans?
I think that one of the best features of my lesson learning plans was the content of the topic
itself. The procedures I use to employ in my final lesson learning plan was innovative and
student-centred learning. Also, in the assessment part, I have noticed that my students
really understand the topic and was able to put their own sentence structures now.
ANALYZE
Analyze the various components of your lesson plans by answering the given matrix. Take
note that you must have provisions to do this lesson on a face-to-face, modular or through online
learning.
Questions Answers
1. How did you arouse students' interest?

What motivational techniques did you
indicate in your plan?
2. How did you respond to the diverse types of

learners?
2.1 gender, needs, strengths, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will you employ

17
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 do it remotely?

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REFLECT
Why is lesson planning an integral part of the instructional cycle?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
OBS
ERV
E

THE
ACTIO
REF
N
ACT LEC
RESEA
T
RCH
CYCLE
PLA
N
OBSERVE
The problems/ challenges I encountered in writing my learning/ lesson plans
________________________________________________________________________
________________________________________________________________________
REFLECT
________________________________________________________________________
________________________________________________________________________
PLAN
Some strategies/solutions/means that I can employ to improve these situations problems
________________________________________________________________________
________________________________________________________________________
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this episode is
________________________________________________________________________
________________________________________________________________________

19
To further enrich my knowledge in writing my learning lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help me in
these activities. (include books, websites, you tube videos and the like and share these to your
peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Realizing the various skills that you need to master in preparing the learning/lesson plans,
which are the most difficult? The easiest to write? Conduct a simple survey from among your
peers by requesting them to answer this simple questionnaire.
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level of difficulty
of doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
4- 3- 2- 1- not
very difficult moderate difficult
difficult in difficulty
1. Stating learning outcomes
2. identifying learning resources to be
used
3. Sequencing the lesson in an
engaging and meaningful manner
4. Planning specific learning activities
5. Identifying strategies to be used
6. Formulating higher order thinking
questions (HOTS)
7. Integrating lesson concepts to real
life situations
8. Integrating values in the lessons
9. Formulating assessment tools
10. Identifying performance tasks
11. Giving assignments
12. Planning for lesson closure
synthesis
13. Others
(please specify)

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

21
FIELD STUDY 2
Learning
Episode
FS 2
DELIVERING MY
11 LESSONS

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

22
The process of instructional delivery involves applying a repertoire of instructional

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

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

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

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

23
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
INSTRUCTIONAL
PLANNING
INSTRUCTION
DELIVERY OF
INSTRUCTION
ASSESSMENT OF
LEARNING

24
After you have written your lesson plan, confer with your Resource Teacher on how you
can participate / assist in delivering instruction in one of his/her classes. The Robert Gagne's Nine
Events of Instruction, will guide you to implement the various steps well.
Robert Gagne's Nine Events of Instruction
Preparation
 Gaining attention
 Informing learners
 Stimulating recall
of prior learning
Instruction and
Practice
 Present the
content
 Provide learning
guides Assessment and
 Elicit performance Transfer
 Provide feedback
 Assess
performance
Source: https://www.google.com/search?  Enhance retention
qFgagnes+9+eventsS+of+instruction&oq=&aqs=chrome.5.69i59i45018.655958457j0j15&sourceid=chrome
&ie=UTF-8

25
Complete the given matrix by using Gagne's Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or
your assistance is needed in any part of the lesson.
Segments of Events of Instruction Strategies and Learning Resources

Learning Activities Used Materials
Preparation 1. Gaining Attention  Creativity,  Ice breakers,

mystery, and videos,
surprises rewards or
should be used incentives.
to pique
students'
interest.
 Provide
students with
thought-
provoking
questions.
 Prepare an ice-
breaker activity
for the group.
2. Inform Learning  Discuss the  Rubrics,
Objectives expected level Lecture of
of slides,
performance. syllabus, and
 Explain the instruction for
standard activities.
performance
criteria.
 On assessment
prompts,
include course
objectives.
3. Stimulate Recall of  Inquire on the  Graphic
Prior Learning students' organisers;
knowledge of Concept
prior ideas. maps; KWL
 Integrate Chart;
material from Anticipatory
prior lectures to guides; Hot
the present potato; Finding
topic. out tables;
 Encourage the Learning grids;
students to and
apply what Brainstorming.

26
they've learned
in the past to
present
activities.
Instruction and 4. Present the  Use a range of  Multiple visual
Practice Content mediums to and concrete
keep students examples.
interested in  Text with
what they're visuals and
studying. audio
 To keep  learning
students stations or the
engaged, in-class flip
include active
learning
practices.
 Make material
available on
Canvas so that
students may
access it
outside of
class.
5. Provide Learning  Concept  Knowledge
Guides mapping for checks,
associations. quizzes, and
 Cueing and tests.
prompting
learning via
mnemonics
 Visualization of
the application
using role-
playing.
 Case studies
that may be
applied in the
real world
 To aid
knowledge
building,
analogies are
used.
 Visual
connections
are made using

27
graphics.
6. Elicit Performance  Ask deep-
learning
questions,
have students
collaborate with
their
classmates,
and promote
practical
laboratory
experiments to
name a few
examples.
 Provide
chances for
formative
evaluation,
such as written
assignments,
individual or
group projects,
and
presentations.
 Create
excellent
quizzes and
examinations,
which allow
students to
show their
understanding
and application
of course
content (as
opposed to
simply
memorization
and recall)
7. Provide Feedback  Notify the  Verbally, non-
learner that verbally, or in
they completed written form.
the task at
hand.
 ensures that
the student's

28
performance or
reaction is
accurate
Assessment and 8. Assess Check for progress in  Test, Quizzes,
Transfer Performance material or abilities, Book Review,
and use spoken Essay, Project.
questioning, brief
active learning tasks,
or quizzes to include
formative assessment
opportunities
throughout instruction.
9. Enhance Retention  Avoid isolating
course content
by having
students
translate
knowledge
learnt in one
format onto
another. To
reinforce links,
associate
course topics
with earlier
(and future)
concepts and
build on prior
(and anticipate
future)
learning.
NOTICE
Using Robert Gagne's Nine Events of Instruction, what did you notice in the following
segments of learning:
 How did the students react to the activities/ various elements to arouse their interest?

29
Students sometimes overreact with the given activities because of pressure. However,
when they thoroughly understand the lesson they will participate actively.
 Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
Yes they are focused on listening because this would be their guidelines on what they are
about to learn.
 How did the new learnings relate with what they really know?
I first integrate the new topic using their prior knowledge before the discussion. I first recall
their previous lesson so they can catch up and relay their knowledge to the new lesson with
ease.
 Did you notice some students who needed assistance? What did you do?
Yes, some of the students in the class need in-depth assistance, especially when giving
directions. Also, they are not yet fluent, and they cannot understand the medium of
language I used. Therefore, I used code-switching for the students to understand what I
was saying and teach them fully.
 Did the students find difficulty in applying the theories/ concepts learned to real life?
At first, they find it difficult to apply because they haven’t yet understood what this
theory/theories play in their lives. Still, after discussing the lesson on how useful this
concept they have learned, they immediately reflect and apply this, especially in their daily
communication.
 How did your students react to your feedback?
I told them that they should not take my feedback negatively if I would like to correct it
because it is for their sake and future, and they all agreed. Therefore, in giving my
feedback, they all seem to be grateful and take it positively.
 What pieces of evidence can prove that the students had retention of learning?
It is the direct evidence that I use to assess the student learning by looking at their work
and by giving them a short task or performance. I can see that they all understand the topic
and this learning retain because of the effective teaching.

30
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 Strengths Areas of Improvement

1. Subject Matter Content
 Demonstrates depth and breadth of the
subject matter
 Shows mastery of the subject matter
2. Organization of the lesson
 Presents subject matter
sequentially and logically
 States clear learning outcomes
 Synthesizes main points
 Meets class at scheduled time
 Regularly monitors classroom on-line
course
3. Rapport/ Interaction with the Students
 Holds interest of students
 Is respectful, fair and impartial
 Provides immediate feedback
 Encourages active participation
 Interacts with students
 Shows enthusiasm
4. Teaching Methods and
Strategies
 Utilizes relevant teaching
methods/ strategies
 Uses learning aids, materials,
and technology
 Employs cooperative /group
involvement in the classroom
and remote learning
 Uses examples that are simple,
clear, precise, and appropriate
 Stays focused on and meets
stated learning outcomes
5. Presentation of the lesson

 Establishes online course

31
 or classroom environment
 conducive to learning
 Maintains eye contact
 Uses a clear voice, strong
 projection, proper enunciation
 Has a good command of the
 language
 Uses language within the level
of students
6. Classroom Management
 Begins and end classes on time
 Uses time wisely
 Attends to course interaction
 Demonstrates leadership ability;
 maintains discipline and control
 Maintains effective classroom
 and e-platform management)
7. Sensitivity to Students' Needs

 Exhibits sensitivity to students
 personal culture, gender
 differences and disabilities
 Responds appropriately in a
 non-threatening, pro-active
 learning environment
8. Support /Assistance to
Students
 Assists students with academic
problems
 Clarifies points in the lessons
 which are not clear to the students
 Allots time for questions
 Comments
9. Personal Competencies
 Shows self-confidence
 Maintains professional distance and
professional appearance
10. Physical Aspects of the

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

32
 Checks layout of room,

distractions, if any
 Lists any observations on how the
physical aspects of the classroom
affected content delivery
Source: https://www.isu.edu pdis 1aculty-staff-docs
Overall impression of teaching effectiveness:

Effective teaching, in my opinion, is vital to student success in every classroom and institution,
and not only on exceptional occasions. Effective instruction impacts students' academic, physical,
social-emotional, and behavioral health. Therefore, all the stakeholders in education, including
parents, policymakers, community members, and educators, should share responsibility for
student achievement and growth. I believe that the most effective way for teachers to support
continuous development is through effective professional learning.
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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OBS
ERV
E

THE
ACTIO
REF
N
ACT LEC
RESEA
T
RCH
CYCLE
PLA
N

33
OBSERVE
Problems/ challenges I encountered in delivering my lessons
______________________________________________________________________________
______________________________________________________________________________
REFLECT
______________________________________________________________________________
______________________________________________________________________________
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 in this episode is
______________________________________________________________________________
______________________________________________________________________________
To further enrich my knowledge on delivering my instruction 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.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

34
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like)

35
FIELD STUDY 2
Learning
Episode SELECTING NON-
FS 2
DIGITAL OR
12 CONVENTIONAL
RESOURCES AND

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

our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale's Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional materials, which remain to

36
be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8)
Radio/ Recordings/ Still Pictures; (9). Visual Symbols and (10) Verbal Symbols.
According to Dale, "The cone device is a visual metaphor of learning experiences, in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences." As such, the Cone of Experience can be seen more as a
continuum, not just a hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive which involves movement and physical manıpulation, 2.cone
which involves pictures and images; and 3. Symbolic, which involves symbols like letters and
numbers. Both the teachers and students make representations of knowledge. The teachers,
when they teach or impart knowledge, and by learners when they show or demonstrate what they
have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance,
during the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio,
and printed modules. Situation and context challenge teachers to choose the best instructional
materials considering the limitations. As you work on this episode, remember that you take the
role of an FS student now participating and assisting in the work of selecting non-digital or
conventional resources and instructional materials. You are not simply a detached observer, but
you are now a participant as well. You are more involved in the tasks, becoming more and more a
teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can
be a new way of doing things? Then focus on finding out the answers to these questions. That as
a teacher, you can always find ways to do things better and more effectively. Also, aim to develop
the confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will
prepare you to perform well in this episode. Go FS student, go!

37
DALE OF CONE OF EXPERIENCES AND EXAMPLES OF

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

Exhibits an object, an idea Motion Pictures/TV
 Recorded lectures  reviewer note  Charts
 Painting exhibits
 Audio books  Graphs Biography movies
 selected readings
 Photo gallery  Maps Greek Mythology movies
 Career fair  Documentaries
 Drawings
 Educational TV
VE
RB
AL
VISUAL/
Demonstration
PICTUES Field Trips
 How to cook bibingka AUDIO RECORDINGS  Zoo
 How to use the microscope PHOTO  Museum
 How to wash hands properly
 Factory
MOTION PICTURES/ TV
EXHIBITS
FIELD TRIPS
DEMONSTRATIONS
Contrived Experience Direct Purposeful Experiences Dramatized Experiences

DRAMATIZED EXPERIENCES
 Model of the brain  Tree planting  Dramatic play
 Mock-up of a car CONTRIVED
 Work with EXPERIENCES
puzzles  Pantomime
 Simulation of the courtroom  Performing an experiment  Puppet
session  Running a fund drive  Tableau
 games DIRECT AND PURPOSEFUL EXPERIENCES

38
SELECTING RESOURCES AND INSTRUCTINAL

MATERIALS: SOME POINTS TO CONSIDER
The Resource or Instructional

Material:
 Has accurate and

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

39
The Proper Use of 1

Instructional Materials
(IM)
2
3
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 will you assist learning
4 Prepare your students
 Capture the students’ interest and attention

 Communicate the intended learning outcomes
 Provide scaffolding questions to guide them
 Communicate how their learning be assess
References: Instructional Media (Smith
and Nagel) Educational Technology (Corpuz and
Lucido) Present Material
 Ensure that you have the steps well-planned

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

experiences with the IM, their feedback and
insights
 Assess the attainment of the learning
outcomes
1. Consult your FS Resource
Teacher about this episode. Let your teacher know that the task for this episode is for

40
you to assist the teacher by providing suggestions on resources and materials that the
teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You
will also need the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or
conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
4. Fill out the table below.
Subject: English Grade Level: 9

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

41
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 your prepare for this activity?
I first familiarize myself with my chosen topic. Next, I think on the flow of my
discussion. I think for materials that will engage my students’ especially motivational
materials which I can use to gain my students’ interest.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
As I was given the chance to have my discussion, I feel pressure on the possible
outcome of my teaching. However, as I pull out the IMs and other resources
successfully including the discussion session, I felt really amazing and happy as I
succeed on defeating my fear of failure. I have gained confidence, and also, I have
grasp a lot of ideas and techniques which I can be used in the future.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
I thought that I would not make it, and I thought that everything will not become
perfect. I am happy that my resource teacher help me and guided me until the end of
my discussion.
4 Describe how the students responded and participated.
Students shows signs of happiness and fun during the lecture especially when they are
watching a theatrical play. However, I think that the length of the play is too long. On the
other hand, students have participated actively and you can see that they really understand
the topic.
ANALYZE

42
What worked well during the activity using the resources/materials
All the resource/materials such as the video clip and posting of illustrations worked well.
What part can be improved?
The choice of theatrical play. It should be more realistic so that students can easily relate.
What would you have done differently? What would I change? What will make it better next
time?
If I ever given a chance to change something in my discussion, I would probably choose
the modification my IM. I should add more innovative and creative material so that students
will get focused more.
How does this connect with what you know about selecting and using instructional
materials?
It does provide me more knowledge on choosing and developing my learning material. It

also opens my creativity and being picky in terms of delivering IMs.
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 n

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

43
OBS
ERV
E

THE
ACTIO
REF
N
ACT LEC
RESEA
T
RCH
CYCLE
PLA
N
This part allows you to synthesize or put together what you noticed, analyzed, and reflected
on to come up with a possible topic to explore for an action research
OBSERVE
Doing this episode on selecting and using resources/instructional materials, problematic
situation/challenges/area of improvement did I find?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFLECT
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?

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

I want to achieve?

44
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
PLAN
What strategies/solutions/means can I employ to improve the situation/solve the problem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos.
1-3)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

45
Attach pieces of evidence of what you accomplished in this episode.

46

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1

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Creating My Classroom/ Remote Learning Management Plan

Field Study 2 Participation and Teaching Assistantship

Components Of Classroom Guide Questions

What is your set of ideals, values, beliefs and goals on

What classroom rules and procedures will you formulate

How will you treat every student in your class?

Field Study 2 Participation and Teaching Assistantship

How will you ensure the safety and security of your

What strategies will you employ for rewards and

REVISIT THE INFOGRAPHIC/S

Steps in Designing Classroom Management Plan

Creating the Plan

Improving the Plan Implementing the Plan

Monitoring the Plan

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

My Classroom Management Plan

Classroom Rules and Procedures

Field Study 2 Participation and Teaching Assistantship

Schedules and Timeframes

 Rules and procedures are established, posted, and taught.

Classroom Structure, Design and Arrangements

Classroom Safety Rules and Procedures

Field Study 2 Participation and Teaching Assistantship

Strategies for Rewards and Consequences

1. What salient components have you noted?

Field Study 2 Participation and Teaching Assistantship

1. What elements in your classroom/remote learning management plan were

WRITE ACTION RESEARCH PROMPTS

Field Study 2 Participation and Teaching Assistantship

Field Study 2 Participation and Teaching Assistantship

To further enrich my knowledge on designing my classroom/ remote management plan,

Paste your Classroom/ Remote Management Plan

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Writing My Learning/ Lesson Plans

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

Field Study 2 Participation and Teaching Assistantship

LEARNIN LEARNIN LEARNIN LEARNIN

PARTICIPATE AND ASSIST

LESSON Plan in __________________

 Classify sentences according to their uses.

Field Study 2 Participation and Teaching Assistantship

 Different Types of Sentence According to Structure

 Grammar and Composition 4 by Prentice Hall

 Presentation of the Topic

Field Study 2 Participation and Teaching Assistantship

principles of teaching and learning - D.O. 42, s. 2016)

School Grade Level

Field Study 2 Participation and Teaching Assistantship

Field Study 2 Participation and Teaching Assistantship

1. How did you arouse students' interest?

2. How did you respond to the diverse types of

3. What instructional strategies will you employ

Field Study 2 Participation and Teaching Assistantship

in face-to-face or in a remote learning delivery

4. Was the language used appropriate to the

5. What types and levels of questions did you