Hilario-Marvin S - FS2 - E-Portfolio-Final

BALSIK NATIONAL HIGH SCHOOL
Cooperating School
Academic Year 2022-2023
1st Semester
FIELD
STUDY 2
Participation and Teaching Assistantship
MRS. EVANGELINE D. TALA

Resource Teacher
Submitted by:
MARVIN S. HILARIO
FS Student (BSED 4- SCIENCE)
Submitted to:
CATHERYN C. PANLAQUI, EdD.

FS Study Teacher 2
TABLE OF CONTENTS
PRED 2213 - Field Study 1 Observation of Teaching - Learning in Actual School Environment 1
Page
1. Title Page / Cover Page 1

2. Table of Contents 2
3. Student’s Resume 3
4. Statement of the Purpose
5. Organization of Portfolio Entries
A. Portfolio Entries:
I. Title of each Section
Learning Episode 1: The Teacher that I am
Learning Episode 2: Designing the Learning Environment
Learning Episode 3: Planning Classroom Routines and
Procedures
Learning Episode 4: Writing Lesson Plans
Learning Episode 5: Selecting Instructional Resources
Learning Episode 6: Designing and Organizing Instructional
Materials
Learning Episode 7: Designing Learning Assessment
Learning Episode 8: Learning Delivery
Learning Episode 9: Grading and Reporting
Learning Episode 10: Enhancing teaching practice through Action
Research
II. Entries or Evidence
III. Reflection on each Section
6. Personal Reflections on the Portfolio

7. Comments of the Faculty
8. Rubric for the Portfolio
9. Student’s Self-Rating Competency Checklist
FIELD STUDY STUDENT BIOGRAPHY
Marvin S. Hilario, 22 lives in Daang
Bago, Dinalupihan, Bataan. He spent her
primary years of education at Daang Bago
Elementary School, where he graduated
with an award of first honorable mention.
After that, he studied at Balsik National
High School, where he became a school
athlete by playing badminton and
graduating in the same year with a “With
Honor” award. Subsequently, Hilario
moved to the University of Nueva Caceres
Bataan in Senior High to pursue his strand
which was GAS or General Academic
Strand. He then graduated with Honors.
Now he is studying at Bataan

Peninsula State University – Dinalupihan
Campus with a course of Bachelor of Secondary Education Major in Science. Currently, he is
the 4th year escort of Earth Saver’s Club (ESC) completing his term in 2023.
TEACHING BELIEFS
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will
live its whole life believing that it is stupid.”
This quote has been with me ever since I first heard these words, and as I pursue my
dream of becoming a teacher, I frequently mention that I want this to be my fundamental
guiding principle while imparting knowledge to my students. Education should be inclusive
and dynamic, allowing each individual student to develop and learn in a variety of contexts
until they discover what works best for them. As a result, when I become a teacher, I want to
be someone who can recognize their character, their strengths, and their weaknesses and
help them become whom they want to be by utilizing their talents, despite the fact that they
all have them, they are all capable of succeeding.
CURRICULUM VITAE
MARVIN S. HILARIO
Dinalupihan, Bataan
09152478465
mshilario@bpsu.edu.ph
PERSONAL INFORMATION
Gender : Male
Birthday : November 10, 2000
Birthplace : Dinalupihan, Bataan
Age : 22
Blood Type : B+
Height : 5’9
Weight : 65 kg.
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Language : Filipino/ Kapampangan
Name of Mother : Marife S. Hilario
Name of Father : Noli F. Hilario
EDUCATIONAL BACKGROUND
College : BATAAN PENINSULA STATE UNIVERSITY
San Ramon, Dinalupihan, Bataan
2022-2023
Senior High School : UNIVERSITY OF NUEVA CACERES BATAAN

Rizal St. Dinalupihan, Bataan
2018-2019
Junior High School : BALSIK NATIONAL HIGH SCHOOL

Hermosa, Bataan
2016-2017
Elementary : DAANG BAGO ELEMENTARY SCHOOL

Daang Bago, Dinalupihan, Bataan
2012-2013
TRAINING AND SEMINARS

Title of Seminar: 8th Annual Gender Focal Point System Solidarity
Roadshow on VAWC
Conducted by: Bataan Peninsula State University
Conducted Date: December 08, 202
Title of Seminar: Action Research as Teaching Practice
Conducted by: Bataan Peninsula State University
Conducted Date: January 4, 2023
PERSONAL SKILLS:
 Communication skills
 Creativity
 Flexibility
 Organization Skills
 Sport Enthusiast
 Computer Literacy
CHARACTER REFERENCES:
Rendel R. Batchar, MaED
Class Adviser
STATEMENT OF THE PURPOSES OF THE PORTFOLIO
COURSE DESCRIPTION
This course is a continuation of Field Study 1. It is school-based and allows a

pre-service student to participate and assist in limited actual teaching-learning
activities that relate to the assessment of learning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A
portfolio that will contain sample lessons or learning plans and demonstration
teaching of at least one subject content area will require action on research shall be
encouraged to start in this course and conclude during the internship.
GENERAL OBJECTIVES:
1. To know the importance of a clear learning objective and reflect on the

importance of the principles of the teaching and learning process.
2. Apply the guiding principles in the selection of teaching strategies.
3. Learn how principles of teaching are important in applying in the actual

classroom setting
FOCUS SPECIFIC TASKS LEARNING DOMAIN COMPETENCIES/

EVIDENCE PERFORMANCE
INDICATORS
The Qualities Learning Episode Observation Qualities and Reflect some personal
and 1: The Teacher that and Competencies of a qualities and Competencies
Competencies I am Reflection Professional of a Professional Teacher
of a Teacher Teacher that I like to possess or
develop as a future
educator.
The Learning Learning Episode Observation Designing a safe Action Research Proposal
Environment 2: Designing the and and conducive about the learning
Learning Reflection learning environment
Environment environment
Classroom Learning Episode Observation, Observation, Action Research Proposal
Routines and 3: Planning Reflection, Reflection, and about routines and
Procedures Classroom Routines and Planning Planning procedures of a Classroom
and
Procedures
Lesson Learning Episode Observation, Observation, Writing Lesson Plan that
Planning 4: Writing Lesson Reflection, Reflection, and takes into consideration
Plans and Planning Planning students’ diversity and
contexts.
Instructional Learning Episode Observation Observation and Analyze the selection of
Resources 5: Selecting and Reflection instructional resources
Instructional Reflection based on context and
Resources needs.
Instructional Learning Episode Observation Observation and Develop and organize

Materials 6: Designing and and Reflection instructional materials to
Organizing Reflection facilitate learning.
Instructional
Materials
Learning Learning Episode Observation Observation and Action Research Proposal
Assessment 7: Designing and Reflection about selecting and
Learning Reflection designing assessment FOR,
Assessment AS, OF learning.
Lesson Learning Episode Observation analyze strategies Action Research Proposal

Delivery 8: Learning Delivery and for effective lesson about problem areas in
Reflection delivery lesson delivery in the
flexible learning mode
Grading and Learning Episode Observation Interpret scores interpreting of scores
Reporting 9: Grading and and correctly for
Reporting Reflection meaningful
reporting
Action Learning Episode Webinar Value the role of Develop an action research
Research 10: Enhancing AR in matching proposal to improve delivery
Proposal teaching practice problematic of flexible learning in BPSU
through learning DC
situations to
Action Research
probable action
ORGANIZATION
OF THE
PORTFOLIO
(Portfolio Entries)
Observations of Teaching -
Learning in Actual School
Environment
(PRED 2213)
WEEK DURATION FS COURSE LEARNING TITLE SECTION AND
NO. EPISODES FOCUS
1 October 21, 2022 FIELD STUDY 2 Learning Episode 1 The Teacher that I Am
October 28, 2022 FIELD STUDY 2 Learning Episode 2 Designing the Learning
2 Environment
3 November 04, 2022 FIELD STUDY 2 Learning Episode 3 Planning Classroom
Activities and Procedures
4 November 11, 2022 FIELD STUDY 2 Learning Episode 4 Writing Lesson Plan
5 November 18, 2022 FIELD STUDY 2 Learning Episode 5 Selecting Instructional

Resources
November 25, 2022 FIELD STUDY 2 Learning Episode 6 Designing and Organizing
6 Instructional Materials
December 02, 2022 FIELD STUDY 2 Learning Episode 7 Designing Learning
7 Assessment
8 December 09, 2022 FIELD STUDY 2 Learning Episode 8 Learning
Delivery
9 December 16, 2022 FIELD STUDY 2 Learning Episode 9 Grading and Reporting
Enhancing Teaching Practice

10 January 13, 2023 FIELD STUDY 2 Learning Episode 10 through Action Research
ORGANIZATION OF THE PORTFOLIO
COURSE PACKET
Learning Episode 1:
THE TEACHER THAT I AM
ACTIVITY SHEET 1
INSTRUCTION: What are the qualities and competencies you have observed in your
Resource Teacher that you would like to possess or develop as a future educator? Answer in
100-200 words
We, teachers, play a vital

role in teaching, we also help
students understand abstract ideas
by demystifying the difficult. We
also introduce students to concepts
and subjects that they might not
otherwise be exposed to. By that,
here are some qualities of my
resource teacher Mrs. Ayee Reyes
that I want to possess as a future
educator. First, is being a positive thinker, she always has this mantra that every problem
has a solution. For me, that speaks a lot because when you are an educator, you may face a
lot of circumstances in life that may test your mental state especially in school or in your
life. For us to cope with those
dilemmas, we should have a
positive outlook on the bigger
perspective of life. Next, is
being well-organized, I want to
get this trait because I want
everything in my life to be
organized accordingly. It
sounds too vain, but I want my
classroom clean as possible
because this is our second home. Lastly, is being sympathetic, because I want to relate to
every student especially when they have problems, I want to be their father to guide them in
every important decision that they make. These are some of the qualities of being an
effective teacher that I will surely treasure when I become a teacher.
ASSESSMENT 1
INSTRUCTION: Evaluate your own qualities using this self-assessment tool which is based
on the Code of Ethics for Professional Teachers.
Rating Descriptive Rating Qualitative Description

NN No Need I don’t really think teachers need this.
NTD Need to Develop This is something I still need to learn or develop to become an
effective teacher.
OTW On the Way I am still learning this.
GT Got this! I already have it in me.
TEACHER QUALITIES RATINGS

GT OTW NTD NN
1. As a future teacher, I ensure that I am physically, mentally, and /
morally fit.
2. As a future teacher, I exercise all constitutional rights and /
responsibility.
3. As a future teacher, I am confident that I am able to provide an /
environment conducive for learning and growth of the youth.
4. I behave with honor and dignity at all times and refrain from /
such activities as gambling, smoking, drunkenness, and other
excesses much illicit relations.
5. I study the local customs and traditions in order to have /
sympathetic attitude, and refrain from disparaging the
community.
6. I maintain harmonious and pleasant personal and official /
relations with other professionals, parents, with government
officials, and with people collectively or individually.
7. I have the enthusiasm and pride in teaching as a noble /
profession.
8. I uphold the highest possible standards of quality education. /
9. I am willing to engage in continuing professional education to /
improve my efficiency and strengthen my competence, virtues,
and productivity.
10. I do not take credit for a work which is not my own. Instead, I /
give credit to the work of others that I have used.
11. I could respect confidentiality of information. /
12. I would not discriminate against any learner. /
13. I will not accept any gift from learners or parents in exchange for /
requested concessions.
14. I will only base the evaluation of the student on the merit and /
quality of academic performance.
15. In case of mutual attraction with student, I will exercise utmost /
professional discretion and avoid scandal, gossip, and
preferential treatment of the student.
16. I will not inflict corporal punishment on offending student or /
deductions in their scholastic rating for acts which are not
manifestation of their scholarship.
17. I will maintain good reputation with regards to financial matters. /
18. I will maintain a dignified personality, worthy of emulation of all /
learners and peers.
19. I will always recognize Almighty God as a guide of my own /
destiny and the destinies of men and nations.
Learning Episode 2:
DESIGNING THE LEARNING ENVIRONMENT
Activity Sheet 02
INSTRUCTIONS: What are the important features that you need to consider to ensure that
your learning environment will be safe and conducive for your students in the future.
Answerin 100-200 words.
In my perspective, these are the things that we may consider to ensure that our
learning environment will be safe and conducive for our students. The first is to discover
some personal information about each student because they have different behaviors and
needs. We educators must build trust towards our students especially if the information
that they had given to us is very confidential. Secondly, provide positive comments on their
appropriate actions because this may lead to boosting their morale and self-confidence. It
also helps them to appreciate us since we are giving them appreciation and noticing their
good deeds. Lastly, the utilization of appropriate teaching tools and stimulating class
activities comes last, this may help our students to meet their learning needs and enables
them to succeed academically.
Assessment 02
INSTRUCTIONS: Consider the learning environment that you have observed. Try to
identify a problem situation that you could match with a probable action through AR. Use
this template for capsule AR proposal. The intention of this activity is to help train your
mind to look for problems systematically, and search for probable action.
CAPSULE AR PROPOSAL
Name of FS Student: Marvin S. Hilario

Course & Section: BSED 4 – SCIENCE
Problem/ Context
(Describe the problem or context in 30-50 words)
The problem that I have observed to some students in Balsik National High School is
their disruptive behavior. These students engage in disruptive behavior that interferes
with discussions by making unnecessary noise during discussion and lectures. I also
noticed they are repeatedly leaving the classroom without any reason and not asking
permission to the teacher. Lack of discipline also is the main problem because some of
them are too entitled and not giving any respect to their teacher.
Significance
(Give 1-2 significance of the proposed AR)
 The students may display good behavior to keep the classroom atmosphere
tranquil.
 The significance of this study is to ameliorate their academic performance and to
refine their social and emotional development when it comes to interacting with
other teachers and students.
Proposed Intervention/ Innovation/ Strategy

(Describe the Proposed Intervention/ Innovation/ Strategy AND reason for choosing this
proposed action. Use 30-50 words only)
Stay compose to every emotion that we feel because some students need to pay attention
to their concerns by figuring out what caused the disruption, we may deal with it
immediately or at a later meeting. Be firm, constant, and steadfast and always remember,
recognized the individual's emotions because all our emotions are valid.
Learning Episode 3:
PLANNING CLASSROOM ROUTINES AND PROCEDURES
Activity Sheet 03
INSTRUCTIONS: Which of the routines and procedures that you have observed do you
wish to adopt for your classes in the future. Focus on what you have observed in your FS
School. Answer in 100-200 words.
As I continue my observations with my new cooperating teacher, I am still in awe

whenever she starts her class. The most impressive routine that I will surely treasure is how
she builds a good rapport with her students and how she connects the past lesson to the
present one. For me, that aids a lot of her students because they might feel how important
they are and how valid their feelings are. Also, reminiscing the past lesson will help the
students a lot because when we repeat or bring back the past lesson, we may conclude if
they purely understand the lesson. In that way, we know where to begin the lesson or what
kind of strategies and techniques we may imply to them. As a future educator, this is one of
the several good deeds that I want to get to my ct because this will assuredly help me to
become a better teacher in the future.
Assessment 03
INSTRUCTION: Consider the routines and procedures that you have observed. Try to
identify a problem situation that you could match with a probable action through AR.
Remember to focus on the routines and procedures which could be improved. Use this
template for capsule AR proposal. The intention of this activity is to help train your mind to
look for problems systematically, and search for probable action.
CAPSULE AR PROPOSAL
Problem/ Context
The time frame of the subject is too short. In fact, 40 mins per subject is not
enough to compress the lesson, especially when the topic is too long. Also, it is
hard to explain the topic when we in hurry and this may affect the student’s
knowledge to comprehend the lesson.
Significance
 The teacher can help execute the lesson properly and effectively.
 It minimizes repeating the past lessons that are not done.

(Describe the Proposed Intervention/ Innovation/ Strategy AND reason for
choosing this proposed action. Use 30-50 words only)
The teacher should increase the time frame per class because not all students are
fast learner, there are some who are experiencing difficulty comprehending the
lesson. By this, all the necessary works that should be done can be achieved in
proper time.
Learning Episode 4:
WRITING LESSON PLAN
Activity Sheet 04
INSTRUCTIONS: Describe the needs and contexts of your learners and the school that you
need to take into consideration in writing your lesson plan. Answer in 100-200 words.
The needs that I should take into consideration is that we are blended learning set-
up that is why the sources is limited. In this matter, I need to be creative in using
technological learning materials. Also, I need to use accessible and easy to use resources so
that all students can participate well. Moreover, I also need to consider the type of
environment in which I can only see the students through screen so I need to have an
interesting and relevant topic that will motivate my students to listen and learn. In writing
lesson plan, I also need to follow what’s written on the MELCS so my objectives on my
lesson plan would be clear. In this way, my activities and discussion will be aligned to the
current set-up of education.
Assessment 04
INSTRUCTIONS:
1. Ask your Resource Teacher for a template for LP. Remember that your RT will be the final
authority on the template that you will be using.
2. Inquire your RT for the objective that you could write a lesson plan on. Develop a
DETAILED
LESSON PLAN on this objective. Make sure that you consider the needs and contexts of
your
target learners.
3. Ask your RT to review and comment on your DLP.
4. Revise and finalize your DLP based on your RT’s comments and suggestions.
5. Remember that this DLP is going to be your major course output for midterm. You will be
expected to turn in your first draft with your RT’s comments and suggestions and the final
draft.
6. Your LP will be rated using the following criteria:
a. Follows the school/ DepEd prescribed format (10 pts)
b. There is alignment in all areas from objective to assessment (30 pts)
c. Plan is pedagogically sound and feasible (20pts)
d. Submitted on time (10 pts)
DRAFT:
LINK: DETAILED-LESSON-PLAN-HILARIO-MARVIN-S-G11-SCIENCE.pdf
REVISED:
LINK: file:///C:/Users/vhinh/Downloads/DETAILED-LESSON-PLAN-HILARIO-MARVIN-S-
EARTH-AND-LIFE-SCIENCE.pdf
Learning Episode 5:
SELECTING INSTRUCTIONAL RESOURCES
Activity Sheet 05
INSTRUCTIONS. Reflect on the factors that affect selection of instructional resources apart
from pedagogical considerations. Answer in 100-200 words
A teacher should take into account accuracy and visual appeal, standards alignment
and depth of knowledge, ease of use and support, engagement and ability to satisfy student
requirements when choosing instructional tools. It is crucial to check for any potential
faults in teaching materials. Additionally, we ought to examine its quality of writing and
visual appeal. Additionally, if it is standards-aligned, has the right amount of information,
has thorough and understandable instructions, exercises, and assessment, and is simple for
instructors, students, and parents to use are all crucial factors to consider when making a
choice. Moreover, the educational materials must pique students' interests and guarantee
their relevance. Finally, it needs to be created by and for teachers, and it ought to contain
their feedback.
Assessment 05
INSTRUCTIONS: Reflect on your own considerations in selecting the most suitable
instructional tool if you will be teaching the same objective to your future students in face-
to-face and flexible set-up. Use the template below.
Grade Level 11
Content Standard The learners demonstrate an understanding of
animal reproduction
Performance Standard The learners should be able to value life by

taking good care of all beings, humans, plants,
and animals
Learning Competencies Describe the different ways of how
representative animals reproduce
Content Animal Reproduction
Instructional Resources that I would use
FACE- TO FACE SETTING FLEXIBLE SETTING
I would use printed illustrations of different I would use pictures, PPT presentation, and video
animals and I will ask them to have a grouping, because being in a flexible setting because it is
by that, they will name several animals and difficult since we can only have limited resources. In
categorize them based on how it reproduces. In this matter, I want to make sure that the students
this manner, the students will engage in would understand the discussion and that they can
interacting with their classmates, also, the still be able to visualize how animals reproduce in a
students will acquire information largely in meaningful way.
visuals rather than words and because concepts
are related, visual imagery is crucial to the
learning process.
Learning Episode 6:
DESIGNING AND ORGANIZING INSTRUCTIONAL MATERIALS
Activity Sheet 06
INSTRUCTIONS: Using a flow chart, show the process of developing, organizing, and using
the learning materials.
Assessment 06
INSTRUCTIONS: Reflect on your experience in developing, organizing, and using the
learning materials. Take into consideration the comments of the RT and end-users. Answer
in 100-200 words. Here are possible guide questions:
1. How long did it take you to finish the IMs?

2. What had been your considerations in developing the materials?
3. What had been the most challenging part in developing and organizing the learning
materials?
4. Did the end-user understand it the way you hoped? Why or why not?
5. How could you improve it?
Learning materials play a vital role in teaching because it helps to deliver our lesson
meaningfully. As I make my own IMs it feels like a roller coaster of emotions because it
took me 5 days to finish it, and that was too long because I have a lot of revisions and I
must admit I am a perfectionist. I considered my resource teacher’s advice to browse the
MELCs to be more familiar with my topic, I also ponder the content standards, performance
standards, and learning competencies because these is important in making IMs. I have
encountered some dilemmas like how my activity suits my students since they are in grade
11, we all know that their time span is short, so I made sure that every slide of my
presentation is very interactive. I trust that they will enjoy and at the same time have fun
while learning. Furthermore, given that the majority of them had an overall perfect score, I
may infer that the end user understood how IMs worked. Additionally, they gave me
feedback demonstrating their comprehension of it. By utilizing the criticism and advice
provided by my resource teacher, I can enhance my learning materials. Additionally, I may
delve deeper into the exercises and the course itself and apply the lessons to a variety of
real-world scenarios.
Learning Episode 7:
DESIGNING LEARNING ASSESSMENT
Activity Sheet 07
INSTRUCTIONS: Reflect on the teachers’ consideration for coming up with the selection.
What are the new things that you have learned about the process of selecting and
developing learning assessment tools? Answer in 100-200 words.
In learning, congruency in the lesson and test is very integral in the life of the
teacher because this will serve as their blueprint for giving the student a good and quality
education. Last Friday, my resource teacher shared with me that she had a hard time
formulating her summative exams not because it was difficult but because it is not
congruent with DepEd’s periodical exam. She explained that they are not the one who gives
the context of the periodical exam unlike the summative exam, which is why they have
trouble following their lesson plan. By this said, they are forced to follow even if the
context of the exam is not yet being discussed with the students. On the other hand, my
resource teacher will do is to follow the DepEd and make ways to overcome this dilemma
by teaching abruptly the lessons that are not being tackled so that the students may
follow. As an outcome of this, the students are having a hard time answering the questions
and have a huge probability of getting a low score.
Assessment 07
INSTRUCTION: Consider the problem areas in learning assessment that had been shared by
your RT. Try to match the problem situation with a probable action through AR. Use this
CAPSULE AR PROPOSAL
Name of FS Student: HILARIO, MARVIN S.

Course & Section: BSED 4 – SCIENCE
Problem/ Context
The context of the periodical test given by DepEd is not congruent with the lesson plan of the
teacher because they are not the one who formulates the periodical exam. They were forced to
follow to give the exam even though there were several questions/ topics are not yet being
discussed. As an outcome, some students are having a low score because this is not the lesson
that they had tackled.
Significance
 the teachers are having easier time to meet the competencies of MELCs since they are the
one who formulate the periodical exam.
 the students might get a higher score because they are more familiar to the topic of the
exam since their tackled all the topic to their lessons.
The best thing to do is to let DepEd do the part of the teacher when it comes to formulating the
Periodical exam since they are following their lesson plan based on the competencies of MELCs
and they are the one who knows well what the students have learned, By this, they can ease
easier give the exam without rushing the lesson that is not being tackled on the exam.
Learning Episode 8:
LEARNING DELIVERY
ACTIVITY 08
INSTRUCTIONS: Reflect on the considerations in selecting your strategies and techniques

for effective learning delivery. Answer in 100-200 words
During my time observing the classes undertaken by my resource teacher, I am able

to see the various teaching strategies and techniques she often uses and which of them is
effective. Of course, in determining which approach to apply she often takes into taking
into account the lesson, the students, and especially the desired learning result For instance,
when they had a reporting in class, my practice demo, my resource teacher commented that
the discussion should be more detailed and that in our grade level, the students require more
explanation and further discussion of the topic so that they can fully understand what is
being discussed. Just like when she teaches the students, she often uses differentiation,
where she allows the students to analyze and come up with ideas on their own and then
proceed to explain the topic in a way that is simple and more relatable to students. Lastly,
she takes into account the inclusion of technology in the class discussion, utilizing different
videos and presentation that is visually pleasing and engaging for the learners. It shows
that the teacher prioritizes the lesson objectives and the students when selecting strategies
and techniques in class discussion.
ASSESSMENT 08
INSTRUCTION: Consider the problem areas in lesson delivery in the flexible learning
mode. Try to match the problem situation with a probable action through AR. Use this
CAPSULE AR PROPOSAL
Name of FS Student: MARVIN S. HILARIO
Course & Section: BSED 4- SCIENCE
Problem/ Context
(DESCRIBE THE PROBLEM OR CONTEXT IN 30-50 WORDS)
THE BIGGEST CRITICAL ISSUES IN LESSON DELIVERY ARE THAT STUDENTS
ARE NOT 100% PREPARED FOR THE NEW LESSON. THE CAUSE IS THAT THEY
ARE DISTRACTED AT HOME, LACK MOTIVATION, AND OCCASIONALLY
WAKE UP LATE, LEAVING THEM WITH LITTLE TIME TO REVIEW THEIR
LESSON FOR THEIR CLASS.
Significance
 The lesson delivery can be ameliorated in a more fun and interesting way.
 The teacher can make use of other methods to motivate and lift the interest of
her student especially those who are unmotivated to learn.

My proposed intervention is to have a more interactive session with the students like
making an enjoyable game so that they can be able to relate and have fun while
learning. Also, watching videos that can help them to comprehend more their lesson
can boost their interest. My reason in choosing this is that we need to be flexible & use
the advantages of technology in times like this.
Learning Episode 9:
GRADING AND REPORTING
ACTIVITY 9
INSTRUCTIONS: Reflect on the importance of careful interpretation of scores. Answer in

100-200 words.
As we have learned, the interpretation of scores serves as evidence of what the

students have learned. It is used by teachers to identify students' strengths and weaknesses,
as well as to determine which aspects of the learning experience are most effective and
which require further improvement. Since it enables validation of whether the students were
able to attain the learning objective and whether they learnt what they needed to learn,
appropriate interpretation of the students' scores is essential. Additionally, a clear
evaluation of the test results offers a clear roadmap for the instructor's next move. For
instance, if the results indicate that some of the students are lagging in a certain subject
area, the teacher can intervene and support them.
ASSESSMENT 9
INSTRUCTIONS: Reflect on the importance of reporting the student performance to the
students and parents. Answer in 100-200 words.
Teachers' communication of students' assessment results and performance to

students and parents is crucial since it gives them information about how well the child is
performing academically. In addition, parents work with teachers to ensure that their
children receive the best education possible; therefore, including them in the evaluation of
students' test results and grades increases the likelihood that they will encourage their
children to learn more. In addition, most parents want to know how their kids are doing in
school. Both the child and the parent need to be informed in order for there to be
involvement in the learning process. For instance, if you tell the parent that their child is
doing well in a particular subject, it will inspire them to keep up with whatever routine
they currently have at home. However, if you say that your child is struggling in a
particular learning area, they can explain why and assist you in resolving the problem. For
the sake of both you and the students, it is crucial to keep them informed and updated; this
helps to ensure a productive learning atmosphere.
Learning Episode 10:

ENHANCING TEACHING PRACTICE THROUGH ACTION
RESEARCH
Activity Sheet 10
INSTRUCTION: Try to develop an action research proposal to improve the delivery of

learning in your resource/cooperating school. Use the template below.
Proponents:
Author:
Hilario, Marvin S.
Title:
ENHANCING ACADEMIC PERFORMANCE AND ATTENDANCE AMONG GRADE

11 STUDENTS WITH INCENTIVE-BASED INTERVENTION
Context and Rationale:

Students that consistently attend school have a higher chance of academic success,
hence the attendance rate is crucial. If a significant portion of the class is consistently
missing, it is challenging for the teacher and the class to advance and develop their
abilities.
Absenteeism, as defined by Merriam-Webster, is "chronic absence." It is the routine
or deliberate refusal to attend school in a learning environment. While every student is
absent from class for a number of days. Regular attendance at school is critical for a
student's academic and social development. Students who often miss class suffer from
both disadvantages. intellectually and socially. They hinder their academic advancement
while also missing out on important periods of peer growth and social engagement. Low
self-esteem, social isolation, and discontent might follow from this, which may have been
the initial cause of non-attendance.
Sadly, 100% attendance is hard to accomplish. Regardless of how engaging and well-
prepared the courses and instructional materials are, some pupils will inevitably miss out
on the day's events, whether they do so voluntarily or not (Murcia, 2015).
For administrators, teachers, parents, society, and students in particular, school

absences are a serious issue. Peer relationships are harmed by unwelcome absences, which
may lead to further absences. According to Malcolm et al. (2003), teachers identified the
negative effects of absenteeism on children as academic underachievement, difficulty
making friends, which could cause boredom and confidence loss, prolonged absences can
have negative effects on the child in the future, and absence students are most likely to
drop out of school before graduation.
The teacher's capacity to give the material to the class in a sequential and orderly
manner is also impacted by absence. All of the class's students' progress may be impacted
by this. The family of a persistently absent student, however, may also experience
hardship. For a family living in poverty, it can mean continuing the cycle of
unemployment and poverty that may run in the family. The disputes in families are also a
result of this. When children of school age are not in school, society as a whole suffers.
These kids could loiter on the streets. They turn to minor offenses like stealing other
people's goods and stuff because they are bored and have nothing better to do. Others
could develop drug addictions or indulge in other hazardous habits.
In this study, the researcher would like to minimize this problem, if not eradicate it.
That is why the researcher will conduct action research to understand them better. He
wanted a more accurate analysis of why some of his students are perennial absentees, so
he could formulate plans, projects, and programs to minimize their absences. Also, the use
of incentive-based intervention to improve attendance and academic performance can be
perceived as beneficial among students. The attendance and academic performance
incentive-based intervention from the teachers include the following: positive comments,
positive note home to parents, extra time at the computer laboratory, homework pass, first-
in-line privileges, cookie or snack coupons, individual or team certificates, name on
“attendance wall” in the classroom, chance to act as teacher’s assistant and give pencils,
pens, stickers, bookmarks, and others.
This action study will be conducted in the context of identifying the reasons behind
the Grade 11 Technical Vocational and Livelihood (TVL- Food and Beverage) students at
Balsik National High School's tardiness. The researcher's top priorities include enhancing
the four students' attendance and academic performance because he serves as the section
supervisor for Grade 11 TVL. Utilizing a suitable intervention is one technique to enhance
attendance and academic performance, hence the incentive based. Therefore, the goal of
this study project is to develop a plan that is supported by data in order to increase their
attendance and academic performance.
Action Research Questions/ Problem:

I. Action Research Question
This research seeks to document how to improve the attendance and academic
performance among the Grade 11 Technical Vocational and Livelihood (Food and
Beverages) students of Balsik National High School during the school year 2022 – 2023.
Specifically, it seeks to answer the following questions:
1. What are the factors that cause absenteeism among Grade 11 TVL (Food and
Beverages) students?
2. What is the frequency of attendance among Grade 11 TVL (Food and Beverages)
students when grouped into:
2.1. before the incentive-based intervention, and
2.2. after the incentive-based intervention?
3. What is the academic performance of Grade 11 TVL (Food and Beverages)

students when data are grouped into:
3.1 before the incentive-based intervention, and
3.2 after the incentive-based intervention?
4. Is there a significant relationship between incentive-based intervention and

attendance among the Grade 11 TVL (Food and Beverages) students?
5. Is there a significant relationship between incentive-based intervention and
academic performance among Grade 11 TVL (Food and Beverages) students?
6. Is there a significant difference between attendance and academic performance

among the Grade 11 TVL (Food and Beverages) students?
Proposed Innovation, Intervention and Strategy

According to Balfanz (2012) asserts that a student's ability to achieve academically
at all levels depends on their attendance at school. According to research, kids with strong
attendance records are more likely than their counterparts with bad attendance records to
advance academically and graduate. The development of crucial skills in the early grades,
followed by academic performance and graduation rates in middle and high school, are
the first areas where absenteeism at all levels can have a detrimental effect on a student's
long-term success.
The term "chronic absenteeism" is typically used to describe instances in which

students miss 10% or more of the school year. The National Center for School Engagement
claims that, despite modest variations in definitions, the consequences of a kid skipping
class are always the same. This is true regardless of how truancy or absence is defined.
According to a number of studies, persistent absences typically result in significant
academic issues (Maynard, 2012).
There are many reasons why students miss class, some of which are outside of their
control. Chronic absenteeism is more common in minority, male, and urban students, as
well as those from low-income, single-parent, and big homes. According to Johns Hopkins
University research, for instance, a student's absence from class may be caused by
commitments or other circumstances, a desire to avoid activities or contacts at school or a
lack of effort on their part to get there.
Additionally, a student's prior absences from class might be a reliable indicator of

future absences. This finding indicates a potential need for districts and schools to address
absenteeism early in a student's academic performance, as the National Center for
Education Statistics points out that "high school dropouts have been found to exhibit a
history of negative behaviors, including high levels of absenteeism throughout their
childhood, at higher rates than high school graduates." Teachers can pay more attention to
the indications of trouble or apathy to assist reduce absenteeism in the early grades.
According to several research, interventions that start in middle or high school are less
effective in increasing attendance than those that start in elementary school (Railsback,
2012).
In general, preventative measures can address a variety of student absences causes.

In this study, the researcher will employ an Incentive-based Intervention to raise the
academic achievement and attendance rates of Grade 11 Technical Vocational and
Livelihood (Food and Beverages) students of Balsik National High School, Hermosa,
Bataan.
Incentive-Based Intervention
According to the literature, using incentives to encourage student attendance and

academic success does not have to be expensive. Extra recess time or homework passes, for
instance, might be used as an effective incentive. Students might urge their friends to
attend class so that the entire group benefits from the competition. As a result, class-wide
incentives and awards that stimulate friendly rivalry across classes also frequently prove
to be effective. Particularly, some examples of student attendance incentives and rewards
are provided by Attendance Works, a national and state program advocating improved
policies and practices around school attendance (Fryer, 2011).
Positive remarks, encouraging notes to parents, extra computer time, homework

passes, first-in-line privileges, cookie or snack coupons, individual or team certificates,
names on the classroom's "attendance wall," the opportunity to serve as a teacher's
assistant, pencils, pens, stickers, bookmarks, and other rewards are just a few of the
incentives-based interventions that teachers use to encourage attendance and academic
performance. In contrast, the school administration offers rewards for good attendance and
academic performance, such as recognition during morning announcements, a certificate
at a student assembly, school supplies, food coupons redeemable in the canteen, food gift
certificates for restaurants, an ice cream or pizza party for the class, as well as a choice of
donated goods like movie tickets or gift certificates, travel, or other experiences.
Schools should refrain from praising "perfect attendance" and instead encourage
regular punctuality. A variety of techniques should be used to acknowledge attendance
because any lost class time might affect a student's academic success. Programs that
connect the intervention with incentives
Action Research Methods (indicate the Participants/ other source of data or information. Data
Gathering Methods, Data Analysis Plan)
This research will focus on the use of incentive-based intervention to improve the
attendance and academic performance of the Grade 11 TVL (Food and Beverages)
students for the school year 2022 – 2023. The records of their attendance will be taken
from March 2023 up to July 2023.
Participants:
Moreover, the questions on the causes of absenteeism will be based on the
Students at Risk of Dropping Out (SARDO) Form 1. The said research will start in
March 2023 after the second quarter of the school year up to July 2023 after the third
quarter exam. The researcher will employ a random sampling procedure. The
respondents are fifty (50) Grade 11 students from the Technical and Vocational
Livelihood Track specifically in the Food and Beverages of Balsik National High School.
Table 1 shows the number of respondents who will undergo the intervention.
No. of Respondents
Before After
Grade 11 TVL (Food
and Beverages)
50 50
Data Gathering Procedures:

This research will employ a quantitative–descriptive method since the objectives
of the researcher are to determine the causes of absenteeism, attendance, and academic
performance results before and after the intervention, and the significant improvement
of attendance and academic performance.
Data Analysis:
The data gathered will be analyzed using the following statistical tools:
1. Frequency and Mean. These will be used to get the factors that cause absenteeism
among Grade 11 TVL (Food and Beverages) students.
2. Frequency. This will be used to get the frequency of attendance among Grade 11
TVL (Food and Beverages) students when grouped into:
2.3. after the incentive-based intervention?
3. Mean. This will be used to get the academic performance of the Grade 11 TVL (Food
and Beverages) students when data are grouped into:
3.2. after the incentive-based intervention.
4. Chi-square Test will be used to get the relationship between incentive-based

Intervention and attendance among the Grade 11 TVL (Food and Beverages)
students.
5. Chi-square Test will be used to get the relationship between incentive-based

Intervention and the academic performance among the Grade 11 TVL (Food and
Beverages) students.
6. T-Test will be used to get the difference between attendance and academic
performance among the Grade 11 TVL (Food and Beverages) students.
Work Plan and Timeline

Goal: To improve the attendance of Grade 11 students using an incentive-based
intervention program.
Objective: To recommend actions to implement the incentive-based intervention as an

intervention to improve attendance in Balsik National High School.
Action Details
ACTION DETAILS
1. Figuring out the problem of the The researcher identifies the common
learners. (December 20, 2022) problems that he encountered during his
field study.
2. Choosing an appropriate topic The researcher selected a topic that can
related to the problem. showcase the problem and its
(December 22, 2022) intervention.
3. Creating a title about the chosen The researcher created a title that fits the
topic. (January 10, 2023) needs of the learners in their classroom
setting.
4. Consulting the resource teacher The researcher asks the opinion of the
for applicable title and topic. resource teacher if the title and the topic fit
(January 11, 2023) the needs of the learners.
5. Planning of intervention for the The researcher prepared interventions or
research (January 13, 2023) techniques to provide fixes for the issues
they ran across.
6. Completing the distributed The researcher gathered all the distributed
parts of the action research. parts and completed the action research.
(January 14 up to January 26,
2023)
Cost Estimates
An extensive list of the goods and their associated expenses is provided. The
expenses and items appropriately represent the action research's financial requirements.
The overarching plan takes into account the proponent's ability to pay for project-
specific costs that the researcher will be responsible for.
ACTIVITY ESTIMATED COSTS

1. Creation of materials for intervention ₱ 200.00
research and implementation (1 ream of
bond paper; A4)
2. Permanent marker (10 pcs) 10(30) = ₱ 300.00
3. Notebook, stenographer (50 pcs) 50(30) = ₱ 1500.00
4. Travel Expenses ₱ 200.00

5. Postage ₱ 200.00
6. Internet (postpaid subscription) ₱ 1500.00

7. Printing and Binding ₱ 1000.00
8. Food Expenses ₱ 1000.00

9. Expenses related to research ₱ 2000.00
TOTAL ₱ 9400.00
Plans for Dissemination and Utilization

The researcher aims to disseminate and utilize the research with the full support of the
School Principals through existing mechanisms such as:
Learning Action Cell (LAC). The LAC session may be maximized by sharing the
result of ongoing and/or completed research. This may serve as input for teachers in
improving the attendance of the students.
In-Service Training (INSET). The training design may include discussions on
research results and how this can be utilized.
College of Supreme Government (COSG). Research results and proposed action
can be presented during school planning and monitoring activities.
School Report Card (SRC). Interventions made as a result of action research may
be included in SRC.
References:
Casing, I. (2019). Improving Attendance and Academic Performance Among Grade 12
Students through Incentive-Based Intervention. Retrieved January 27, 2023,
from
https://www.researchgate.net/publication/344463059_Improving_Attendance_a
nd_Academic_Performance_Among_Grade_12_Students_through_Incentive-
Based_Intervention
P. (n.d.). The Importance of Being in School: A Report on Absenteeism in the Nation’s
Public Schools | Everyone Graduates Center. Retrieved January 27, 2023, from
https://new.every1graduates.org/the-importance-of-being-in-school/
Allan and Roland Fryer, B. M. (n.d.). The Power and Pitfalls of Education Incentives.
Retrieved January 27, 2023, from https://www.brookings.edu/research/the-
power-and-pitfalls-of-education-incentives/
Maynard, R. (2017, August 12). Indicated Truancy Interventions for Chronic Truant
Students: A Campbell Systematic Review. Retrieved January 27, 2023, from
https://journals.sagepub.com/doi/abs/10.1177/1049731512457207
L. (2022, June 14). Action Research on Student and Pupil Absenteeism in School.
Retrieved January 27, 2023, from https://owlcation.com/academia/action-
research-on-student-absenteeism
Practical Research 2 (Quantitative) - Lorimar Academix. (n.d.). Retrieved January 27,
2023, from https://lorimaracademix.com/practical-research-2-quantitative/
Railsback. (2004, June). INCREASING STUDENT ATTENDANCE: Strategies From Research and
Practice. Retrieved January 27, 2023, from.
Assessment 01
INSTRUCTIONS: Reflect on the Role of AR in the improvement of teaching and learning.
Answer in 100-200 words
Teachers can use action research to reflect on what they want to improve, learn about
what others are doing in the field, and experiment with practice in a safe environment.
Participants in this hands-on program will learn how to use classroom-based research to
improve teaching and learning. It ensures that teachers are kept up to date on any changes
that occur, particularly those affecting their service delivery approaches, guaranteeing that
learning is maintained up to date with changing times and methods of learning such as
cooperative learning. Conducting research in the classroom is extremely beneficial to the
growth of teaching and learning. Without disrupting class time, anything from effective
evaluation to behavior management can be the subject of in-depth research
POST-TEST
Self-Assessment
INSTRUCTION: Rate your readiness to the teaching profession through the following items
where 5 is highest and 1 is the lowest.
Self-Evaluation Criteria Rating
1 I completely understand the demands of the teaching profession. 5 4 3 2 1
2 I am confident that I have the personal qualities of a professional /
teacher.
3 I am confident that I have the competence that schools expect /
from of a beginning teacher.
4 I understand the importance of action research in improving the /
teaching practice.
5 I could develop an action research proposal to improve the /
teaching practice.
6 I could design a safe and conducive learning environment for /
students whether it be in face-to-face or flexible setting.
7 I could plan routines and classroom procedures to ensure /
efficient classroom operations.
8 I could write a lesson plan that takes into consideration students’ /
diversity and contexts.
9 I could select the most appropriate instructional resources based /
on context and needs.
10 I could develop and organize of instructional materials to /
facilitate learning.
11 I could select and design assessment FOR, AS, and OF learning. /
12 I am confident that I could facilitate effective learning delivery. /
13 I could interpret scores correctly for meaningful reporting. /
14 I understand that a teacher will always be a learner and hence, I /
should possess the growth mindset.
LEARNER’S FEEDBACK FORM
Name of Student: HILARIO, MARVIN S.

Program : Bachelor of Secondary Educatiom Major in General Science
Year Level : 4th Year Section: BSED 4- SCIENCE
Faculty : FACULTY OF EDUCATION
Schedule : FRIDAY

Course Packet : 10 Code : PRED 2313 Title : The Reflective Teaching
Apprentice

How do you feel about the topic or concept presented?
√ I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
None so far.

Did you raise your concern to you instructor?  Yes √ No

If Yes, what did he/she do to help you?
If No, state your reason? I don’t have any concer.

To further improve this course packet, what part do you think should be enhanced?
I think it is better to include more explanation and references.
How do you want it to be enhanced?

It can be enhanced by adding some information and refrences in every course
packet.
EVALUATION FORM
Resource Teacher Evaluation Form
Name of FS Student: HILARIO, MARVINS S.

Name of Resource Teacher: MRS. EVANGELINE D. TALA
INSTRUCTION: Kindly rate the performance of the FS student during FS 2 (Limited
Participation and Teaching Assistantship). In this course, the FS student is not expected to
engage in full participation to the FS schools. They are only expected to assist the Resource
Teacher in teaching and learning activities for at least 1 ½ hour per week for the whole
semester.
Scale Descriptive Rating Qualitative Description
5 Outstanding The performance almost always exceeds criteria.
4 Very Satisfactory The performance meets and often exceeds the

criteria.
3 Satisfactory The performance meets criteria.
2 Fair The performance needs some development to
meet criteria.
1 Poor The FSS fails to meet criteria.
CRITERIA RATING
1. Attends to tasks in the Field Study School 5 4 3 2 1
Attendance
with punctuality.
2. Reports to the Resource Teacher regularly for √
1 ½ hour per week.
3. Comes to class, well-groomed and prepared √
for the responsibilities.
4. Demonstrates proper behavior in the
presence of learners, teachers, parents, and √
other stakeholders.
5. Maintains good working relationship with √
Personality
Resource Teacher and other FS students.

6. Upholds the dignity of the college and √
university in all actions.
7. Accepts comments and suggestions from the √
resource teacher for the improvement of self.
Criteria
8. Exhibits the willingness to learn. √

9. Shows commitment in all activities. √
ENTRIES OR EVIDENCE
REFLECTION ON EACH SECTION
Learning Episode 1
My resource teacher exhibits the traits and abilities I've noticed and commented on,
including excellent communication skills, enthusiasm, determination, and patience. In order
to offer my courses significant topics, I would want to have excellent communication skills
and a love for teaching. Additionally, I wish to help my students who has a hard time in
coping the lessons, I want to establish solid ties with them as a result so that I can work with
them to solve issues of this nature. I might still have a lot to learn when it comes to
communication, but I think I can improve this over time.
Learning Episode 2
I've realized that one of the most crucial aspects of a learning environment is that
security goes beyond just physical safety. A safe learning environment must be maintained,
and learners need to feel inspired, appreciated and accepted. It is crucial to maintain a
pleasant learning environment where standards are clearly communicated and learners are
fully aware of the behavior requirements. Recognizing and appreciating the students'
achievements is another way to create a joyful and effective learning environment. This
might be anything from a straightforward "thank you" to a substantial chunk of cash.
Healthy study habits are promoted and a sense of success is created when teachers
acknowledge and share their students' achievements with other students.
Learning Episode 3
I would like to modify the customs and practices, such as opening class with prayer,
addressing my students by name, and having a brief discussion with them about their,
lesson. This opening ritual was developed by my resource teacher, and I think it's crucial for
teachers and facilitators to question students about their lesson during a brief conversation
with them. I want them to comprehend their written assignments and let me know if they
are having any difficulties. Additionally, once my RT starts her class, she uses PowerPoint
slides. This makes the instruction orderly and presentable. The transitions are seamless and
obvious when it comes to the providing action. I wish to adopt this methodology since it
will enable me to advance in both this subject and my demonstrative teaching. Additionally,
my resource teacher's activities and teaching methods were deftly incorporated into her
lesson. A teacher can benefit from giving her students a well-organized presentation. I'll be
able to educate more effectively in the future because to this.
Learning Episode 4
Integrating digital educational resources makes to ensure that all students can
engage effectively, I must also employ accessible and simple-to-use tools. Additionally, I
must take into account the sort of situation I will be in, where I will only be able to see the
students on the plans screen. In this case, I must choose a topic that will be engaging and
pertinent enough to encourage my students to pay attention and learn. In order for my
lesson plan's objectives to be obvious, I must also follow the instructions on the MELCS. My
discussions and actions will be in line with how education is now organized in this way.
Learning Episode 5
A teacher should take into account accuracy and visual appeal, standards
alignment, and depth of knowledge, simplicity of use and assistance, engagement, and
capacity to satisfy student requirements when choosing instructional tools. It is crucial to
check for any potential faults in teaching materials. Furthermore, we want to examine its
quality of writing and aesthetic attractiveness, if it is standards-aligned, has the right
amount of information, has thorough and understandable instructions, exercises, and
assessments, and is simple for instructors, students, and parents to use are all crucial factors
to take into account when making a choice. Additionally, the educational materials must
stimulate students' interests and guarantee their relevance it should be created by and for
teachers and contain their feedback.
Learning Episode 6
The creation of activities and evaluations that will be relevant to the flexible learning
environment is what I believe to be the most difficult aspect of planning and structuring the
learning module. The module's material has to be in accordance with the fact that we are
doing this course online. Each component of the learning module must be properly
organized, which is challenging. We also need to include a rubric because one of the
activities calls for coming up with a tagline. All the materials are already connected to the
module because it is flexible learning. It must be accurate and comprehensive.
Learning Episode 7
The choice and development of learning assessment tools have also been modified
since we are fully face-to-face. All instructors are told by DepEd to use performance
assignments and summative assessments as their assessment methods, as I have seen and
learned from my resource teacher. Both of these evaluations are seen as pieces written by
the kids. The teachers will only create it depending on the content of their lecture. The
summative test and performance assignment still need to be aligned to the objectives by the
teachers. This type of evaluation will reveal how well the pupils comprehend their learning
modules.
Learning Episode 8
I gave consideration to the learning environment before choosing my tactics and
approaches for efficient instruction delivery. I adhered to the DepEd's MELCS for the
material that has to be studied in this component so that the lesson I'm going to deliver is
pertinent and simple. Most importantly, I took into account the advice from my resource
teacher on the teaching strategies that may be applied in some of my lesson plan's
components. It is beneficial, and I had time to think about it. These elements allowed me the
chance to revise my lesson plan so that I may successfully deliver it.
Learning Episode 9
Getting ready for teaching and learning was a crucial aspect of my student teaching
experience. I learned the value of planning and putting together effective lessons that are in
line with the curriculum's objectives and standards. I saw how skilled teachers set up their
classes using a number of strategies, including reverse design. I also realized how important
it is to motivate and inspire students by implementing a range of instructional strategies.
This experience taught me how crucial it is to organize ahead of time, be ready, and use
assessment findings to direct my class and implement any required changes. Lastly, biased
in scoring will be avoided as well.
Learning Episode 10
I discovered that teachers may utilize action research to reflect on areas they wish to
enhance, see what other professionals are doing in the sector, and test out new practices in a
secure setting. In this practical course, participants will discover how to apply classroom-
based research to enhance teaching and learning. It guarantees that learning is maintained
current with changing times and learning techniques such as cooperative learning by
ensuring that instructors are informed of any changes that occur, particularly those
influencing their service delivery ways. The development of teaching and learning is greatly
enhanced by doing research in the classroom. Any topic, from behavior management to
successful evaluation, may be thoroughly researched without interfering with class time.
PERSONAL REFLECTION ON THE PORTFOLIO
‘WORTH THE EXPERIENCE”
Learning is inevitable for us future educators and learning by doing is the most integral part
of education because it connects theories and knowledge learned in the classroom to real-world
situations. Giving students the opportunity to work in actual workplace settings and expand their
existing abilities, competencies, and positive attitudes, field study is a teaching method that makes
learning more active.
During the entirety of our field study, I am able to learn so many things, we needed to observe
a real class. I was assigned to Balsik National High School; the faculty was very accommodating and
very kind. They were able to provide us with a very fun and informative experience. For the
observation, I was able to participate in two classes, from 11 TVL -A and ABM 11. While I am
reading the portions of our episode that question us about actual classrooms, from back then makes
me nervous because I was afraid not to meet all the requirements but contrary to this, I am still able
to pick up a lot of knowledge from all the teachers and staffs in my cooperating school. The students
there were chaotic, but they always have the enthusiasm to learn, especially when the instructor
understands how to get them moving, and I learned how entertaining and humorous students can be
in class by observing them even more eager to become a teacher.
The answers to my episode weren't simple, but I am quite proud of them since they are all the
result of my efforts and what I have learned. The nicest part of it all was the amount of knowledge I
learned, so I suppose staying up late was worthwhile. Even though I skipped a few tasks and had a lot
of difficulties, my portfolio shows that I persisted and learned things during my field study one
observation.
COMMENTS OF THE FACULTY
SUGGESTED RUBRICS FOR FIELD STUDY PORFFOLIO
COMMENTS OF
I THE
I am FACULTY
I can do
canno learnin this, but I I can do
COMPETENCY t do g how need to this very
this to do learn more well
yet this and improve
1. Determines an environment that
provide social, psychological and
/
physical environment supportive of
learning.
2. Differentiates learners of varied /
learning characteristic and needs.
3. Manage time, space and
resources to provide and
/
environment conducive to learning
opportunities.
4. Recognizes multi-cultural
background of learners when
/
providing learning opportunities.
5. Determines teaching approaches
and techniques appropriate to the /
learners.
6. Determines, understands and
accept the learner’s diverse /
background.
7. Relates the learner’s background
to their performance in the /
classroom.
8. Reflects on the impact of home
and family life to learning.
/
9. Expounds on one’s
understanding of the learning
/
process and the role of the teacher
in facilitating these processes in
their students.
10. Accepts personal accountability
to learner’s achievement and
/
performance.

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BALSIK NATIONAL HIGH SCHOOL

MRS. EVANGELINE D. TALA

CATHERYN C. PANLAQUI, EdD.

1. Title Page / Cover Page 1

6. Personal Reflections on the Portfolio

Now he is studying at Bataan

Senior High School : UNIVERSITY OF NUEVA CACERES BATAAN

Junior High School : BALSIK NATIONAL HIGH SCHOOL

Elementary : DAANG BAGO ELEMENTARY SCHOOL

TRAINING AND SEMINARS

This course is a continuation of Field Study 1. It is school-based and allows a

1. To know the importance of a clear learning objective and reflect on the

2. Apply the guiding principles in the selection of teaching strategies.

3. Learn how principles of teaching are important in applying in the actual

FOCUS SPECIFIC TASKS LEARNING DOMAIN COMPETENCIES/

Instructional Learning Episode Observation Observation and Develop and organize

Lesson Learning Episode Observation analyze strategies Action Research Proposal

5 November 18, 2022 FIELD STUDY 2 Learning Episode 5 Selecting Instructional

Enhancing Teaching Practice

ORGANIZATION OF THE PORTFOLIO

We, teachers, play a vital

Rating Descriptive Rating Qualitative Description

TEACHER QUALITIES RATINGS

Name of FS Student: Marvin S. Hilario

Proposed Intervention/ Innovation/ Strategy

As I continue my observations with my new cooperating teacher, I am still in awe

Proposed Intervention/ Innovation/ Strategy

Performance Standard The learners should be able to value life by

1. How long did it take you to finish the IMs?

Name of FS Student: HILARIO, MARVIN S.

Proposed Intervention/ Innovation/ Strategy

INSTRUCTIONS: Reflect on the considerations in selecting your strategies and techniques

During my time observing the classes undertaken by my resource teacher, I am able

Proposed Intervention/ Innovation/ Strategy

INSTRUCTIONS: Reflect on the importance of careful interpretation of scores. Answer in

As we have learned, the interpretation of scores serves as evidence of what the

Teachers' communication of students' assessment results and performance to

Learning Episode 10:

INSTRUCTION: Try to develop an action research proposal to improve the delivery of

ENHANCING ACADEMIC PERFORMANCE AND ATTENDANCE AMONG GRADE

Context and Rationale:

For administrators, teachers, parents, society, and students in particular, school

Action Research Questions/ Problem:

3. What is the academic performance of Grade 11 TVL (Food and Beverages)

4. Is there a significant relationship between incentive-based intervention and

6. Is there a significant difference between attendance and academic performance

Proposed Innovation, Intervention and Strategy

The term "chronic absenteeism" is typically used to describe instances in which

Additionally, a student's prior absences from class might be a reliable indicator of

In general, preventative measures can address a variety of student absences causes.

According to the literature, using incentives to encourage student attendance and

Positive remarks, encouraging notes to parents, extra computer time, homework

Data Gathering Procedures:

4. Chi-square Test will be used to get the relationship between incentive-based

5. Chi-square Test will be used to get the relationship between incentive-based

Work Plan and Timeline

Objective: To recommend actions to implement the incentive-based intervention as an

ACTIVITY ESTIMATED COSTS

4. Travel Expenses ₱ 200.00

6. Internet (postpaid subscription) ₱ 1500.00

8. Food Expenses ₱ 1000.00

Plans for Dissemination and Utilization

LEARNER’S FEEDBACK FORM