FS 2

Learning
FIELD STUDY 2 Episode

The Teacher
FS 2 1
We Remember
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Cite the personal qualities of an effective teacher
 State the professional competencies expected of a teacher
Clarify Your Task

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

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

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in her
daily task, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/ her daily task. Take the
initiative to offer your assistance. Don’t wait for your Resource Teacher to ask for it.
Notice
1. Take note of the following:
 Your Resource Teacher comments, facial expressions, gestures and actions in class
 Students’ comments, facial expression, gestures and behavior in class
 How your Resource Teacher relates to you?
 The classroom proceedings
 The classroom atmosphere – relaxed of threatening?
Analyze
1. From the PPTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that
you viewed, what competencies does a great teacher possess?
2. Are these competencies limited only to professional competencies?
3. For a teacher to be great, is it enough to possess the professional competencies to plan a

lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
Which professional competencies am I strongly capable of demonstrating?
In which competencies do I need to develop more?
Who are the teachers that we remember most?

Write Action Research Prompts
OBSERVE
1. In assisting my Resource Teacher, I observed that personal traits such as _______________

_________________________________________________________________________ and
professional competencies like ___________________________________________________
________________________ were least/ not displayed and as a result, students were/ class was
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by ___________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PLAN
3. I would like to address this problem (mentioned in #2) by conducting an action research on
___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
ACT
4. a.) The main objective of my action research is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
b.) My specific research questions are: ______________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Work On My Artifacts
Attach your reflections here.
Learning
Embedding Action
Research for
Reflective Teaching
FS 2 2
 be familiar about action research as a reflective teacher
 underscore the importance of doing action research
Clarify Your Task

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

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

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

Ex. Differentiated Instruction in Teaching
Mary Joy Olicia
English for Grade Four Class
1.
2.
3.
4.
5.
Congratulations!!! You have done a good job. By doing so, you have assisted your
mentor and together you will journey towards becoming an action researcher.
Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no. 1
research titles? Do the action research (AR)
titles imply problems to be solved? Yes ____ 2. Identified problem to be solved in title no. 2
No ____
If YES, identify the problems from the title
you have given. Answer in the space
provided. 3. Identified problem to be solved in title no. 3
4. Identified problem to be solved in title no. 4
5. Identified problem to be solved in title no. 5
2. What interpretation about action research Title of the Action Research:

can you make out of your answer in Question ____________________________________
No. 1? ____________________________________
3. Write the Title and your interpretation of From the title, I think, the study
the study from the title.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
4. What do you think did the author/s do with I think the author/s……
the identified problem as presented in their
titles?
Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problem in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
My Answer
Key Questions Choose from the options given. You may
check more than one answer
Choices:
___ Copied from research books
___ From daily observation of their teaching
practice.
1. From what source do you think, did the
___ From difficulties they observed of their
authors identify the problems of their action
learners.
research?
___ From their own personal experience.
___ From the told experiences of their co-
teachers.
Choices:
___ To find a solution to the problematic
situation
___ To comply with the requirement of the
2. What do you think is the teacher’s intention
principal
in conducting the action research?
___ To improve teaching practice
___ To try out something, if it works
___ To prove oneself as better than others
Choices:
___ Prepare me for my future job
___ Get good grades in the course
___ Learn and practice being an action
3. What benefit do you get as a student in FS researcher
2 in understanding and doing action research? ___ Improve my teaching practice
___ Exposure to the realities in the teaching
profession
___ Become a better teacher everyday
___ By co-researching with my mentor

___ By assisting in the design of the
intervention
4. In what ways, can you assist your mentor in
___ By assisting in the implementation of the
his/ her Action Research Activity?
AR
___ By just watching what is being done
Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes ___ No ___. If yes, complete the sentence below.
I realized that _________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
OBSERVE
From what teaching principles of theories can this problem be anchored?

 I have observed and noticed that Action Research begins with a problem or a problematic
situation.
Write an example of a problematic situation that you have observed and noticed.
REFLECT
What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above.
PLAN
What strategies, activities, and innovations can I employ to improve the situation or solve
the problem?
 As a future action researcher I can plan for an appropriate intervention like
ACT
If I conduct or implement my plan, what can be its title?
 If I will implement my doable plan in the future, my title would be
Work on my Artifacts
Your artifact will be an Abstract of a completed action research.
Learning
FIELD STUDY 2 Episode Understanding
AR Concepts,
FS 2 3
Process and
Models
 Use concept and processes of action research.
 Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
Nelson, 2014.
Clarify Your Task

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
 Practical as it involves making changes to practice.
 Theoretical as it informed by theory and can generate new insights.
 Concerned with change and improvement.
Action research has been embraces in education for its value in transforming school practices
by the practitioners themselves. It is used to address practical problems in the classroom. It is a
process that allows teachers to study their own classroom and school setting to improve their
effectiveness. Teacher Action Research (TAR) is a method for educational practitioners
(teachers, school leaders) to engage in the assessment and improvement of their own practice. It
is a tool to help classroom teachers consider their teaching methods or to adopt a strategy in
order to solve everyday problem in the school setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tichen, 2015)?
 Systematic – Like any form of research, it follows a system.
 Rigorous – It has rigor, meaning a strict adherence to the rules of empirical studies.
 Reflective - It follows a continuous reflection and action.
 Situational – It is more specific to the location (school) circumstances (teaching and
learning, etc.)
 Participative – AR can be participative where teachers and learners are co-researchers.
 Future-oriented – It seeks solution to current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
 AR can help me to learn how to improve my practice as a teacher in terms of teaching
methods, classroom management, preparation of the learning environment, developing
instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can use in
the future.
 AR can provide me more space to think deeply about the issues that confront teaching
and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my are of
specialization.
3. What types of classroom action studies that I can engage in?
 Creating changes in the classroom practices. Example: What changes will daily writing
have on my students?
 Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?
 Enhancing new understanding of learners. Example: What happens when students get
demotivated?
 Teaching a new process to the students. Example: How can I teach third graders to do
reflection?
MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 McNiff & Whitehead 2006 (Adaptation)
Action Research The Action Research Process
Cycle
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for
the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move to Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
 Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for
the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
 Department of Education (DO 16) 2017 Model

Action Research Key Components Action Research Process
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED INNOVATION, Proposed Plan
INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe)
2. What innovation will I introduce to solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers,
a. Participants and/or other myself)
Sources of Data and 2. What are my sources of information?
Information (participants)
b. Data Gathering Methods 3. How shall I gather information?
c. Data Analysis Plan 4. How will I analyze my data/information?
V. ACTION RESEARCH WORK Action Research Work Plan
PLAN AND TIMELINES 1. What should my work plan contain? (targets,
activities, persons involved, timeline, cost)
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost
if externally funded like DepEd, LGUs NGO or personal)
VII. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action research?
UTILIZATION (Publish, Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue
or replicate my study?
VIII. REFERENCES References
1. What reading materials and references are
included in my review of literature?

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research
Notice
What concepts have been emphasized in the task and infographics? Give at least four
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
Since the 3 models are all action research, what are the common elements of the three?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyze the components vis-à-vis only one model out of the 3 presented
If you choose to compare with model A-McNiff & Whitehead, 2006, here are the components.
Title land Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations
 If you choose to compare with model B- Nelson, O. 2014, here are the components.
Titles and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of action
ACT Implementation
Or if you choose the DepEd Model, 2017, here are the components
Title and Author: (the same as your entry in model A)
Key Component Action Research Process
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

Strategy
IV. Action Research Methods Describe Action Research Method.
a. Participants /other sources of data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write cost Estimate

VII. Plan for Dissemination and Describe how the results will be shared
Utilization
VIII. References Write at least 3 References.
What have you understood about the concept of Action Research and how will these be utilized
in your practice?
Reflect
As a future Teacher, is conducting an Action Research worth doing?
Why?
How can AR be useful for every classroom Teacher?
OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions

that I raised in my mind. These include:
a. ____________________________________________________________________________
b. ____________________________________________________________________________
c. ____________________________________________________________________________
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve
the problem or answer the question, like:
A.
B.
C.
PLAN
Now, that I am in FS2, I plan to make a plan for my solution to problem (choose from a,
b, c) because
ACT
Action will come later, given enough time in FS 2 or during my Teaching Internship.
Work On My Artifacts:
Your artifact will be a full blown completed Action Research
0
Learning
FIELD STUDY 2 Episode Matching Problematic
Learning Situation
FS 2 4
with Probable Action
 Analyze teaching learning problems prevailing in the classroom.
 List matching action as probable solution to teaching-learning problems.
Clarify Your Task

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your action research?” Common answer will be: “My problem is
that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover of lot of problematic situations. You must have also observed these
problematic situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problems I identified are:

1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
Excellent! Let us see how we can assist and learn ate the same time.
5. _______________________________________________________________________
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION.
A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION that
matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Difficulty in
Conduct a Tutorial
Comprehension of
Can you choose letter B: Show video lesson as a SOLUTION for the same PROBLEM? Explain
______________________________________________________________________________
Difficulty in
Show video lesson
Comprehension of
What about letter C as a SOLUTION to the same PROBLEM? Why?

______________________________________________________________________________
Difficulty in Make learning tasks to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist you mentor by identifying observed problems in the
class and suggest actions to be done.
Notice
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Explain
A creative and innovative teacher can find one or more than one solution or answer to
the same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action research.
Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem? _____________________________________

______________________________________________________________________
 Can you find a solution to solve her problem? _________ Give your two suggestions.
a. ________________________________________________________________
b. ________________________________________________________________
 What solution can solve Miss Fely’s problem? ________________________________
How? ________________________________________________________________
Are they matched with the problem? ________________________________________
______________________________________________________________________
Scenario B: Sir Ryan teaches in disadvantaged urban community. Most of his earners come from
families that are disrupted, either with single parents or with their guardians who stand only as
parents. They are deprived of the necessary food, clothing and shelter.
 Can you identify the most probable-teaching-learning problem/s in the class of Sir
Ryan?
a. ________________________________________________________________
b. ________________________________________________________________
 Can you propose a solution to solve one of the problems that you have identified?
____________________________________________________________________________
REFLECT
____________________________________________________________________________
REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better teacher?
Explain:
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
REFLECT
What changes do you want to achieve?
PLAN
What strategies will you use to improve the situation?
ACT
What would be the title of your Action Research should you conduct the study?
Add: Solutions/Actions
Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research

II. Author/s:
III. Abstract
IV. Identify the Problem of the Study
V. Identify the Action Taken in the Study
Learning
FIELD STUDY 2 Episode Preparing
The Learning
FS 2 5
Environment: An
Overview
At the end of this episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.
Clarify Your Task

Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that
supports student learning. It is a self-contained area where teacher teaches and children learn. In
the classroom are chairs or tales for students and a front table for the teachers. This is a
traditional face-to-face classroom. Most often the students should face the teacher as the chairs
are arranged hat way. But as teaching delivers change to enhance learning, modification in the
seating arrangement evolved ad more opportunity for the learners to move about for cooperative
learning was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility – there is opportunity to have small groups, movable walls.
 Openness – Learning corners/areas which could be shared.
 Accesses to resources – Audio-visual materials are ready and open for use.
 Physical classroom – Space is clean and safe.
 Psychological atmosphere – It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students
for security and order, love and belonging, personal power and competence, freedom and
fun.
2. Create a sense of order. For example, teacher should teach students how to
 Enter the classroom and become immediately engaged in the activity;
 Distribute and collect materials;
 Find out about missed assignments due to absence and how to make up for them;
 Get the teacher’s attention without disrupting the class and
 Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or online classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and tem activities.
6. In a conducive learning environment, success whether small or big is recognized, and
celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive result but in
different ways, so usually in practice both approaches are combined
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid).

What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Small Group Discussion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)
________________________________________________________________________
________________________________________________________________________
Notice
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message of theme
does it convey?
________________________________________________________________________
________________________________________________________________________
 What makes it attractive to the learners? _______________________________________
 Does it help in the learning process? ________ How?
________________________________________________________________________
________________________________________________________________________
Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules, where is most
likely the learning space of the students?
________________________________________________________________________
 Can you describe?
_________________________________________________________
 How can you as a teacher help to make such environment conducive for learning?
___________________________________________________________________
Analyze
The examples above, describe two contrasting situations. The first shows that the learners
are in the same room or space while in the second, the learners maybe in different learning
spaces like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning environment 1or Learning Environment 2.
Explain your choice: Why?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Reflect
Based on my noticing and analysis, I realized that
a.____________________________________________________________________________
b.____________________________________________________________________________
c.____________________________________________________________________________
OBSERVE
What probable problem may result from the two situations of the learning environment?
REFLECT
What solutions can I think of to solve the problem?
PLAN
How should I do it?
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
Learning
FIELD STUDY 2 Episode Enhancing a
Face-to-Face
FS 2 6
Learning
Environment
At the end of this episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.
Clarify Your Task

Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face-classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students’ learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time.
Some of the advantages of face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or elsewhere;
 greater understanding and real world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom sace;
 learn more easily and more comfortably in familiar, traditional classroom
situation;
 access more relevant information from teachers and classmates interactions and
 greater opportunity to connect and socialize, network and solve problems together
with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.

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

Given the concepts and the infographic, how can you participate and assist in a face-to-
face learning environment?
Notice
Having been exposed to traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Analyze
What do you think brought the changes in the face-to-face learning environment now?
From the changes that you identify, choose one that you can do. How will you do it?
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will
enable the leaners to achieve better learning outcomes? ________ Explain your answer.

OBSERVE
What common problem have I noticed in the face-to-face learning environment?
Can I translate this problem into a question?
REFLECT
How would I solve the problem?
Will it improve my teaching? How?
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
Visit a school, where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components:
Physical Environment
 Is the space inside the room more than enough for the learners to move about?
 Does the room arrangement match with teaching-learning principles? Are there
several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are learners comfortable in terms of light ventilation?
Psychological Environment
 Are there sets of rules and procedures followed? What re these?
 Are the sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
- Modelling of positive attitude, respect, behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with each
other
Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and cooperation?
 How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment:

Describe the psychological environment:
Describe the social environment:
Learning
FIELD STUDY 2 Episode Making On-line or
Virtual Learning
FS 2 7
Environment Safe
and Conducive
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Clarify Your Task

Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace, and anywhere. On-line or virtual learning can be
delivered synchronously or asynchronously, so the teacher’s role is a moderator between the
technology and the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classrooms refer to digital; learning environment that allows teachers
and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are
home safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
 Assist them on how to set up appropriate home learning spaces, if students will be
learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequences if they failed.
 Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible
with class length and topics.
 Make assignments as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
 Provide students with resources. Share with your students websites and videos so
as not to take them to inappropriate materials such as ads from YouTube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text,
or group chat. When using technology like zoom, google.meet, MOOCS allow public
chatting or group instead of chatting privately so that you can be part of their
conversation.
4. Use of password, log in and log out.
 All students should have individual password. This should not be disclosed.
 No one should log in as another person.
 All users log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few. As technology advances, so
do policies and guidelines.

If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, zoom, MOOCS or
any other platforms you are familiar with and are using.
With the use of any google.meet, zoom or any platform, organize a virtual class. Do this
with the guidance of your mentor.
 Make sure your  Find a quiet place free  Be on time for the
device is charged. of distractions. class.
 Be respectful at all  Stay on mute and  Stay focused and on

times. raise hand only if task so you won’t
needed. miss any information.
 Turn on your camera.  Use kind words all the  Teacher and learners
time. are dressed
appropriately.
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!
Notice
Unlike the traditional face to face classroom environment, online or virtual environment
is a bit difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary and
not in the physical sense. It has no concerns or walls and it can be set up with the support of
technology.
As a teacher, what have you discovered to be easy to implement in your virtual class?
How did the students shows their active participation in the lesson?
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
_____ It was difficult to observe the physical behavior of the students.

_____ It takes time for students to learn how to use the platform
_____ Students who are alone in their home space find difficulty to make responses.
_____ Internet connectivity is great factor to support a conducive environment.
Reflect
As a future teacher I feel that the on line learning environment can be safe if
I think that teaching in a virtual learning environment is
Write Action Research Prompt
OBSERVE Identify the problems brought about by the on line learning environment.
REFLECT How would you solve this problem?
PLAN What initial plan do you intend to do to solve the problem?
Make a list of 10 websites where you can source references and instructional materials
for this episode. Place the list in the matrix like the one below. Share this with your mentor.
Name of Website Topics/Title of Content or Instructional
Materials
1.
2.
4.
5
6
7
8
9
10
Learning
FIELD STUDY 2 Episode Establishing My Own
Classroom Routines
FS 2 8
and Procedures in a
Face-to-Face/ Remote
Learning
 Establish my classroom routines and procedures before during and after classes in a
face-to-face or in remote learning.
 Explain the classroom routines (what to do, how to do it, when to do it, and why
those need to be done).
 Reflect on the basic questions when building my classroom routines and procedures
in the classroom and in remote learning.
 List down some possible topics for action research on classroom routines and
procedures.
 Use professional reflections and learning to improve practice.
Clarify Your Task

Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain time in giving
directions/ instructions; and enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines, They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distractions both for synchronous and asynchronous
participation.

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

have implemented your classroom routines and procedures?
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
Analyze
1. What factors/conditions prompted you to establish those classroom routines and procedures?
2. Was there a marked improvement in classroom management after employing your classroom
routines?
3.Did the teaching-learning process improve? Justify your answer.
Reflect
What insights have you gained while doing this learning episode?
OBSERVE
1. The problems/challenges I encountered in establishing my classroom routines
REFLECT
2. I hope to achieve to address these problems and challenges by
PLAN
3.Some strategies/ways which I can employ to improve my classroom routines are

ACT
4.(Based on my answers in nos: 1-3), the possible title of my action research on this
episode is
To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (Include books, websites, you tube videos and the like and share these
to your peers.)
Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the
reasons for these.
Learning
FIELD STUDY 2 Episode Creating my
Classroom/Remote
FS 2 9
Learning
Management Plan
Target Your Intended Learning Outcome
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 is to make the students
accountable for their actions. Effective classroom management increases students’ success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must

bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management:
1. Classroom Design: This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care, respect
and sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in
class. This will ensure fairness and consistency in dealing with the students. This also includes
the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. 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-key-
elements-for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be

designed. Each teacher has its own unique style of management to meet class needs, although the
same elements are found consistently. In order for a classroom management plan to be
successful, the students must have a complete understanding of each of the guidelines. At the
same time, teachers must follow their plan to ensure that the learning environment is safe,
friendly, secured and non-threatening whether in the classroom or in remote learning.
Components Of Classroom/Remote Guide Questions
Learning Management Plan
Philosophical Statement What is your set of ideas, values, beliefs and
goals on classroom/remote learning
management?
What set of criteria and/or standards will you

set to judge the quality of your
classroom/remote learning environment?
Classroom Rules and Procedures What classroom rules and procedures will you
formulate to ensure discipline and order in
your class?
Teacher-Student Relationships How will you treat every student in your
class?
How will you interact with them?
How will you ensure good interaction
between and among students and superiors?
Schedule and Timeframes How will you organize your class schedule?
How will you keep your students to stay
focused and on task?
Classroom Structure, Design and How will you design your classroom to create
Arrangement an appropriate learning environment?
Classroom Safety Rules and Procedures How will you ensure the safety and security
of your students?
What rules will you formulate to safeguard
their protection?
Strategies for Rewards and Consequences What strategies will you employ for rewards
and consequences?

After realizing the different elements and steps of classroom/remote management plan
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of a Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars in creating your
plan.
Be guided by the guide questions for each of the elements. Follow these reminders in
writing your plan:
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan

Philosophical Statement
Classroom Rules and Behaviors
Teacher-Student Relationship
Schedules and Timeframes

Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
Notice
After reading and reviewing the classroom/learning management plan from different
sources and creating your own plan, answer the following question.
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 notice when you were implementing your plan?
4. Were there items in your classroom/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/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
plan?
OBSERVE
1. The problem/challenges I encountered in writing my Classroom Management Plan
REFLECT

PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems
ACT
4. Based on my answers from 1-3, the possible answer to my action research on this episode is
To further enrich my knowledge on designing my classroom/remote management plan,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (include books, websites, you tube videos and the like and share these
to your peers.)
Paste your Classroom / Remote Management Plan
0090
Learning
FIELD STUDY 2 Episode Writing My
Learning/Lesson
FS 2 10
Plan
TARGET Your Intended Learning Outcome

 explain the importance of lesson/learning plans.

 write learning/lesson plans using the specified learning competencies reflections
and effective communication skills.
 revised the lesson/learning plans based on the feedback given by the Resource
Teacher
 cite some problems encountered in writing lesson/learning plan
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 the teacher in maintaining the quality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience.
There are three types of lesson plans: detailed, semi-detailed and brief. Some schools
design their own lesson plan template which includes their vision, mission, goals and core
values.
The Department of Education had provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalized instructional planning which is
vital to the teaching-learning process. Guidelines were formulated to assist the 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.
With all this information in mind, you are all set in writing your lesson plan. Based on the
instruction given by your Cooperating Teacher, prepare your lesson plan(s) based on the learning
competencies of the lesson. Consider the age appropriateness and level of communication of
your students.
Request lesson plan exemplars/lesson plan templates from your Resource teacher. If not
available, you can make use of the basic components of a lesson plan.
Lesson Plan in _____________________

(subject)
Grade Level _______________________

Learning Outcomes
Learning Content
Learning Resources
Learning Procedures
The Department of Education 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 using the
principles of teaching and learning- D.O. 42.s.2016)
Detailed Lesson Plan (DLP) Format

School Grade Level
Teacher Learning Areas
Time and Dates Quarter
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives
Write LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. POCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning
DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ objective
Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
D. PROCEDURES
A. Review previous 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 abstraction
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.
Notice
1.
2. What difficulties did you meet in writing your lesson/learning plans?
3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?
4. What were the best features/areas for improvement of your lesson/learning plans?
Analyze
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do this lesson on a face to face, modular or through
online learning.
Questions Answers
1. How did you arouse students’ interest?
What motivational techniques did you
indicate in your plan?
Questions Answers
2. How did you respond to the diverse types
of learners?
2.1 gender, needs, strength, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in different circumstances
2.5 from indigenous groups
3. What instructional strategies will you
employ in face to face or in a remote learning
delivery for this lesson? Explain.
4. Was the language used appropriate to the

level of the students? Explain your answer
briefly.
5. What types and levels of questions did you
formulate? Are they of 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 task 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?
Reflect
Why is lesson planning an integral part of the instructional cycle?
OBSERVE
1. The problem/challenges that I encountered in writing my learning/lesson plans
REFLECT
2. I hope to achieve to address these problems/challenges by
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is
To further to enrich 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? 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 in doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
4- 3- 2- 1-
very difficult moderate in not difficult
difficult difficulty
1. Stating the 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 skills 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.Other, (please specify)
Paste one (1) lesson plan and write your simple reflection.
Learning
FIELD STUDY 2 Episode Delivering
My
FS 2 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 (PPST 7.4.1).
Clarify Your Task

Delivering My Instruction
Instructional Delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy).
The process of instructional delivery involves applying a repertoire of instructional
strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities
that will support students to develop the skills, knowledge and understandings required to
achieve the intended learning outcomes (ILOs), which will be assessed. The delivery of
instruction must also be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department of
Education.
Distance Learning
This refers 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 learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in
the context of the learner and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides and other study materials.
Online Distance Learning
It features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are geographically remote
from each other during instruction.
Home Schooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with 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 a face-to-face and
online distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face
and TV/Radio-Based Instruction (RBI), and face-to-face learning and a combination with two or
more types of distance learning.
Traditional Face-to-Face Learning
This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.
Alternative Delivery Modes (ADM)
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.
LEARNING MODALITIES
On Campus
Teaching learning happens when all the students are in the same physical space.
On-Line
Teaching-Learning activities that are managed is an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.

After you have written your lesson plan, confer with your Resource Teacher on how you can
participate/assist in delivering instruction in one of his/her classes. The Robert Gagne’s Nine Events of
Instruction will guide you to implement the various steps well.
Robert Gagne’s Nine Events of Instruction

....
. ...... . . . . . . . . . . . . . . . . . . .
Preparation . . . . . . . . . . . .. . . .
1. Gaining Attention
2. Informing Learners
Instruction and ................
3. Stimulating Recall of Practice
Prior Learning
4. Present the Content
5. Provide Learning
Guides Assessment and
6. Elicit Performance Transfer
7. Provide Feedback
8. Assess Performance
9. Enhance Retention
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 Strategies and Learning resources /
Learning Instruction Activities Used Materials
Preparation 1. Gaining Attention
2. Inform Learning
Objectives
3. Stimulate Recall
of Prior Learning
Instruction and 4. Present the
Practice Content
5. Provide Learning
Guides
6. Elicit Performance
7. Provide Feedback
Assessment and 8. Assess
Transfer Performance
9. Enhance Retention
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 activities/ various elements to arouse their interest?
 Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
 How did the new learning relate with what they really know?
 Did you notice some students who needed assistance? What did you do?
 Did the students find difficulty in applying the theories/ concepts learned to real life?
 How did your students react to your feedback?
 What pieces of evidence can prove that the students had retention of learning?
Analyze
After planning your lesson(s) you may be requested by your Resource Teacher to deliver
the lesson(s). Your Resource Teacher will use the 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 at class scheduled time.
Regularly monitors classroom

on-line course.
3. Rapport/Interaction with
the Students
Holds interest of students.
Is respectful, fair and

impartial.
Provides immediate feedback.
Encourages active
participation.
Interacts with students.
Shows enthusiasm.
4. Teaching Methods and
Strategies
Utilizes relevant teaching

methods/strategies.
Uses learning aids, materials,

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

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

stated learning outcomes.
5. Presentation of the lesson
Establishes online course or

classroom environment
conductive to learning.
Maintains eye contact.
Use a clear voice, strong

projection, proper
enunciation.
Has good command of the

language.
Uses language within the

level of students.
6. Classroom Management
Begins and end classes in

time.
Uses time wisely.
Attends to course interaction.
Demonstrates leadership
ability; maintains discipline
and control.
Maintains effective classroom

and e-platform managements.
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.
Checks layout of room,

distractions, if any.
Lists any observations on how

the physical aspects of the
classroom affected content
delivery.
Overall impression of teaching effectiveness:
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?
OBSERVE
1. Problems/Challenges I encountered to delivering my lesson
REFLECT
PLAN
3. Some strategies/solution/means that I can employ to improve these situations/problems
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research 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.)
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the like)
Learning
FIELD STUDY 2 Episode Selecting Non-digital
or Conventional
FS 2 12
Resources and
Instructional Materials

 Show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of non-digital/conventional resources and materials
for student engagement in teaching and learning.
 Demonstrate positive attitude towards the use of resources and instructional
materials.
 Use professional reflection and learning to improve practice. (PPST 7.4.1)
Clarify your Task
We choose the most appropriate or suitable resources or instructional materials based on
our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale’s Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional materials, which remain
to be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures;
(8) Radio/Recordings/Still Pictures; (9) Visual Symbols and (10) Verbal Symbols.
According to Dale, “The cone device is a visual metaphor of learning experiences, in
which the various types of audiovisual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences.” As such, the Cone of Experience can be
seen more as a continuum, not just a hierarchy. It is a way to see instructional materials in a
continuum from increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2.
Iconic – which involves pictures and images; and 3. Symbolic – which involves symbols like
letters and numbers. Both the teachers and students make representations of knowledge. The
teachers, when they teach or impart knowledge, and by learners when they show or demonstrate
what they have learned.
Ideally, the more direct and real the experiences 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.
As you work on this episode, remember you take role of an FS student now participating
and assisting 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 your 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!

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

Subject: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources/Instructional What is the use or purpose of Explain why you selected
materials you plan to resource/material? Describe how you the resource/material based
utilize in the lesson. will use the resource/materials to on the guide points
attain the learning mentioned above. How are
objectives/outcomes. these criteria met?
Resources/Instructional What is the use or purpose of Explain why you selected
Materials you plan to resource/material? Describe how you the resource/material based
utilize in the lesson. will use the resource/materials to on the guide points
attain the learning mentioned above. How are
objectives/outcomes. these criteria met?
5. As the situation would permit, try out the resources/materials with the students. Be sure to
follow the steps on using instructional materials found in the Infographics section of this
Episode.
Notice
After you participated or assisted in using resources/instructional materials in teaching-
learning, described what you observed and experienced by answering the items below.
1. How did you prepare for this activity?
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
4. Describe how the students responded and participated.
Analyze
What worked well during the activity using the resources/materials?
What part can be improved?
What would you have done differently? What would I change? What make it better next time?
How does this connect with what you know about selecting and using instructional materials?
Reflect
1. How ready am I in selecting and developing resources/instructional materials in the teaching-
learning process?
2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?
3. What can I do to learn more about and practice the use of resources and instructional
materials?

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

3. What do I hope to achieve to address the challenge/area of improvement? What change do I
want to achieve?
PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve the problem?
ACT
5. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-
3):
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Utilizing
Applications (Apps)
FS 2 13
for Teaching and
Learning

 select applications that are most appropriate to the different aspects of the
teaching-learning process to address learning goals. (PPST 4.5.1)
 show skills in the positive use of applications for student engagement in teaching
and learning. (PPST 1.3.1)
 demonstrate positive attitude towards the use of technology tools. (ICT CST
7.1.2)
 use professional reflection and learning to improve practice. (PPST 7.4.1)
Clarify Your Task

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

Before you participate and assist in tasks related to apps, first enumerate the apps you
already know and have probably tried. Explore the Pedagogy Wheel and learn at least five more.
Fill out the table below.
Apps that I already know/have recently How can I utilize this in teaching – learning?
explored
Your guide to participate and assist:

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

Level/ Grade of the Class: ________________________________________________________
Lesson/Topic: __________________________________________________________________
Apps you plan to utilize in What is the use or purpose of Explain why you selected the
the lesson. using the app. Describe how app, based on the five criteria
you or the teacher will use of developmental
each. appropriateness, motivation,
instructional design,
engagement and accessibility
How dos tis connect with that you know about selecting and using apps?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Notice
After you participated or assisted in the use of apps in teaching-learning, describe what you
observed and experienced by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
Analyze
What worked well during the activity using the apps?
What part can be improved?
What would you have done differently? What would I change? What will make it next time?
How does this connect with what you know about selecting and using apps?
Reflect
1. How ready am I organizing and using aps in the teaching-learning process?
2. What do I still need to learn in order to use aps in teaching effectively?

3. What can I do to learn more about and practice the use of educational apps?

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research
OBSERVE
1. What problematic situation/challenges/area of improvement prevailed in using aps?
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 can be anchored
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?
ACT
3. What strategies/solutions/means can you employ to improve the situation/solve the problem?
4. If you will conduct action research, what will be the title (Base this on your answers in nos, 1-
3):
Learning
FIELD STUDY 2 Episode Utilizing Learning
Management
FS 2 14
Systems

 identify the components of an LMS as a virtual learning environment.
 demonstrate skills in using a learning management system (LMS) as a platform
for teaching and learning. (PPST 4.5.1)
 demonstrate positive attitude towards the use of technology tools. (ICT CST
7.1.2)
 use professional reflection and learning to improve practice. (PPST 7.4.1)
Clarify Your Task

The learning environment has recently radically changed. No one would have anticipated
that a pandemic would shift the four corners of the brick-and-mortar classroom to classroom to
the four corners of a computers screen, a tablet, or even a cell phone! While we believe teachers
should be competent in organizing and sing resources in a physical classroom, a future teacher
must be adept in utilizing technology to set up, design, work and tech in a virtual
classroom.
A virtual classroom is usually supported by a platform generally regarded as a learning
management system (LMS) in a flexible learning modality involving online learning.
LMS is course organizer software. It helps teacher plan, create, manage, and deliver
online education programs (Habulan, 2016.) The most common ones are Canvas, Moogle,
Google Classroom, Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online
classroom. These features and functions are called by different names deending on the LMS
platform.
Below are some of the LMS common features and the functions and tasks that
teachers are able to use:
1. Dashboard – allows the teacher to see all his/her class/course cards.
2. Module Container – uploads modules and organize them.
3. Sandbox – a workplace that will enable teachers to make drafts or explore the functions
and practice setting up a subject or course.
4. Announcements – communicate with students regarding instruction, reminders and
changes.
5. Discussion boards – set up discussion boards; make students collaborate
6. Meeting rooms – allow the teacher to present lessons and discuss with students
synchronously; enables learners to collaborate on a task/project
7. Assignment – allows orderly giving and scoring assignments
8. People – see who are the embers of the class, get to know the learners more through their
profiles.
9. Assessments/Quizzes – administer formative and summative assessments
10. Resources and add-ons – share and store files, use apps that support or supplement the
other functions of the LMS
Your task in this episode is to participate and assist in virtual learning environment
through LMS. Notice how the teacher organized her virtual classroom. Apply your skills in
facilitating the teaching and learning process by participating in one or more of the teacher tasks
discussed above.
In this episode, consider what you learned in your technology class about the TPACK
model. An effective teacher has technological, pedagogical and content knowledge, TK, PK, and
CK. In planning, setting up, and utilizing a virtual environment through an LMS, these three
components interface. You need to have content mastery of what you will teach (CK). You also
need to know how to facilitate the teaching-learning process from beginning (gaining students’
attention) to end (assessment and transfer)(PK); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content
using the most appropriate pedagogical strategies in the context of a virtual learning
environment, and the learners achieve the learning outcomes, boom! You have successfully
interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. As
an FS student, participate and assist will on organizing and using the learning management
system as you apply your technological, pedagogical, pedagogical and content knowledge
(TPACK). Be attentive to your role as a future teacher-researcher as well. Continually discover
more effective ways of interfacing TPACK. When you do, you will become a teacher that
initiates well-thought-of ways to improve and enhance virtual teaching and learning.
Revisit the infographic on TPACK and how it relates to Learning Management Systems
(LMS). You may open the LMS sites on the internet to see how they are structured. You can try-
out how the different functions and tools work. It will help you recall and focus once more on
various learning management systems that serve as platform for virtual classrooms.

1. Request your FS resource teacher or another teacher who uses an LMS for his/her
class to give you access and allow you to, “observe” his/her virtual classroom through
the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is
organizing or preparing in the LMS.
4. Be guided by the TPACK infographic in this episode. The questions found there will
help you notice, analyze and reflect very well.
Level/Grade of the Class:
Subject:
Lesson or Topic:
Lesson objectives/learning outcomes:
Which LMS did the teacher use: Check one or /ore that were used.
_____ Moodle
_____ Schoology
_____ Google Classroom
_____ Edmodo
_____Genyo
_____ Seesaw
_____ others _______________________________________
What tasks did you participate or assist in? fill out the table below.
What components or parts were present in Under these LMS components or parts, what
the LMS used by the teacher? tasks dis you participate/assist in?
Notice
After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?
2. How was the content taught or delivered? How were the learning activities arranged?
What strategies did the teacher or you use to help students attain the
objectives/outcomes?
3. What was your experience in participating and assisting?
Analyze
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
2. How did the teacher/or you use the LMS to implement the strategies/activities planned?
3. How did this connect with what you know about LMS and TPACK?
4. What problem or challenges did the teacher/you or the students encounter in working
with the LMS? How did it/they affect the teacher/leaners? What part/s of the LMS do you
think can still be improved? How can this/these be improved?
Reflect
1. How ready am I organizing and using an LMS?
2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual
earning environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you

participated and assisted using an LMS?
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
On what theories/principles can this problem be anchored?

REFLECT
What do I hope to address - the problem/challenge/area of improvement in LMS use?

What change do you want to achieve?)
PLAN
What strategies/solutions/means can you 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):
Learning
FIELD STUDY 2 Episode Utilizing Web-
Conferencing Apps
FS 2 15
for Synchronous
e-learning

 Identify features and functions of web conferencing applications that are useful to
instruction.
 Demonstrate skills in using a web conferencing app for synchronous teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards using of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice.( PPST 7.4.1)
Clarify Your Task

The call of the times has made it more necessary for future teachers like you to develop
skills in planning, implementing and managing remote learning. One form of remote learning is
done online. Online remote learning can be done synchronous, where the teacher and students
meet and interact in real time and asynchronous, when learning is supposed by prepared
materials and there is no real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes,
you will need to use web-conferencing apps. Some LMS already have these embedded; some do
not. You will need to know how to access, evaluate and utilize the features and functions of apps
like Zoom, Google Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize
web-conferencing apps when conducting a synchronous learning experience. Another helpful
model that can guide you is the Community of Inquiry Model (COI). This model identified the
“essential elements in an educational experience.” These elements are (1) the teaching presence,
which is about basic teaching tasks; (2) the social presence, which focuses on establishing a
sense of belonging to a community; and (3) the cognitive presence, which fosters critical
thinking and engagement.
While the educational experience referred to in the COI model may also refer to face-to-
face modality, in this episode, you will use the COI model and its three elements in the context
of online learning, specifically the synchronous class. Review the COI and the three presences
through the infographics in this episode. We also included an infographic on the most common
web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer
who seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher
agency, which is the teacher’s capacity to create impact and exert power.

1. Request your FS resource teacher to allow you to join his/her synchronous classes Have at
least two to three times to observe the classes, and at least two or more times to participate and
assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom, Skype,
etc. If possible, request the teacher to demonstrate features of the web conferencing app. 3. Ask
the teacher how you can participate or assist in tasks related to conducting the synchronous
classes.
4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you notice,
analyze and reflect very well.
Class Grade Level: _____ Subject: _____ No. of hours/minutes: _______

Name of Resource Teacher: ____________________________________
Dates when you observed: ______________________________________
Dates when you participated and assisted: __________________________
Notice
After you participated or assisted in synchronous classes using a web-conferencing app.
described what you observed and experienced by answering the items below.
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it was

utilized in class.
Virtual background
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different views)
Polling
Recording
Others
Others
2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students
respond to the teacher? To the activities?
3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?
Analyze
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use the
web-conferencing app to establish: (Describe in detail.)
Teaching Presence?
Social Presence?
Cognitive Presence?
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous classes
do you think can still be improved? How can this/these be improved?
Reflect
1. How ready are you in teaching an online synchronous class?
2. Using a web-conferencing app, how else would you better establish:
Teaching presence?
Social Presence?
Cognitive Presence?
3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
come up with a possible topic for an action research.
OBSERVE
1. What problematic situation challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
List at least three sources that you have read about this problem/challenge.
Resource or Reference about them Topic Key points/findings in what I read
On what theory/principles can this problem be anchored?
OBSERVE
What do I hope to address the problem/challenge/area improvement in web of

conferencing app use? What change do you want to achieve?
PLAN
2. If you will conduct an action research, what will be the title (Base this on your answers in nos.
1-3):
ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?
Learning
FIELD STUDY 2 Episode Assessing FOR,
AS and OF
FS 2 16
Learning

 Distinguish among assessment for learning, assessment as learning and assessment of
learning.
 Cite ways of doing assessment for learning and assessment as learning.
 Explain the effect of assessment for learning and assessment as learning on summative
assessment.
Clarify Your Task

You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.

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

2. Offer your assistance to students to engage in self-assessment through your CT.
Notice
1. Take notice of:
the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students' participation, behavioral response, comments in assessment tasks.
 how the students assess their own progress our own feelings and thoughts as you
assisted your CT:
- formulate the formative assessment tasks.
- Administer formative assessment tasks.
Analyze
 Did the formative assessment tasks help students master what they were expected to
learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Was students' response to formative assessment exercises favorable or unfavorable?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 What was the effect of students assessing their own progress on their motivation to learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?
OBSERVE
1. One thing that went well in the development use /administration of formative assessment tasks
(assessment for learning) is
2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is
3. One good thing observed in students' self-assessment (assessment as learning) is
4. One thing in students' self-assessment (assessment as learning) that needs improvement based
on what were observed is
REFLECT
The formative assessment activities process did not go well because
For the students, self-assessment worked because

For the students, self-assessment did not work because
ACT
To ensure that formative and self-assessment processes serve their purpose, to help students
learn, I will learn from other's best practices by researching on
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action research on
Compile activities/techniques in formative assessment and in self-assessment used by your FS
Resource Teacher in the classes you observed. Include your annotations/improvements on the
assessment tasks,
Add other activities/techniques that you have researched on. e.g. TED Talks on assessment.
Learning
FIELD STUDY 2 Episode Using Traditional and
Authentic Types of
FS 2 17
Assessment for
Formative and
Summative Purposes

 Determine if an assessment task is aligned to the intended learning outcome.
 Evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action
research.
Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still
study you Cooperating Teacher’s lesson plans for the week. This may also be done face-to-face
or online.
2. Ask your Cooperating Teacher what you can do to assist him/ her in the assessment
phase of the lesson, e.g. contribute/ formulate assessment tasks, supervise students as they do
assessment tasks.
Notice
1. Take notice of:
 The alignment of the different assessment task/s both paper-and-pencil (traditional) and
non-paper –and-pencil tests (authentic) used to assess the learning outcomes.
 The quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/ assessment tasks development.
 The students’ comments/ reaction /response/behavior while doing both traditional and
authentic assessment tasks
 The CT’s comments/ reaction /response/behavior while giving both traditional and
authentic assessment tasks
 The assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
 Your own feelings and thoughts as you assisted your CT:
- formulate the assessment task
- administer the assessment
Analyze
1. Are the assessment tasks aligned with the learning outcomes?
2. Did teacher make use of both traditional and authentic assessment tasks?
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
4. Were the assessment tasks for formative purposes also used for summative purposes? Why or
why not?
5. Where were assessment results students better – in the results of traditional or authentic
assessment?
6. Which assessment activity/ activities did the students like more? like least? Why?
Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?
Write action Research Prompts
OBSERVE
1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are …
2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are …
REFLECT
This part of the assessment process went well because …
This part of the assessment process did not go well because …
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on…. or view video on….
PLAN
To help improve assessment practice, I would like to conduct an action research on …
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.
Learning
Grading and
FS 2 18
Reporting
 Interpret scores correctly
 Compute grades based on DepEd’s grading policy
 Report grades to parents meaningfully.
Clarify Your Task

In this episode, you will interpret score correctly, compute grades based on the DepEd
grading system and report grades to parents/guardians during Parents- Teachers Conference.

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks, grade computation and preparation for reporting in the Parents-
Teachers Conference
Notice
1. Take note of:
 The individual student’s scores in relation to established criterion of success or
cut-off score;
 Parents’/guardians’ participation and comments during Card-Giving Day /
Parents’-Teachers’ Conference
 Your own feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC
Analyze
1. What are the teaching implications of the students’ test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’/comments were most common during Card-Giving Day?
Reflect
What personal message do I get from these students’ scores, grades and
parents’/guardians’ PTC attendance and comments?
OBSERVE
1. One good thing that I observe in scoring/grading/Parents-Teachers Conference was
2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was
REFLECT
The scoring/grading/Parents-Teachers Conference went well because
The scoring/grading/Parents-Teachers Conference did not go well because
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that the students learn, I will read researches on … or view video on …
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents’/guardians’
comments during PTC and how these comments were addressed.
Learning
FIELD STUDY 2 Episode Writing an Initial
Action
FS 2 19
Research Plan

At the end of this Learning Episode, I must be able to write an initial Action
Research Plan.
Clarify Your Task

Developing an Initial Action Research Plan
“A good plan is half of the work done” goes a saying.
Planning is an important sill that every teache3r should have Just like lesson
planning, doing research requires a double plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.
The ultimate goal of doing action research is improve teacher’s practices in order
to improve learning. It requires one to e reflective, observant, and inquiring and must be
ready to take action.
Any research action plan should be placed in writing, just like a lesson plan. This
is what we are going to do.
Clarify Your Task

The first four episodes of this FS workbook helped you learn the important purposes and
the process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guide you notice, analyze and reflect on your
experiences. You also identified issues and problems or areas of improvement and then thought
of interventions, innovations, or strategies to address them (Action Research Prompts). You are
now ready elaborate or expand these action research prompts.
In this final episode, your task is to written an initial action research plan. Any research
action plan should be planned and written well. Put together what you learned about action
research and all insights you gained in working on the past FS 2 episodes.

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

Key questions:
 What common problem have I observed and noticed?
 Can I translate the problem into questions?
 Why is the problem important to me as a future teacher?
 Why is the problem important to the learners?
 What I have I read and learned about this problem in my previous courses?
 What do references say about the problem?
 Step 2: REFLECT: Start to reflect on the identified problem. However, reflection is

done all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?
 Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a

plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation, or actions to address the
identified problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
 Will the results be use of? How?
 Step 4: ACTION on the PLAN: This step will l be done during the Teaching
Internship for FS 2 if given the time. You may collaborate with your mentor or your
classmate.
Notice
Remember: Noticing is making sense of your observations and making interpretation to adapt
to the situation. It begins with paying attention that leads to interpretation and deciding what
action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual Action
research. You will be able to assist your mentor to do similar research together.
Episode Title Action

Research
Writing
Prompts page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Models 26
4 Matching Problematic Learning Situation with Probable Action 34
5 Preparing the Learning Environment: an Overview 40
6 Enhancing a Face-to-Face Learning Environment 46
7 Making On-Line or Virtual Learning Environment safe and 55
Conducive
8 Establishing My Own Classroom Routines and Procedures in a 62
face-to-Face/ Remote Learning
9 Creating My Classroom/ Remote Learning management Plan 71
10 Writing My Learning/Lesson Plan 82
11 Delivering My Lessons 94
12 Selecting Non-Digital or Conventional Resources and 107
Instructional Materials
13 Utilizing Applications (Apps) for teaching and learning 118
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning 140
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic Types of Assessment for 161
Formative and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan
Analyze
We said at the beginning that all teachers could make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes)
Episode number and Title:
Writing Action Research Prompt page:
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe/ Notice
What problem/ concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The slow learners are left behind.
 Write your own observed/ noticed classroom here:
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will be done?
Example response. I think most of the activities are very competitive. There are always
winners and losers. The smart students overrule the poor students thus often they
continue to be losers. With situation, I believe, that I should modify my classroom
strategy.
 Write your reflective response to the problem you stated:
C. Plan for Action

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

problem?
- How long will it take to introduce the intervention?
- With whom shall I work?
- What materials do I need?
- Are methods, participants, data collection, time table considered in my Plan for
Action?
Example response: My plan is to introduce cooperative learning in the classroom. I create

mixed ability grouping with fast, average and slow learners in their activities. I will rotate the
leadership in the group, so that each one will have a chance. The bright will assist or help the
slow ones. I will try this out for eight weeks. I think I can work alone with my students. I need
only table and chairs or if not available, arm chairs arranged in circles will be an alternative.
 Write your own Plan of Action Research based on the key questions. You give more
details.
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
5. C Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
6. G. palmer. (2017) Cooprtive learning-Instructional Methods, Stategies and
Teachnologies, Granite pressbooks, pb. Chap .7
7. D. Johnson & R. Johnson (2017) Cooperative Learning. Universiy of Minnesota, USA
 Enter your own reading list
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed
research action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016)
models may be used depending on the advice of the mentor.
Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan.
You can also watch this short video, explaining the parts of the DepEd Action research
template: HOW TO WRITE AN TACTION RESEARCH PROPOSAL? DedEd Order No. 16, s.
2017- YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/
344608953_Improving_Attendance_and_Academic_Performance_Among_Grade_12_Students_
through_Incentive-Based_Intervention
Model B: DepEd Template

Action Research Proposal
Name:
Proposed Title:
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Strategy Describe Innovation/Intentional/Strategy
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Others sources of Data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan (Summative Action Research Work Plan)

VI. Cost Estimate (Write cost estimate)
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)
VIII. References (Write at least three references.)
Reflect
Remember: Reflection is a process of making sense one’s previous experience. Please take a
look on what you do in the classroom and think about why you do it. Recall things that you
have done in the previous segment. You may include your thoughts, feelings, reasoning
relating and reconstructions about it.
What was your experience in writing the action research plan?

What knowledge, attitude, and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be skilled teacher-researcher?
Your artifact will be taken from your activity in preparing an action research plan in this
episode. You will expand the answer that you have given and place in the template below.
My Initial Action Research Plan

Proposed Title:
I. My Plan of Action:
II. My Reflection about the Problem
III. My Plan of Action:

References:
Submitted by:
Name: ____________________________________ Degree Pursued: ________________
Name of Institution: _________________________________________SY___________
JOB WELL DONE!

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

Encircle the number that corresponds to your rating.
Criteria Key Questions 4 3 2 1
Excellent Very Satisfactory Needs
Satisfactory Improvement
Context and 1. Why am I doing this? 4 3 2 1
rationale and 2. What is the background of my The importance of the The importance The importance The importance
Action action research? research was clearly of the research of the research of the research
Research 3. What problem/ question am I explained and addressed. is explained. is mentioned. is not given.
Question trying to solve? One major issue was
identified.
The action research
problem logically proceeds
from the context and
rationale.
Proposed 1. What do I plan as a solution to 4 3 2 1
Innovation, the problem I identified The purpose, extent, and The purpose, The purpose, Proposed
Intervention (Describe.) limitations of the proposed extent, and extent, and innovation/inter
Strategy 2. What innovation will I solution/ limitations of limitations of vention/strategy
introduce to solve the problem? innovation/intervention/ the proposed the proposed are not
(Describe.) Strategy is clearly solution/ solution/ presented.
3. What strategy should I described. innovation/inter innovation/inter
introduce? (Describe.) vention/ vention/
Strategy is Strategy is
stated. incomplete.
Action Plan of action Research 4 3 2 1
Research 1. Who are to participate? (my The action research Description of Description of The action
Methods students, peers, myself) methods are suited to the the participants the research research
2. What are my sources of nature and purposes of the and data method, methods are not
information? (participants research. gathering and participants and described.
3. How shall I gather Description of the analysis is data gathering
information? participants and data complete. and analysis
4. How will I analyze the gathering and analysis are methods are
data/information? clear and complete. incomplete.
Action 1. What should my work plan 4 3 2 1
Research Work contain? (targets, activities, Targets, activities, persons Descriptions Descriptions Descriptions
Plan/Cost persons involved, timeline, cost) involved, timeline, and targets, targets, targets,
2. How long will I conduct my cost are realistic and are activities, activities, activities,
intervention? ?(For reliable described clearly. persons persons persons
results 8 to 12 weeks involved, involved, involved,
timeline, and timeline, and timeline, and
cost are not cost are not cost are
described complete. primarily
clearly. missing.
Literature 1. What reading materials and 4 3 2 1
Review and references are included in my Has 2-3 references which Has 2-3 References are No references
References review of literature are all academically references, but not sufficient indicated
appropriate and relevant to not all
the action research academically
problem. appropriate and
relevant to the
action research
problem.
Total score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
____________________________________
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Learning

FIELD STUDY 2 Episode

Target Your Intended Learning Outcomes

Clarify Your Task

Let’s buckle down for work!

Participate and Assist

2. Are these competencies limited only to professional competencies?

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

In which competencies do I need to develop more?

Who are the teachers that we remember most?

1. In assisting my Resource Teacher, I observed that personal traits such as _______________

b.) My specific research questions are: ______________________________________________

Clarify Your Task

Participate and Assist

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

List of Completed Action Research Titles Author/ Authors

5. Identified problem to be solved in title no. 5

2. What interpretation about action research Title of the Action Research:

___ By co-researching with my mentor

Write Action Research Prompts

From what teaching principles of theories can this problem be anchored?

What have I realized? What do I hope to achieve?

Write a probable solution to the problematic situation above.

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

If I conduct or implement my plan, what can be its title?

 If I will implement my doable plan in the future, my title would be

Clarify Your Task

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 Department of Education (DO 16) 2017 Model

Participate and Assist

Title and Author: (the same as your entry in model A)

Key Component Action Research Process

I. Context and Rationale Study Background

II. Action Research Question AR Questions

III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

V. Action Research Work Plan Summarize Action Research Work Plan

VI. Cost Estimate Write cost Estimate

VIII. References Write at least 3 References.

How can AR be useful for every classroom Teacher?

Write Action Research Prompts

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

Clarify Your Task

Participate and Assist

The problems I identified are:

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

Difficulty in Make learning tasks to

 Can you identify, Miss Fely’s problem? _____________________________________

What problematic situation prevails in the classroom?

What changes do you want to achieve?

What strategies will you use to improve the situation?

I. Title of Action Research

IV. Identify the Problem of the Study

V. Identify the Action Taken in the Study

Clarify Your Task

Participate and Assist

What solutions can I think of to solve the problem?

How should I do it?

Clarify Your Task

Here are some characteristics of the face-to-face or in-person learning environment.

Participate and Assist

Write Action Research Prompts

Can I translate this problem into a question?

How would I solve the problem?

Will it improve my teaching? How?