Bachelor of Secondary Education Student H

The Teacher
We Remember
Notice
1. Take note of the following:
• Your Resource Teacher comments, facial expressions, gestures and actions in class
- My Resource Teacher uses right facial expressions, gestures and actions in class
• Students’ comments, facial expression, gestures and behavior in class

- In class #1, they behave properly while in class #2 some of students are not behaving
well.
• How your Resource Teacher relates to you
- The Resource Teacher introduce us to her students.
• The classroom proceedings
- The learning process is smooth because the Resource Teacher can manage the class.
• The classroom atmosphere – relaxed of threatening?
- In class #1 the classroom atmosphere is not relaxing because aside from not having
bulletin boards, it’s also hot inside the classroom wherein the students can have diseases.
Analyze
1. According to the PPSTs, a distinguished teacher progresses from being a professional to highly
proficient, emphasizing continuous learning. Meanwhile, the Southeast Asia Teachers
Competency Standards highlight a great teacher’s understanding of what to teach, fostering
student learning, community engagement, and continual professional improvement. TEDx videos
stress the importance of deep understanding, effective listening, and the ability to bring out the
best in students, recognizing their potential despite challenges. Great teachers guide learners
toward future decisions and dreams.
2. Are these competencies limited only to professional competencies?

- Success in teaching goes beyond professional competencies; personal qualities play a crucial
role. While providing accurate knowledge is essential, a teacher’s impact on students stems from
their ability to facilitate learning creatively. Building strong professional relationships within
diverse learning communities is vital. Understanding each learner’s unique background allows
teachers to address individual needs throughout the learning process.
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.
In my view, being a great teacher goes beyond professional competencies like lesson
planning and class management. A truly exceptional teacher understands their learners' needs,
interests, strengths, and weaknesses. This understanding allows them to provide tailored support
and effectively communicate, fostering a genuine interest in learning.
Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
I believe both professional competencies and personal qualities are crucial for a great teacher.
Professional competencies are essential for mastering teaching methods, planning and executing
lessons, managing a class, and assessing learning. Simultaneously, personal qualities such as effective
communication and interpersonal skills are vital for understanding learners’ needs, interests, strengths,
and weaknesses, ensuring an effective learning process.
Which professional competencies am I strongly capable of demonstrating?

- I possess the expertise to select and craft instructional materials for diverse student levels,
employing varied teaching strategies tailored to different learning styles. I’m adept at assessing
and identifying students’ needs, interests, strengths, and weaknesses. Additionally, I collaborate
with colleagues to foster mutual learning, aiming to enhance teaching skills and contribute to
creating a safe and effective learning environment, thereby improving the school’s overall image
and instruction quality.
In which competencies do I need to develop more?

- I recognize the importance of enhancing my digital skills in the 21 st-century learning
environment. As a teacher, it is crucial to adeptly navigate digital platforms, evaluate information,
and effectively communicate through online tools. Developing these skills enables me to guide
students in discerning biased or misinformed content, empowering them to identify reliable
information from trustworthy sources and teaching effective strategies for information credibility.
Who are the teachers that we remember most?

- A memorable teacher is one who instills the belief that we are capable of mastering
anything in our learning journey. They don’t judge learning difficulties, persistently strive to aid
comprehension, and express genuine concern for our paths. Encouraging resilience, they
emphasize that failure is acceptable, urging us not to lose hope but to persevere. Their impact
goes beyond lessons, with inspirational talks and shared life experiences leaving a lasting
impression on students.
Write Action Research Prompts

OBSERVE
While assisting my Resource Teacher, I noticed a lack of display in both personal traits, like
understanding individual learner interests, and professional competencies, such as effective class
management. This absence contributed to improper behavior among students in the class.
REFLECT
The absence of these personal traits and professional competencies, as mentioned earlier, may stem
from a failure to establish a meaningful connection with the students.
PLAN
1. I aim to address this issue by conducting action research to assess the impact of behavior
on the learning process of grade 7 students.
ACT
2. a.): The primary objective of my action research is to determine the impact of behavior
on the learning process of grade 7 students.
3. B.) What are my specific research questions?
- What is the student profile in terms of age, gender, and family monthly income?
- What does the teacher can suggest to help the behavior of students?
- What are the strategies inside the classroom to motivate learning?
c) To answer my research questions, I will use the descriptive method to answer my specific
research questions.
Work on my Artifacts
As a future teacher, possessing both professional competencies and personal qualities is essential for
effective facilitation of learning. Professional competencies, encompassing lesson planning, execution,
class management, and assessment, are complemented by personal qualities like communication and
interpersonal skills. This combination enables understanding learners’ needs, interests, and capabilities,
allowing for effective teaching strategies. Teachers, equipped with diverse skills including
communication, critical thinking, and digital proficiency, can collaboratively address the challenges of
today’s world. A memorable teacher instills confidence in learners and understands their capabilities.
As a future teacher, continuous learning is crucial for understanding and meeting the diverse needs and
interests of students, contributing to a safe and effective learning environment.
Cooperating Teacher
Embedding Action
Research for
Reflective Teaching
Participate and Assist
List of Completed Action Research Titles Author/ Authors
Ex. Differentiated Instruction in Teaching English

Mary Joy Olicia
for Grade Four Class
1. Improvement of Reading Comprehension

through the use of Higher Order Thinking Noel R. Dauran
skills in Grade III students
2. Improvement of Students Academic Andrea Luz S. Englis

Achievement in Science through Strategic Rolan C. Eullaran
Intervention Materials
3. Project IRI: Increasing Reading Level of Brenda L. Pasquil

Primary Learners
4. Enhancement of Learners’ Reading and Randy D. Dunque

Numeracy Skills through Project Randy
Hazel E. Argoncillo
5. Enrichment of Learners’ Reading
Juacrisa D. Balbon
Comprehension through Project Hazel
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 research 1. Improvement of Reading Comprehension
titles? Do the action research (AR) titles imply through the use of Higher Order Thinking
problems to be solved? Yes ✓ No _ skills
If YES, identify the problems from the title you 2. Improvement of Students Achievement
have given. Answer in the space provided.
3. Increasing Reading Level
4. Enhancement of Learners’ Reading and

Numeracy Skills
5. Enrichment of Learners’ Reading

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

can you make out of your answer in Question No.
1? Effectiveness of Higher Order Thinking Skills to
Reading Comprehension of Grade III students
From the title, I think, the study aims to improve the

3. Write the Title and your interpretation of student’s reading comprehension by using higher
the study from the title. order thinking skills.
4. What do you think did the author/s do with the I think the author/s use strategic material to solved
identified problem as presented in their titles? the problem and use it as their basis to improve
reading comprehension of the students.
Analyze
Key Questions My Answer

Choices:
_Copied from research books
✓ From daily observation of their
1. From what source do you think, did the teaching practice.
authors identify the problems of their action
✓ From difficulties they observed of
research?
their learners.
✓ From their own personal experience. _
From the told experiences of their coteachers.
Choices:
✓ To find a solution to the problematic
situation
2. What do you think is the teacher’s intention ___ To comply with the requirement of the
in conducting the action research? principal
✓ 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 ✓
3. What benefit do you get as a student in FS Learn and practice being an action
2 in understanding and doing action research? researcher
___ 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
his/ her Action Research Activity?
of the
AR
___ By just watching what is being done
Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
It’s understandable that action research may pose challenges, but it proves invaluable in
enhancing students’ education. Through action research, one can pinpoint ways to improve the
teaching and learning process, ultimately contributing to the delivery and quality of students’
education.
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.
Recognizing the importance of being an action researcher, I understand that it is a valuable tool for
addressing significant challenges in classrooms and schools. By engaging in action research, we can
create opportunities to enhance the quality of education and contribute to meaningful improvements in
teaching and learning processes.
OBSERVE
• Write an example of problematic situation that you have observed and noticed.
- Certain students encounter challenges with reading.
REFLECT
• Write a probable solution to the problematic situation.
- Students facing reading challenges can collaborate with their peers who excel in
reading.
PLAN
• . As a prospective action researcher, I can strategize for suitable interventions, such
as implementing reading classes.
ACT
• . If I were to execute my feasible plan in the future, the title would be “Conducting
Reading Classes for Grade 7 Students.”
Understanding
AR Concepts,
Process and
Models
Notice
What concepts have been emphasized in the task and infographics? Give at least four
1. The primary issues in the classroom requiring resolution.
2. The models to be utilized.
3. The methods and sequential steps.
4. Components within a recurring cycle.
Since the 3 models are all action research, what are the common elements of the three?
- They share similarities and components with models such as McNiff and Whitehead, and Nelson
Model. Common elements include Title and Authors, along with steps like observe, reflect, plan,
and act. However, the DepEd model is more specific, placing greater emphasis on detailed
information compared to the other two models.
Analyze
• If you choose to compare with model B- Nelson, O. 2014, here are the
components.
Titles and Author of the Action Research: Improvement of Reading Comprehension
through the use of Higher Order Thinking skills in Grade III students by Noel R.
Dauran
Key Components Entry from your Sample AR
The researcher discovered that Grade III

pupils can read fluently but struggle with
“how” and “why” questions. By
integrating higher-order thinking skills,
the aim is to enhance their ability to
OBSERVE transfer and connect ideas in reading. This
is crucial for overall success.
Implementing reading strategies and
teaching reflection on what they read is
expected to boost comprehension and
foster a lifelong learning mindset. The
researcher is eager to address this concern
and share the findings with fellow
teachers.
My project centers on enhancing Reading

Comprehension through the
implementation of activities that foster
Higher Order Thinking Skills.
Recognizing the essential role of a strong
reading foundation in a child's academic
and adult life, I aim to equip students with
effective comprehension strategies.
REFLECT Despite the school's NAT results meeting
expectations, there is room for
improvement, especially noted in the drop
of scores from 3rd to 4th grade reading
classes. This decline leads me to believe
that students struggle due to inadequate
higher-order thinking skills, impacting
both test scores and the overall quality of
their reading experiences.
The research delved into the PHIL-IRI

assessment results for the school year
2011-2012, utilizing both post-tests and
the National Achievement Test (NAT). The
PLAN primary focus lies in enhancing Reading
Comprehension by examining various
reading strategies such as predicting,
making connections, visualizing, inferring,
questioning, and summarizing.
The Meta-comprehension Strategy Index
comprised 25 questions categorized into
three parts. The first two parts inquired
about strategies employed before reading a
story, while the third part (Part III) focused
on statements regarding strategies utilized
after reading the story.
ACT
Reflect
As a future Teacher, is conducting an Action Research worth doing?
Yes, Acknowledging the importance of identifying methods to enhance the teaching and learning
process, this approach aids in resolving significant classroom issues. Additionally, as a
prospective teacher, it provides avenues to contribute to the improvement of education quality.
How can AR be useful for every classroom Teacher?
- Engaging in action research offers teachers a meaningful method to understand the
reasons behind students’ performance. Implementing action research in the classroom provides an
opportunity to actively involve students in the curriculum process.

OBSERVE
From what teaching principles of theories can this problem be anchored?
• An observed problematic situation could be a consistent decline in students’ interest and
engagement during mathematics lessons, leading to suboptimal learning outcomes.
- Lack of reading comprehension
REFLECT
What have I realized? What do I hope to achieve?
Recognizing that every teaching and learning problem has a solution is a positive and
empowering perspective that encourages problem-solving and continuous improvement in
education.
Write a probable solution to the problematic situation above.
- Use of higher order thinking skills
PLAN
What strategies, activities, and innovations can I employ to improve the situation or solve the
problem?
• In my role as a prospective action researcher, I can prepare for a suitable intervention,
such as implementing activities that promote higher-order thinking skills.
ACT
If I conduct or implement my plan, what can be its title?
• For my forthcoming implementation, the title would be “Enhancing Reading
Comprehension in Grade VII Students through the Integration of Higher Order Thinking Skills.”
0
Matching
Problematic Learning
Situation with
Probable Action
Participate And Assist

The problems I identified are:
1. Cooperation
- The absence of student cooperation can impact the effectiveness of the teaching
process.
2. Reading Difficulty
- Some students face challenges with reading comprehension.
3. Comprehension
- Reading difficulties often stem from poor comprehension skills.
4. Behavior
Students’ behavior can influence their learning capabilities.
5. Motivation
- Establishing a secure learning environment is essential for enhancing student motivation.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION.
C. Make a learning task to develop comprehension.
What about letter C as a SOLUTION to the same PROBLEM? Why?
- Learning tasks can improve comprehension because it helps student’s attention on

what they are to learn. It helps students to think actively. It also helps students to
review content and relate what they have learned to what they already know.
The Problem is: The Action is:
Difficulty in
Make learning tasks to
Comprehension of
improve comprehension
the students
Notice
What have you noticed of the problem identified above? Can there be more than one solution to
the problem? Yes. Explain.
- In addressing this issue, multiple solutions are possible, and as a teacher, it’s crucial
to explore various options. While tutorials and video lessons are viable, I opt for
learning tasks as they are more easily implementable in this context.
Analyze
Scenario A
•
Can you identify, Miss Fely’s problem?
- Half of the class struggles to categorize animals into vertebrates and invertebrates.
Can you find a solution to solve her problem? Yes Give
• your two suggestions.
a. Show video presentation
b. Make a learning task to improve the understanding of the students
What solution can solve Miss Fely’s problem? -

• Make a learning task or activity
Scenario B:
• Can you identify the most probable-teaching-learning problem/s in the class of Sir Ryan?
a. Low expectations of student
b. Lack of instructional coherence
• Can you propose a solution to solve one of the problems that you have identified?
Reflect – To address students with lower expectations, Sir Ryan should assess their needs, offering
programs like advanced courses and gifted-talented programs. Additionally, implementing school
systems that guide students outside of regular hours is essential. Ensuring access to challenging courses
and enhancing academic support are crucial steps to support these students.
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:
Facing these challenging situations will contribute to my growth as a teacher by providing valuable
experience in problem-solving. Dealing with these issues now will better prepare me for any similar
challenges I might encounter with my future students.
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?

- Challenges in reading or comprehending lessons may stem from difficulties
understanding the material.
REFLECT
What changes do you want to achieve?

- Approach to carrying out activities
PLAN
What strategies will you use to improve the situation?

- Incorporate activities that stimulate higher-order thinking skills.
- Integrate visual imagery and leverage audio books for enhanced learning experiences.
- ACT
What would be the title of your Action Research should you conduct the study?
- Enhancing reading comprehension by integrating higher-order thinking activities.
Add: Solutions/Actions
In my future role as a teacher, I plan to initiate this study to assist students. To proceed, I’ll propose the
study to the principal for approval and prepare the required materials.
Check for Mastery
Problematic Situations Probable Solutions/Actions
F 1. Connectivity for On-line learning A. Rearrange classroom setting
D 2. Disruptive Classroom behavior B. Maximize use of varied instructional

materials
B 3. Poor interest and motivation C. Regular parent-teachers circles
C 4. Parental non-involvement D. Use of rewards
A 5. At risk-students E. Group studies and Study Buddies
F. Use of flexible learning
G. Silent Reading Exercises
Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research
Improving Reading Comprehension through the Use of Higher Order Thinking

Activities
II. Author/s: Noel R. Dauran
III. Abstract
This action research project was conducted to improve reading comprehension of grade III
pupils of Baya Elementary School, Ragay District, Division of Camarines Sur for the school
year 2011-2012. The researcher intends to improve the reading comprehension by using the
higher-order thinking skills such as predicting, making connections, visualizing, inferring,
questioning and summarizing. In his classroom the researcher modeled these strategies through
the think- aloud process and graphic organizers. This is followed by the pupils using these
strategies the whole class, small group, and independent practice.
The pre-experimental one-shot case method of research was utilized in which the treatment
was the instruction of Reading strategies. Documentary analysis was also employed since the
results of schools PHIL-RI and Meta-comprehension Strategy Index were used as the source of
data. The researcher gathered information prior to implementing the strategy interventions. The
Meta-
comprehension Strategy Index indicated a lack of pupil’s knowledge of strategies to use
before, during, and after reading. The PHIL-IRI given to the grade III pupils identified 9 of the
16 pupils below target level.
The information gathered by the researcher after the intervention had been modeled and
practiced showed improvement with the grade III pupils. The post intervention scores for
the Meta-comprehension Strategy Index showed a significant increase in pupils’ knowledge of
the reading comprehension strategies. The Phil – IRI post intervention scores indicate only 2 of
the 49 pupils of the grade III pupils remained non-reader. The table on Level of reading
comprehension it shows that along frustration level, indicated a decrease of 32.65%, under
Instructional indicated an increase of 32.65% and 6.13% for Independent Level.
IV. Identify the Problem in the Study
The objective of this research project was to improve reading comprehension in the thirdgrade
pupils through teacher modeling and think aloud process using six strategies. The researcher
used to predict, making connections, visualizing, inferring, questioning, and summarizing
strategies. Beginning in September 2011, the strategies were introduced and practiced over a
sixteen-week period ending with an assessment at the end of January 2012. The strategies were
first modeled by the researcher through the think aloud process and the use of graphic
organizer. Next the strategies were practiced by the whole class then small groups, and finally
independently.
V. Identify the Action Taken in the Study One tool the researcher used to collect data, analyze pupils’
use, and pupils’ understanding of the reading strategies was an observation checklist. Beginning in
October 2011, once a month, the researcher used checklist to observe which reading comprehension
strategies were being used by the pupils in small groups. The researcher found two problems with
using checklists. The researcher observed that pupils had a problem using the strategies within the
group setting without a guide sheet to follow. Therefore, the researcher developed a group record
keeping sheet for the various strategies pupils were to use before, during and after reading the story in
their group. This record keeping sheet aided the researcher in monitoring pupils’ progress since
observing groups at one time was a second problem.
Following the teaching of the reading strategies, the researcher administered
Metacomprehension Strategy Index (MSI) to see if the strategies changed pupils approaches in
reading. The
MSI measures pupils’ knowledge of reading strategies used before, during, and after reading. The
researcher noted the new activities led to an increase in pupils’ knowledge of the reading strategies in
all parts of the MSI.
Preparing
The Learning
Environment: An
Overview
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display
- In an educational environment, a bulletin board holds significance. It serves various

purposes like conveying information to students, reinforcing lessons, showcasing student work,
and more. I can support my mentor in creating a compelling bulletin board by integrating a
theme, be it related to school events or holidays. Additionally, I can contribute an attractive
design and structure to captivate students’ interest and encourage their interaction with the
displayed content.
2. Small Group Discussion
In the small group discussion method, students collaborate in small groups to support each
other’s learning. Acting as a class moderator within this approach, my responsibility is to
prevent disruptions and overlapping conversations among students. By ensuring a structured
discussion, I contribute to maintaining a peaceful and successful small group learning
environment, with the teacher serving as the facilitator.
3. Checking class attendance in a virtual classroom (i.e., google meet or zoom)
In an online classroom, teachers commonly take attendance as they would in a physical

setting. I can aid my mentor by keeping a detailed record of class attendance and
behavior analysis. This proactive approach not only simplifies the attendance task but
also enables me to assist my mentor in managing data efficiently in real-time.
Notice
Learning Environment 1:
• What have you noticed of the display in the class bulletin board? What message of theme
does it convey?
- The school’s mission and vision
- Health board
• What makes it attractive to the learners?
- The designs and content
• Does it help in the learning process? Yes
Learning Environment 2:
• If the teacher is using a distance delivery of learning through the modules, where is most
likely the learning space of the students?
- Home
• Can you describe?
- Various barriers in the learning process can make the learning environment distracting.
• How can you as a teacher help to make such environment conducive for learning?
- In distance learning, seeking assistance from parents to foster creativity and critical
thinking, essential life skills, is crucial. When providing modules or learning materials,
incorporating creativity helps maintain student focus and freshness during study sessions.
Additionally, rewarding achievements is an effective strategy, as students thrive when
motivated, contributing to a more engaged and driven learning experience.
Analyze
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why?
- I selected Learning Environment 1 as it portrays students in a classroom setting,
providing them the chance to ask questions throughout the learning process. This
environment also encourages student engagement in small group discussions, school
activities, and active participation in the classroom.
Reflect
Based on my noticing and analysis, I realized that

a. Face to face learning is the best learning environment unlike distance delivery because it
allows learners or students to have the actual learning environment wherein the students can
learn something by collaborating with their peers.
b. I realized that conducive learning environment can impact the learning process of the learners.
c. Distance delivery can happen anytime because we are still on the midst of pandemic but the
teacher should be ready on how to make a conducive learning environment.

OBSERVE
What probable problem may result from the two situations of the learning environment?
For face-to-face learning, the following are the probable problems;
a. Travel time from home to school
b. Allowances
c. Learning resources
d. Tuition
For distance delivery, the following are the probable problems;
a. Power interruption
b. Technology
c. Different learning styles
REFLECT
What solutions can I think of to solve the problem?
To solve this problem, the teacher or the administrator should visit the homes of every student to
identify their problem and also how to solve them. The teacher also should have plans on how to
meet the learning outcomes of every learner’s and also to meet the needs and interests of learners.
Teachers should be creative and have the problem-solving skills.
PLAN
How should I do it?
Enable to identify the problem of the students the teacher should coordinate with school
administrator, parents and also the students. The teacher should create all of necessary learning
materials. As a teacher, the needs of the students should be provided by possessing professional
competencies and personal qualities. Also, the teacher should exert efforts and willingness to help
the learners in their learning process.
Check for Mastery
Choose the best answer from the options given.
1. Learning environment is only confined to specific place called schools. This statement is
B. FALSE.
2. What kind of learning happens anytime, anyplace and anywhere? B. On-line learning
3. In which situation can learners with more physical presence and intervention of the
teacher?
A. Face-to-Face
4. Which of the two kinds of learning environment encourages independence and

selfmanagement of the learners? Why? C. Both, because they can always shift from one
modality to another.
5. Of on-line or virtual learning environment is not applicable, the traditional face-to-face or

in-school will continue. How will you improve the physical learning environment? D. A,
B and C
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
“My Conducive Learning Environment”
As a future teacher, I aim to create an optimal learning environment. This involves

strategically arranging desks, maintaining appealing bulletin boards, and ensuring proper storage.
I’ll enhance creativity by incorporating motivating elements like bulletin boards and clipboards.
Utilizing various resources, such as videos, presentations, and books, will aid in an organized and
enriching learning experience. Recognition through an award section and incorporating games
will motivate students and foster peer relationships, reducing stress. Overall, I aspire to create a
safe, welcoming classroom where students feel comfortable expressing themselves, ensuring their
expectations are met, and boosting their attention and focus.
Enhancing a
Face-to-Face
Learning
Environment

Given the concepts and the infographic, how can you participate and assist in a face-
toface learning environment?
- In my role as a prospective educator, I aim to actively engage in face-to-face
teaching. I aspire to foster an inclusive classroom atmosphere, where students feel
comfortable expressing themselves and participating in discussions. I will promote
open communication, peer interaction, and constructive feedback. Additionally, I plan
to incorporate both independent work and group collaboration, fostering the
development of students’ social, creative, and critical thinking abilities. Embracing
diverse teaching strategies and utilizing technology will further enhance the learning
experience for my students.
Notice
What changes have you noticed in the face-to-face classroom spaces?

Classroom Environment Before Classroom Environment Now
Lots of bulletin board Lack of bulletin board
Classroom arrangement is good Classroom is not arranged properly
Analyze
What do you think brought the changes in the face-to-face learning environment now?
- The integration of technology into the classroom transforms the traditional face-to-
face learning environment, creating more effective and dynamic learning settings.
From the changes that you identify, choose one that you can do. How will you do it?
- To enhance my classroom, I can leverage available technologies to foster creativity.
My focus will be on minimizing distractions and implementing tools that aid in
students’ development.
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will enable
the leaners to achieve better learning outcomes? Yes. Explain your answer.
- A conducive learning environment plays a crucial role in improving learning
outcomes, as it motivates students to actively engage in the learning process. Through
self-directed or collaborative learning with peers, students can continuously absorb
and internalize the lessons. This approach also cultivates their ability to reflect on and
explore the knowledge they acquire.
OBSERVE
What common problem have I noticed in the face-to-face learning environment?
It is essential to tackle issues like classroom overcrowding during dismissal, insufficient
space, and inadequate ventilation. Moreover, fostering increased student engagement for
those less active in class is vital in establishing an ideal learning atmosphere.
Can I translate this problem into a question?

- What can we propose to solve this problem?
REFLECT
How would I solve the problem?
- By proposing a project proposal to help a safe learning environment. Will it improve
my teaching? Yes How?
- Enhancing my teaching approach can positively impact the learning experience for
students. This improvement facilitates increased focus on lessons and encourages
meaningful interaction among peers.
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
- Implementing a bulletin board with previous discussions for review and designing a
motivating classroom environment contribute to students’ ongoing engagement.
Through these efforts, students not only enhance their knowledge but also develop
stronger morals, positive attitudes, and increased discipline in various situations.
Check for Mastery
Choose the best answer from the options given.
1. In a face-to-face learning environment, the most critical element is/are the B. Physical,
psychological and social considerations
2. The traditional classroom spaces are still considered valid and effective for as long as
these conditions exist. What are these conditions? D. III & IV
III. The presence of the teacher is needed in a given time to guide learning. IV. All
students should be heard in class discussion.
3. The best instructional material in the traditional classroom is the A. Blackboard.
4. Outdoor activities like group games, scavenger hunt and the like provide a positive A.
psychological environment
5. It is observed that different classrooms have different arrangement of chairs, tables and
benches because of B. different purposes
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment: In Classroom #1, the learning environment is well-
organized and pleasant, featuring bulletin boards. Learners enjoy comfortable lighting and
ventilation. However, in Classroom #2, I noticed that it is hot inside due to limited space and the
absence of ceiling fans or electric fans. Additionally, there are no bulletin boards within the
classroom.
Describe the psychological environment: Classrooms #1 and #2 adhere to waste segregation
rules and regulations. Both exhibit motivation for learning, although in Classroom #1, some
students are less active. However, in both classes, students freely express themselves, displaying
positive attitudes, behavior, and mutual respect.
Describe the social environment: The environment in both classrooms fosters positive
interactions between learners and teachers. Additionally, extracurricular activities, such as
wellness dance practices involving multiple sections, contribute to a well-rounded
experience. Notably, all students are treated equally, with individual needs being attentively
addressed.
Making On-line or
Virtual Learning
Environment Safe
and Conducive
Notice
As a teacher, what have you discovered to be easy to implement in your virtual class?
- It can happen anytime and anywhere.
How did the students show their active participation in the lesson ?
- Students showcase active participation through consistent attendance and responsive
engagement when called upon by the teacher. They actively contribute to class
discussions by either raising their hands or using the raise hand icon. Although not
always, they generally pay close attention, pose insightful questions, and actively engage
in all class activities.
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
✓ 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
In my perspective as a future teacher, ensuring the safety of the online learning environment is possible
when learners stay within their homes. However, challenges arise when students, facing poor internet
connections, seek better connectivity outside. Teaching in a virtual setting proves challenging for both
students and teachers alike.
OBSERVE Identify the problems brought about by the online learning environment.
- Limited access to technology

- Low innovation
- Internet connection
REFLECT How would you solve this problem?
- Addressing this issue requires the adoption of a robust innovation integration strategy. As
a prospective teacher, recognizing the importance of innovation is key to assisting our
students effectively. Teachers play a crucial role in equipping learners with the tools and
knowledge to strategize and find potential solutions to problems.
PLAN What initial plan do you intend to do to solve the problem?
To address this issue, students need to maintain regular communication with teachers and provide
updates on their progress. It’s essential to be understanding and adaptable to the situation, considering
options like recording course sessions as a backup. Encouraging students to stay focused, minimize
distractions, and steer clear of anything that might hinder their learning is also crucial.
Check for Mastery
1. What is common among the following learning environments: (a) remote learning, (b)
virtual learning, (c) on-learning learning? A. Presence of a teacher
2. If your co-teacher asks you to borrow your email address password for an urgent concern,
which action should you take as a safety measure? A. Open your email yourself and print
your friend’s email
3. Why should parents be involved and be a part of a safe on-line environment?
A. Parents should provide guidance in the selection of websites for children’s references.
4. In a virtual synchronous class, when a student would like to talk, which of the following
actions should be done? C. Raise hand or D. send message to chat box
5. Which would describe a safe and conducive virtual learning environment? D. A,B AND
C
Work On My Artifacts:
Name of Website Topics/Title of Content or Instructional
Materials
1. quizlet.com
Quizlet serves as a classic platform for
flashcards and quizzes, catering well to both
individual and class-wide test reviews,
informal assessments, and swift checks for
understanding. Users have the option to
generate their quizzes or access a diverse
library of existing reviews. This resource is
particularly valuable for educators in grades
6-12 who seek additional online tools to
support students in comprehending complex
concepts and enhancing academic
vocabulary.
readwritethink.org A vast online teacher resource bank offers
2. thousands of well-organized lesson plans
categorized by subject, learning objective,
grade level, and theme. Spanning from
kindergarten to 12th grade, these plans are
valuable for any teacher seeking
comprehensive, lucid, and structured lesson
materials. English teachers, in particular,
stand to benefit significantly from this
resource as it includes over 500 diverse
fiction and literature materials.
3. readtheory.org Numerous reading passages, exercises, and
worksheets are available to captivate students
and enhance critical reading skills and
comprehension. This resource, Read Theory,
is user-friendly and highly adaptable, making
it suitable for both in-person and distance
learning. It comes recommended for any
teacher aiming to enhance their students’
reading skills, offering materials tailored for
students in grades K-12.
teach-nology.com
4. A comprehensive database provides
straightforward lesson plans for grades K-12,
particularly excelling in Math with an
extensive collection from primary to high
school levels. This resource is well-suited for
both new teachers and seasoned veterans
seeking fundamental and uncomplicated
lessons.
A set of online tools designed for teachers to

5. Google classroom assign, collect, grade, and return student
work, aiming to eliminate the need for paper
in classrooms and facilitate digital learning.
Originally intended for use with laptops,
including Chromebooks, to enhance the
efficient sharing of information and
assignments between teachers and students.
6. LinkedIn Learning
An educational platform providing

professional courses in business, technology-
related, and creative fields through video
lessons.
Teachable is an online teaching platform

7. Teachable designed for everyday instructors. It offers a
straightforward solution for uploading
learning content, customizing online schools,
and maintaining effective communication
with students.
8. edpuzzle.com
A video-based platform that allows teachers
to upload or choose their own YouTube video
and then have students respond to it. Teachers
can use the video to create quizzes or tests
and receive immediate feedback. Ed puzzle
also encourages student accountability by
allowing teachers to see if students are
watching the videos, how many times they’ve
watched each section, and if the content is
understood. Ideal for distance learning or
teachers in grades 612 who want to
incorporate more visual media into their
lessons.
9. classdojo.com A cost-free platform offering various tools
and platforms to monitor, control, and
enhance student behavior and learning. It
encompasses messaging apps connectable to
students and families, incentivized learning
options, and more. Perfect for 6-12 educators
seeking to enhance classroom management
and engagement.
The timeless and enjoyable quiz-style game
10. kahoot.com is a student favorite. Utilize Kahoot to craft
personalized assessments, create your
questions, and receive instant feedback.
Establishing My Own
Classroom Routines
and Procedures in a
Face-to-Face/ Remote
Learning

We are given the opportunity to consult with our cooperating teacher about any possible
assistance or participation that we can offer to assist her with the class routines. She requests that
we assist in giving activity in the class.
List down the problems which you have encountered while implementing these routines.
- Misbehaved students
- Students who have lack of comprehension
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?
- I experience fulfillment as a field study student, yet acknowledge the need for further
learning and practice in managing a classroom.
• How did your students respond to your classroom routines and procedures?
- They engage proactively by actively participating in the established routines and procedures.
• What was the feedback of your Resource Teacher on your classroom routines and
procedures?
-. My resource teacher provided positive feedback on my approach to conducting classroom

routines and procedures. She concurred with my methods in handling students who
struggle with understanding and comprehension, emphasizing the importance of
continuous guidance for them.
• Was there a change in the classroom environment/teaching-learning process after you

have implemented your classroom routines and procedures?
-. Certainly, as they find motivation when I assist them in their learning journey.
• What was the feedback of your Resource Teacher on your classroom routines and
procedures?
My resource teacher positively acknowledged my approach to classroom routines and

procedures. She agreed with my handling of students, especially those facing challenges in
understanding and comprehension, emphasizing the continual need for guidance.
Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
- The learners’ struggle with comprehension motivated me, driving my desire to

encourage and help them in their learning journey for self-improvement.
2. Was there a marked improvement in classroom management after employing your

classroom routines?
- The enthusiasm for learning.

3. Did the teaching-learning process improve? Justify your answer.
Certainly, the teaching-learning process has enhanced due to increased participation from the learners.
Reflect
What insights have you gained while doing this learning episode?
The knowledge acquired from this learning experience encourages me to further enhance my approach
to conducting classroom routines. This practice not only benefits my current situation but also provides
valuable insights for my future. It offers a broader understanding of interacting with students while
implementing developed routines and procedures.
OBSERVE
Addressing the issues I faced in establishing my classroom routine was crucial for improvement, as
comprehension plays a vital role in the learning process.
REFLECT
1. My aim is to overcome these problems and challenges by providing support, motivation,

and encouraging the students to share their best ideas.
PLAN
3. To enhance my classroom routines, I can implement strategies like introducing more engaging
activities to infuse fun and excitement as we advance through our class.
ACT
4 .(Based on my answers in nos: 1-3), the possible title of my action research on this episode is
Enhancing the educational progress of students
Check for Mastery
1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class settled and
ready for the daily lesson. Which of the following would be the best advice for her?
B. She should assign a group leader to monitor student’s discipline
2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever they
need to attend to personal necessities. This is an example of which of the following classroom
management techniques? B. the use of gate pass
3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class. What
is the benefit of having this practice?
A. Ensure discipline and responsibility in class.
4. During inclement weather one of the routines established by Ms. Returan is for her class to fall
in line along the corridors and not in the school yard. What must be the reason why she
implemented this?
C. To protect them from harm
5. Why is it best to establish routines at the beginning of the class?
B. To control unruly students
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.
I initiated the process of taking attendance and greeting the class. Managing the distribution
of supplies and materials also helps in saving time for my cooperating teacher.
Creating my
Classroom/Remote
Learning
Management Plan
My Classroom Management Plan
Philosophical Statement
I aim to establish a secure, pleasant, and collaborative learning atmosphere. Discipline will be
administered promptly and when required. A thoughtfully planned remote learning experience
will allow learners to delve into subjects, spark their curiosity, and present assignment choices
that captivate and challenge them.
Classroom Rules and Behaviors
To maintain student discipline, I will set up classroom rules and procedures, including:
• Demonstrate respect for the teacher and listen attentively.

• Raise your hand to speak.
• Maintain silence during the teacher's instructions.
• Contribute to sharing new concepts.
• Keep the classroom clean consistently.
• Adhere to the designated seating arrangement.
• Use positive language.
• Stay attentive throughout the class.
• Follow all school regulations.
• Display good behavior.
Teacher-Student Relationship
To foster positive connections with my students, I’ll ensure equal and respectful treatment. I’ll
guide them towards making right choices and avoiding wrongdoing, emphasizing mutual
respect. Opting for rewards over punishments will serve as motivation. Additionally, I’ll instruct
them on effective communication, encompassing both speaking and listening skills.
Schedules and Timeframes

Regarding time and scheduling, I’ll structure my class based on the agreed-upon school
schedule, taking into account my students’ perspectives. Ensuring each lesson is engaging and
interactive is essential to maintain their focus. It’s crucial to capture the attention of all students
and consider their emotions and circumstances throughout the learning process.
Classroom Structure, Design and Arrangements
I’ll furnish materials to support my students’ development, fostering a positive learning

environment. Incorporating daily-use technology is part of my strategy. Additionally, I’ll
ensure the removal of any potential distractions and sources of stress in the classroom.
Classroom Safety Rules and Procedures

To guarantee the well-being of my students, I’ll have a medical cabinet available for
emergencies. Implementing safety measures, I’ll mandate students to sign a logbook when
leaving the classroom, encouraging them to inform a security guard about any concerns.
Collecting emergency contact numbers of parents or guardians is essential, and I’ll enforce a
policy against students leaving the campus during class hours to enhance their safety.
Strategies for Rewards and Consequences

My plan is to establish class rules and procedures that ensure accountability for students’
actions. I believe incorporating both sanctions and rewards for each rule will motivate students
to adhere to them.
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 noticed?
-
I observed that as educators, it’s crucial to be mindful of each student’s requirements. To
facilitate learning and reflection, understanding the students’ needs is essential to identify areas
where assistance is needed. This session will center on classroom routines and procedures.
2. Why is there need to utilize the information to create your classroom management plan?
- I am convinced that utilizing this information is essential in crafting my classroom

management plan. Having various options for effective rules and procedures will assist
me as a teacher in developing an inclusive and effective classroom management plan for a
diverse group of students.
3. What were the significant things that you noticed when you were implementing your
plan?
- The crucial insight gained while implementing my plan is that effective planning is the
cornerstone of a well-managed and organized classroom. The Classroom Management
Plan plays a vital role in helping students concentrate on learning and understanding their
expectations. The primary aim of this plan is to establish a conducive and effective
learning environment.
4. Were there items in your classroom / remote learning management plan which were not
tailored to the needs of your students? How will you improve on this?
I acknowledge that to enhance improvement, my focus should be on providing items that

students will actively use, rather than solely on those displayed in the classroom.
Analyze
1. What elements in your classroom/remote learning management plan were mostly
followed/complied?
- The emphasis was primarily on maintaining classroom cleanliness and fostering positive
moral character among students. This included aspects like respecting both teachers and
fellow students, promoting the use of positive language, and similar values.
2. What elements in your plan were the most difficult to implement? Why?
Implementing the “Have a good behavior” aspect of my plan posed the greatest challenge, as some
students struggle to control their behavior without constant teacher intervention.
Reflect
What were your realizations after creating and implementing your classroom/ remote learning
management plan?
I understand the significance of devising and executing a classroom management plan. It serves as a
reminder to students about their school responsibilities, contributes to their character development for
good moral values, and ultimately aids in keeping my students focused on their studies.

OBSERVE
1. The challenges I faced in formulating my Classroom Management Plan are diverse, with
some students having domestic responsibilities that could impact the implementation of
the plan.
REFLECT
2. I aim to overcome these problems and challenges by initiating an action research project on
the subject. Additionally, seeking input and suggestions from fellow teachers through
consultations will further enhance the effectiveness of my plan.
PLAN
3. To address these challenges, I plan to employ strategies through action research to explore
solutions. This involves questioning my students about the issue, encouraging them to
share their thoughts and opinions. I am open to readjusting and revising my strategy if
necessary based on the findings.
ACT
4. "Evaluating Classroom Management as an Approach for Diverse Students"
To deepen my understanding of crafting both classroom and remote management plans, I
recommend exploring various online resources such as books, websites, YouTube videos, and
similar materials. Sharing these resources with peers can also contribute to collective learning.
Check for Mastery

1. Why is classroom management plan important?
D. To make the students responsible and accountable for their actions.
2. Why is there a need to make the classroom management clear and simple? A. For students to
understand and follow easily.
3. Why is there a need to have a classroom structure/lay out?
D. For the safety and security of students
4. When is the best time to make classroom management/remote learning plan? A. At the
beginning of the school year.
5. Which of the elements in the classroom management/remote plan must be given more
emphasis? A. Classroom Rules and Procedures
Work On My Artifacts
My Classroom Management Plan
Philosophical Statement
I aim to establish a secure, enjoyable, and collaborative learning environment. Discipline will
be promptly and appropriately applied. Well-crafted remote learning experiences will allow
learners to delve into topics, spark their interest, and provide options for assignments that are
both challenging and engaging.
Classroom Rules and Behaviors
To maintain student discipline, I will implement classroom rules and procedures, including:
• Showing respect to the teacher and paying attention.

• Raising your hand to speak.
• Observing silence when the teacher is speaking.
• Contributing to sharing new concepts.
• Ensuring the classroom stays clean at all times.
• Adhering to the designated seating arrangement.
• Using positive language.
• Staying alert throughout the class.
• Adhering to all school regulations.
• Displaying good behavior.
Teacher-Student Relationship
To nurture positive relationships with my students, I will ensure equal and respectful treatment.
Teaching them the importance of doing right and avoiding wrongdoing is a priority.
Additionally, instilling mutual respect among students is crucial. I believe that employing
rewards, rather than punishments, will maintain their motivation. Moreover, I will guide them in
developing effective communication skills, both in speaking and listening.
Schedules and Timeframes

Regarding time and scheduling, I’ll structure my class based on the agreed-upon arrangement
between the school and myself. Considering my students’ perspectives is paramount. I’ll strive
to make each part of my lesson engaging and interactive to maintain their focus on the current
task. Ensuring the attention of all students is crucial, taking into account their emotions and
circumstances throughout the learning process.
Classroom Structure, Design and Arrangements

I’ll furnish materials conducive to my students’ development, creating an optimal learning
environment in my classroom. Additionally, I’ll incorporate daily-use technology. Moreover,
I’ll ensure the removal of any potential distractions and stressors in the classroom.
Classroom Safety Rules and Procedures

To guarantee the safety and security of my students, I will have a medicine cabinet available in
case of emergencies. For security measures, I will implement rules, including the requirement
for students to sign a logbook when leaving the classroom. It’s essential for them to notify a
security guard if they have any concerns. Additionally, having access to their parents or guardian
contact numbers in case of an emergency is crucial. To further ensure their safety, students will
be prohibited from leaving the campus during class hours.
Strategies for Rewards and Consequences

My intention is to establish class rules and procedures that foster accountability for students’
actions. I firmly believe that students will adhere to these rules when both sanctions and rewards
are associated with each guideline.
0090
Writing My
Learning/Lesson
Plan

Certainly! Let’s design a 4A lesson plan focusing on the “Analyze” phase. This lesson will
center around analyzing a short story to enhance reading comprehension skills.
4A Lesson Plan: Analyze (Reading Comprehension – Short Story Analysis)
Objective: Students will analyze a short story to enhance comprehension, identify literary elements, and
develop critical thinking skills.
Grade Level: High school (9th grade).
Time:
50 minutes.
Materials:
1. Short story text (pre-selected or teacher's choice).
2. Whiteboard and markers.
3. Individual copies of the short story for each student.
4. Graphic organizers for story analysis.
Lesson Outline:
1. Anticipatory Set (10 minutes):
- Begin with a brief discussion on the importance of understanding and analyzing stories.
- Connect the concept of story analysis to real-world applications.
2. Introduction to Literary Elements (15 minutes):

- Introduce key literary elements (plot, characters, setting, theme, etc.).
- Discuss how understanding these elements contributes to a deeper comprehension of a story.
3. Reading the Short Story (15 minutes):

- Provide each student with a copy of the short story.
- Read the story aloud as a class or individually, depending on the length and complexity.
- Encourage active reading by asking students to underline or note important elements.
4. Group Discussion (5 minutes):

- Break students into small groups to discuss their initial thoughts on the story.
- Prompt questions related to characters, setting, and any initial predictions about the plot.
5. Analyzing Literary Elements (15 minutes):

- Guide the class in a collective analysis of the short story.
- Use a graphic organizer to break down key elements and their interconnections.
- Encourage students to support their observations with evidence from the text.
6. Class Reflection (5 minutes):

- Facilitate a brief whole-class reflection on the story analysis.
- Ask students to share their insights, challenges, and any connections they made.
7. Homework Assignment:
- Assign a reflective essay where students analyze a specific literary element in the short story and its
impact on the overall narrative.
Closure:
Summarize the key points of the lesson, emphasizing the importance of analyzing literary elements for
a comprehensive understanding of literature.
This Analyze phase lesson plan aims to deepen students' comprehension skills by engaging them in the
systematic analysis of a short story, fostering critical thinking and literary understanding.
NOTICE
1. What factors did you consider in writing your lesson/learning plans?
- When developing my lesson/learning plan, I kept my learners' interest and capabilities in

activities I used that are appropriate for them because I want my students to be able to
express what they've learned in class. I want to make my lessons more engaging and
exciting so that my students are motivated to learn.
2. What difficulties did you meet in writing your lesson/learning plans?
- The difficulty that I met in writing lesson plan is that how can I present the lesson and what
activities I'll include in my lesson plan.
3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?
- HOTS questions are important in learning plans and lessons. Also, use engaging
motivational activities in learning process.
4. What were the best features/areas for improvement of your lesson/learning plans?
- In my opinion, the best part of my lesson is when I allow students to create their
own thoughts about the topic. I believe it has the potential to promote learning because
students will collaborate to explore and discover things on their own. Meanwhile, one
aspect of my lesson that I can improve is the manner in which I will conduct motivational
activities wherein a strategy to avoid boredom.
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. In the lesson plan, I sparked interest by
connecting story analysis to real-world
applications. The choice of an engaging short
story aligned with students’ interests, making
the lesson more enjoyable. Group discussions
and active reading strategies fostered
collaboration and participation, contributing to
a motivating learning environment.
2. How did you respond to the diverse The lesson plan accommodates diverse learners
types of learners? by using gender-inclusive content, culturally
2.1 gender, needs, strength, interests and sensitive materials, and differentiated
experiences instruction for various needs, including
2.2 linguistic, cultural, socio-economic disabilities and giftedness. It maintains
and religious backgrounds flexibility to adapt to different circumstances
2.3 with disabilities, giftedness and
and incorporates inclusivity for students from
talents
indigenous groups.
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 Video presentations – because it helps students
delivery for this lesson? Explain. learn all subjects, but especially those that are
complex and/or highly visual, such as step-
bystep procedures and problem-solving
Group activities – because it can be an effective
means of motivating students, encouraging
active learning, and developing criticalthinking,
communication, and decision-making abilities.
Written assessment – because it enables
students to demonstrate their abilities and
knowledge while also indicating their progress
toward meeting educational goals and
standards.
4. Was the language used appropriate to the Yes, because as a Filipino we are comfortable to
level of the students? Explain your answer understand our own 2nd language.
briefly.
5. What types and levels of questions did you Higher-Order Thinking Skill Question (HOTS):
formulate? Are they of higher order thinking 1. "How might the character's
skills (HOTS)? Write two (2) examples. background and experiences influence
the theme of the story? Provide specific
examples from the text to support your
analysis."
2. "Evaluate the author's choice of
symbolism in the story. How does it
contribute to the overall meaning and
impact of the narrative? Justify your
interpretation with evidence from the
text."
6. What instructional resources will you use? Google Classroom – online tools that allows
Why? Cite the possible online resources that teachers to set assignments, have work
you can utilize whether done in the classroom submitted by students, to mark, and to return
or in remote learning. graded papers. It was created as a way to get
eliminate paper in classes and to make digital
learning possible. It was initially planned for
use with laptops in schools, such as
Chromebooks, in order to allow the teacher and
students to more efficiently share information
and assignments.
Teachable - an online teaching platform that
serves the everyday instructor. Teachable
provides an easy and simple solution for
uploading your learning content, customizing
your online school, and communicating
effectively with your students.
7. Are your modes of assessment aligned Yes, I believe my assessment methods align
with your learning outcomes and activities? with my learning objectives and activities. The
Cite a specific example. learning outcome focuses on students
demonstrating understanding of expected
abilities and behaviors during adolescence,
including talents, interests, and
responsibilities. The specified activity, such as
marking 'T' for appropriate or correct actions
representing a young lady or gentleman and
'M' for inappropriate or incorrect actions, is in
harmony with these learning objectives.
8. Will your performance task ensure the I am confident that my performance tasks
mastery of the learning competencies? guarantee the mastery of learning
Explain briefly. competencies. I ensured that these tasks enable
learners to both illustrate and articulate their
understanding using words.
9. In a scale of 1-10, how will you rate your I would rate it a 7 as I acknowledge there’s
learning plan(s)? Justify your answer. room for improvement in my learning plan. I
recognize the need to enhance my presentation
of lessons and create activities that better
address the individual learning needs of my
students.
10. If this lesson is not implemented face to This lesson is adaptable for both face-to-face
face, how are you going to do it remotely? and online classes. For the online format, I will
establish a virtual learning environment where
students can comfortably engage in activities
from their homes, ensuring a seamless learning
experience without unnecessary challenges.
REFLECT
Why is lesson planning an integral part of the instructional cycle?
- Lesson planning is a crucial aspect of the instructional cycle as it empowers
teachers to pre-plan the desired student learning outcomes, select appropriate
teaching and learning activities, and outline assessment strategies. This process
enables teachers to maintain focus, adhere to instructional goals, and establish a
clear timeline for accomplishing lesson objectives.

OBSERVE
1. The problem/challenges that I encountered in writing my learning/lesson plans
The challenge I encounter in crafting a lesson plan revolves around determining the most
effective way to present the lesson and selecting suitable activities to incorporate into the plan.
REFLECT
2. I aim to overcome these challenges by seeking solutions through interviews with
experienced teachers. By discussing instructional strategies and learning
resources they have employed, I hope to gain valuable insights to enhance my
lesson planning.
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems
Through interviewing teachers about their instructional strategies and utilized learning resources, I
aspire to gather valuable insights that will aid in addressing challenges and enhancing my approach to
lesson planning.
ACT
a potential title for my action research could be “Exploring the Impact of Instructional Materials
on Student Learning Processes and Engagement.”
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- very 3- difficult 2- moderate 1-

difficult in difficulty not difficult
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)
Check for Mastery
Direction: Read the questions then choose the letter of the correct answer.
1. Why are learning/lesson plans important? C. To ensure quality in instructions
2. Which is NOT in the cognitive domain? B. Differentiate nouns from pronouns
3. Why are attentions getters needed at the beginning of the class? A. To arouse students’
interest
4. Which is considered high order thinking skills in the given question? C. How do take care
of plants?
5. Which of these objectives does not belong to the group? D. Give the moral lesson of the
story
Paste one (1) lesson plan and write your simple reflection.
As a teacher, I’ve learned that crafting a lesson plan is essential for providing guidance in class.
Effective strategies and student-centered activities are crucial for promoting higher learning processes
and better lesson retention. A lesson plan serves as a roadmap, guiding the completion of objectives and
instilling confidence in discussing the subject matter. It also emphasizes the importance of preplanning
to predict the timeline for completing lesson units, highlighting that without a plan, there’s a risk of
failing in lesson delivery.
Delivering
My
Lessons

Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or
your assistance is needed in any part of the lesson.
Segments of Events of Instruction Strategies and Activities Learning resources
Learning Used /
Materials
Preparation 1. Gaining Attention Edukasyon sa
Organizing activities Pagpapakatao book
2. Inform Edukasyon sa
Learning Describe the learning Pagpapakatao 7,
Objectives outcomes Modyul para sa
Mag-aaral , pp. 1-
14
3. Stimulate Recall of Edukasyon sa
Prior Learning Inquire about student’s Pagpapakatao 7,
knowledge about prior Modyul para sa
concepts Mag-aaral , pp. 1-
14
Instruction and 4. Present the Content Edukasyon sa
Practice Pagpapakatao 7,
Make content visible in Modyul para sa
blackboard Mag-aaral , pp. 1-
14
5. Provide Edukasyon sa
Learning Pagpapakatao 7,
Guides Using concept map Modyul para sa
Mag-aaral , pp. 1-
14
6. Elicit Performance Edukasyon sa
Create quizzes Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
7. Provide Feedback Evaluate result of the Edukasyon sa
quizzes Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
Assessment and 8. Assess Edukasyon sa
Transfer Performance Giving assignments Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
9. Enhance Retention Edukasyon sa
Clarifying the goal of lesson Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
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?
- The students react actively to the activities
• Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
- The students are focused.
• How did the new learning relate with what they really know?
- They have already idea in the stage of adolescence
• Did you notice some students who needed assistance? What did you do?
- Yes, I give more examples
• Did the students find difficulty in applying the theories/ concepts learned to real life?
- No, they don’t find it difficult.
• How did your students react to your feedback?
- Most of them got high scores in the given quiz.
• What pieces of evidence can prove that the students had retention of learning?
- They know the learning objectives.
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
Students take part in Learning objectives should be
Demonstrates depth and activities. emphasized more.
breadth of the subject matter.
Shows mastery of the subject Allow students to share

matter. thoughts.
2. Organization of the lesson
Presents subject matter Checks attendance Interacts with every student

sequentially and logically. during teaching assignments.
States clear learning outcomes.

Enables students to feel
Synthesizes main points. motivated.
Meets at class scheduled time.
Regularly monitors classroom

on-line course.
3. Rapport/Interaction with
the Students
Ask students about their Interaction with the students
Holds interest of students. experience by giving them
questions.
Is respectful, fair and impartial.
Provides immediate feedback. Gives activities to promote

and encourages active
Encourages active participation.
participation.
Interacts with students.
Shows enthusiasm.
4. Teaching Methods and
Strategies
Utilizes relevant Displays an enthusiastic Teaching difficult concepts
teaching attitude for teaching and well.
methods/strategies. learning the material.
Uses learning aids, materials,

and technology.
Employs cooperative/group Uses supportive learning

involvement in the classroom materials well explain the
and remote learning. concepts.
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 Tone of voice is easily heard Using proper techniques and
conductive to learning. and understood. information accurately and
appropriately.
Maintains eye contact.
Use a clear voice, strong

projection, proper enunciation. The material use is
understandable.
Has good command of the
language.
Uses language within the level

of students.
6. Classroom Management
Begins and end classes in time. Demonstrates and enforces Manage your allotment of
professional behavior when time.
Uses time wisely. interacting with students.
Attends to course interaction.
Demonstrates leadership Communicates with students

ability; maintains discipline in clear, open and timely way.
and control.
Maintains effective classroom

and e-platform managements.
7. Sensitivity to Students’
Needs
Exhibits sensitivity to Allows students to share their Know more about the
students’ personal culture, thoughts in class. student’s differences and
gender differences and weaknesses.
disabilities.
Responds appropriately in a Value their differences

non-threatening, pro-active
learning environment.
8. Support/Assistance to
Students
Assists students with academic Encourages students to Give supporting materials to

problems. express their ideas. understand more the concept.
Clarifies points in the lessons

which are not clear to the Checks students if they
students. understand the lesson
Allots time for

questions/comments.
9. Personal Competencies
Shows self-confidence. Maintains professional Improve more selfconfidence.

behavior when interacting
Maintains professional with students.
distance and professional
appearance.
10. Physical Aspects of the

Classroom
Oversees the Checks attendance Checking of distracting

physical attributes of materials or objects inside the
classroom (light, ventilation, classroom.
acoustics).
Checks and supervise in the
Checks number of students in cleanliness of the classroom.
attendance.
Checks layout of room,

distractions, if any. Observes physical attributes
that can affect students
Lists any observations on how
the physical aspects of the
classroom affected content
delivery.
Overall impression of teaching effectiveness: - The encounter was favorable and inclusive,
with students collaborating and actively participating. They willingly expressed their
ideas, opinions, and thoughts on the lesson, engaging actively in the provided activities.
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?
- My goal is to refine my teaching methods and interactions with students in
teaching assignments. I recognize the need for improvement in effectively
summarizing ideas and lessons. Furthermore, I aspire to enhance my skills in
teaching challenging concepts.
1. Problems/Challenges I encountered to delivering my lesson is Facing a time constraint during
my final demonstration, as my cooperating school adhered to a condensed schedule, resulting
in less time available for the class.
2. I hope to achieve to address these problems and challenges By strategizing and planning
thoroughly on how I will deliver my lesson.
3. Some strategies/solution/means that I can employ to improve these situations/problems,

making activities that can be finish in less time.
4. Based on my answers in nos. 1-3, the possible title of my action research in this episode is
Importance of giving activities in the learning process of the learners
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.)
https://www.teachhub.com/teaching-strategies/2015/09/5-essential-teaching-strategies-to-deliveran-
effective-lesson/
https://www.linkedin.com/pulse/teaching-strategies-delivering-lesson-effectively-farah-najam
Check for Mastery

1. Which of the following characterizes a well-motivated lesson?
d. The students are highlight engaged in the activities.
2. In which part of the lesson does the learner give examples to connect the broader aspects of
life?
c. Application
3. Why should teachers provide immediate feedback and reinforcement?
b. To motivate students to do more and learn more
4. Which of the following principles of learning applies when student’s age is considered in
presenting concepts and ideas in the lessons?
a. Law of readiness
5. Which part of the lesson is referred to when students give similarities and differences in the
concepts presented?
c. Comparison and Abstraction
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like)
Selecting Non-digital
or Conventional
Resources and
Instructional Materials
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?
- Deliberately strategizing on the selection of instructional materials for my class.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
- The instructor adeptly utilized resources, leading to heightened student engagement in

the lesson.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
- Experiencing apprehension and a sense of challenge, as determining suitable instructional
materials proves to be a daunting task for me.
4. Describe how the students responded and participated.

- They are active and responsive.
Analyze
What worked well during the activity using the resources/materials?
- The activity was successful, eliciting active participation from the students.
What part can be improved?
- The process of planning to choose instructional materials.
What would you have done differently? What would I change? What make it better next time?
- I am committed to enhancing my skills by researching and developing my instructional
materials.
How does this connect with what you know about selecting and using instructional materials?
- Effectively choosing and utilizing instructional materials hinges on your knowledge,
ensuring ease of use for us.
Reflect
1. How ready am I in selecting and developing resources/instructional materials in the
teaching-learning process?
- Thoroughly prepared and readily comprehensible for efficient learning.
2. What do I still need to learn to select and develop resources/instructional materials in

teaching effectively?
- Considering students’ interests, time constraints, and affordability when planning

instructional materials.
3. What can I do to learn more about and practice the use of resources and instructional
materials?
- I am committed to enhancing my skills through research for the development of

instructional materials.

This part allows you to synthesize or put together what you noticed, analyzed and reflected on to
come up with a possible topic to explore for action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what

problematic situation/challenges/area of improvement did I find? The careful selection of
appropriate instructional materials.
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/finding in what I read
Educators must not employ instructional
Instructional Materials in Teaching materials blindly, whether traditional or not.
It's crucial to assess these materials based on
https://study.com/learn/lesson/ various criteria, ensuring maximum
instructionalmaterials-teaching- effectiveness. Teachers should align the
components-evaluationexamples.html resources with relevant learning standards and
avoid using them merely for the sake of doing
so. The focus should be on whether the
instructional materials contribute to supporting
and enhancing student learning rather than
being a distraction. For more details, you can
visit [this
link](https://study.com/learn/lesson/instruction
almaterials-teaching-components-
evaluationexamples.html).
Teaching aids and Instructional materials: Indeed, instructional materials encompass
tools for teachers and students assessment and testing methods. These
materials, comprising any information utilized
https://cognitiontoday.com/teaching-aids- by the teacher during instruction, serve as aids
andinstructional-materials-tools-for- to facilitate the retention and learning of
teachers-andstudents/ information. Testing materials, although not
information-rich, play a crucial role in
supporting the assimilation of information,
acting as a means to that end.
What Are Examples of Instructional Adaptable instructional materials enable the

Materials? separation of content from its presentation.
Digital texts offer flexibility, allowing
https://www.reference.com/worldview/ manipulation such as enlarging words, utilizing
examples-instructional- text-to-speech converters for auditory learning,
materialsa59d523cdccf4494 and embedding clickable information. Online
resources, including downloadable open-source
materials, are also considered instructional
materials for conveying information to
students.
On what theories/principles can this problem be anchored? This problem can be viewed through a
cognitive lens, as learners exert control over their learning and actively participate in the learning
process.
3. What do I hope to achieve to address the challenge/area of improvement? What change

do I want to achieve? The accessibility of resources and instructional materials.
PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve the
problem?
- Increased emphasis on strategic planning for the selection of materials in lesson planning.
ACT
5. If you will conduct action research, what will be the title (Base this on your answers in nos.
1-3):
- The influence of the accessibility of learning resources and instructional materials on

both teachers and students.
Check for Mastery

1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or
instructional materials in terms of ___.
c. Extent of being concrete or abstract
2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to
show the illustration to the two-year-olds and showed all thirty pages of the book. Miss Violo
struggled just to finish the book because the toddlers were not focusing. Some lay on the floor
stretching; others ran around the room. Which criterion did she fail to consider in choosing a
material?
d. Developmental appropriateness
3. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful
people in business who were all males. The clips seemd to send a message that only men
succeed in the business field. Mr. Menggay did have any follow-up discussion on the clips.
Which criterion in selecting resources/materials should the teacher have considered?
b. Inclusive and free cultural bias
4. Which of the following gives the learners the most concrete experience?
a. Watching a Theater play on The Death March
5. A teachers should consider all these criteria for choosing a resource or material, EXCEPT:
b. Is the most expensive therefore the most durable
Attach pieces of evidence of what you accomplished in this episode.
Utilizing
Applications (Apps)
for Teaching and
Learning

Apps that I already know/have recently How can I utilize this in teaching – learning?
explored
A suite of online tools that allows teachers to set
assignments, have work submitted by students, to
mark, and to return graded papers. It was created as
a way to get eliminate paper in classes and to make
Google classroom digital learning possible. It was initially planned for
use with laptops in schools, such as Chromebooks,
in order to allow the teacher and students to more
efficiently share information and assignments.
Zoom, one of the best cloud video conferencing
web apps that assist you in sharing schedules,
tutoring lessons, communicating with multiple
Zoom students, and so on. You can boost students’
participation during remote learning with amazing
features like one-click content sharing, digital
whiteboarding, etc.
Edmodo lays a perfect communicative foundation
between you and the students during distance
learning. It is easy to create online collaborative
Edmodo groups, provide lesson materials, create quick
questions, share digital assignments, analyze
student performance, communicate with parents and
much more.
When compared to Power-point presentations Prezi
presentations were found to be 25% more effective.
Prezi Prezi is one of the best e-learning web apps that
provides beautiful designer templates for creating
visually stunning presentations. Using Prezi
presentations in the online classroom, you can grab
the students’ attention and keep them focused on the
lessons.
With the support of Quizlet’s free study sets, study
Quizlet modes, and in-class games you can instantly create
a highly interactive virtual classroom. This powerful
elearning web app offers several study modes that
make virtual learning effective. Furthermore, you
can use gaming activities, study reminders, learning
progress checkpoints, etc to enhance the students’
learning experiences.
Level/ Grade of the Class: 7th grade
Lesson/Topic: Modyul 1: Mga Angkop at Inaasahang Kakayahan at Kilos sa Panahon ng

Pagdadalaga at Pagbibinata
Explain why you selected the
Apps you plan to utilize in What is the use or purpose of app, based on the five criteria
the lesson. using the app. Describe how of developmental
you or the teacher will use appropriateness, motivation,
each? instructional design,
engagement and accessibility
Teachers can set assignments, I selected this app because it

have work submitted by easily accesses and also
Google classroom students, to mark, and to motivates learner to submit
return graded papers. Also, it assignment and do activities
provides digital collaboration whether it is distance learning.
to classrooms. Also, it makes teaching more
organized.
The teacher can use it to In this app learning and

group discussion because it development is observed and
can deliver lesson effectively documented because it
Google meet and safely. They are able to facilitates open
meet via google meet because communication and motivation
they can be able to see
because of the camera.
It can be used as way of It encourages students to

Messenger sharing instructional explore and gain deeper
materials for teaching and knowledge. It helps the
learning process. For teacher to lessen their burden
example, soft copy of in sending important messages
modules, videos and etc. to
or concern because they can it
help students
via group chat messages.
understand
How does this connect with that you know about selecting and using apps?
- As a prospective teacher, it’s essential to be acquainted with various apps since not
all students may have the ability to use them. Teachers should employ apps that
cater to the needs of their students, ensuring effective utilization for their benefit.
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.
- Embracing the use of apps may pose challenges, yet for aspiring teachers, adaptability is
vital. Mastering the navigation of these tools is crucial to effectively support our learners,
even when faced with the obstacles of differing student access to these applications.
Analyze
What worked well during the activity using the apps?
- Conveying knowledge and sharing information.
- What part can be improved?
- Time gap due to connection
What would you have done differently? What would I change? What will make it next time?
- I will be more creative.
How does this connect with what you know about selecting and using apps?
- As a future educator, it is essential to be acquainted with different applications,
recognizing that not all students might possess the capability to utilize them. Teachers
should opt for apps that address the specific needs of students, ensuring their effective use
for educational purposes.
Reflect
1. How ready am I organizing and using aps in the teaching-learning process?
- Feeling not entirely prepared as there is still a need to gain more knowledge about
integrating apps into the teaching-learning process.
2. What do I still need to learn in order to use aps in teaching effectively?

- I still need to learn about the potential effects of using apps on students, both positive
and negative.
3. What can I do to learn more about and practice the use of educational apps?
-I can further enhance my understanding of techniques and features related to 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 action research.
OBSERVE
1. What problematic situation/challenges/area of improvement prevailed in using aps?
- Access of students in technology.

-
Resource or Reference about the topic Key points/findings in what I read
The education industry has undergone a
Best Applications for Teachers paradigm shift. As mentioned earlier,
learning and teaching have been redefined.
https://blog.teachmint.com/applications- While it is difficult to coin a neat
forteachers/ definition for mobile applications for
teachers, a healthy one would be: “they
refer to any program, app, or technology
that can be accessed via an Internet
connection and enhance a teacher's ability
to present information and a student's
ability to access that information” Apps
that facilitate teaching and learning, that
simplifies the learning and teaching
process etc, qualify as mobile apps for
teachers.”
Educational apps are helpful in making
Educational Apps learning easy, fun, and convenient and
keeping students engaged. Whether you
https://www.digitaltrends.com/mobile/best- prefer fully online teaching or like to blend
appsfor-teachers-education/ tech and in-person learning, these apps can
help.
In this era of educational apps, technology

has revolutionized the classroom. This
Apps to Enhance Learning post highlights 10 apps to enrich learning
within or beyond the classroom.
https://www.teacherswithapps.com/10-apps- Undoubtedly, electronic gadgets provide
toenhance-learning/ unique learning opportunities, fostering
greater classroom engagement and
expanding the learning environment
beyond school boundaries. While schools
increasingly integrate technology, it’s
crucial to note that hardware is just one
aspect; teachers also require a suitable
array of apps to inspire young minds.
1. On what theories/principles can this problem can be anchored
- This issue aligns with the learning principle of organization, emphasizing that actively
organizing learning materials aids in a meaningful learning process. Similarly, when
selecting apps, it’s essential to choose ones that are suitable for both the teacher and the
learner.
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?)
- The accessibility of apps for students.

PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the
problem
-Conducting a survey among students to identify the apps they can manage to use or learn.
ACT
4. If you will conduct action research, what will be the title (Base this on your answers in nos,
1-3):
- Exploring the influence of educational apps on the learning process of the learners.
Check for Mastery

Direction: Read the questions then choose the letter of correct answer.
1. An application (app) can be described by all of the following, EXCEPT,
D. All need to be used online.
2. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She
is happy because it has a feature where she can review how each child performed and
give her information about which skills she needs to reinforce more and which skills the
children have already mastered. Teacher Ruth has considered which criteria for selecting
apps?
C. Developmental Appropriateness
3. Ms. Peralta found two apps that were both appropriate for high school students taking
Physics. They both have assessment and feedback and were quite enjoyable to play. She
can use both on a free but limited arrangement but need to choose one that the school will
purchase for premium use. She eventually selected that on that linked Physics with
everyday life like Physics and the Internet or Physics in amusement park rides. She based
her decision on which criteria for selecting apps?
D. Motivation
4. From among several apps that focused on grammar, Ms. Tayag chose the one which
helped learners gain mastery through games where players earn tokens when they
succeed. Which criteria did Ms. Tayag consider?
B. Motivation
5. The Pedagogy Wheel can help teachers chose apps by all, EXCEPT,
A. It helps teachers identify apps for different grade level of the learners.
The
Utilizing Learning
Management
Systems
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
Geyo
Seasaw
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?
• Create and distribute assignments • I used it in terms of submitting

and activities activities and assignments.
• Share files
• Grade activities and assessments
Notice
After you participated or assisted in the LMS, describe what you observed and experienced by
answering the items below.
2. Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?
- This collection of online tools enables teachers to assign, receive, grade, and return student work
digitally, aiming to eliminate the need for paper in classrooms and facilitate digital learning.
Originally designed for use with laptops like Chromebooks in schools, it enhances the efficiency of
information and assignment sharing between teachers and students.
• 3. How was the content taught or delivered? How were the learning activities arranged?
What strategies did the teacher or you use to help students attain the
objectives/outcomes?
• The content was effectively delivered, and the learning activities were well-organized. The
teacher included only essential details, allowing students to concentrate on the specific
outcomes or learning objectives they need to achieve.
4. What was your experience in participating and assisting?

• I’ve had a positive experience as it’s user-friendly and easy to learn.
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?
• Organizing the activities and files
2. How did the teacher/or you use the LMS to implement the strategies/activities planned?
• The teacher can share different learning resources and makes learning easier by attaching
videos
Reflect
4. How ready am I organizing and using an LMS?
• I am ready in using an LMS but I still have to learn more about using and organizing LMS.
5. Enumerate the knowledge, skills and attitudes you already have to organize your virtual
learning environment and use an LMS:
Content: I can provide easily accessible information using the Learning

Management System (LMS).
Pedagogical: I am knowledgeable about guiding individuals in using the

Learning Management System (LMS).
Technological: I am adept at planning the selection of suitable

Learning Management Systems (LMS) to ensure a successful learning
process.
6. What do you still need to learn in order to use the LMS effectively?
• I still need to learn about using it effectively and also the techniques.

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for action research.
OBSERVE
6. What problematic situation/challenges/area of improvement did you see while you
participated and assisted using an LMS?
• Effectiveness of Leaning Management Systems to the students
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
https://www.wgu.edu/blog/guide- Learning can be challenging and is always

learningmanagement-systems-lms2206.html limited by time. Learning management
systems make the process of learning more
efficient. They’re designed to optimize
learning and hone the talents of an
organization's employees or an educational
institution’s students.
https://www.teacherph.com/deped- The Department of Education (DepEd) is
learningmanagement-system-lms-electronic- preparing to release a Learning
selflearning-modules/ Management System (LMS) that can be
used by teachers and learners who would
like to adopt online classes as the modality
by which learning would be delivered. The
LMS is a software that will allow teachers
to create virtual classes where they can
assign the activities that the learners need to
go through, monitor if the activities have
been completed, grade submissions, and
conduct online quizzes to assess
comprehension in conditions where face-to-
face classes are not allowed. The LMS will
work hand-in-hand with the DepEd
Commons to benefit the more than 8 million
learners who are already accessing the
platform.
https://depedtambayan.net/deped- The Department of Education (DepEd)

learningmanagement-system-lms/ Learning Management System (LMS) is a
software application or web-based
technology used to plan, implement, and
assess a specific learning process. It is
currently used by DepEd in its
implementation for its nationwide activities,
such as trainings, asynchronous seminars,
etc. Courses are made in the system that can
be configured to the type or mode of its
access. It is security wise that only
authorized user can access the platform. In
other words, LMS is a breakthrough in
teaching and learning. It supports efficient
distribution of materials, provides a number
of communication options, and produces a
variety of formats.
On what theories/principles can this problem be anchored?

• SAMR model, it is a framework created by Dr. Ruben Puentedura. SAMR model is
designed to help educators infuse technology such as use of apps into teaching and
learning.
REFLECT
What do I hope to address - the problem/challenge/area of improvement in LMS use? What
change do you want to achieve?)
• In improving this, the teachers should have the balance in using the LMS because it allows
to facilitate and provide learners with more options in their learning process.
PLAN
What strategies/solutions/means can you employ to improve the situation/solve the problem?
• The school itself should assist and supports the students as well as teachers in using LMS.
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos, 1-3):
• Impact of Learning Management Systems to the students and teachers

Check for Mastery
Direction: Read the following questions then select the letter of correct answer.
1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national larders. He is utilizing
his C. Technological Pedagogical Knowledge (TPK)
2. Ms. Del Rosario s careful to match the learning outcomes with the content and activities
she is going to do. She also sees to it that the assessment measures the attainment of the
learning outcomes. She is using her A. Pedagogical Content Knowledge (PCK)
3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the
topic she and her students are exploring. She is using A. Technological Content
Knowledge (TCK)
4. All are true about learning management systems, EXCEPT, A. Microsoft office is an
example of this
5. Through the LMS, the teacher can do the following tasks, EXCEPT, D. Meet students
face to face
Utilizing Web-
Conferencing Apps
for Synchronous
e-learning
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 Not used.
Microphone icon on/off It is on when the students are being asked or
wants to recite and it is off when they are not
allowed to talk.
Camera icon on/off Yes, it is required when taking attendance and
during reporting
Screen share It was used when teacher present the lesson.
Reaction buttons It was used also in taking participation in
class.
Spotlight Not used.
View (using different views) Not used.
Polling Not used.
Recording Recorded videos used also to understand more
about the learning concepts.
Screenshots It is used for proof of attendance and also,
they used it when saving information that
presented in the class
7. 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?
• Teacher is very flexible when it comes to teaching process. After the lesson they gave soft
copies of the lesson that can enable students to study again if they didn’t catch up because
of the internet connection.
8. What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
• It is hard to facilitate and assist in synchronous classes because of the internet connection.
Analyze
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?
• The apps should be low percentage of gigabyte
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
• The teacher knows what activity should be utilize and it gives additional information
about the lesson.
Social Presence
• Teacher uses also messenger to ask students progress because messenger is easily to used.
Cognitive Presence
• Teacher always motivate students and ensures students to learn effectively.
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?
• The low internet connection is one of the challenged I encounter. It can affect the
learning process of the students.
Reflect
1. How ready are you in teaching an online synchronous class?
• Not adequately prepared.
2. Using a web-conferencing app, how else would you better establish:
Teaching presence
- Offer additional methods to seek information and understanding about the lesson.
Social Presence
• Employing a different application to build a professional relationship with students.
Cognitive Presence
- Assessing learning outcomes using a different application.
3. What do you still need to learn in order to conduct an online synchronous class using a
web-conferencing app effectively?
- Introducing an alternative method to convey knowledge to students.

This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
come up with a possible topic for 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

https://www.nyu.edu/faculty/teaching-and- Web conferencing proves valuable in
learningresources/strategies-for-teaching-withtech/ fostering interactive learning and
instructional-video-and-webconferencing/benefits-of- student-centered teaching within a
teaching-with-webconferencing.html collaborative virtual environment.
Group projects can incorporate case
studies, role plays, or process-oriented
guided inquiry strategies.
https://technolingualteacher.com/web-conferencing/ Web conferencing applications, such as

Skype or Google Hangouts, facilitate
real-time virtual meetings between you
and your students. Conduct live
video/audio sessions, communicate
through the chat box, record meetings,
schedule virtual office hours, and even
administer speaking tests remotely.
The future of education is increasingly

https://www.educatorstechnology.com/2012/07/ leaning towards hybrid education, a
great7-web-conferencing-tools-for.html reality emphasized more than ever.
The widespread disruptions caused by
the current pandemic led to a
significant shift towards online
platforms. This transition was
particularly evident in education,
where teachers and educators were
abruptly compelled to move their
work to the cloud.
On what theory/principles can this problem be anchored?
• . the SAMR model, developed by Dr. Ruben Puentedura, serves as a framework

to guide educators in integrating technology, including the use of apps, into
teaching and learning.
REFLECT
What do I hope to address the problem/challenge/area improvement in web of

conferencing app use? What change do you want to achieve?
• The app should be low storage so mid range phone can access it.
PLAN
2. If you will conduct action research, what will be the title (Base this on your answers in
nos. 1-3):
• Identify the factors influencing the utilization of web conferencing applications.
ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?
• Explore the students’ perspectives on the use of web conferencing applications.
Check for Mastery

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

cognitive presence consistently, she is adhering to the model of
B. Community of Inquiry.
Assessing FOR,
AS and OF
Learning
Notice
Analyze
• Did the formative assessment tasks help students master what they were expected to
learn?
• Yes, the formative assessments help students to master learnings int the subject.
• Was students' response to formative assessment exercises favorable or unfavorable?
Why?
• It is favorable because the students respond well to the given assessment and the result
are good.
• Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
• Yes, because they can now assess their learnings that they attained during the process of
learning.
• What was the effect of students assessing their own progress on their motivation to learn?
• They are learning how to realize and analyze their own learning in the lesson.
Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?
• Students won’t be aware if their learning is sufficient, and it becomes challenging to
ascertain their understanding of the lesson.

1. One thing that went well in the development use /administration of formative assessment
tasks (assessment for learning) Do the students participate and comprehend effectively?
2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is Certain students struggle to comprehend
questions effectively.
3. One good thing observed in students' self-assessment (assessment as learning) is They
possess ideas and know what to express.
4. One thing in students' self-assessment (assessment as learning) that needs improvement
based on what were observed is They are adept at organizing their ideas.
REFLECT
The formative assessment activities went well because The students exhibit good
cooperation, and the teacher conducts assessments effectively.
The formative assessment activities process did not go well because Certain students face
difficulty in comprehension, necessitating the teacher to repeatedly provide explanations
and clarifications for the questions.
For the students, self-assessment worked because They possess the ability to engage in
self-reflection.
To optimize the effectiveness of formative and self-assessment processes in facilitating student

learning, I will research and learn from best practices employed by others in delivering
assessments to students.
ACT
- To optimize the effectiveness of formative and self-assessment processes in facilitating

student learning, I will research and learn from best practices employed by others in delivering
assessments to students.
PLAN
To help improve formative and self-assessment practices, I plan to conduct action
research on
Evaluate the impact of formative assessments on student learning and progress.
Check for Mastery
Direction: Read each of the following then choose the letter of the correct answer
1. Assessment for learning refers to assessment that teachers give during instruction to ensure that
the intended learning outcomes are attained. Is the statement true?
A. Yes
2. A student monitors his own progress in relation to learning targets which he has set for
himself. Under which types of assessment does this fall?
C. Assessment as learning
3. To finally determine how well students have attained the learning outcomes by grading, in
which type of assessments is teacher engaged?
B. Assessment of learning
4. To ensure attainment of learning outcomes, which can teacher do in the process of instruction?
D. Do peer tutorial
5. Which is/are most likely the effect/s of self-assessment and formative assessment?
I. High percentage of students with passing grades

II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only
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,
Using Traditional and
Authentic Types of
Assessment for
Formative and
Summative Purposes
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?
- Yes, well-aligned
2. Did teacher make use of both traditional and authentic assessment tasks?
- Indeed, they incorporate both traditional and authentic assessment tasks.
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
- Yes
4. Were the assessment tasks for formative purposes also used for summative purposes? Why
or why not?
- No, as they do not offer useful feedback.
5. Where were assessment results students better – in the results of traditional or authentic
assessment?
- Authentic assessments prove superior as they hold greater validity, especially when
demanding higher-order thinking skills.
6. Which assessment activity/ activities did the students like more? like least? Why?
- Quizzes are considered less effective as information can be transferable. Students prefer
performance tasks as they allow a direct demonstration of their learning.
Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?
- Use effective and many methods in assessments.
Observe
1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are the methods and strategies.
2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are none.
Reflect
This part of the assessment process went well because the type of assessment is effective.
This part of the assessment process did not go well because some students failed in the
assessment.
Act
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on improving assessments in the class. Plan
To help improve assessment practice, I would like to conduct action research on Effectiveness of
Traditional Assessment in evaluating the learners.
Check for Mastery

Direction: Select the letter of the correct answer.
1. Teacher C made her students write a paragraph about their favorite food to check their ability
to pronounce words correctly, her intended learning outcome. Is the assessment task aligned
with the assessment tasked?
A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with a
concrete example.” Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand.
B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is a completion test: _____________ is an example of an invertebrate. Is the completion
test in accordance with the principles of test construction?
A. Yes
B. Somewhat
C. No
D. Yes, it is specific
4. For the course on Practice Teaching/ Teaching Internship, the College Supervisor of student
teachers required each student intern to compile his/ her lesson plans with comments from
their Cooperating Teacher and to write their reflections and lessons learned. Which type of
assessment are the student interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did Teacher use to assess her students’
work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
Grading and
Reporting
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:
- 1. Evaluate test scores and calculate grades.
- 2. Get ready for Parent-Teacher Conference (PTC).
- 3. Address questions and address any concerns raised during the PTC.
Analyze
1. What are the teaching implications of the students’ test scores and grades?
- Assessment evaluations result in test scores and grades, offering insights
into students’ feedback on the lesson.
2. In what subjects did students perform best? Poorest?
- Math and English showed the lowest performance, whereas Values
emerged as the strongest subject.
3. How was the PTC attendance of parents and guardians? What does this imply?
- Effective communication and comprehensive discussions of important
issues contribute to the success of Parent-Teacher Conference attendance.
4. What parents/guardians’/comments were most common during Card-Giving Day?
- Parents show happiness when they receive information about their child’s
development and progress.
Reflect
What personal message do I get from these students’ scores, grades and parents’/guardians’ PTC
attendance and comments?
- The teacher effectively communicated the grades attained in
assessments, activities, and overall performance to both students and parents. Develop
prompts for action research based on this scenario.
OBSERVE
1. One good thing that I observe in scoring/grading/Parents-Teachers Conference Was
everything properly organized?
2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was A
few parents may be unable to attend the conference.
REFLECT
The scoring/grading/Parents-Teachers Conference went well because they cooperated well.
The scoring/grading/Parents-Teachers Conference did not go well because Certain students may
not have the presence of their parents during the conference.
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 … Guidance for enhancing
parental collaboration regarding their child’s education includes promoting open communication,
organizing informative sessions, and offering regular updates on the child’s progress. Creating a
supportive and collaborative environment through shared goals and mutual understanding is
crucial for improving parents’ cooperation in their child’s educational experience.
PLAN
To enhance scoring, grading methods, and the implementation of Parent-Teacher Conferences
(PTC), I aim to conduct action research on the collaborative efforts of teachers and parents in
advancing student improvement.
Check for Mastery
Direction: Select the letter of the correct answer.

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

I. Blame the student for failure.
II. Compare a student’s grade with one who performed better and one who performed
worse.
III. Show students’ performance and assure the parent of child’s passing.
A.............................................................................................................................................
B............................................................................................................................................
C..........................................................................................................................................
D. I, II and III

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The Teacher

• Students’ comments, facial expression, gestures and behavior in class

2. Are these competencies limited only to professional competencies?

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

Participate and Assist

List of Completed Action Research Titles Author/ Authors

Ex. Differentiated Instruction in Teaching English

1. Improvement of Reading Comprehension

2. Improvement of Students Academic Andrea Luz S. Englis

3. Project IRI: Increasing Reading Level of Brenda L. Pasquil

4. Enhancement of Learners’ Reading and Randy D. Dunque

4. Enhancement of Learners’ Reading and

5. Enrichment of Learners’ Reading

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

From the title, I think, the study aims to improve the

Key Questions My Answer

✓ By co-researching with my mentor

Write Action Research Prompts

The researcher discovered that Grade III

My project centers on enhancing Reading

The research delved into the PHIL-IRI

Write Action Research Prompts

Participate And Assist

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

- Learning tasks can improve comprehension because it helps student’s attention on

Can you identify, Miss Fely’s problem?

What solution can solve Miss Fely’s problem? -

Write Action Research Prompts

What problematic situation prevails in the classroom?

What changes do you want to achieve?

What strategies will you use to improve the situation?

Check for Mastery

Problematic Situations Probable Solutions/Actions

F 1. Connectivity for On-line learning A. Rearrange classroom setting

D 2. Disruptive Classroom behavior B. Maximize use of varied instructional

B 3. Poor interest and motivation C. Regular parent-teachers circles

C 4. Parental non-involvement D. Use of rewards

A 5. At risk-students E. Group studies and Study Buddies

F. Use of flexible learning

G. Silent Reading Exercises

Improving Reading Comprehension through the Use of Higher Order Thinking

II. Author/s: Noel R. Dauran

strategies the whole class, small group, and independent practice.

IV. Identify the Problem in the Study

Participate and Assist

1. Bulletin Board Display

- In an educational environment, a bulletin board holds significance. It serves various

3. Checking class attendance in a virtual classroom (i.e., google meet or zoom)

In an online classroom, teachers commonly take attendance as they would in a physical

- The designs and content

• Does it help in the learning process? Yes

• Can you describe?

Based on my noticing and analysis, I realized that

Write Action Research Prompts

Check for Mastery

Choose the best answer from the options given.

4. Which of the two kinds of learning environment encourages independence and

5. Of on-line or virtual learning environment is not applicable, the traditional face-to-face or

“My Conducive Learning Environment”

As a future teacher, I aim to create an optimal learning environment. This involves