PARTICIPATE AND ASSIST

Level/Grade of the Class: 10

Subject: Science

Lesson or Topic: Mirrors and Lenses

Lesson objectives/learning outcomes:

At the end of the lesson, the students are expected to:

1. differentiate real image from virtual image

2. describe the location, size, orientation and the kind of images formed by curved mirrors and lenses

3. apply the concepts of curved mirrors and lenses

Which LMS did the teacher use:

Google Classroom

What components or parts were present in the LMS Under these components or parts, what task did you
used by the teacher? participate/assist in?
Stream/dashboard Posting of PowerPoint presentation, files, videos,
and links for the lesson, the checking of attendance,
and posting updates/important information
pertaining to that class.
Classwork Assigning work like assignments, quiz, question,
posting materials, and adding topic. This is where I
assist the teacher in checking the students who
submitted and turned in their works and who hasn’t
attached their works yet.
People I participated in adding students to the class.
Grades Assisted in viewing and managing the grades. Also
helped checking students who haven’t turned in
their answers or those students who has incomplete
grades or scores.

NOTICE

1. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?

Google Classroom is a Google-developed education platform that makes it easier for educators to deliver
virtual lessons. The Google Classrooms workspace has four main areas that students will see. While
teachers have access to all of the tools in the background, the interface for students is focused on the
information they require. There are four major headers across the top of the page: Stream, Classwork,
People, and Grades.

2. How was the content taught or delivered? How were the learning activities arranged? What strategies
did the teacher or you used to help students attain the objectives/outcomes?

Educators use its features in a variety of ways because it's a fairly flexible platform. Some teachers use
Google Meet as a videoconferencing solution when teaching or delivering lessons. Teachers can set up
video meetings from within Google Classroom for live, or "synchronous," instruction because Google
Classroom integrates with Google Meet. Some teachers use the Stream to create online discussion boards
for their classes, where students can ask questions and comment on each other's posts. These discussion
boards can boost class participation and give students a better chance to have their voices heard (or read)
by the rest of the class. Teachers and students can share other types of media, such as images, links to
websites, YouTube videos, and screencasts, to make learning with digital content more dynamic for
students. To meet the learning objectives, the teacher should incorporate additional apps and websites that
can be used to more effectively and sustainably explain the lesson.

3. What was your experience in participating and assisting?

I learned how the teacher delivers her lessons without the physical interaction by participating in and
assisting a virtual class. The teacher communicates with her students using Google Classroom, and she
also uses Google Meet to deliver her lessons in real time. I was astounded by how engaged students were
in class, despite the fact that we were in a borderless classroom. As a result of this experience, I am more
familiar with the components of the app we used for the online teaching and learning process.

ANALYZE

1. What do you think are the best features of the LMS that the teacher used? How these features help the
students learn the content?

The hundreds of external apps and websites that integrate with Google Classroom are probably the best
feature of the LMS that the teacher used. Integration of other edtech tools can be a way to streamline
instruction when using Google Classroom extensively. Educators can invite up to 250 people to a
Hangout call, and up to 100,000 people can watch it live. Meetings or lectures can be recorded and
viewed later by students who were unable to attend the live session. Live classes provide an excellent
opportunity for educators and students to interact. They also allow the teacher to do a quick check-in and
go over the instructions. Learners can also ask questions or seek assistance with an assignment.
2. How did the teacher/you use the LMS to implement the strategies/activities planned?

To implement the activities planned, the teacher used the Stream in the Google classroom where she can
assign assignments, quizzes, question, adding materials, posting links, images, and videos.

3. How did this connect with what you know about LMS and TPACK?

LMS like Google classroom is a course organizer software where it helps teachers plan, create, manage,
and deliver online education programs while TPACK, or Technological Pedagogical Content Knowledge,
is a model that helps teachers consider how their knowledge domains intersect in order to effectively
teach and engage students with technology.

4. What problem or challenges did the teacher/you or the students encounter in working with the LMS?
How did it/they affect the teacher/learners? What part/s of the LMS do you think can still be improved?
How can this/these be improved?

Because of application maintenance or troubleshooting, there are times when I am unable to attach files or
turn in my work on Google Classroom. It could have an impact on the teacher and students because
students won't be able to attach their work while maintenance is being performed, and what if it is
restored after the deadline? If the system is down and maintenance is unpredictable, the teacher will be
unable to post updates in the dashboard. If there is one feature on the LMS that could be improved, it is
most likely the scheduling feature. It will be expanded to allow for unlimited scheduling of work
assignments or posting to Google Classroom in general to multiple classrooms. As we all know, we can
only schedule work from one class at a time. Expanding this feature would be a huge time saver.

REFLECT

1. How ready are you in organizing and using an LMS?

I’m still practicing and developing my skills in using other LMS as a platform for teaching and learning. I
think it’s best to familiarized first all its features to be able to execute well and know how and when to
use it in delivering the lesson.

2. Enumerate the knowledge, skills, and attitudes you already have to organize your virtual learning
environment and use an LMs\S:

Content: I have mastery and understanding of the content that I will teach. I have skills in communicating
and relaying the information or lesson to the students. I know how to incorporate values in the lesson
which students can benefit with and relate the lesson with the real-world scenario.
Pedagogical: I know how to facilitate the teaching-learning process by having the set of instructional
strategies, methods, and techniques. I also have the skills on how to find the most effective and
resourceful way of teaching where students learn best.

Technological: I have knowledge on what digital tools available, the skills in selecting the most
applicable and appropriate ICT tools and instructional materials by considering the 5 principles, and
appreciate the importance of the tools in learning as well as its ethical use.

3. What do you still need to learn in order to use the LMS effectively?

I have to master its entire features and components to apply it in the teaching and learning process to have
an organized virtual learning environment as well as demonstrating the skills in using a learning
management system as a platform for teaching and learning.

WRITE AR PROMPTS

OBSERVE

1. What problematic situation / challenges / area of improvement did you see while you participated and
assisted using an LMS?

Because it necessitates an internet connection, it proves to be an almost impractical modality in poor or

developing countries, where a large percentage of the population lacks access to Internet, mobile phone,
or electronic device providers. Most online learning systems require learner access to high-speed
bandwidth for optimal systems performance and functionality. It has become increasingly difficult to
access and participate in the media and interactive-rich learning systems typically encountered in today’s
online classroom

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

Greten. (2020) What is LMS server latency, and
how it affects your elearning? Ititser RSS.
Retrieved January 19, 2022, from
https://www.ititser.com/what-is-lms-server-
latency-and-how-it-affects-your-elearning/
The term server latency refers to the amount of
time it takes for a signal to travel from the user's
device to the server and vice versa. Server latency
is an essential consideration in developing websites
and web-based applications. Typically expressed in
milliseconds, it depends on several factors such as
the number of files requested by the browser or
app, the number of users accessing the website or
app at once, and the physical distance between the

Mackie, K. (n.d.). Low bandwidth teaching and
learning. Low Bandwidth Teaching and
Learning. Retrieved January 19, 2022, from
https://ecampusontario.pressbooks.pub/kyle
mackie/chapter/optimizing-files-to-help-
lower-the-bandwidth/
Gierdowski , D. C. (2021). Student experiences
with connectivity and technology in the
pandemic. Educause.edu. Retrieved January
19, 2022, from
https://www.educause.edu/ecar/research-
publications/2021/student-experiences-with-
connectivity-and-technology-in-the-
pandemic/introduction-and-key-findings
user and the server.
Shifting to remote teaching and learning brings
with it a number of considerations and challenges.
If learners are able to connect to free/institutional
networks (e.g., from local libraries, or on-campus
student work areas), they will likely be able to
access a safe, reliable, and robust internet
connection. However, if these learners are relying
on home-based connections, these will likely have
a slower speed connection, and their service may
be shared with others in their house (for work, or
education, or entertainment).
Many students struggle with reliable internet
access, but those with unstable housing situations
struggle the most. Students have limited options
away from home for an internet connection, and
even then they may need to get creative. Some
students go to great lengths in search of a stable
Wi-Fi connection, while others don't have the
option to go elsewhere and must do without if their
service is disrupted.

On what theory/principles can this problem be anchored?

Self-determination theory is instrumental in explaining the motivational components of problematic

Internet use, and their relationship is mediated by psychological distress. Needs satisfaction was
significantly and negatively associated with psychological distress, which itself was significantly and
positively associated with problematic Internet use.

REFLECT

1. What do I hope to address – the problem/challenge/area of improvement in LMS use? What change do
you want to achieve?

In order for the instructor to participate fully in these learning systems, they must also have immediate
and ready access to broadband. The "timelessness" of the online classroom allows for teaching and
learning at any time and from any location. Classroom activities are no longer limited to a set schedule of
class meetings. The instructor may interact with their students on a continuous basis from early morning
to late evening hours for the asynchronous online activities.
PLAN

2. What strategies/solution/means can you employ to improve the situation/solve the problem?

Conduct usability tests of the system and collect feedback about how it can be improved even further.
Also, gather input and recommendations for improving the actual content as well. We can approach our
colleagues, some experts on the field of teaching especially in the use of ICT, and we can research and
browse techniques on how to improve the use of LMS considering the TPACK model.

ACT

3. If you will conduct an action research, what will be the title (base this on your answers in nos. 1-3)

Review of Prevailing Trends, Barriers and Future Perspectives of Learning Management Systems