EDUC 302- Field Study 2 Participation and Assistantship

Learning Episode 6: Delivering My Lessons

Date: October 25, 2023

School: Maliwalo National High School
Grade/Year Level: Grade 12
Subject Area: Creative Nonfiction
Resource Teacher: Ms. Kimberly Anne M. Mercado
Teacher’s Signature:

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.
Events of Strategies and Activities Used Learning Resources/Materials
Instructions

 Preparatory Activity (Icebreaker)  PowerPoint Presentation of

 Online game “Would you rather”
 Duck Race (animation)
1. Gaining
 https://www.niu.edu/citl/
Attention
resources/guides/instructional-
guide/gagnes-nine-events-of-
instruction.shtml
Preparation

 PowerPoint Presentation (text)

2. Informing  Reading the learning objectives  https://www.niu.edu/citl/
Learning before proceeding to the lesson resources/guides/instructional-
Objectives proper guide/gagnes-nine-events-of-
instruction.shtml

 Asking the students what they  Online game

learned on the previous discussion  https://www.niu.edu/citl/
3. Stimulating  Sharing my personal experience resources/guides/instructional-
Recall of Prior and asking them as well of their guide/gagnes-nine-events-of-
Learning own experiences instruction.shtml
 Relating previous topics to the
current lesson

 Starting from the common elements

 PowerPoint Presentation
of nonfiction with examples in
 Lectures
between every elements to
4. Presenting the  https://www.niu.edu/citl/
increase understanding of the
Content resources/guides/instructional-
lesson to the 5Rs of creative
guide/gagnes-nine-events-of-
nonfiction and examples about it as
Instruction and Practice

instruction.shtml
well

 Concrete examples of how to apply

 PowerPoint Presentation
the following terminologies I
 https://www.niu.edu/citl/
5. Providing explained and asking them of their
resources/guides/instructional-
Learning Guides personal experience and I
guide/gagnes-nine-events-of-
explained how it relates to the
instruction.shtml
lesson

6. Eliciting
Performance  A brief exercise explaining the  PPT
EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons

importance of each elements to  Printed materials (article about

writing creative nonfiction text
 Giving them an application activity 
to gauge their learning
Newyork City)
https://www.niu.edu/citl/
resources/guides/instructional-
guide/gagnes-nine-events-of-
instruction.shtml

 Following a given criteria to ensure  Rubric

fair feedback  https://www.niu.edu/citl/
7. Providing
resources/guides/instructional-
Feedback
guide/gagnes-nine-events-of-
instruction.shtml

 PowerPoint Presentation
 https://www.niu.edu/citl/
8. Assessing  Giving formative and summative
resources/guides/instructional-
Performance assessment.
guide/gagnes-nine-events-of-
instruction.shtml
Assessment and
Transfer

 Giving them real-life examples,  Pen and paper

relating the lesson to their personal  https://www.niu.edu/citl/
experiences, and giving them a resources/guides/instructional-
9. Enhancing
take-home activity (they need to guide/gagnes-nine-events-of-
Retention /
write a short essay about their instruction.shtml
Transferring of
memorable experience and explain
Learning
why they used the elements and
5Rs of creative nonfiction utilized in
the text).

1. Using Robert Gagne’s Nine Events of Instruction, what did you notice in the following
segments of learning:

• How did the students react to the activities to arouse their interest?
• Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
• How did the new learnings relate with what they really know?
• Did you notice some students who needed assistance? What did you do?
• Did the students find difficulty in applying the theories / concepts learned to real life?
• How did your students react to your feedback?
• What pieces of evidence can prove that the students had retention of learning?

2. Record your answers below.

 The students reacted enthusiastically upon incorporating the online game into the lesson proper
since it is new to them and it managed to pique their interest. The questions I asked, as well as the
personal experiences I shared that are connected to the lesson likewise made the discussion more
engaging and lively.
 Since I established routines and procedures before proceeding to the next part of the lesson plan,
the students listened well to my discussion of the desired learning outcomes.
 The students can relate to the current topic since I did everything in my power to ask them about
their personal experiences, as well as relate it to the topic they already know.
 Every time there’s something to read, I ask my students to read it. That way, I was able to see that
some of them still don’t know how to read well. Therefore, I helped them pronounce the words they
EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons

could not correctly pronounce. Further, if one of the students I asked to recite could not answer the
question, I allowed them to call for a friend. On top of that, I helped them express themselves well by
giving them hints of the words they may use to explain what they’re trying to say.
 Fortunately, my patience and hard work paid off, so my students managed to apply the lesson I
taught them.
 The students react positively to my feedback.
 The students’ scores in their application activity, recitation, and evaluation, are the evidence of their
learning.

After planning your lesson(s) you may be requested by your Resource Teacher to deliver the
lesson(s). Your Resource Teacher will use a classroom observation sheet to evaluate the
delivery of your lesson(s).
Schools use different tools in rating classroom/online observations.
Below is an example of an observation form/sheet.
Areas of Strengths Areas of Improvement
1. Subject Matter Content
• Demonstrates depth and  Permitted the learners to  Making the students deliver
breadth of the subject matter take part in the subject their answer in straight
• Shows mastery of the subject matter English since the subject
matter.  Allowed the learners to read, taught is Creative Nonfiction.
share their thought and  Increase student
opinions. participation by having them
 Allowed the learners to share recite on their own instead of
their personal experiences conducting an activity to
and relate it to the lesson. have students answer your
 The learners answered the question.
questions asked with a
demonstration of their
mastery of the lesson.

2. Organization of the Lesson

• Presents subject matter
sequentially and logically
• States clear learning
outcomes
• Synthesizes main points
• Meets class at scheduled
time
• Regularly monitors
classroom on-line course.
3. Rapport / Interaction with
the Students
• Holds interests of students
• Is respectful, fair, and
impartial
• Provides immediate feedback
• Encourages active
participation
• Interacts with students
• Shows enthusiasm
 Enabled learners to answer  Consider the allotted time
questions. since the whole duration of
 Enabled learners to express lesson did not meet the
themselves. given time.
 Demonstrated adequate
classroom routines and
procedures.
 Asked the students of their  Address the needs of
personal experiences, their disabled student.
interests, and hobbies.
 Provided several examples
of the topic to increase
learners’ retention of the
lesson.
 Interact with the learners by
sharing her personal
experience.
 Allowed the learners to raise
questions and clarifications.
 Encouraged the learners to
answer questions by giving
rewards.
EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons
4. Teaching Methods and
Strategies
• Utilizes relevant teaching
methods/strategies
• Uses learning aids, materials,
and technology
• Employs cooperative/group
involvement in the class
• Uses examples that are
simples, clear, precise, and
appropriate
• Stays focused on and meets
stated learning outcomes
5. Presentation of the lesson
• Establishes an environment
conducive to learning
• Maintains eye contact
• Uses a clear voice, strong
projection, proper
enunciation
• Has a good command of the
language
• Uses language within the
students level
6. Classroom Management
• Begins and end classes on
time
• Uses time wisely
• Attends to course interaction
• Demonstrates leadership
ability; maintains discipline
and control
• Maintains effective eplatform
management
7. Sensitivity to Students’
Needs
• Exhibits sensitivity to
students’ personal culture,
gender differences and
disabilities
• Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support / Assistance to
Students
• Assists students with
academic problems
• Clarifies points in the lessons
which are not clear to the
students
• Allots time for questions /
comments
 Prepared an interactive  Increase student
powerpoint presentation. participation by having them
 Prepared an online game. recite on their own instead of
 Gave learners an article they conducting an activity to
will read. have students answer your
 Provided clear examples of question.
the lesson.  Think of other fun activities
 Explained how they can you can execute in your
apply the terminologies classroom.
discussed in real-life
scenario.
 Made the classroom  Making the students deliver
atmosphere light and lively. their answer in straight
 Maintained eye contact with English since the subject
students when they recite taught is Creative Nonfiction.
and during discussion.
 Have a well-modulated voice
that can be heard throughout
the classroom.
 Utilized code-mixing to
increase learners’
comprehension.
 Started the class on time,  Manage the time well, so
 Executed classroom that the lesson can be
management by establishing delivered strictly within the
appropriate routines and given time frame.
procedures.
 Taught the learners to be
participative and
cooperative.
 Permitted the learners to  Improve student-teacher
share their feelings and relationship.
thoughts in class.
 Entertained the learners by
empathizing with them.
 Utilized the appropriate tone
of voice.
 Made the learners
comfortable in the teacher’s
presence.
 If a learner is absent, ask  Know when to address their
his/her close friends why bad behavior and provide
she/he is absent. constructive criticism.
 If a learner is absent for a
long time, message his/her
guardian.
 Tell students that they can
rely to you if they have
problems.
EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons

9. Personal Competencies
• Shows self-confidence
• Maintains professional
distance and professional
appearance
 Presentable at all times.  Students should know when
 Maintains a clean and to tell and not tell jokes.
aesthetic physical
appearance.
 Establish a boundary.
 Maintains mutual respect.

Overall impression of teaching effectiveness:

 It is said that for the members to be responsible and disciplined, the leader must be the first one to
act upon her rules for her members to follow. Hence, the teachers’ punctuality, presentability, and
other positive traits encourage the students to be prepared, presentable, and punctual as well. The
teacher's demonstration of a positive and lively attitude is essential since it enables her to be
organized perform her everyday classroom routines, avoid missing out on some of the activities she
prepared for the class, and make her students comfortable in her presence. The teacher's positive
upbringing becomes the leading light for the students to follow. This way, classroom discipline is
established as teachers set the mood for being organized and reliable.

OBSERVE

The problems/challenges I encountered in delivering my lesson

 Time

 Class participation

 Student comprehension

 Student difficulty speaking in English

REFLECT

I hope to achieve to address these problems and challenges by:

 Incorporating more engaging activities

 Collaborative work

 Delivering the lesson in a more concise manner

 Utilizing audiobooks

Some strategies/solutions/means that I can employ to improve these situation/ problems

 Searching for engaging class activities

 Thinking of fun group activities

 Having a concise but comprehensive discussion

EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons

 Encourage students to listen to audiobooks to increase English proficiency

The possible title of my action research on this episode is:

 “Audiobooks as Teaching-Learning Material: Enhancing Students’ English Proficiency”

To further enrich my knowledge on delivering my instruction in remote learning, these

are some of the online resources which will help me in these activities. (include books,
websites, journal articles, web articles, videos, etc.)
 Using Audio Books to Improve Reading and Academic Performance.
https://files.eric.ed.gov/fulltext/ED505947.pdf
 5 Essential Teaching Strategies to Deliver an Effective Lesson.
https://www.teachhub.com/teaching-strategies/2015/09/5-essential-teaching-strategies-to-
deliver-an-effective-lesson/
 III. Lesson Delivery - Chapter 7 - Lecturing Effectively.
https://valenciacollege.edu/faculty/development/courses-resources/documents/
lessondeliveryeffectivelectures.pdf

Evaluate Your Work Task Field Study 2, Episode 6: Delivering My Lesson Plans

Name of FS Student: Nicolette Rein S. Pereras

EDUC 302- Field Study 2 Participation and Assistantship
Learning Episode 6: Delivering My Lessons

Year & Section: BSED ENGLISH 4-1

Date Submitted: October 25, 2023

Score:

Learning Episode Excellent Very Satisfactory Satisfactory Needs

Improvement
5 4 3 2

Accomplished All observation One to two observation Three observation Four or more
Observation Sheet question/tasks questions/task not questions/tasks not observation
completely answered/ answered/ answered/ questions/ task not
accomplished. accomplished. accomplished. answered/
accomplished.

Analysis and All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observation questions
Reflection
answers are with answers are clearly answers are not clearly were not answered;
depth and are connected to theories; connected to theories; answers are not
thoroughly grounded grammar and spelling one (1) to three (3) connected to
on theories; grammar are free from errors. grammatical/ spelling theories; more than
and spelling are free Clear but lacks depth; errors. four (4) grammatical/
from errors. supported by what Not so clear and spelling errors.
Profound and clear; were observed and shallow; somewhat Unclear and shallow;
supported by what analyzed supported by what rarely supported by
were observe and were observed and what were observed
analyzed analyzed and analyzed.

Action Research All questions were All questions were One or two questions Three or more
answered completely; answered completely; were not answered; questions were not
Prompts
Answers are reflected Answers are reflected Answers are not answered; Answers
in the context of the in the context of the reflected in the context are not reflected in
action research; action research; of the action research; the context of the
complete, well- complete, well- complete, not action research; not
organized, highly organized, relevant to organized, relevant to complete, not
relevant to the the learning outcome. the learning outcome. organized, not
learning outcome. relevant.