Subject: EDUC 401

Description: FIELD STUDY 2/ PARTICIPATION A TEACHING INTERNSHIP

Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 2
LEARNING EPISODE 1 (THE TEACHER WE REMEMBER)

FIELD STUDY 2-Participation and Teaching Assistantship Course Description and Course
Learning Outcomes: This course is a continuation of Field Study 1 that adheres to the philosophy
which will be formulated by the students on the premise of participation and teaching
assistantship. It is school based and allows a pre-service student to participate and assist in
alimitedteaching-learningactivitiesthatrelatetoassessmentoflearning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A Portfolio,
which will contain sample lesson or learning plans and demonstration teaching of at least one
subject content area, will be required. An Action Research shall be encouraged to start in this
course and conclude during the Internship

EPISODE IEPISODE 1-Observation on the teaching philosophies the school and the teacher
adhere in the teaching-learning process.

OBSERVE: Review the different school of thoughts or teaching philosophies. Observe the
school environment and a particular class and analyze what philosophies or school of thoughts
are adopted.

Activity 1. Copy the vision, mission, objectives and CORE values that you see in the premises.

ANALYZE: 1. What teaching philosophies are adopted by the school and by the teacher?
2. Are these competencies limited only to professional competencies?
3. For a teacher to be great is it enough to possess the professional competencies to plan a
lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
4. For a teacher to be great, which is more important-personal qualities or professional
competencies?
5. Among your teachers from elementary to college, who do you think is the great teacher
you had? Explain.

1
REFLECT
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
2. How they can say I am a great teacher if I do not actually perform well? How can I tell
myself I am a great teacher?
3. Which professional competencies am I strongly capable of demonstrating?
4. In which competencies do I need to develop more?
5. Who are the teachers that we remember most?

WRITE ACTION RESEARCH PROMPTS

OBSERVE: In assisting my resource teacher, I observed that personal traits such as stress
management, patience and professional competencies like use alternative methods of teaching and
understanding strengths and Weaknesses of the learners were least not displayed and as a result,
students were the class was not actively participating in class discussions which can hurt students'
learning and motivation.

LEARNING EPISODE 2
(EMBEDDING ACTION RESEARCH FOR REFLECTIVE TEACHING)
PARTICIPATE AND ASSIST

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors
From Stress to Success:
Exploring How Filipino Students Cope with Remote
Learning amid COVID-19 Pandemic
Erwin E. Rotas
Michael B. Cahapay
Improvement of Grade 8 Low Performing Students
in Mathematics through ICT
Elisa L. Baguio
From Stress to Success: Pupil9s Struggle and their
Coping Mechanism in the Modular Distance Learning
Germany DJ Tejano Lapinig
Increasing the Awareness in Global Warming of
Grade 5 Pupils of Anas Elementary School Through
the Use of <Present Engage-Built Infographic
Utilization Technique
Ryan C. Sulivas
Virtual Learning Through PhET Interactive
Simulation: A Proactive Approach in Improving
Students9 Academic Achievement in Science
Joel D. Potane

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.

2
Questions

A. What you have noticed about the action research titles? Do the Action Research (AR)
titles imply problems to be solved?
Yes ________ No______
If yes, identify the problems from the title you have given.

1. Identified problem to be solved in title no. 1 Coping with Remote Learning amid COVID-
Pandemic.

2. Identified problem to be solved in title no. 2 8 Low Performing Students in Mathematics.

3. Identified problem to be solved in title no. 3 Pupil9s Struggle in the Modular Distance
Learning.

4. Identified problem to be solved in title no. 4 Less Awareness of Global Warming of Grade
5 Pupils of Ana’s Elementary School.

5. Identified problem to be solved in title no. 5 Low Academic Achievements in Science.

B. What interpretation about action research can you make out of your answer in question no. 1?
Titles of the Action Research: Exploring A Teaching Approach That Would Enhance the Academic
Achievement Of Students In Science Using Phet Interactive Simulations

C. Write the Title and your interpretation of the study from the title. From the title, this study
aimed to explore a teaching approach that would enhance the academic
achievement of students in science. An offline mode virtual learning environment through PhET
interactive simulations was employed in the randomly selected pilot DepEd Computerization
Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY 2016-
2017.

D. What do you think is the author/s do with the identified problem as presented in their titles?

ANALYZE:
Let us continue to examine and analyze what you have noticed and interested in the
previous activity.

ACT
1. If I conduct or implement my plan, what can be its title?
2. If will implement my doable plan in the future, my title would be

3
 LEARNING EPISODE 3
(UNDERSTANDING AR CONCEPTS, PROCESSES AND MODELS)
NOTICE
A. What concepts have been emphasized in the task and info graphics? Give at least four.
1. The main problems in the classroom that is needed to solve.
2. The models that you will be using.
3. The procedures and steps.
4. Elements in the cycle

B. Since the 3 models are all for action research, what are the common elements of the
three?

C. What have you understood about the concept of Action Research and how will these be
utilized in your
practice?

REFLECT
A. As a future teacher, is conducting an action research worth doing? Why?
B. How can AR be useful for every classroom teacher?

WRITE ACTION RESEARCH PROMPTS OBSERVE

Remembering my classroom observations in FS 1, I noticed that there are many questions
that I raised in my mind. These include:
a. What are the competencies that the teacher always uses? Is it effective even up to this
day?
b. Poor performance of the students in Mathematics Subject
c. What are the strengths and weaknesses of that specific competency?

Let us see how we can assist and learn at the same time. Suppose, the problem you have
spotted is:
COMPREHENSION: How can you assist your mentor, after knowing that the learners have
difficulty I comprehension? Make a Choice for your ACTION A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.

NOTICE
1. What have you noticed of the problem identified above? Can there be more than one
solution to the problem?

ANALYZE
SCENARIO A:
Miss Fely is a grade four teacher in a typical elementary school. She has forty learners in her
class. One half of them cannot classify animals into vertebrates and invertebrates. She has been
repeating the same science lesson for two weeks, yet no progress was observed. This situation has
been bothering Miss Fely.

4
1. Can you identify, Miss Fely’s problem?
2. Can you find solution to solve her problem?
3. What solution can solve Miss Fely’s problem?
4. Are they matched with the problem?

SCENARIO B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from
families that are disrupted, either with single parents or with their guardians who stand only as
their parents. They are deprived of the necessary food, clothing and shelter. - Can you identify the
most probable teaching-leaning problem/s in the class of Sir Ryan?

1. Can you propose a solution to solve one of the problems that you have identified?

LEARNING EPISODE 5
(PREPARING THE LEARNING ENVIRONMENT: AN OVERVIEW)

PARTICIPATE AND ASSIST

1. What will you do to assist your mentor in setting up a conducive learning environment in
the following conditions?

WORK ON MY ARTIFACTS
1. In not less than 300 words, write an essay on the topic: My Conducive Learning
Environment

LEARNING EPISODE 6
(ENHANCING A FACE-TO-FACE LEARNING ENVIRONMENT)

PARTICIPATE AND ASSIST

1. Given the concepts and the info graphic, how can you participate and assist in a face-to-
face learning environment?

NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems
that everything is familiar. However, as teaching-learning theories evolve over time there
are changes that are taking place. What changes have you noticed in the face-to-face
classroom spaces?
“My Conducive Learning Environment” By:
Today, diverse hypotheses for the learning environment exist. Some believe that
students learn through their natural or biological composition, independent of external
influences. They believe that your environment has no effect on you. At the same time,
some feel that individuals learn based on the situation in which they find themselves. This
type of individual recognizes that learning occurs as a result of events or the environment.

5
This is demonstrated by the publication of a learned habit of doing something and the
acceptance of novel ideas and methods of doing it.

As a student, the online learning approach requires a stress-free conducive

environment, although some the learners like me consider it a privilege. Because not all
students can afford the kind of environment which the Philippine educational system
requires the student to have amid the COVID-19 pandemic. A favorable environment has a
beneficial effect on a learner because it can determine how and what the individual is
learning. A positive environment is described as a place or scenario that is favorable. One
would associate with a learning environment that begins within. Students must be self-
motivated and are self-motivated.

At the conclusion of this essay, I can state that my conducive learning environment
is not ideal, but it is manageable. However, a lack of a conducive learning environment can
impair a student's capacity to learn as a result of the contingencies around their online
learning area. Many pupils have developed into shut-down learners in the modern-day,
hence increasing the rate of educational awareness failure. Students must wish for, want,
and seek the benefits of literacy in order to recognize and create the ideal conducive
learning environment. In conclusion, diverse environments can be beneficial or distracting
for learners. The cultural upbringing of a current student has an effect on both the
student's access to relevant resources and the learning style he or she offers. They may be
motivated by a teacher-centered learning environment, and the student may or may not
currently hold an active job in the area. Families that are invested in their children's
education play an equal role in the learning process as an educator. The classroom design,
whether traditional or online, is a critical component of creating a conducive environment.

Classroom Environment Before Classroom Environment Now, They have only a green
board in front of the classroom. We have now TV monitor and projectors. Before, students
should be in the classroom to learn. Now, we can attend a virtual class via Google meet or
Zoom app. There is a board inside the room and you have to paste manila paper when you
are reporting. We are now using Power point presentation. There are a lot of chairs inside
the classroom because there are a lot of students. No matter how many students are in the
class, it doesn9t matter because they can accommodate all using virtual class. If you have to
search for something, you have to go to the library. If you have to search for something, you
have to open the available computer inside your classroom.

What changes have you noticed in the face-to face classroom space?

CLASSROOM ENVIRONMENT BEFORE CLASSROOM ENVIRONMENT NOW

6
ANALYZE
1. What do you think brought the changes in the face-to-face leaning environment now?
2. From the changes that you identified, choose one that you can do. How will you do it?

REFLECT
1. Do you think making the learning environment conducive for a face-to-face classroom
will enable the learners to achieve better learning Outcomes? Yes. Explain your answer.

WRITE AN ACTION RESEARCH PROMPTS

OBSERVE
1. What common problem have I noticed in a face-to-face learning environment?
2. Can I translate this problem into a question?

REFLECT
1. How would I solve the problem?
2. Will it improve my teaching? Yes How?

TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT

DESCRIBE THE PHYSICAL ENVIRONMENT:

DESCRIBE THE PSYCHOLOGICAL ENVIRONMENT:

DESCRIBE THE SOCIAL ENVIRONMENT:

EPISODE 7: How to Make a Virtual Learning Environment Safe and Conducive

7
 The digital transformation of education is no longer a future prospect but a present
reality. Online learning is rapidly becoming an essential part of our educational landscape.
Yet, this virtual learning environment brings its unique set of challenges. such as the
absence of face-to-face interaction and cyber security threats.
It’s paramount to ensure online learning platforms are safe and conducive. Keep on
reading and let’s talk about the different ways such can be possible.

THE IMPORTANCE OF A SAFE AND CONDUCIVE VIRTUAL LEARNING ENVIRONMENT

A safe and conducive virtual learning environment is one that not only shields
learners from potential harm but also promotes an atmosphere conducive to effective
learning. Here, safety goes beyond the protection of personal data. It also involves creating
an atmosphere of respect and courtesy, promoting positive interactions, and ensuring that
learners feel mentally and emotionally secure in their virtual classrooms. The ideal safe
online learning environment prioritizes personal boundaries, respects different
viewpoints, and swiftly addresses any instances of harassment or cyber bullying.

On the other hand, a conducive environment is an organized, well-structured

space that encourages learning, fosters curiosity, and keeps learners engaged. It’s a
digitally designed landscape that seamlessly integrates learning resources, encourages
peer-to-peer collaboration, and offers a user-friendly interface to enhance the overall
learning experience. More than just the technical aspects, it also involves building a
supportive community that appreciates diversity and fosters mutual respect among
learners.
For programs such as online CNA classes, maintaining a safe and conducive
learning environment is of paramount importance. Such environments need to foster a
sense of security and encouragement to facilitate active participation, query resolution,
and interactive learning. It must give users peace of mind, knowing that their private
information is secure while using a nurturing virtual learning setting.

TIPS FOR SAFE ONLINE LEARNING

Online learning has become an integral part of modern education. As learners
navigate these digital landscapes, it becomes more important to make the internet a safe
space. Here are some valuable tips for learners to ensure their safety while engaged in
online learning.

Practice Respectful Online Communication

Communicating respectfully is a fundamental principle in online learning, as it lays
the groundwork for a positive learning environment.

Civility: Ensure your tone is always polite and respectful. In discussions, steer clear
of offensive language and personal attacks.
Respect for Different Perspectives: Every learner brings unique perspectives to the table.
Encourage open dialogue, listen attentively, and value these differences.

8
Constructive Feedback: As learners interact with each other’s work, feedback should be
presented constructively. Providing thoughtful suggestions rather than harsh criticisms
helps foster a supportive learning community.

Adherence to Guidelines: Each learning platform has its own code of conduct. Be aware of
these guidelines, which can range from acceptable language to intellectual property rights.

Safeguarding Personal Information

Online learning platforms typically include various security features designed to
protect users and ensure a safe, conducive learning environment. Here are a few key
features to explore:

Privacy Settings: These settings allow you to control what information is visible to
others on the platform. Customization can enhance online safety. Be proactive about
deciding who can view your profile, your learning progress, or any other details you’d
prefer to keep private.

Two-Factor Authentication (2FA): If your platform supports it, enable two-factor

authentication. 2FA provides an additional layer of security by requiring two forms of
verification when logging into your account, typically your password and a verification
code sent to your mobile device.

Secure File Sharing: Online learning often involves sharing files or resources. Use
the platform’s secure file-sharing features to safely exchange documents without risking
exposure to malware or other threats.

Account Activity Monitoring: Some platforms provide features that allow you to
review your account activity. Regularly check this information to detect any unfamiliar or
suspicious activity.

Reporting Tools: Every online learning platform should provide mechanisms for
reporting inappropriate behavior, harassment, or any content that violates the platform’s
guidelines. Don’t hesitate to use these tools when necessary.

MUST-HAVE FEATURES OF CONDUCIVE ONLINE LEARNING ENVIRONMENTS

As online learning becomes increasingly popular, understanding the necessary features
that make an online environment conducive is crucial. Here are some must-have features for
optimal online learning:

Interactive Learning Tools

9
These tools promote active participation and engagement, facilitating deeper
understanding and retention of the learning material.

Discussion Forums: These allow learners to engage in meaningful discussions, ask

questions, share resources, and learn from each other.

Live Chat or Video Conferencing: Real-time interaction fosters a sense of community and
allows for instant communication.

Interactive Quizzes and Games: These can make learning fun and engaging while helping
learners assess their understanding of the subject.

Flexible and Accessible Content

Online learning platforms must cater to the diverse learning styles, pace, and accessibility
needs of learners.

On-Demand Learning Materials: This enables learners to access content at their

convenience and learn at their own pace.

Multimedia Content: The inclusion of videos, podcasts, infographics, and interactive

simulations can cater to various learning preferences.

Accessibility Features: Platforms should be designed to be inclusive, catering to learners

with disabilities through features like closed captioning, screen reader compatibility, and
adjustable text size.
Personalized Learning Paths

Learners often have different learning objectives, and the online learning platform should cater to this diversity .

Customizable Learning Paths: Allowing learners to tailor their learning path according to
their goals can enhance their engagement and motivation.

Adaptive Learning: Platforms that adapt content based on a learner’s performance can
provide a personalized learning experience.

Robust Support and Feedback Systems: Support and feedback are essential for learners to
understand their progress and areas of improvement.

Automated Feedback: Immediate feedback on assignments and quizzes can help learners
understand their mistakes and correct them promptly.

Technical and Academic Support: Ready access to support can resolve technical issues
quickly and provide help for academic queries, thus enhancing the learning experience.

10
Progress Tracking: Tools that allow learners to track their progress can keep them
motivated and help them stay on track with their learning objectives.

REFLECT

1. As a future teacher I feel the on line learning environment can be safe

if______________________________________________________________________
________________________________________________________________________

2. I think teaching in a virtual learning environment

is_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

11