FIELD

STUDY 2
SUBMITTED BY:
Dannica M. Ampo
BSED III

SUBMITTED TO:
DR. JOSEFINA O. PRADO
 CHAPTER 1 OBSERVATION OF CLASSES

LESSON 1
EXPERIENCES
Recall your experiences when you were in elementary, high school, and
college years. Share your most memorable memories during your
teachers’ conduct of classes during those periods.
ELEMENTARY

HIGH SCHOOL

COLLEGE

EXCHANGE
With a partner, brainstorm on your expectations and criteria for an effective
and efficient teaching demonstration.
EXECUTION
Observe a Resource Teacher on how he/she demonstrates the given
indicators during the teaching demonstration. The teaching
demonstration of your Resource Teacher can be face-to-face,
synchronous or asynchronous.
Indicators Actual Observations

Applies knowledge of content

within and across curriculum
learning areas

Uses a range of teaching

strategies that enhance learner
achievement in literacy and
numeracy skills

Applies a range of teaching

strategies to develop critical and
creative thinking, as well as
other higher-order thinking skills

Manages classroom structure to

engage learners, individually or
in groups, in meaningful
exploration, discovery, and
hands-on activities within a
range of physical learning
environment

Manages learner behavior

constructively by applying
positive and non-violent
discipline to ensure learning-
focused environment

Uses differentiated and

developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests, and
experiences

Plans, manages, and

implements developmentally
sequenced teaching and
learning process to meet
curriculum requirements and
varied teaching contexts

Selects, develops, organizes,

and uses appropriate teaching
and learning resources,
including ICT, to address
learning goals

Designs, selects, organizes,

and uses diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements
Find two from YouTube or DepEd TV of sample teaching
demonstrations. After viewing the video lessons, fill in the given
templates below and respond to the questions that follow.
Video Lesson 1
Teacher’s Name:
Subject and Year Level:
Competency/es:
Video Source:

1. How does the teacher project himself/herself in front of the camera?

2. What characteristics of the teacher do you like most?

3. How does the teacher present the lesson?

4. If you were the student, would you learn from the teacher’s demonstration?
Why?

5. If you were to improve the teacher’s teaching demonstration, how would

you improve it?
 Video Lesson 2
Teacher’s Name:
Subject and Year Level:
Competency/es:
Video Source:

1. How does the teacher project himself/herself in front of the camera?

2. What characteristics of the teacher do you like most?

3. How does the teacher present the lesson?

4. If you were the student, would you learn from the teacher’s demonstration?
Why?

5. If you were to improve the teacher’s teaching demonstration, how would

you improve it?

 EXPERIENCES
Interview three teachers and three students about their own
understanding of Blended and Flexible Learning.
Student/Teacher What do you know about What do you know about
Blended Learning? Flexible Learning?

Name:

Name:
Name:

Name:

Name:

Name:

 EXCHANGE
With a classmate, discuss the strengths, weaknesses, opportunities,
and threats of Blended Learning.
Strength Weaknesses

Opportunities Threats
Interview two teachers in the school where you are undergoing Field
Study. Fill the Table with the information about them and their
responses. After, write a reflection based on their answers.
Teacher’s Name:
Subject and Year Level Taught:
Years of Experience:
School:

1. What learning modality does your school adopt?

2. What are the strengths and weaknesses of the learning modality that your
school adopts?

3. What are the significant learnings and realizations while you were
implementing the modality?
Teacher’s Name:
Subject and Year Level Taught:
Years of Experience:
School:

4. What learning modality does your school adopt?

5. What are the strengths and weaknesses of the learning modality that your
school adopts?

6. What are the significant learnings and realizations while you were
implementing the modality?

Observe synchronous, asynchronous or face-toface classes. Fill the

Table below with the information about the class you observe. Then,
write your observation from each class.
Observation Notes
Synchronous: Asynchronous: Face-to-face:
Teacher’s Name:
Subject and Year Level:
Competency/ies:

General Observations:
 Observation Notes
Synchronous: Asynchronous: Face-to-face:
Teacher’s Name:
Subject and Year Level:
Competency/ies:

General Observations:

Observation Notes
Synchronous: Asynchronous: Face-to-face:
Teacher’s Name:
Subject and Year Level:
Competency/ies:

General Observations:

LESSON 3
EXPERIENCES
Recall experiences where you noticed that your teacher was prepared
when he/she entered the class. Recall also the time that the same
teacher was unprepared when he/she entered the class.
My teacher when he/she was prepared My teacher when he/she was not
prepared
EXCHANGE
Reflect on your strengths and weaknesses in the lesson preparations.
Afterwards, think about how you can overcome your weaknesses.
My strengths in the lesson preparation My weaknesses in the lesson
preparation

How can I overcome my weaknesses

EXECUTION
Conduct a five-minute interview with a teacher and ask him/her how
he/she prepares for his/her lesson. Record your interview and share the
video of your interview with your classmates and instructor. Afterwards,
write a short reflection about the interview.

Interview different teachers who teach or were able to teach in each

given modality. Ask them how they prepare their lessons for each
modality.
Face-to-Face Class
Teacher’s Name:
School:
Subject Taught:
Years in Teaching:
Position/Designation:
Question: How do I prepare lesson for my face-to-face class?
Answer:

Limited Face-to-Face Class

Teacher’s Name:
School:
Subject Taught:
Years in Teaching:
Position/Designation:
Question: How do I prepare lesson for my limited face-to-face class?
Answer:

Virtual Class
Teacher’s Name:
School:
Subject Taught:
Years in Teaching:
Position/Designation:
Question: How do I prepare lesson for my virtual class?
Answer:

Media-Reach Class
Teacher’s Name:
School:
Subject Taught:
Years in Teaching:
Position/Designation:
Question: How do I prepare lesson for my media-reach class through the
radio or tv?
Answer:
 Modular-Distance Learning Class
Teacher’s Name:
School:
Subject Taught:
Years in Teaching:
Position/Designation:
Question: How do I prepare lesson for modular-distance learning class?
Answer:

LESSON 4
Assume that you are a school principal, write your possible standards to
expect from your teacher before your class observation in his/her
lesson before and after his/her classes.
My Pre-Observation Standards My Post-Observation Standards
 EXCHANGE
Interview your Field Study supervisor about his/her own standards
during the pre-observation and post-observation.
My Field Study Supervisor’s Pre- My Field Study Supervisor’s Post-
Observation Standards Observation Standards
 EXPOUND
During the classroom observation, the STAR (Situation, Task, Action,
and Result) observation technique guide is used to objectively collect
information from the actual teaching-learning activity.
Observer: Date:
Teacher Observed:
Subject and Grade Level Taught:

To observe Detailed Observation

Situation
Focus observation on learning
environment, Classroom
management, motivation,
lesson presentation, and
assessment/evaluation.
Task
Observe the teacher’s actions
based on the situations.
Action of Learners
Observe the action of the
learners based on the
teacher’s tasks.
Result
Focus on the outcomes of the
teacher’s task and learners’
actions both in the quantitative
(90% of the learners passed
the formative assessment) and
qualitative (all learners
participated in the group
activities.
General Comments:
Observer’s Name and Signature Teacher’s Name and
Signature:
 EXECUTION
Attend a pre-observation and post-observation conferences with your Resource
Teacher and the observer. Take note of the key points discussed during the pre-
observation and the post-observation.
Pre-Observation Conference Notes

Post-Observation Conference Notes

Write the most memorable experiences you had during your observations on the
given anecdotal record.
Anecdotal Report
Field Study Student:
Major and Year:
Academic Year:

Dates Venues Incidents/Situations Comments/Suggestions

 CHAPTER 2- SCHOOL AND LEARNING ROUTINES
LESSON 1
EXPERIENCES
Fill in the Table below with your prior experiences on what, when, and why the
persons listed are oriented.
Persons Orientation Activity Period the Orientation Reason/s for
is Undertaken Undertaking the
Orientation
Teachers

Learners

Parents

Non-Teaching
Employee
Stakeholders

EXCAHNGE
Think of the different school orientation activities that you participated in since
you were in basic education. Write the different orientation activities that you
undertake in the given Table.
 Orientation Activities Reasons for Attending Orientation

EXECUTION
Attend a student and parent orientation. Document the topics discussed during
the orientation.
Type of Orientation:
Date:
Time:
Participants:
My notes
Type of Orientation:
Date:
Time:
Participants:
My notes

Attach in the space below the program, agenda or memo of one of the
orientations you attended.

Attach pictures you took in the space below from the orientation sessions you
participated.
  LESSON 2
 EXPERIENCES
Recall previous learning routines that you experienced during your elementary,
high school, and college days.
Elementary Learning Routines

High School Learning Routines

College Learning Routines

EXCAHNGE
Discuss with a classmate the emerging learning routines that you just heard, read
or experienced recently.
Emerging Learning Routines

EXECUTION
Observe the learning routines in each given learning modality. Write your
observations.
Learning Modality Learning Routines

Face-to-Face

Virtual Learning

Media-Reach
Learning
Interview your Resource Teacher or any teacher in the school where you are
undergoing Field Study. Fill in the necessary information about the teacher and
write his/her responses from each given question.
Teacher’s Name:
SubjectTaught:
Years in Teaching:
Designation:
1. Why is there a need for learning routines?

2. How do you establish learning routines?

3. What are usual challenges you encounter during class routines?

4. What advice can you give to future teachers about establishing class
routines?
Write the most memorable experiences that you had during the orientation sessions and
class learning routines on the given anecdotal report.
Anecdotal Report
Field Study Student:
Major and Year:
Academic Year:
Date Venue Incidents/Situations Comments/Suggestions
 CHAPTER 3- PREPARATION OF INSTRUCTIONAL MATERIALS
LESSON 1
EXPERIENCES
Task # 1
1. J
2. G
3. I
4. H
5. D
6. E
7. F
8. C
9. A
10. B

Task # 2

10 Promotional products
9 Media Kit
6 Postcards
4 Comic Books
8 Phone books
3 Posters
5 Magazines
7 Periodicals
1 Books
2 Newspapers

EXCHANGE
Task #1
As you visit all learning resource center of the cooperating school, interview the person in-
charge of then and list down the different instructional materials available in the school.
Focus on the print and non-print materials.
Available Needed Instructional Instructional Instructional
Instructional Materials Materials I could find Materials I could
Materials in the Community create

Task #2
Remember that there are different types of instructional materials such as print materials,
and reading materials and their examples that can be utilized in the classroom. Check any
of these print materials that you have encountered already and mark X those that are not
familiar to you. Search an image for each of the print materials in the table below.
EXPOUND

Print is more intimate and personal.

Reflection:

Print media has a wider reach.

Reflection:

Print is an enduring medium.

Reflection:

Print media is more affordable in the short run.

Reflection:

Print media is usually more reliable and complete.

Reflection:
Print media is nostalgic.
Reflection:

Write your interpretation of the poem through a comic strip. This is an old poem but in
the traditional and virtual settings, writing a poem could still be considered a helpful
instructional material to be shared in the classroom which will allow students to share
each other’s ideas and interpretation.

My Thoughts/ideas
In preparing my instructional materials for my lesson, I need to

In utilizing instructional materials in my lesson, I have to remember that

Lesson 2 Preparing Non-print, Electronic, and Digital Materials
EXPERIENCES
Share any of the non-print material or digital material that you have produced such as a
self-introduction video, pre-recorded oral presentation, podcast or vlog. Discuss the
purpose for such non-print media and share your experience in producing this particular
instructional material.

EXCHANGE
A. Put a check mark ( ) on the non-print materials that were utilized during face-to face
classes and the digital instructional materials utilized in your online classes.
Non-print materials (Film media, Magnetic Digital instructional materials
media and Plastic media)
Film strips Digital cameras
Slides Digital microphones
Cine films Digital cam coders
VCD Tablets
Cassette tape Laptops
DVD Flash drive
CD- Audio Scanners
CD-ROM Printers
Transparencies Smartphones
Overhead projector Monitors
Speaker phones WIFI/data usage

B. Write a short reflection on the importance of any of these non-print/digital

instructional materials in your online virtual classes. Discuss how it helped you in your
classroom tasks.

C. Select at least two out of the ten criteria to be considered in selecting instructional
materials as the most important and relevant for you.

Read the paragraphs below how they described the relevance of non-print media and
write a short reflection for each.
Non-print is faster:
Reflection:

Non-print is more interactive:

Reflection:
Non-print is more versatile and can be specialized.
Reflection:

Non-print is more convenient.

Reflection:

Non-print is more environmentally friendly.

Reflection:

Non-print helps the handicapped more.

Reflection:

EXECUTION
TASK 1
If you were to choose between the print and the non-print instructional materials, which
do you think is the most accessible, useful, and effective for you? Justify your answer.

TASK 2
Identify any of the print and non-print materials that you considered very helpful in the
teaching-learning activities.

TASK 3
Design appropriate instructional materials for the lessons to be taught whether print or
nonprint.

CHAPTER 4 CLASSROOM ACTIVITIES

LESSON 1
EXPERIENCES
As the pre-service teacher, what are the common class activities based on your
selected topic/s?
Topic 1
Classroom activities

Topic 2

Competency 2

Classroom activities

EXCHANGE
How can the above-mentioned classroom activities support the learning in the basic
education curriculum?

EXECUTION
With the help of this KWLH chart, follow the instruction provided.
What I Know about What I Want to find What I learned? How can I learn well?
class activities? out?
CHAPTER 5 ASSESSMENT PRACTICES

LESSON 1 VARIOUS ASSESSMENT MATERIALS

 Teacher 1 with 1-2 years of teaching experience
Name of Teacher Surveyed (Optional);
Numbers of Year/s in Teaching: Grade level/s handled:
Subject/s Handled:
Direction; Please give your rating based on your evaluation of the degree of importance
of the classroom assessment listed below. Indicate your answer by ticking ( ) the box
that corresponds to your answer.
Statement Not important Slightly Fairly Quite Very important
important important important
Performance
quizzes
Objective
assessment
(e.g., multiple
choice,
matching, short
stories
Essay type
questions
Performance
assessments
(e.g., structed
teacher
observation or
ratings
performance
such as a
speech or
paper)
Projects
completed by
individual
students
Major exams
Authentic
assessments
(e.g., “real
world”
performance
task
Projects
completed by
team’s
students
Assessment
designed
primarily by
yourself
Assessment
provided by
publishers or
supplied to
teacher (e.g.,
in instructional
guides or
manuals)
Oral
presentation

Interpretation
 Teacher 1 with 1-2 years of teaching experience
Name of Teacher Surveyed (Optional);
Numbers of Year/s in Teaching: Grade level/s handled:
Subject/s Handled:
Direction; Please give your rating based on your evaluation of the degree of importance
of the classroom assessment listed below. Indicate your answer by ticking ( ) the box
that corresponds to your answer.
Statement Not important Slightly Fairly Quite Very important
important important important
Performance
quizzes
Objective
assessment
(e.g., multiple
choice,
matching, short
stories
Essay type
questions
Performance
assessments
(e.g., structed
teacher
observation or
ratings
performance
such as a
speech or
paper)
Projects
completed by
individual
students
Major exams
Authentic
assessments
(e.g., “real
world”
performance
task
Projects
completed by
team’s
students
Assessment
designed
primarily by
yourself
Assessment
provided by
publishers or
supplied to
teacher (e.g.,
in instructional
guides or
manuals)
Oral
presentation

Interpretation
EXCHANGE

1. Based on the results of the survey, what are the most important classroom
assessment practices of the two teachers? What classroom assessment practices do
they consider to be the least importance?
2. How are the two teachers different in the classroom assessment practice?
3. what classroom assessment practices do you consider to be the most important?
Discuss your answer.
4. What is your view of the role that assessment plays in student learning and
motivation?

EXECUTION
1. From the least of assessment methods, select one that you would like to try in
your assigned class as student observer. Explain how you will use it in your class
what kind of learning you will assess using this method. State some advantages
and disadvantages of using this method of assessment.

2. Think about your favorite assessment task as student. What was it about that
assessment task that made it so engaging and memorable for you? How did it
support your learning? What kinds of transferable did you learn through it?

3. Do you agree with the statement that “All self-assessment involves reflection, but
not all reflection leads to a self-assessment”? Why?

4. If there is one thing about assessment that you can change, what would it be
and why?
 Concepts of Assessment Inventory
Please answer the questions using your own understanding of assessment.
Please give your rating for each of the following 25 statements based on your
opinion about assessment. Indicate how you actually agree or disagree with each
statement by ticking ( ) the box that corresponds to your answer.

Statements Agree Disagree

1. Assessment provides information on how well schools are
doing.
2. Assessment places students into categories.
3. Assessment is a way to determine how much students have
learned from teaching.
4. Assessment provides feedback to students about their
performance.
5. Assessment is integrated with teaching practice.
6. Assessment results are trustworthy.
7. Assessment forces teachers to teach in a way that is
contradictory to their beliefs.
8.Teaches conduct assessments but make little use of the
results.
9. Assessment results should be treated cautiously because of
the measurement error.
10. Assessment is assigning a grade or level to student work.
11.Assessment establishes what students have learned.
12. Assessment informs students of their learning needs.
13. Assessment information modifies ongoing teaching of
students.
14. Assessment results are consistent.
15. Assessment is unfair to the students.
16. Assessment results are filled and ignored.
17. Teachers should take into account the error and imprecision
in all assessment.
18. Assessment determines if the students meet qualifications
standards.
19. Assessment measures students higher order thinking skills.
20. Assessment helps students improve their learning.
21.Assessment allows different students to get different
instruction.
22. Assessment results can be depended on.
23. Assessment interferes with teaching.
24. Assessment has little impact on teaching.
25. Assessment is an imprecise process.

Interpretation:

1. What statements in the survey about assessment do you agree?

2. Are there statements in the survey that you do not agree? Why is it that you
disagree in them? Justify your answer.

3. Based on your answer of the survey, formulate your own concept of

assessment.

Classroom Observation
A. Observe a class that have teacher-student interactions. However, focus your
observation on the assessment practices of the teacher.
B. Be sure to ask permission from the teacher before conducting the classroom
observation.
C. Questions/statements are provided to guide you in your classroom
observation.
Questions Answer
1. What assessment methods
were used by the teacher?

2. What is the involvement of the

students in the assessment
process?
3. How did the teacher provide
timely feedback to the students?

4. To what extent did the teacher

use assessment for learning or
formative assessment when
delivering his/her lesson?

5. How did the assessment

methods use by the teacher
encourage students to be more
engaged in their lesson?

6. How did the teacher ensure the

appropriateness of the
assessment methods on the
learning outcomes being
assessed?
7. How did the teacher
communicate to the students the
purpose of the assessment
methods?

CHAPTER 6 DEMONSTRATION TEACHING

Lesson 1 Teacher’s Teaching Performance

EXPERIENCES
Recall an experience when your teacher or instructor was observed by the
Principal/Head teacher/ Master teacher or the Dean. Then, answer the questions
that follow.

1. How did the teacher or instructor demonstrate his/her teaching performance?

 2. What qualities did you like most about his/her teaching performance?

3. If you were to improve his/her teaching performance, how would you improve
it?

EXCHANGE
Interview a Practice Teacher (PT) from your school. Ask him/her about
preparations he/she makes during teaching, whether virtual or face-to-face. Fill
the give template below.

Name of Practice Teacher: Anafel Siman

Course: BSED MAJOR IN ENGLISH
How do I prepare for my classroom teaching?
I prepare my classroom teaching by making sure I
get prepared with the materials I used. I also engaged myself with equipment’s
that will surely help not just me but also my student.
EXECUTION

Task 1

Explain each criterion in observing the teacher’s teaching performance briefly.

Write your explanation on the blanks provided.

1. Teacher’s Personality

2. Lesson Planning

3. Content Delivery

4. Teaching Pedagogy

5. Classroom Management

6.Instructional Materials

7. Art of Questioning

Task 2
Observe two Practice Teachers as they teach their lessons, whether face-to-face
or virtually. Use the checklist below as your observation tool.

Practice Teacher:
Subject Taught:
Year and Section:
Date of Observation:
Indicators Yes No Remarks
I. Teachers Personality
A. Is the teacher well-groomed?
B. Is the teacher free from
mannerisms that tend to disturb
learners’ attention?
C. Does the teacher show
enthusiasm and dynamism?
D. Does the teacher have a well-
modulated voice?
II. Lesson Planning
A. Is the lesson plan format
updated?
B. Is the lesson plan well organized?
C. Are the objectives aligned with
the learning competencies?
D. Are the activities and
assessments congruent with the
learning objectives?
III. Content Delivery
A. Does the teacher have mastery of
the subject matter?
B. Does the teacher explain the
concepts in the simplest way
possible?
C. Does the teacher relate the
lesson to the learner’s real-life
experiences?
D. Does the teacher give enough
examples for the learners to
understand the concepts taught?
IV. Teaching Pedagogy
A. Are the activities learner-
centered?
B. Do learners have More time spent
talking that the teacher?
C. Does the teacher use varied
learning activities?
V. Classroom Management
A. Does the teacher follow
classroom routines?
B. Does the teacher give positive
feedback to learners’ responses?
C. Does the teacher reward or
praise learners?
D. Is the classroom discipline
proactive?
VI. Instructional Materials
A. Are the instructional materials
easy to use?
B. Does the teacher utilize ICT or
technology?
C. Are the materials appropriate for
the learners?
D. Are the materials aligned with the
learning objectives?
VII. Art of Questioning
A. Does the teacher ask probing
questions?
B. Does the teacher ask factual
questions
C. Does the teacher ask questions
that stimulate critical thinking and
creativity?
D. Does the teacher address the
questions of all learners?
E. Do the learners have thinking
time to answer the questions?

Practice Teacher:
Subject Taught:
Year and Section:
Date of Observation:
Indicators Yes No Remarks
I. Teachers Personality
A. Is the teacher well-groomed?
B. Is the teacher free from
mannerisms that tend to disturb
learners’ attention?
C. Does the teacher show
enthusiasm and dynamism?
D. Does the teacher have a well-
modulated voice?
II. Lesson Planning
A. Is the lesson plan format
updated?
B. Is the lesson plan well organized?
C. Are the objectives aligned with
the learning competencies?
D. Are the activities and
assessments congruent with the
learning objectives?
III. Content Delivery
A. Does the teacher have mastery of
the subject matter?
B. Does the teacher explain the
concepts in the simplest way
possible?
C. Does the teacher relate the
lesson to the learner’s real-life
experiences?
D. Does the teacher give enough
examples for the learners to
understand the concepts taught?
IV. Teaching Pedagogy
A. Are the activities learner-
centered?
B. Do learners have More time spent
talking that the teacher?
C. Does the teacher use varied
learning activities?
V. Classroom Management
A. Does the teacher follow
classroom routines?
B. Does the teacher give positive
feedback to learners’ responses?
C. Does the teacher reward or
praise learners?
D. Is the classroom discipline
proactive?
VI. Instructional Materials
A. Are the instructional materials
easy to use?
B. Does the teacher utilize ICT or
technology?
C. Are the materials appropriate for
the learners?
D. Are the materials aligned with the
learning objectives?
VII. Art of Questioning
A. Does the teacher ask probing
questions?
B. Does the teacher ask factual
questions
C. Does the teacher ask questions
that stimulate critical thinking and
creativity?
D. Does the teacher address the
questions of all learners?
E. Do the learners have thinking
time to answer the questions?

Task 3

Write a brief reflection about your most significant learnings as you observe
Practice Teachers in their teaching performances. Write your reflection on the
spaces provided.
My reflection

CHAPTER 7 SCHOOL FORMS

Lesson 1

EXPERIENCES

Ask a teacher to give the title and description for each given form. Write the
answer of the teacher on the spaces given.
Form Code Form Title Form Description
SF 1
SF 2
SF 3
SF 4
SF 5
SF 6
SF 7
SF 8
SF 9
SF 10

EXCHANGE
Think of several advantages and disadvantages of having different school forms.
Write your answers in the given Venn Diagram.
Observe your Resource Teacher on how he/she use the LIS. Also, request from
your Resource Teacher the basic tutorial on how to enroll learners and how to
generate forms using the LIS. Write your notes on the spaces below.

My Learner Information System (LIS) Notes

CHAPTER 8 NETWORKING AND LINKAGES

LESSON 1

EXPERIENCES

Recall the community linkages that you participated in either as a student or a

civic member. Give the purpose, roles, and significant learnings you had from
those community linkages.

Name of Purpose Roles Significant

Community Learnings
Linkages

EXCHANGE

Think of seminars or webinars that you wish to participate in. List the possible
topics or themes that you wish to join. Write the lists in the given space below.
EXECUTION

Interview a teacher about his/her networking and linkages. Follow the given
template below.

Name of Teacher:
Position/Designation:
Date of Interview:

1. What were the networking and linkages that you participated?

2. What did you learn from those networking and Linkages?

3. Which among those networking and linkages is the most meaningful for
you?

4. What advice can you give to future teachers about networking and
linkages?
Participate in at least three webinar, seminar or workshop initiated by your school
or any institution that will improve your pedagogical, technological, and content
knowledge.

Title/ theme of the webinar/seminar/ workshop:

Inclusive date/s:

Resource person/s:

Initiating institution/school/agency:

Reflections:

My most significant learning was

I wish to learn more about the topic/s discussed

The webinar/seminar/workshop was relevant to me because

Title/ theme of the webinar/seminar/ workshop:

Inclusive date/s:

Resource person/s:

Initiating institution/school/agency:

Reflections:

My most significant learning was

I wish to learn more about the topic/s discussed

The webinar/seminar/workshop was relevant to me because

Title/ theme of the webinar/seminar/ workshop:

Inclusive date/s:

Resource person/s:

Initiating institution/school/agency:

Reflections:

My most significant learning was

I wish to learn more about the topic/s discussed

The webinar/seminar/workshop was relevant to me because

 CHAPTER 9 CLASSROOM-BASED ACTION RESEARCH
LESSON 1 DEFINITION AND LEGAL BASIS FOR ACTION RESEARCH

EXPERIENCES

Interview two faculty members and ask them questions found in the table. Write
their responses on the blanks provided.

Teacher’s Name:
Designation:
Year in teaching:
Area of specialization:
1. What is action research?
Answer: Action research is a methodical approach used in various fields where
practitioners or researchers engage in systematic inquiry, typically to solve specific
problems or improve practices within a real-world context. It involves a cyclical process
of planning, acting, observing, and reflecting, aiming to bring about practical change or
address issues in a particular setting. This method often involves collaboration between
researchers and stakeholders to generate solutions and make improvements based on
empirical data and continuous evaluation.
2. Have you already conducted action research? why?
Answer: As a teacher, I do have any experience of conducting action research as
a teacher of k to 12, through action research, it allows me to explore and address
specific challenges or questions within an educational context. It offers valuable
experience by applying theoretical knowledge in real classroom settings, fostering a
deeper understanding of teaching methods and student learning. Conducting action
research can help me as a future teacher to develop my critical thinking skills, refine
teaching strategies, and prepare me for the complexities of the classroom.
3. Why is there a need nowadays to conduct a school-based action research?
Answer: School-based action research is crucial because it allows educators to
address specific challenges within their own context. It helps in understanding students'
needs better, improves teaching strategies, and enhances learning outcomes by
implementing evidence-based practices tailored to the unique characteristics of a
particular school or classroom.
Teacher’s Name:
Designation:
Year in teaching:
Area of specialization:

1. What is action research?

Action Research often use in the field of education. Action Research is an
interactive method of collecting information that used to explore topics
of teaching, curriculum development and student behavior in the classroom.
Action Research is very popular in the field of education because there is
always room improvement when it comes to teaching and educating
others. Additionally, there are all types of methods of teaching in the classroom
but action research offers the opportunity for continued reflection

2.Have you already conducted action research? Why?

3. Why is there a need nowadays to conduct a school-based action research?

EXCHANGE
Search from the books or from the web at least three definitions of action research.
Share what you searched with your classmates.

Action Research Definition:

Action research is a form of investigation designed for use by teachers to.
attempt to solve problems and improve professional practices in their own. classrooms.
It involves systematic observations and data collection which. can be then used by the
practitioner-researcher in reflection
Source: https://www.nctm.org/uploadedFiles/Grants_and_Awards/grants/How
%20is%20Action%20Research%20Defined.pdf

Action Research Definition:

Action research is a natural part of teaching. Teachers are continually observing
students, collecting data and changing practices to improve student learning and the
classroom and school environment. Action research provides a framework that guides
the energies of teachers toward a better understanding of why, when, and how students
become better learners.

Source: https://www.nctm.org/uploadedFiles/Grants_and_Awards/grants/How
%20is%20Action%20Research%20Defined.pdf
Action Research Definition:
Action research focuses on solving specific classroom or school problems,
improving practice, and helping to make decisions at a local site. This encourages
teachers to examine the dynamics of their classroom and challenge existing practices.

Source:
https://study.com/academy/lesson/action-research-in-education-examples-
methodsquiz.html#:~:text=Action%20research%20focuses%20on%20solving,classroom
%20and%20challenge%20existing%20practices.

EXECUTION
Request a copy of the completed action research from a teacher who already
conducted action research. Based on the action research you secured, complete the
information about that action research and answer the given questions. Write your
answer on the blanks provided.

TITLE:
PROPONENT/S:
YEAR CONDUCTED:

1. What is/are the main question/s raised in the study?

2. What is the method used?

3. What are the results/findings?

4. How did the action research solve the existing problem based on the results/findings?