Learnin

FIELD STUDY 2 g
Episode The Teacher

FS 1
We Remember

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Cite the personal qualities of an effective teacher
 State the professional competencies expected of a teacher

Let’s buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as
the Philippine Professional Standards for Teachers (PPSTs) and the Southeast
Asia Teachers Competency Framework and the Code for Professional Teachers.

2. You will view on youtube 2 TEDx talks on “What makes a good teacher great”
and “The Power of a Teacher”.

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource
Teacher in her daily task, please take note of what you are expected to give more
attention to as asked in the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/ her daily task.
Take the initiative to offer your assistance. Don’t wait for your Resource Teacher to ask
for it.

Notice
1. Take note of the following:
 Your Resource Teacher comments, facial expressions, gestures and actions in
class
 Students’ comments, facial expression, gestures and behavior in class
  How your Resource Teacher relates to you?
 The classroom proceedings
 The classroom atmosphere – relaxed of threatening?

Analyze
1. From the PPTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?

- The competences that the great teacher should possess is she/he should be a
skilled listener who acts spontaneously without being unreasonable. A
competent teacher should have a good communication skills; he/she
understands when and how to approach a child, whether he/she is performing
well or making a mistake. An excellent teacher understands how to relate and
sympathize, as well as how to put himself in the shoes of others. Lastly, a skilled
teacher quickly adapts , to changes and his pupils attitude.

2. Are these competencies limited only to professional competencies?

- No, a good teacher may be professionals, but a professional teacher can be a

poor teacher. Simply expressed a doctoral instructor can be packed with so
much information, but she may not be able to assess his/her students
adequately . The beginner teacher ,on the other hand, knows each students and
react appropriately to each of their students.

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.

-No, thus great teacher must be prepared for what is to come. Being a great
teacher also entails being considerate when it comes to assigning grades,
computing, organizing lesson planning, and other responsibilities. This takes far
more than simply being being a teacher. To accomplish things out of the ordinary
and give what people deserve, a determined heart is required.

Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
 - I can say that the personal traits that I possess is that I understand each of our
situations, ‘ listen even when no one wants to hear one’s story, and most
especially I gave them advise base on my personal experience.
- I need to improve my lack of self awareness; I am frequently unaware of what I
am doing and what I am capable of doing. I need to work on being a better
version of myself and learning about subjects that interest me.
Which professional competencies am I strongly capable of demonstrating?
- I believe that I am more concerned with assisting the pupils in learning more. I
want to ensure that students learn everything I am capable of teaching them. I
adore looking at students who are eager to study and read. Even with I have
nothing to gain from it,
In which competencies do I need to develop more?
- I think the competencies that I need to develop is the teacher who strives to
better every day. I want to learn more and more each day so that I can provide
my pupils with the information they want. It goes without saying that someone
cannot be filled if his bottle is already full. That is why I want to be filled with new
knowledge and insight every day so that I can offer more.
Who are the teachers that we remember most?
- We remember teacher who have done both good and bad things to us. But the
best teachers are those who motivate us to do good and feel our curiosity and
spirit with wisdom and personal experiences in real life. Me as a student the
teacher that I remember the most is the one who boost my confidence and
advises me what is the right thing to do dealing with different situation.

Write Action Research Prompts

OBSERVE

1. In assisting my Resource Teacher, I observed that personal traits such as being

generous, compassionate, kind and unselfish and professional competencies like
creative problem solver, managing performance and delegation were least/ not
displayed and as a result, students were/ class was affected when it comes to their
performance in terms of comprehension in reading.

REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by poor performance of the students and I think it will possibly affect the
growth and development of the students. Every teacher is supposed to be paragon of
virtue to every single students and not otherwise.

3. I would like to address this problem (mentioned in #2) by conducting an action

research Students performance and attendance in online setting

ACT

4.a.) The main objective of my action research is to identify factors that contribute to
students decisions to attend in online class, to explore ways to increase students
performance in online class setting.
b.) My specific research questions are what factors contribute to the students decision
to attend or not attend on online classes? What strategies can be implemented to
improve attendance and performance.

Work On My Artifacts
- Being a teacher is not an easy profession; you must always consider your pupils
sentiments abilities, health and talents. As part of this course, I must remember
that there is a framework that the teacher must adhere to, as well as qualities
and abilities that the teacher must possess. The most essential thing a teacher
can do is to develop relationships with his/her students. There will be on
excellent learning without a solid foundation and connections founded on trust
and respect. We remember both excellent and terrible teachers, the greatest
teachers, however, are those who inspire us to do good and feed our curiosity
and soul with wisdom and real life experiences. A good teacher Is a good listener
who responds on impulsive without being unreasonable. A skilled teacher knows
when and how to approach a child, whether he is doing well or making a
mistake. An effective teacher knows how to emphasize and symphatize with
others, as well as how to put himself in their position. A smart teacher can swiftly
react to changes in the classroom and the attitudes of his students.

Learnin
FIELD STUDY 2 g Embedding Action
Episode

FS 2
Research for
Reflective Teaching
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 be familiar about action research as a reflective teacher
 underscore the importance of doing action research

Clarify Your Task

Doing Action Research: An Overview
Every Teacher is an action researcher. Everyone can do it. Teachers and
students can do it together.
This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should tale interest to know how students learn to make innovations in
the curriculum and desires to improve teaching practice. In order to achieve these, a
teacher has to do action research on the everyday practical problems. These
problematic situations and observed discrepancies emerge between what is intended
and what actually occurs in the classroom.

Participate and Assist

You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required you
to do Reflection and Make Action or the other way around. Schon (1987) distinguishes
Reflection in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.
Here is what you will do.

Making a List of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the different Completed Action Research
Titles Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
 3. Submit your list of five (5) Titles of Completed Action Research Studies to your
mentor as reference.
Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/ Authors

Ex. Differentiated Instruction in Teaching
Mary Joy Olicia
English for Grade Four Class
1.A Description fourth grade children’s
Joy R. Swanson
problem solving in mathematics.
2.The Effective Remedial Reading; Pre
Marilyn Nederveld
Remedial Reading Program
3. The reading difficulties of grade III
pupils in district IV in the schools division Melani Umali
of manila
4.Impact Of Bullying On Students
Hina Najam And Sadaf Kashif
Behavioral Engagement
5.Role Of Teachers And Parents In
Honing Their Hidden Talents Of Slow Kalpana M. Painagoni
Learners
Congratulations!!! You have done a good job. By doing so, you have
assisted your mentor and together you will journey towards becoming an action
researcher.

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 1. Identified problem to be solved in
action research titles? Do the action title no. 1
research (AR) titles imply problems to be - Effect brought by online learning
solved? Yes ____ No ____ modalities in teaching AP 9 in the
If YES, identify the problems from the title new normal education.
you have given. Answer in the space 2. Identified problem to be solved in
provided. title no. 2
- Effectiveness of blended learning in
teaching AP subject.

3. Identified problem to be solved in

title no. 3
- Learning styles and attitudes of the
1st year high school students in AP
subject.
Identified problem to be solved in title
 no. 4
- Effectiveness of flipped classroom in
improving students academic
achievement in AP subject.
Identified problem to be solved in title
no. 5
- Acceptability of technology based
instructional materials in AP
subjects.

3. What interpretation about action Title of the Action Research:

research can you make out of your - The attitudes and learning interest
answer in Question No. 1? towards araling panlipunan subject
among highschool sudents.

3. Write the Title and your interpretation From the title, I think, the study
of the study from the title.
- Will identify the level of interest and
their attitudes in learning social
studies subject especially the
secondary students.

4. What do you think did the author/s do I think the author/s…

with the identified problem as presented - To know it further throughout th
in their titles? problem and make some conclusion
and expect recommendation from
expertise.

Analyze
Action research seems easy and familiar. Since teaching seems to be full of
problematic situations and that the teacher has a responsibility of finding solution for
everyday problem in school, hence teachers should do action research. This is an
exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in
the previous activity.
My Answer
Key Questions Choose from the options given. You may
check more than one answer
1. From what source do you think, did the Choices:
authors identify the problems of their ___ Copied from research books
action research?  From daily observation of their
 teaching practice.
 From difficulties they observed of
their learners.
 From their own personal
experience.
___ From the told experiences of their co-
teachers.

Choices:
 To find a solution to the
problematic situation
___ To comply with the requirement of
2. What do you think is the teacher’s
the principal
intention in conducting the action
 To improve teaching practice
research?
___ 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
___ Learn and practice being an action
3. What benefit do you get as a student in
researcher
FS 2 in understanding and doing action
 Improve my teaching practice
research?
 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
4. In what ways, can you assist your intervention
mentor in his/ her Action Research  By assisting in the implementation
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?
I learned that action research is situation and context based. This also develops
reflection practices based on the interpretation made by participants. I also learned that
it can be based in problem solving, if the solution to the problem results in the
improvement of practice. Action researches are also a way to which why students or
class behave the way they do towards a certain subject , person or environment that
they are into. How students respond to adversaries and how us teachers learn from it.
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.
Yes, I realized that in a classroom and in campus, different problem are arising and it
needs to be address . Thus creating an action research helps a school into finding
solution to this problem. It is important to help students acquire the best environment
that they need.

Write Action Research Prompts

OBSERVE

From what teaching principles of theories can this problem be anchored?

 I have observed and noticed that Action Research begins with a problem or a
problematic situation.
Write an example of a problematic situation that you have observed and noticed.
- While observing especially in online classroom setting some of the students are
not able to attend virtual meet and also pass the activities and aside from that I
also notice that there at least one teacher didn,t go well with the class and forget
its schedule. This problem needs to solve both by students and teachers.

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above.
- In my own opinion I think the best solution for this is to have a face to face
classes. If is not granted the teacher and students should cooperate to work on
together. There is need a collaboration between students and teachers to be
able to have productive results. And be able to learn the students and teacher
must be responsible enough.

PLAN
 What strategies, activities, and innovations can I employ to improve the situation
or solve the problem?
 As a future action researcher I can plan for an appropriate intervention like
conducting a training for the teachers that will help them to enhance their
profession and personal competencies . and also it will increase students
performance in return. The learning activities of the students should also be
monitored by them.

ACT

If I conduct or implement my plan, what can be its title?

 If I will implement my doable plan in the future, my title would be identify the
identify the impact of teachers competencies towards students academic
performance in distant learning.

Work on my Artifacts
Your artifact will be an Abstract of a completed action research.
 Learnin
FIELD STUDY 2 g Understanding
AR Concepts,

FS 3
Episode
Process and
Models

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Use concept and processes of action research.
 Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
Nelson, 2014.
Clarify Your Task
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition
of action research. Anchored on the idea of inquiry by John Dewey several other
authors have advanced the concept of action research. Action research is a type of
inquiry that is:
 Practical as it involves making changes to practice.
 Theoretical as it informed by theory and can generate new insights.
 Concerned with change and improvement.

Action research has been embraces in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school
setting to improve their effectiveness. Teacher Action Research (TAR) is a method for
educational practitioners (teachers, school leaders) to engage in the assessment and
improvement of their own practice. It is a tool to help classroom teachers consider their
teaching methods or to adopt a strategy in order to solve everyday problem in the
school setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tichen, 2015)?
 Systematic – Like any form of research, it follows a system.
 Rigorous – It has rigor, meaning a strict adherence to the rules of empirical
studies.
 Reflective - It follows a continuous reflection and action.
 Situational – It is more specific to the location (school) circumstances (teaching
and learning, etc.)
 Participative – AR can be participative where teachers and learners are co-
researchers.
 Future-oriented – It seeks solution to current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
 AR can help me to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I
can use in the future.
 AR can provide me more space to think deeply about the issues that confront
teaching and learning.
 AR can help me engage with my mentor and peers to enable me to improve
 my teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my are of
specialization.
3. What types of classroom action studies that I can engage in?
 Creating changes in the classroom practices. Example: What changes will
daily writing have on my students?
 Establishing effects of curriculum restructuring. Example: Will the use of
mother tongue enhance the reading skills of my learners?
 Enhancing new understanding of learners. Example: What happens when
students get demotivated?
 Teaching a new process to the students. Example: How can I teach third
graders to do reflection?

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 McNiff & Whitehead 2006 (Adaptation)
Action Research The Action Research Process
Cycle
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move to Another Cycle
 1. Is there a need to modify intervention to get new
results?
2. Should I move to another cycle of action research?
 Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before id the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

 Department of Education (DO 16) 2017 Model

Action Research Key Action Research Process
Components
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action
QUESTIONS research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED INNOVATION, Proposed Plan
INTERVENTION AND 1. What do I plan as a solution to the problem I
STRATEGY identified? (Describe)
2. What innovation will I introduce to solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers,
 a. Participants and/or myself)
other Sources of Data 2. What are my sources of information?
and Information (participants)
b. Data Gathering 3. How shall I gather information?
Methods 4. How will I analyze my data/information?
c. Data Analysis Plan
V. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain? (targets,
TIMELINES activities, persons involved, timeline, cost)
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum
cost if externally funded like DepEd, LGUs NGO or
personal)
VII. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action
UTILIZATION research? (Publish, Present, Flyers, LAC
sessions)
2. Can I collaborate with other teachers to
continue or replicate my study?
VIII. REFERENCES References
1. What reading materials and references are
included in my review of literature?

Participate and Assist

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable
you to learn and provide the needed assistance to your teacher mentor in doing Action
Research

Notice
What concepts have been emphasized in the task and infographics? Give
at least four
1. Action research is a dynamic process anchored on reflection -action of observing,
reflecting, acting, evaluating and modifying.
2. Action research is a cyclical, recursive process of
observe>reflect>act>evaluate>modify>move in a new direction is known as action
reflection (McNiff & Whitehead 2006). Action research is a form of inquiry that enables
practitioners to investigate and evaluate their work.
3. Action research is a recursive or repeated process, proceeding through spiraling
cycle of planning, actions reflections and change (Correy,1953)
4. Action research cycle that starts with observe followed by reflect, plan and act which
can also go through evaluation and modification. It also follows cyclical process.
Since the 3 models are all action research, what are the common elements of the
three?
- I think the common elements of the 3 models are they all use observation as a
frequent technique to gather data. Action research in this way tests ideas as they
are produced and provides ‘real time’ feedback on what is and isn’t working.

Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyze the components vis-à-vis only one model out of the 3 presented

If you choose to compare with model A-McNiff & Whitehead, 2006, here are the
components.
Title land Author of the Action Research: The effect of the teachers teaching style
on students motivation by: Maria Theresa Barberos, Arnold Gozalo, Euberta
Padayogdog
Key Components Entry from your Sample AR
OBSERVE The Problem:
The teacher needs to inspire their students.
REFLECT Reflection:
The teacher must be aware of the class rooms diversity
and complexity. It is essential that we recognize the
importance of being motivated in our profession in order
to have motivated students in the classrooms.
PLAN Plan of Action
The type of research will be qualitative because they
need to survey and ask students some questions.
ACT Implementation
The first thing I made is I start gathering data for my
action plan. Each item in each category is assessed on a
scale of 5-1, with 5 indicating strongly agree and 1
indicating strongly disagree. The data from the survey is
compiled in a tables and evaluated using the simple
percentage method. During the open- ended questions,
the responses that were offered the most frequently by
the students were noted.
EVALUATE Finding
My findings indicate that this action research can be
apply to all teachers and students too. This research
must be read and worth of sharing because this will help
them know the needs of their students and help students
to understand better in classroom.
MODIFY Recommendations
It can be modify by having interview in some students to
get new results. Nothing to move or change another cycle
of action plan.

 If you choose to compare with model B- Nelson, O. 2014, here are the
components.
Titles and Author of the Action Research: Understanding the effectiveness of
teacher attributes By: Jennifer King Rice
Key Components Entry from your Sample AR
OBSERVE The Problem
This research needs to examine the impact of teachers
characteristics on teacher effectiveness in order to draw
conclusions about the extent to which these
characteristics are in fact, linked with teachers
performance, problems in this research must focus on
what is the impact of the effective teachers on their
students.
REFLECT Reflection
This research needs to achieve his study includes five
bread categories of measurable and policy-relevant
indicators to organize the teacher characteristics
assumed to reflect teacher quality. For me doing action
research is important to everyone especially to me and to
my fellow future practice teachers or should I say future
teachers.
PLAN Plan of action
The sort of research will be qualitative in order to obtain
some replies from the students. Interviewing students on
this issue is the technique, I’ll utilize.
ACT Implementation
In order to plan and implement this plan, I will make and
give presentation. I will collect information through
interviewing pupils.

Or if you choose the DepEd Model, 2017, here are the components

Title and Author: The effect of the teachers teaching style on students motivation
Key Component Action Research Process

I. Context and Rationale Study Background

I am doing this action research to give
motivation as well as to give my
knowledge to my students. The backgound
of my action research is the teachers
 teaching styles and strategies are currently
being used to encourage a conducive
learning climate.
II. Action Research Question Action Research Questions
The question I am trying to solve is the
question “how does teacher teaching style
affect students motivation?” I hope to
achieve this action research Is the styles
and strategies will help my students to
learn and motivated at the same time.
III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.
Strategy I think the solution to the problem of my
action research is to make a strategy that
the students will have your attention to
listen and to have their motivated. The
strategy I will use is to promote growth
mindset before discussing your lesson to
them and grow a community of learners in
your classroom, environment that is safe,
where they are willing to take risks and
struggle. In order to achieve this goal, the
students must be willing to work with and
assist other students in class. Struggle
should be acceptable and encouraged a
part of the learning process.
IV. Action Research Methods Describe Action Research Method.
a. Participants /other sources of data This action research needs the
b. Data Gathering Methods participation of the students, teachers and
c. Data Analysis Plan peers. The sources of this information are
the teachers because they are the one
who can give motivation. To gather some
information you need to make asked some
questions to all the students. To analyze
your data and information you need to
make tables to analyze their answers.

V. Action Research Work Plan Summarize Action Research Work Plan

In summary my work plan targets are to
motivate my students while learning. The
activities or strategy is to promote growth
mindset before discussing the lesson to
them and grow a community of learners in
classroom. The person may be involve in
this action research are teachers and
students.
VI. Cost Estimate Write cost Estimate
 This action research can be funded by
DepEd and personal.
VII. Plan for Dissemination and Describe how the results will be shared
Utilization The result will be shared by publishing it
on internet and be presented.
VIII. References Write at least 3 References.
Books, internet or websites, research

What have you understood about the concept of Action Research and how will these be
utilized in your practice?
- While answering and reading the module I understand that the concept of this
action research is to get knowledge in motivate and learning. These will be
utilized in my practice by applying all the strategies.

Reflect
As a future Teacher, is conducting an Action Research worth doing? Why?
- As a future teacher, conducting an action research for me is worth doing
because it enables teachers to reflect on their practice to improve it, become
more autonomous in professional judgement, develop a more energetic and
recognize and appreciate their own expertise. Research can help teachers to
understand what works and why, what the short and long term implications are,
provide a justification and rationale for decisions and actions, help to build
repertoire to help deal with the unexpected , identify problems and inform
improvement.

How can AR be useful for every classroom Teacher?

- As one of many approaches to educational research, it is important to distinguish
potential purposes of action research in the classroom.

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. It is really that the students understood and learned in online?
b. How they can manage the time as a student and their responsibilities at home?
c. How pandemic affect their life as a student.
 REFLECT

Thinking deeply about those problems, perhaps something must have been done
to solve the problem or answer the question, like:
A. Give enough school works to your students

B. Have a consideration to all of your students and motivate them to study hard so that
they encourage to life must go and to know their priorities.

C. Creating learning environments that reinforce the view that students can master
academic subjects. Students are motivated to compete with themselves to meet higher
and higher self-determined goals.

PLAN

Now, that I am in FS2, I plan to make a plan for my solution to problem How they can
manage the time as a student and their responsibilities at home because I think it will
help the students to lessen their work and at the same time have time to do some
activities in the other subjects too. Also they can have time to bond and to talk to their
love ones. Next is to motivate and have a consideration because in todays generation
because if we can put our selves in someone’s shoe we can say that we as a different
individuals we are facing different difficulties and problem by giving consideration this
will help students to not pressure their selves. Lastly to create learning environments to
increased sense of self-efficacy that promotes academic achievement.

ACT

Action will come later, given enough time in FS 2 or during my Teaching

Internship.

Work On My Artifacts:
Your artifact will be a full blown completed Action Research
Title: Understanding the effectiveness of teacher attributes
Author: Jennifer King Rice
https://books.google.com.ph/books/about/Teacher_Quality.html?
id=LQeeAAAAMAAJ&source=kp_book_description&redir_esc=y
Work on my Artifacts
(Attach your reflections here.)

0
Learnin
FIELD STUDY 2 g
Matching Problematic
Learning Situation
Episode

FS 4
with Probable Action

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Analyze teaching learning problems prevailing in the classroom.
 List matching action as probable solution to teaching-learning problems.

Clarify Your Task

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a
problem. Oftentimes, it is one of the difficult things to begin with. When a researcher
was asked: “Have you identified a problem for your action research?” Common answer
will be: “My problem is that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the
classroom, you will discover of lot of problematic situations. You must have also
observed these problematic situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
Revisit The Infographic/s
A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problem in teaching-learning.
Figure 2. Words that Represent Common Teaching-Learning Problems Identified by Filipino
Teachers (Felimon, Saison, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.

Identified
Problems Action as solution
Participate and Assist
What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.

The problems I identified are:

1. Poor connection/connectivity
2. The reading comprehension difficulty
3. Lack of discipline
4. Bullying in class
5. DepEd new normal due to covid 19

Excellent! Let us see how we can assist and learn ate the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
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.

Suppose you chose letter A. Conduct a Tutorial. So you have identified the
SOLUTION that
What about letter C as a SOLUTION to the same PROBLEM? Why? Because I want to
find a solution and make learning tasks to improve students reading comprehension.
The Problem is: The Action is:

Make learning tasks to improve

Difficulty in Comprehension of
comprehension
reading.

Difficulty in Comprehension of reading. Make learning tasks to improve

comprehension
- In this action, I’ve included several
learning ideas and activities like
1. Re-read for clarification
2. Make prediction
3. Make connections to prior
knowledge or past experiences
4. Ask questions or wonder about
what’s being described or
taught.
5. Survey the text. Read the main
headings skip ahead. Skin,
read the first and last
paragraphs of section.
6. Take notes
7. Visualize what is happening
8. Adjust your reading pace
9. Pause to think
10. Mark up the book.

Interesting, isn’t it? Now, you can assist you mentor by identifying observed problems in
the class and suggest actions to be done.

Notice
 What have you noticed of the problem identified above? Can there be more than
one solution to the problem? Explain
- I’ve notice that boredom Indifference are two factors that contribute to poor
reading comprehension. Children’s boredom and disinterest cause them to lose
interest in the text or information they’re reading. Some smart students are bored
with the text or information they are reading because it is too plain. Others are
uninterested in what they’re reading since it has no bearing on their lives. They
are concerned about it or they are aware of it. It is also conceivable to have
many solutions to this problem. As an example, encourage pupils to think
actively while reading. Encourage students to keep track of their understanding
and assist them in reviewing information and connecting what they’ve learned to
what they already know.
A creative and innovative teacher can find one or more than one solution or
answer to the same problem. Each solution matches with the problem. The more
solutions identified to choose from, the better for an action research.

Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might also be similar to the class you have observed and noticed.
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.

 Can you identify, Miss Fely’s problem?

- Maybe miss felly did not thoroughly study and comprehend her lecture, or
perhaps she was unprepared, and as a result learners are unable to grasp
the lesson since it is properly conveyed by the teacher.
 Can you find a solution to solve her problem? Yes
Give your two suggestions.
a. She must be prepared with her lesson before entering the class
b. She must ensure that everyone Is paying attention.
 What solution can solve Miss Fely’s problem? How?
- In order to solve Miss Fely’s problem, she must thoroughly prepare her
lesson and offer it to the class so that the students can learn from her.
Are they matched with the problem?
- Yes, they are matched with the problem.
‘
Scenario B: Sir Ryan teaches in disadvantaged urban community. Most of his earners
come from families that are disrupted, either with single parents or with their guardians
who stand only as parents. They are deprived of the necessary food, clothing and
shelter.

Can you identify the most probable-teaching-learning problem/s in the class of


Sir Ryan?
a. Low expectations of students
b. Low student achievement
 Can you propose a solution to solve one of the problems that you have
identified?
REFLECT
- About the low student achievement, we need to pay attention to the strengths
and limitations of each of our students. We need to reward their strengths and
strengthen their weakness.

REFLECT

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:
- After reading and answering the two scenarios. I’ve noticed that identifying
difficult circumstances and figuring out how to solve them helps us grow as
teachers. It helps teachers in becoming more independent in their professional
judgment, creating a more and active and dynamic teaching and learning
environment, articulating and expanding their craft knowledge, and recognizing
and appreciating their own competence.

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR prompts that follow:

OBSERVE

What problematic situation prevails in the classroom?

- One of the problematic situation prevails in the classroom is the poor interest and
motivation.

REFLECT

What changes do you want to achieve?

 - In order for the to be motivated, and have interest in class we need to use
reward so the whole class will participate.

PLAN

What strategies will you use to improve the situation?

- For me the strategies that I need to use in order to improve the situation in the
classroom is the following, Promote growth mindset over fixed mindset, grow a
community of learners in classroom, establish expectations and establish clear
goals, develop meaningful and respectful relationship with my students, and
lastly be inspirational.

ACT

What would be the title of your Action Research should you conduct the study?
- The possible title of my action research will be Enhancing students engagement
and satisfaction in school food service.

Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research: Improvement Of Mathematics Performance Among

Grade 11 Students Through Jigsaw Technique.

II. Author/s: PEDE I. CASING

III. Abstract
- This action research aimed to improve the mathematics performance of 56
grade 11

IV. Identify the Problem of the Study

 V. Identify the Action Taken in the Study

Learnin
FIELD STUDY 2 g Preparing
Episode The Learning

FS 5
Environment: An
Overview

Target Your Intended Learning Outcomes

At the end of this episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.

Clarify Your Task

Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school
that supports student learning. It is a self-contained area where teacher teaches and
children learn. In the classroom are chairs or tales for students and a front table for the
teachers. This is a traditional face-to-face classroom. Most often the students should
face the teacher as the chairs are arranged hat way. But as teaching delivers change to
enhance learning, modification in the seating arrangement evolved ad more opportunity
for the learners to move about for cooperative learning was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility – there is opportunity to have small groups, movable walls.
 Openness – Learning corners/areas which could be shared.
 Accesses to resources – Audio-visual materials are ready and open for
use.
 Physical classroom – Space is clean and safe.
 Psychological atmosphere – It is friendly and accommodating.

The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.

Here are some specific strategies for developing the optimal classroom climate.
You may consider these.
1. Learning environment addresses both physical and
psychological needs of the students for security and order,
love and belonging, personal power and competence,
freedom and fun.
2. Create a sense of order. For example, teacher should
teach students how to
 Enter the classroom and become immediately engaged in the activity;
 Distribute and collect materials;
 Find out about missed assignments due to absence and how to make up
for them;
 Get the teacher’s attention without disrupting the class and
 Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or online
classroom.
4. In a healthy and conducive learning environment,
everybody belongs and knows each other.
5. Encourage class building activities like games and tem
activities.
 6. In a conducive learning environment, success whether
small or big is recognized, and celebrated.

Both approaches, either the traditional face-to-face or online, lead to positive

result but in different ways, so usually in practice both approaches are combined
Learning environment can be traditional (F2F), virtual (on-line) or a combination
(Hybrid).

Revisit the Infographic/s

Participate and Assist
What will you do to assist your mentor in setting up a conducive learning environment in
the following conditions:
1. Bulletin Board Display
- To support my mentor In creating a suitable learning environment, I will assist
him /her by making necessary suggestions, providing related thoughts about
various subjects, and expanding his/her innovations that are important to the 21st
century . also I will help my mentor by conducting creative research and creating
a poster, which is necessary in order to create a positive learning environment.
Because I am aware that the bulletin board may serve as “another teacher”, that
reflects new teachings and communicates new information to learner, reinforces
new vocabulary and concept, and challenges students to interact in new ways.

2. Small Group Discussion

- To assist my mentor in conducting and initiating this small group discussion, I
will seek for his/her permission to lead and commence this activity. I’ll prepare all
of the necessary resources and associated themes. I’ll also give them enough
time and space to collect their views and participate in discussions. It will assist
students in making better use of their time and in being more productive.

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

- Before starting the class , I will ask my mentors permission that I will check the
- class attendance, by initiating this, it will help him/her to ease him/her work.

Notice
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message
of theme does it convey?
- Oas polytechnic high school’s bulletin board has the

 What makes it attractive to the learners?

- It attracts the learners by utilizing vibrant colors, big fonts, and visibility from a
distance. It appeals to me since it stimulates children through educational and
entertaining activities.

 Does it help in the learning process? How?

- 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?
- The learning space of the students when the teacher Is using a distance delivery
of learning is at home, especially during the pandemic home is the best and I
think the safe place for the students to learn. Their parents is responsible for the
learning of his/her children. By the help of the parents the students can learn
new skills and knowledge while taking other steps in their career. But the
learning environment especially our home needs to be right. It is called physical
space, our home must be well, comfortable, clean and warm. It needs to be quiet
so that learners can focus.

 How can you as a teacher help to make such environment conducive for
learning?
- I think me as a teacher I can help to make environment a conducive learning for
students in a way that I can assist in conducting an online class in a way of
giving advise on how to create a positive learning environment. In addition if their
was a time I will visit my students in their place and check if it is a good
environment for them.

Analyze
 The examples above, describe two contrasting situations. The first shows that
the learners are in the same room or space while in the second, the learners maybe in
different learning spaces like homes, study hubs or in extreme cases parks or under the
trees.
As a teacher, in which of the two situations would you prefer to manage for
learning? Choose between Learning environment 1or Learning Environment 2.
Explain your choice: Why?
- I will choose environment 1, because for me students in a actual school
environment will have the opportunity to ask questions in the present. It allows
also the students to participate in a small group discussions, join in a various
school events, and spend time to socialize with their friend and school mates.
Lastly, they can learn about the diverse emotions towards another in the
classroom through social contact. Online education in other hand cant replace
face to face education and it is ideal environment for students so that they can
reach their full potential.

Reflect
Based on my noticing and analysis, I realized that
A. face to face learning is much better than online learning because it will enable the
children to become hands on on the different activities and at the same time
intearcating with one another with their peers.
b. as a teacher, I think I hav the best role in providing the best space for the children to
feel and experience a conducive learning environment.
C. during the pandemic, the parents also play the biggest role for the students learning
at home. They serve also as the teacher at that time since its pandemic.

Write Action Research Prompts

OBSERVE

What probable problem may result from the two situations of the learning
environment?
The probable problem when it comes to online for me are the following:
a) Accessibility of time and place
b) Students attendance
c) Variety of learning styles
d) Technology issues
e) Power interruption
 The probable problem when it comes to face to face for me are the following:
a) There is no flexible learning
b) Time of travel from home to school
c) Lack of learning resources
d) Financial allowances
e) Peer destruction

REFLECT

What solutions can I think of to solve the problem?

- To overcome such challenges, first and foremost, as a teacher, I must engage
with students by visiting them at home and asking how they are doing and how I
can assist them, second, as a teacher, I need to have plan A and plan B in the
place to meet all of the pupils educational needs and interests. Third I need to
speak with the parents to learn about their current condition and status. Fourth, I
need to be innovative and cultivate a mindfulness mindset. Fifth, I need to go to
additional mile in order to completely comprehend my field of work. Finally, I
must be adaptable in all I do since the learners future depends on my
performance.

PLAN

How should I do it?

- As a teacher, I am responsible for being prepared for every eventuality. I need to
put up my best effort and willingness to achieve my goals and assist the students
with their needs. The teacher has a significant role to play in resolving these
issues. First I need to seek the principals assistance before taking the
appropriate action. Second, I’ll visit with the parents to learn about their present
position. Third I shall enlist the cooperation and involvement of local leaders.
Fourth, as a teacher I will prepare all the necessary learning materials and I will
adjust all my teaching abilities base on their needs and situation so that I can
cater all of them. Those solutions are suitable for both two learning environment.

Work on my Artifacts
In not less than 300 words, write an essay on the topic:
“My Conducive Learning Environment”

Our surroundings, whether consciously and subconsciously literally

have an impact on us. Our surroundings may either push us to focus on our
duties or provide distractions that cause us to lose focus. Students productivity
influenced by the setting in which they learn and study. A productive
 Learnin
FIELD STUDY 2 g Enhancing a
Episode Face-to-Face

FS 6
Learning
Environment
 Target Your Intended Learning Outcomes
At the end of this episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.

Clarify Your Task

Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face-classroom, students and the teacher are physically present.
They meet at a time set in the classroom. The teacher prepares activities, provides
instruction and evaluates students’ learning. Equipment and instructional materials are
made available in the classroom where teaching and learning take place most of the
time.
Some of the advantages of face-to-face learning environment for the students
are:
 less distraction and more concentration than when studying at home or
elsewhere;
 greater understanding and real world examples from teachers and
classmates;
 greater chance of completing course work by doing it in the classroom
sace;
 learn more easily and more comfortably in familiar, traditional classroom
situation;
 access more relevant information from teachers and classmates
interactions and
 greater opportunity to connect and socialize, network and solve problems
together with classmates and teacher.

Here are some characteristics of the face-to-face or in-person learning

environment.
 Learning space is physical. Both the teacher and learner see and hear
each other from the same contained safe place called the classroom.
 Lessons are derived with the teacher physically facilitating. Reading
assignments are from textbooks and other resources provided or referred.
  Class meetings occur regularly on a specific time or schedule.
 Teacher leads the conversation, within a limited amount of time.
 Assessment is done face-to-face and usually during the class meeting.

Revisit the Infographic/s

Notice the physical arrangement found in two classroom spaces.

Spot the similarities and the differences.

Participate and Assist

Given the concepts and the infographic, how can you participate and assist in a
face-to-face learning environment?
- With the use of the infographic, I can participate and assist in face to face
learning environment by using technology in doing presentations such as
 projectors, laptops, lapels and so many to use. Also I will involve students in
motivational activities in order to get their attention and interest. While the
seating arrangements in the infographic may vary. It is essential to keep students
under control so that they cannot interrupt their peers or the lesson. In addition
even in the final rows of pupils the presentation must be visible and heard.

Notice
Having been exposed to 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?
Classroom Environment Before Classroom Environment Now
Teacher centered Student centered
10 years of basic education K-12
Usage of raw material like chalkboards, Usage of technology like laptops,
manila paper, cut out, visual aids, books projectors, printed visual aids, internet,
and so on computer and so on

Analyze
What do you think brought the changes in the face-to-face learning environment
now?
- I think the factors that brought changes in the face to face learning environment
now is the usage of technology and globalization, technology had a significant
impact on how instructors and students approach the teaching and learning
process. It also enhances the school’s ability to fulfill the requirements of a
diverse range of a children. Students with hearing, speech, or vision problems as
well as those who are mostly house bond, can now get s good education. With
technological breakthroughs, we can now access everything with single click or
our finger. In addition this improves the educational system by enhancing the
capacity to design learning settings that are conducive to all students. Lastly,
globalization had an impact that can be seen through K-12 program, this
transition to the k-12 curriculum caused a lot of controversy at first because of
the differing viewpoints among individuals, but it was means for us filipinos to
become more competitive and competent in the global market.

From the changes that you identify, choose one that you can do. How will you do
it?
- Integrating classrooms with digital learning tools and resources is the use of
technology in education, where it has been utilized to help both teaching and
 learning. As a result a result I can do it in my future classroom by making
discussions more enjoyable and engaging by using different online platforms in
conducting my activities, quizzes, and lectures. Platforms like Kahoot, it, Edmodo
,Schoology, quizzes, and more. I think incorporating these tools into my
classroom will encourage inclusiveness and developing of digital literacy skills in
my pupils, as well as exposing me to global online communities. Usage and
engagement with technology will also promote global awareness for both me and
my students as it is one of the essential components of 21st century education.

Reflect
Do you think making the learning environment conducive for a face-to-face classroom
will enable the leaners to achieve better learning outcomes? ________ Explain your
answer.
- Yes I think so, it do not focus only on the engagement and enjoyment but it will
also improves students focus and attention and encourages them to engage in
the teaching-learning process which leads to improved student achievement.

Write Action Research Prompts

OBSERVE

What common problem have I noticed in the face-to-face learning

environment?
- The common problem I have noticed in the face to face learning environment is
the difference between students personalities and characteristics.
Can I translate this problem into a question?
- I will translate it in a question like “how to deal with every students needs?”
- Why is it important to understand students needs and interest.

REFLECT

How would I solve the problem?

- I think getting to know my students as individuals will help me offer a welcoming,
courteous, and accepting environment in the classroom. Its not enough to
 understand my student’s name’s, ages, friendship groups, and family histories. I
also need to dive a little further to learn about their learning interests and skills. It
will not only assist to keep my students involved studying, but I will also give a
secure area for them to open up and seek support from me when required when
they are going through difficult times. As a teacher, it will enable me to adapt.
Will it improve my teaching? How?
- Yes, given the difference among my students it is important to be able to
understand their learning styles as it will help me improve the approaches and
strategies that I have to fit their every learning needs. It will also implement the
best into their daily activities, curriculum and assessments.

PLAN

What will I do to solve the problem? Describe briefly how you will do it.
- To solve the problem I will use my students interest as my teaching tools. We all
know the every students have different learning styles and intelligence. I will also
create a learning goal for them to be guided .

Work on my Artifacts
Visit a school, where the learning environment is face-to-face. Prepare a
detailed report describing the face-to-face learning environment in terms of the three
components:
Physical Environment
 Is the space inside the room more than enough for the learners to move
about?
 Does the room arrangement match with teaching-learning principles? Are
there several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from
hazards?
 Are learners comfortable in terms of light ventilation?

Psychological Environment
 Are there sets of rules and procedures followed? What re these?
 Are the sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
- Modelling of positive attitude, respect, behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
 - Opportunities for learners to share their experiences and learning with
each other

Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and
cooperation?
 How are individual needs and differences considered?

PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the physical environment:

The physical environment of the school reflects to the importance of safe,
clean and comfortable surroundings in creating a positive school climate in which
students can learn. It assesses the level of maintenance, ambient noise, lightning,
indoor air quality, and/or thermal comfort of the school’s physical structure, as well as
its location within the community.
Describe the psychological environment:
Teachers communicate within the psychological environment through their
attitudes, feelings or excitement, values, and principles. Most students enter the
educational process expecting to be encouraged and assisted in their learning. The
psychological environment in the classroom sets the stage for the expression of ideas,
opinions, and attitudes, the asking of questions, and the investigation of concerns,
essentially, the quality of relationships among students as well as between students,
teachers, their school personnel and school leadership.
Describe the social environment:
Positive social environment promote acceptance, kindness, forgiveness and
opportunities to make mistakes without consequences. These gentle learning
environments can be incredibly important for diverse students.

Learnin
FIELD STUDY 2 g Making On-line or
Virtual Learning
Episode

FS 7
Environment Safe
and Conducive
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.

Clarify Your Task

Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical
spaces to flexible spaces that integrate technology to support the 21st century learning
opportunities. The modern learning environment incorporates the three elements: (1)
connected devices such as notebooks, tablets, smart phones; (2) audio visual tools
including projectors and touch screen displays and (3) purposeful furniture such as
standing desks, collaborative work stations and connected seating that allow students to
learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which
allows learning to take place anytime, anyplace, and anywhere. On-line or virtual
learning can be delivered synchronously or asynchronously, so the teacher’s role is a
moderator between the technology and the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained
physical space but learners are in different imaginary spaces made possible by
technology such as computer network. Virtual classrooms refer to digital; learning
environment that allows teachers and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment.
What are home safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of
how you and the children will be using the on-line platform.
 Assist them on how to set up appropriate home learning spaces, if
students will be learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequences if they failed.
 Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be
flexible with class length and topics.
 Make assignments as guided as possible. Teachers may need to source
research sites to ensure on-line safety.
  Provide students with resources. Share with your students websites and
videos so as not to take them to inappropriate materials such as ads from
YouTube and other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a
group text, or group chat. When using technology like zoom, google.meet,
MOOCS allow public chatting or group instead of chatting privately so that you
can be part of their conversation.
4. Use of password, log in and log out.
 All students should have individual password. This should not be
disclosed.
 No one should log in as another person.
 All users log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or
on-line learning environment but for the meantime let us have a few. As
technology advances, so do policies and guidelines.

Participate and Assist

If you are assisting your mentor in an on-line class, these are some reminders
you should share to your remote learners on a synchronous platform like google.meet,
zoom, MOOCS or any other platforms you are familiar with and are using.
With the use of any google.meet, zoom or any platform, organize a virtual class.
Do this with the guidance of your mentor.
 Make sure your  Find a quiet place  Be on time for the
device is charged. free of distractions. class.

 Be respectful at all  Stay on mute and  Stay focused and on

times. raise hand only if task so you won’t
needed. miss any
information.

 Turn on your  Use kind words all  Teacher and

camera. the time. learners are
dressed
appropriately.

Try to handle one on-line class and use the guidelines above. Happy virtual
teaching!
Notice
Unlike the traditional face to face classroom environment, online or virtual
environment is a bit difficult to manage. It is because Virtual Learning Environment
(VLE) is imaginary and not in the physical sense. It has no concerns or walls and it can
be set up with the support of technology.

As a teacher, what have you discovered to be easy to implement in your virtual

class?
- As a teacher, I have discovered that online classes are difficult to
manage, but I believe that if we want to we must find a way. The first
step for me is I will establish rules and regulations, even if it will be
done online. My students attendance will be tracked, and at the same
time I will also us synchronize and asynchronous to give them time to
complete their activities.
How did the students shows their active participation in the lesson?
- The students can show their active participation in class by answering
and sharing their opinions and thought to the class. Even it is online
class students and teacher have interaction by sharing their daily life
lessons and insights about the topic.
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
 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
As a future teacher I feel that the on-line learning environment can be safe if
- The students understands how to correctly use technology and
devices. With this the parents/family’s support and direction play an
important role in the students safety. Examine the security risks
associated with any online platforms or tools that are used with the
students. Make policies and procedures transparent and easy to
understand for all. Communicate with pupils and keep them informed.
 Also if teachers have any concerns when engaging with students
online or at any other time, they should retain written notes and other
proof of such screenshots.
I think that teaching in a virtual learning environment is
- Is difficult to manage since the teacher is unable to supervise the
behavior of the students. Not every student or teacher has access to
the internet or can supply devices in an online session. Money,
internet, energy supply, and the pupils capacity to deal with the
instruction are all factors to consider.

Write Action Research Prompt

OBSERVE Identify the problems brought about by the on-line learning

- environment.
I think the main problem that is brought of the online learning is
internet connection, limited devices that can use, mis-communication,
and lastly limited interaction.

REFLECT How would you solve this problem?

- I can solve the problem with the use also of technology, what I mean is
I will be posing for the government to know that they should increase
the budget in education and upgrade the connections. Aside from they
need also to innovate learning modality so that students can access
through on-line despite of having difficulties.

PLAN What initial plan do you intend to do to solve the problem?

- I will ask help from the parents, students ,co-teachers, department,
community and importantly the government.

Work On My Artifacts:
Make a list of 10 websites where you can source references and instructional
materials for this episode. Place the list in the matrix like the one below. Share this with
your mentor.

Name of Website Topics/Title of Content or Instructional

Materials
1. Powered by NCTE | Read Write Think Read write think offers a wide variety of
classroom and professional development
resources. These includes students
interactives, lesson plans,
printouts ,mobile apps, rea-made lesson
plans, webinars, videos, and many other
resources.
2. Khan Academy | Free Online Courses, Lessons Khan academy provides free educational
& Practice content in the form of instructional videos
and practice exercising covering different
subjects including math, chemistry,
physics, science, arts, humanities and
many more.
3. Smithsonian Learning Lab: Discover, Create, This empowers learners with materials
Share and tools to help them personalize their
learning. Create new ideas, find
resources and access collections of
educational content and build meaningful
educational networks.
4. Common Sense This platform where you can access
teacher created reviews of educational
tools and mobile apps, read-made lesson
plans, webinars, videos and many other
resources.
5. Free Online Textbooks, Flashcards, Adaptive Ck-12 provides teacher-curated STEM
Practice, Real World Examples, Simulations content that includes lessons, activities,
study guides, and practice exercises.
6. RedShelf This is a socially-curated discovery
engine of websites, mobile apps, desktop
programs, and electronic products for
teaching and learning.
7. Symbaloo: Bookmarks & Favorites - The #1 Is the visual resource management tool
Homepage for Educators that helps educators and students
organize and share the best of the web.
users save their resources in the cloud
and access them from anywhere with any
device.
8. Lessons Worth Sharing | TED-Ed TED Ed is an education initiative from
TED to help teachers, educators, and
students to access and create interactive
video lessons.
9. Online Learning Platform & Digital Resources | Discovery education provides tons of
Discovery Education standards-aligned resources, tools to
enhance students thinking skills, and
opportunities for collaborative learning
experiences to help teachers grow their
 professional practice.
10. OER Commons Open educational resources is a public
digital library of open educational content
that allows you to explore, cfeate and
collaborate with educators around the
word to improve curriculum.

Learnin
FIELD STUDY 2 g
Establishing My Own
Classroom Routines
Episode

FS 8
and Procedures in a
Face-to-Face/ Remote
Learning

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Establish my classroom routines and procedures before during and after classes in a
face-to-face or in remote learning.
 Explain the classroom routines (what to do, how to do it, when to do it, and why
those need to be done).
 Reflect on the basic questions when building my classroom routines and procedures
in the classroom and in remote learning.
 List down some possible topics for action research on classroom routines and
procedures.
 Use professional reflections and learning to improve practice.

Clarify Your Task

Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don’t just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily
activities run smoothly; ensures that you manage time effectively; helps you maintain
time in giving directions/ instructions; and enables you to explain to the learners what
are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers
and students whether in the classroom or remotely. To teach classroom routines
remotely, it is best to record videos and to post these in the learning management
system so students may watch them over and over again for better retention and for
families to view them so they can assist their children when needed.
Students can take an active role in establishing classroom routines, They can
brainstorm on ideas which they will most likely do and follow. Routines are important
especially when done in remote learning so that there will be less distractions both for
synchronous and asynchronous participation.

Participate and Assist

To ensure that I can carry out/perform my tasks efficiently and effectively in

participating and assisting my cooperating teacher in establishing routines and
procedures, in the classroom or in remote learning, I must be guided by the following
questions:

1. How will I gain student attention in the classroom /remote learning?

2. What are the routines and procedures that I need to establish before, during and
after my classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
4. How must students get/secure the needed work materials and books and others in
the classroom / remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom / remote learning?
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/online classes?
7. What rules must be set for students who finish task clearly/ and for those when
cannot complete work on time?
8. What procedures must be observed for tardiness / early dismissals?
9. What procedures must be done when submitting homework / performance tasks in
the classroom / remote learning?
10. What procedures must be employed in movements into and out of the
classroom/remote learning?

Having these guide questions in mind, consult your Resource Teacher on the
possible assistance or participation that you can do to help her/him in doing the
classroom routines. Complete the matrix for the routines that you can employ
before, during and after classes in the classroom/remote learning to ensure order
and discipline in your classes. List down the problems which you have
encountered while implementing these routines.
- When we asked our resource teacher about the possible assistance or
participation that I can do help her in doing classroom routines, she
says I can help her on checking or monitoring of class attendance.
ROUTINES in CLASSROOM/ REMOTE LEARNING
BEFORE CLASS DURING CLASS AFTER
 Checking  Recap  Summarization for
cleanliness and  Checking of the lesson
orderliness of the assignment  Closing prayer
classroom during  Start new lesson  Giving assignments,
face to face class  Recitation activities,
 Checking students if  Having short quiz clarification
wearing complete  Closing greeting.
uniform
 Sending link to the
group chat
 Arrives on the class
on time
 Opening prayer
 Checking of class
attendance
 Greet the students
 Having warm up or
energizer

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?
- After employing my classroom routines and establishing my procedure
in the start of having good classroom management in order to have
meaningful learning experiences inside the classroom. But there was a
circumstances that I feel discourage when I saw some students does
not internalize their part as a students.
 How did your students respond to your classroom routines and
procedures?
- As what I noticed to their reactions, they are agreeing of having this
classroom routines and procedures, where I saw to them the
excitement to follow and practice it in class even though some are not
following it, but before that most of the students showed deeper
interest in a way pf asking questions for some clarification about the
routines and procedure we have.
  What was the feedback of your Resource Teacher on your classroom
routines and procedures?
- Some of the routines I have in my matrix is consulted by my resource
teacher. She agree to us that is good. Also she add that having
icebreaker or energizer in an online class can reduce the time for the
discussion so they skip it because the allotted time for the lesson is
limited which good only for 1 hour. But according to her it is better to
have icebreaker or energizer in class.

 Was there a change in the classroom environment/teaching-learning

process after you have implemented your classroom routines and
procedures?
- Yes, I noticed that having the routines and procedure inside the
classroom the class run smoothly, unnecessarily behavior was
minimize, and all action we have in the class are efficience tohave
effective learning. Also students are become more oraganize inside
the class.

 What was the feedback of your Resource Teacher on your classroom

routines and procedures?
- Some of the routines I have in the matrix , we consult it to our resource
teacher if it is okay, she agree to us that is good. Also she add that
having a icebreaker or energizer in online class can reduce the time
Analyze
1. What factors/conditions prompted you to establish those classroom routines
and procedures?
- The factors that motivated me to establish those classroom routines and
procedure are the order on the classroom environment, unnecessary behavior
that arises in the class, my expectation to the learner.
2. Was there a marked improvement in classroom management after
employing your classroom routines?
- Yes, the improvement we have after employing my classroom routine are the
following; we start the class on the right time; everyone are fully prepared which
they are guided on what is needed to do; I deliver my lesson effectively because
no more distraction I encountered; learners good behavior are improved very
well in the class.

3.Did the teaching-learning process improve? Justify your answer.

- Yes, having this routines and procedure in the class, learners become more
aware that they are going to do where it’s a big help to have a good start of the
class every day, so time was not wasted. Also it teach students to have self-
disciplined like on how to be prepared on the class , asking with good manner,
and being organize from the task they have. Those sets of the routine and
procedures poster goof classroom management where a big help to us to run the
 class smoothly and have a meaningful teaching-learning experience because
teacher can deliver the lesson proper while students engage to the class.

Reflect
What insights have you gained while doing this learning episode?
- Doing this episode, I have remembered my all teachers from elementary, high
school and in college, where, I realized now that all routines and procedures they
employ to us is very important in order to maintain the good flow of the class and
good behavior. So, as a future teacher while thinking this routines and
procedures that employ In the class, I learned that I need to think deeper, know
what expectation should I have to my students for that I can develop appropriate
routines and procedures to the class. Also, delivering this routines for that can
develop appropriate routines and procedure to class I need to ensure that they
know and clear to them so I can teach them how to do it. In this way day by day I
can correct those who didn’t doit proper. In addition I realized that having a
brainstorming in my students they can contribute to have effective routines and
procedure on their behavior because they feel there ideas are matter in the
class.

Write Action Research Prompts

OBSERVE

1. The problems/challenges I encountered in establishing my classroom routines

 Difficulties in checking attendance because some of the learners are
coming late on the meeting we have
 Some of the students afraid to participate on the recitation even their
names are being called by the teacher
 Some of the students lack of initiative to follow the routines we have like
attending late to the meeting.

REFLECT

2.I hope to achieve to address these problems and challenges by

- Selecting appropriate strategy and intervention to make sure that the
students are participating and followed the routines that employed on the
class. These intervention and strategy like modeling, giving rewards, and
 praise them about what they’ve done for them to become more motivated in
the class.
PLAN

3.Some strategies/ways which I can employ to improve my classroom routines

are
 As their teacher I’m their model so to ensure they know how to follow and do
the routines and procedure we have I need to do it by showing to class like
for example arrive the class five minutes before the time so that they will
learn how to manage their time in the next meeting.
 Praise students can motivate them to be active in the class because they will
feel the effort in the class is worth it.
 Giving reward also can motivate them to perform better in class, follow
routines and rules.
 Posting a piece of copy or images of routines on the wall/ google classroom
for them to remember it every day. Also show a video clip on the class that
implies same routines and procedure.

ACT

4.(Based on my answers in nos: 1-3), the possible title of my action research on

this episode is
The effectiveness of modeling on the routines and procedure to improve the
discipline of the learner specifically on having time management.
To further enrich my knowledge on establishing classroom routines and procedures,
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.

Work On My Artifacts:
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.
 Learnin
FIELD STUDY 2 g Creating my
Classroom/Remote
Episode

FS 9
Learning
Management Plan
 Target Your Intended Learning Outcome
At the end of this Learning Episode I must be able to:

 explain the importance of my classroom management plan.

 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.

Clarify Your Task

Creating My Classroom/Remote Learning Management Plan

A classroom management plan is a plan that a teacher designs that sets the
expectations for every student. The purpose of a classroom management plan is to
make the students accountable for their actions. Effective classroom management
increases students’ success, enhances students’ academic skills and competencies and
promotes social and emotional development.

The teaching-learning process may be implemented in various modalities.

Teachers must bear in mind that alternatives and other options may be considered in
designing the classroom remote management plan.
A good learning environment produces highly engaged students who learn more,
do more and work more. Teachers likewise become more creative and productive in
their work.
Key Elements for Effective Classroom Management:
1. Classroom Design: This refers to seating arrangement, bulletin boards, display,
storage area, equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love,
care, respect and sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every
action/misdemeanor in class. This will ensure fairness and consistency in dealing with
the students. This also includes the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class.
This will make the students to stay on time and on task.
5. Organization: This refers to the systematic arrangement of files and records and
keeping them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning
content. Tailoring your techniques to the subject, grade levels and nature of the learner
is really important.
7. Communication: Consistent open lines of communication to all the stakeholders of
the school community will lead to better teacher-student teacher relationship.
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-
seven-key-elements-for-effective-classroom-management

In order to implement these elements effectively, a classroom management plan

must be designed. Each teacher has its own unique style of management to meet class
needs, although the same elements are found consistently. In order for a classroom
management plan to be successful, the students must have a complete understanding
of each of the guidelines. At the same time, teachers must follow their plan to ensure
that the learning environment is safe, friendly, secured and non-threatening whether in
the classroom or in remote learning.
Components Of Classroom/Remote Guide Questions
Learning Management Plan
Philosophical Statement What is your set of ideas, values, beliefs
and goals on classroom/remote learning
management?

What set of criteria and/or standards will

you set to judge the quality of your
classroom/remote learning environment?
Classroom Rules and Procedures What classroom rules and procedures will
you formulate to ensure discipline and
order in your class?
Teacher-Student Relationships How will you treat every student in your
class?
How will you interact with them?
How will you ensure good interaction
between and among students and
superiors?

Schedule and Timeframes How will you organize your class

schedule?
How will you keep your students to stay
focused and on task?
Classroom Structure, Design and How will you design your classroom to
Arrangement create an appropriate learning
environment?
 Classroom Safety Rules and How will you ensure the safety and
Procedures security of your students?
What rules will you formulate to
safeguard their protection?
Strategies for Rewards and What strategies will you employ for
Consequences rewards and consequences?

Participate and Assist

After realizing the different elements and steps of classroom/remote
management plan you are now ready to make your own plan which you can implement
in your classroom/remote learning. You may request a copy of a Classroom/Remote
Learning Management Plan of your Resource Teacher or you may surf the internet for
more samples/ exemplars in creating your plan.
Be guided by the guide questions for each of the elements. Follow these
reminders in writing your plan:
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.

My Classroom Management Plan

Philosophical Statement

-As a teacher, making a good classroom a safe and challenging

environment and engaging my students through the classroom
management plan will help me make things easy. My classroom design or
environment is good posture, presentable and well ventilated who entered
to my classroom. My students are comfortable; I believe good classroom is
harvesting good knowledge that they learn a lot from me. I want to
encourage all my students to participate in the discussion of lesson and
activities they can learn a lot from it. As a teacher I will do all my best to
feed knowledge this challenging part because they have a different attitude
and different emotion that I handle in my every life as a teacher. I want to
be fair as I can for my students.
Classroom Rules and Behaviors
- To my classroom procedure I need to establish before the class. First thing
to do is greet and pray before the class start. Next I will ask them to
arrange their chairs and pick up the pieces of paper or trashes before
taking a sit. Third will be checking of the attendance. Fourth, give the
motivational activity to know what lesson to be discuss. During the
discussion I will introduce the learning outcomes , then with that I will give
 activity or group activities. Lastly, I will collect their activity and after that
will give also the assignment and followed by the closing prayer.
Teacher-Student Relationship

-As a teacher the first thing that I need to consider in making relation to my
students is how to interact with them and handle their attitudes and
emotions particularly in students who needs special treatments. I need to
be fair to everyone no one can left behind and guided them in their doings
inside the classroom; I will act not only a teacher but also a second parent
or guardian to them with that we can build a good relationship. I want a
conducive and fun class where in no one will feel bored in my lesson. I will
do my best so that I can be able to feed them with full knowledge. Lastly I
want to be an effective teacher for the next generation.
Schedules and Timeframes

- To properly design and execute the plan, it is vital to prioritize time for
personal requirements plans for students education. When teachers are
overworked as a result of lack of personal care, its probable that, overtime
the classroom will become less effective and efficient. Implementing a time-
bound strategy, savings strategies are only effective when a teacher is
active, healthy, and well-rested. As a teacher, I must take steps to
effectively manage my time in the classroom environment. It is possible to
stay on track by using time management practices. Keep up with each
students educational demands deal with emergency circumstances quickly,
and when unforeseen occurrences occur, don’t fall behind. Time
management is crucial component of success. Offering a high qulity
education and catering to the individual needs of each students.
Classroom Structure, Design and Arrangements
- Students are greeted by brilliant colors on the walls an natural lighting as
they enter. As they glide across corridor, they emit a warm glow from the
windows and welcoming sensation. They are at ease. Visitors are warmly
welcomed as they make their way to their seats in large circle of tables.
They have the ability to see their classmates as they face one other and
stare from wall to wall maps, art , famous individuals, and students word.
There isn’t one. There is a speck of white paint visible. The carpet on the floor
provides comfort to the students and produces a pleasant atmosphere. In the midst of
the energizing walls, there is a sense of calm. I’m going to begin the session from my
desk. Which is the pupils, who are also part of the circle, take out their journals and
colored pens to record their observations. Todays lesson, as well as their own
personal views, questions, or artwork. I believe that the establishment of the
classroom has a significant impact on students learning, and I hope that mine will be
one of them. My students will be exposed to an environment that encourages critical
thinking, conversion and reflection. The tables should be arranged in a circle to
provide a conducive environment for discussion. In my opinion, its critical to engage
kids in debate in order to elicit and question ideas as well as to aloow them to express
themselves. The students in the class benefit from each others knowledge.
Classroom Safety Rules and Procedures
- Making rules for my classroom will depend on your own expectations and
style of teaching. Through many teachers choose works with their students
to form a list of class rules, safety is an area that requires teacher control.
Before you decide on which rules to use look around your classroom and
consider possible hazards that need to be addressed.
Rule Making
- When a class first starts, divide children into groups. Ask children what type
of rules they think will help make the classroom a good environment for
learning and let them brainstorm a list of rules. Let each group create a
poster and present their rules to the class. Then discuss the rels for the
class. Discuss also the consequences for breaking the rules and add them
to the poster.
Rule Police
- Choose a pair of students to be a rule police of the day. If someone calls
out or does not follow rules, the police are responsible for writing their
names on the board.
Myster question
- In the beginning of the school year, students have questions about
classroom procedures. Prepare questions about classroom precedures
regarding sharpening pencils, getting drinks, talking out of turn, lining up
and bullying that may concern students.
Pledge of rules
- After creating classroom rules, help students create a classroom pledge
that reminds them of the rules. Practice the pledge and let the children write
out the pledge and keep it on their desks. The pledge can be said every
morning and will keep the rules fresh in the students mind.
Role playing
- Divide students into groups. Give each group a classroom rules and ask
the students demonstrate what happens when it is not followed. Have the
other students guess the rule and then discuss why rule is important to
follow.
Mystery rule
- Write down one rule at the beginning of the week and do not tell the
students which rule it is

Strategies for Rewards and Consequences

- In order to foster a culture of respect and academic accomplishment in the
classroom , a healthy rules and penalties system is required. When
teaching our students about the class rules they should know by the end of
the lesson these are.
1. School rules are crucial because they build a respectful and
academically successful environment in our classroom.
2. We make smart decisions about our academic performance and our life
when we follow guidelines. When we don’t follow the rules, were making
 poor decisions, and there will be penalties to assist you achieve your
academic goals.
3. Be prepared, show respect, be prompt, participate, and be accountable,
according to your class regulations.
4. A written warning, a teacher-conference warning, a set shift, and a
behavior/goal reflection with a call home to parent are the
repercussions in your class.

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 noted?
- Classroom management, in my opinion, is critical component in any
educational setting. I am convinced. When pupils are in sale setting, they can
learn. This isn’t correct. Not always imply reprimanding bad behavior, but
rather a mix of setting the tone in the first place. Possessing the appropriate
skills my main goal in developing good classroom management is to provide
a learning environment for all students.
2. Why is there a need to utilize the information to create your classroom
management plan?
- The method through which instructors and schools develop and maintain a
positive learning environment is known as classroom management tactics is
to improve prosocial conduct and increase student engagement. Improve
intellectual engagement among students a successful management
strategy’s goal is to maintain a safe and enjoyable learning environment,
these strategies promote student’s agency. For example efficient managers
may allow younger pupils to develop self- regulation through a variety of
methods. Take advantage of opportunities to choose their own learning path
while staying within the confines of the company a set of expectations.

3. What were the significant things that you notice when you were
implementing your plan?
- When I was putting my strategy into action, I realized that everything I did
was for the benefit everyone. I’ll be dealing with students. Classroom
management is for the greater and good of the students. Inside the school
and classroom, children to have a better and more comfortable learning
experience.
4. Were there items in your classroom/learning management plan which were
not tailored to the needs of your students? How will you improve on these?
- I think the teacher-students relationships because it cant be avoided. There is
always have one student that don’t communicate, its essential for them to
 develop empathy and a sense of what the other person is thinking and
feeling. For some students, we must teach this explicitly. When students start
to see that their viewpoint isn’t the only one, they become better listeners and
tend to speak more respectfully to others. Explicity teach how to have good
conversation.

Analyze
1. What elements in your classroom/learning management plan were mostly
followed/complied with?
- Schedules and deadlines are crucial to me since it is imperative that I adhere
to them. Routines or school schedule can also help reduce bad behavior in
the classroom. Help a child grasp what is expected to happen next, as well as
learning involvement. Children benefit from predicable day with a constant
daily plan and step- by-step routines.
2. What elements in your plan were the most difficult to implement? Why?
- As I mentioned a while ago, the issue is the teacher- student relationship
because there is a lack of communication between them. Area continuously
saying that you can’t please everyone and asking your students to help you
or work with you their fellow students perhaps there is a subset of pupils who
prefer to be alone.

Reflect
What were your realizations after creating and implementing your
classroom/remote learning plan?
- As previously stated, I feel that classroom management is the most important
factors in creating a positive learning environment. Where kids feel
participating and learning may take place I want to make something special.
A learning atmosphere In which all my students are involved the most
important aspect of classroom management, in my opinion is not dealing with
behavior issues, but rather establishing a positive learning environment.
Establishing a report with the students motivating them to achieve, and
setting high goal for them you may create this environment in addition to
having an appealing curriculum. It will also keep your classroom’s behavior
problems to a minimum from the beginning.

Write Action Research Prompts

OBSERVE

1. The problem/challenges I encountered in writing my Classroom

Management Plan
 - In the first day of the class the teacher gives some rules and procedure to
their students including the do and don’t inside the classroom. The students
not easy follow the rules and procedure in the classroom management plan.

REFLECT

2. I hope to achieve to address these problems and challenges by

- I hope to achieve to address these problems and challenges by applying all
classroom management plan. To make all plans has follow I conducted a
good classroom environment.

PLAN

3. Some strategies/solutions/means that I can employ to improve these

situations/problems
- As a teacher I teach very well to learn a lot of my students. Let help them to
establish their knowledge to build classroom expectations and rules.

ACT

4. Based on my answers from 1-3, the possible answer to my action research

on this episode is
- ‘IMPACT OF RULES AND PROCEDURES IN THE CLASSROOM
MANAGEMENT’
To further enrich my knowledge on designing my classroom/remote management
plan, 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.)

Work on my Artifacts
Paste your Classroom / Remote Management Plan
0090
Learnin
FIELD STUDY 2 g Writing My
Episode Learning/Lesson

FS 1
Plan
 TARGET Your Intended Learning Outcome
At the end of this Learning Episode, I must be able to:

 explain the importance of lesson/learning plans.

 write learning/lesson plans using the specified learning competencies reflections
and effective communication skills.
 revised the lesson/learning plans based on the feedback given by the Resource
Teacher
 cite some problems encountered in writing lesson/learning plan
 use professional reflection and learnings to improve practice

Clarify Your Task

Writing my learning/lesson Plans

Lesson Plan/Learning Plan- This refers to the blueprint of the daily teaching and
learning activities. It is a step-by-step guide which helps the teacher in maintaining the quality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience.

There are three types of lesson plans: detailed, semi-detailed and brief. Some schools
design their own lesson plan template which includes their vision, mission, goals and core
values.

The Department of Education had provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalized instructional planning which is
vital to the teaching-learning process. Guidelines were formulated to assist the teachers in
planning, organizing and managing their lessons to meet the needs of the diverse learners.

Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.

When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the
learning outcomes. The modes of assessment must determine if the outcomes were attained at the
end of the lesson.

Participate and Assist

With all this information in mind, you are all set in writing your lesson plan. Based on the
instruction given by your Cooperating Teacher, prepare your lesson plan(s) based on the learning
competencies of the lesson. Consider the age appropriateness and level of communication of
your students.

Request lesson plan exemplars/lesson plan templates from your Resource teacher. If not
available, you can make use of the basic components of a lesson plan.

Lesson Plan in _____________________

(subject)

Grade Level _______________________

Learning Outcomes
 Learning Content

Learning Resources

Learning Procedures

The Department of Education has issued Department order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating and managing the instructional process using the
principles of teaching and learning- D.O. 42.s.2016)

Detailed Lesson Plan (DLP) Format

School Grade Level
Teacher Learning Areas
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives
Write LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. POCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning

DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ objective
Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
 D. PROCEDURES
A. Review previous lesson or presenting a
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (leads to formative
assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstraction
about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers.

Notice
1.What factors did you consider in writing your lesson/learning plan?

2. What difficulties did you meet in writing your lesson/learning plans?

3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?
4. What were the best features/areas for improvement of your lesson/learning plans?

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. How did you arouse students’ interest?
What motivational techniques did you
indicate in your plan?

Questions Answers
2. How did you respond to the diverse types
of learners?
2.1 gender, needs, strength, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
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
delivery for this lesson? Explain.
4. Was the language used appropriate to the
level of the students? Explain your answer
briefly.

5. What types and levels of questions did you

formulate? Are they of higher order thinking
skills (HOTS)? Write two (2) examples.

6. What instructional resources will you

use? Why? Cite the possible online resources
that you can utilize whether done in the
classroom or in remote learning.

7. Are your modes of assessment aligned

with your learning outcomes and activities?
Cite a specific example.

8. Will your performance task ensure the

mastery of the learning competencies?
Explain briefly.
 9. In a scale of 1-10, how will you rate your
learning plan(s)? Justify your answer.

10. If this lesson is not implemented face to

face, how are you going to do it remotely?

Reflect
Why is lesson planning an integral part of the instructional cycle?

Write Action Research Prompts

OBSERVE

1. The problem/challenges that I encountered in writing my learning/lesson plans

REFLECT

2. I hope to achieve to address these problems/challenges by

 PLAN

3. Some strategies/solutions/means that I can employ to improve these situations/problems

ACT

4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is

To further to enrich writing my learning/lesson plans 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.)
Realizing the various skills that you need to master in preparing the learning/lesson plans
which are the most difficult? Conduct a simple survey from among your peers by requesting
them to answer this simple questionnaire.

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- 3- 2- 1-
very difficult moderate in not difficult
difficult difficulty

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)

Work on my Artifacts
Paste one (1) lesson plan and write your simple reflection.
 Learnin
FIELD STUDY 2 g Delivering
Episode My

FS 1
Lessons

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Explain the importance of lesson/learning plans.
 Execute my lessons/demonstration lesson well.
 Apply all the given suggestions of my Resource Teacher.
 Demonstrate the ability to teach two or more lessons or subjects using
Clarify Your Task
Delivering My Instruction
Instructional Delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy).
The process of instructional delivery involves applying a repertoire of instructional
strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities
that will support students to develop the skills, knowledge and understandings required to
achieve the intended learning outcomes (ILOs), which will be assessed. The delivery of
instruction must also be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department of
Education.
Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in
the context of the learner and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides and other study materials.
Online Distance Learning
 It features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are geographically remote
from each other during instruction.

Home Schooling

This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to quality
basic education through a home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.

Blended Learning
This refers to a learning modality that allows for a combination of a face-to-face and
online distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face
and TV/Radio-Based Instruction (RBI), and face-to-face learning and a combination with two or
more types of distance learning.
Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.

Alternative Delivery Modes (ADM)

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.

LEARNING MODALITIES

On Campus
Teaching learning happens when all the students are in the same physical space.

On-Line
Teaching-Learning activities that are managed is an online environment.

Situated
Teaching-learning activities done in field word, practicum or off site.
Participate and Assist
After you have written your lesson plan, confer with your Resource Teacher on how you can
participate/assist in delivering instruction in one of his/her classes. The Robert Gagne’s Nine Events of
Instruction will guide you to implement the various steps well.

Robert Gagne’s Nine Events of Instruction

....
.
..... . . . . . . . . . . . . . . . . . . . .

Preparation . . . . . . . . . . . .. . . .
1. Gaining Attention

2. Informing Learners
Instruction and ................
3. Stimulating Recall of Practice
Prior Learning
4. Present the Content
5. Provide Learning
Guides Assessment and
6. Elicit Performance Transfer
7. Provide Feedback
8. Assess Performance

9. Enhance Retention

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 Strategies and Learning resources /
Learning Instruction Activities Used Materials
Preparation 1. Gaining Attention
2. Inform Learning
Objectives
3. Stimulate Recall
of Prior Learning
Instruction and 4. Present the
Practice Content
5. Provide Learning
Guides
6. Elicit Performance
 7. Provide Feedback
Assessment and 8. Assess
Transfer Performance
9. Enhance Retention

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?
 Were the students focused when you were stating the learning objectives at the beginning
of the lesson?

 How did the new learning 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?

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

Demonstrates depth and

breadth of the subject matter.

Shows mastery of the subject

matter.
2. Organization of the lesson
Presents subject matter
sequentially and logically.

States clear learning

outcomes.

Synthesizes main points.

Meets at class scheduled time.

Regularly monitors classroom

on-line course.

3. Rapport/Interaction with
the Students

Holds interest of students.

Is respectful, fair and

impartial.

Provides immediate feedback.

Encourages active
participation.

Interacts with students.

Shows enthusiasm.
4. Teaching Methods and
Strategies

Utilizes relevant teaching

methods/strategies.

Uses learning aids, materials,

and technology.

Employs cooperative/group
involvement in the classroom
and remote learning.

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
conductive to learning.

Maintains eye contact.

Use a clear voice, strong

projection, proper
enunciation.

Has good command of the

language.

Uses language within the

level of students.

6. Classroom Management

Begins and end classes in

time.

Uses time wisely.

Attends to course interaction.

Demonstrates leadership
ability; maintains discipline
and control.

Maintains effective classroom

and e-platform managements.

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.

9. Personal Competencies

Shows self-confidence.

Maintains professional
distance and professional
appearance.

10. Physical Aspects of the

Classroom

Oversees the physical

attributes of classroom (light,
ventilation, acoustics).

Checks number of students in

attendance.

Checks layout of room,

distractions, if any.

Lists any observations on how

the physical aspects of the
classroom affected content
delivery.
Overall impression of teaching effectiveness:

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?

Write Action Research Prompts

OBSERVE

1. Problems/Challenges I encountered to delivering my lesson

REFLECT

2. I hope to achieve to address these problems and challenges by

 PLAN

3. Some strategies/solution/means that I can employ to improve these situations/problems

ACT

4. Based on my answers in nos. 1-3, the possible title of my action research in this episode is

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.)

Work on my Artifacts
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the like)
 Learnin
FIELD STUDY 2 g
Selecting Non-digital
or Conventional
Episode

FS 1
Resources and
Instructional Materials
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 Show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of non-digital/conventional resources and materials
for student engagement in teaching and learning.
 Demonstrate positive attitude towards the use of resources and instructional
materials.
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify your Task

We choose the most appropriate or suitable resources or instructional materials based on
our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale’s Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional materials, which remain
to be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures;
(8) Radio/Recordings/Still Pictures; (9) Visual Symbols and (10) Verbal Symbols.
According to Dale, “The cone device is a visual metaphor of learning experiences, in
which the various types of audiovisual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences.” As such, the Cone of Experience can be
seen more as a continuum, not just a hierarchy. It is a way to see instructional materials in a
continuum from increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2.
Iconic – which involves pictures and images; and 3. Symbolic – which involves symbols like
letters and numbers. Both the teachers and students make representations of knowledge. The
teachers, when they teach or impart knowledge, and by learners when they show or demonstrate
what they have learned.
 Ideally, the more direct and real the experiences given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance,
during the pandemic, all classes switched to flexible learning utilizing online modalities, TV,
Radio and printed modules.
As you work on this episode, remember you take role of an FS student now participating
and assisting the work of selecting non-digital or conventional resources and instructional
materials. You are not simply a detached observer, but you are now a participant as well. You
are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can
be a new way of doing things? Then focus on finding out the answers to these questions. That as
a teacher, you can always find ways to do things better and more effectively. Also, aim to
develop the confidence to try and initiate to continuously improve your skills.
Revisit your infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials.
(Today, some of these materials can be described as multi-sensory, not just audio-visual.) They
will prepare you to perform well in this episode. Go FS student, go!

Participate and Assist

1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task for
this episode is for you to assist the teacher by providing suggestions on resources and
materials that the teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You will
also need the learning objectives/outcomes for this lesson. Some teachers may instruct you to
write a complete lesson plan.
3. Refer to this guide points. Consider which ones are applicable. The non-digial or conventional
resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interests and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
 g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient

4. Fill out the table below.

Subject: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources/Instructional What is the use or purpose of Explain why you selected
materials you plan to resource/material? Describe how you the resource/material based
utilize in the lesson. will use the resource/materials to on the guide points
attain the learning mentioned above. How are
objectives/outcomes. these criteria met?

Resources/Instructional What is the use or purpose of Explain why you selected

Materials you plan to resource/material? Describe how you the resource/material based
utilize in the lesson. will use the resource/materials to on the guide points
attain the learning mentioned above. How are
objectives/outcomes. these criteria met?
5. As the situation would permit, try out the resources/materials with the students. Be sure to
follow the steps on using instructional materials found in the Infographics section of this
Episode.

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?

2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.

3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?

4. Describe how the students responded and participated.

Analyze

What worked well during the activity using the resources/materials?

What part can be improved?

What would you have done differently? What would I change? What make it better next time?

How does this connect with what you know about selecting and using instructional materials?

Reflect

1. How ready am I in selecting and developing resources/instructional materials in the teaching-

learning process?

2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?

3. What can I do to learn more about and practice the use of resources and instructional
materials?

Write Action Research Prompts

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 an action research.

OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what problematic
situation/challenges/area of improvement did I find?

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/findings in what I read

On what theories/principles can this problem be anchored?

3. What do I hope to achieve to address the challenge/area of improvement? What change do I
want to achieve?

PLAN

4. What strategies/solutions/means can I employ to improve the situation/solve the problem?

ACT

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

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Utilizing
Applications (Apps)
Episode

FS 1
for Teaching and
Learning
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 select applications that are most appropriate to the different aspects of the
teaching-learning process to address learning goals. (PPST 4.5.1)
 show skills in the positive use of applications for student engagement in teaching
and learning. (PPST 1.3.1)
 demonstrate positive attitude towards the use of technology tools. (ICT CST
7.1.2)
 use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

An app, (a shorter way of saying application) is a kind of software which can be installed
in various gadgets – a desktop, laptop, smartphone, and tablet. There are thousands of apps, each
with specific functions. A wide range of functions among others includes, ordering food, getting
a ride, getting a date, doing bank transaction and even praying and meditating. Now, there are
those that are directly useful for teaching and learning which can be referred to as educational
apps. Whether is face-to-face, blended, or fully online, a vast number of apps can truly enhance
the teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective,
efficient, and equally important, more fun and satisfying for both the teacher and the students.
The teacher can use apps in the different stages of planning, preparation, implementation and
assessment. Teacher use apps to prepare high-impact presentations that help them deliver
content. Teachers also use apps to motivate students to participate, resulting in greater and more
enjoyable engagement. Apps are also used to assess, document ad report performance and
achievement.
Your task in this episode is to demonstrate our skills in choosing and using
appropriate applications, enhancing both the delivery of content and the learning and
mastery of the students. You will accomplish this as you participate and assist in your resource
teacher’s class. Whether the class is purely online or blended, carefully observe how the teacher
utilizes apps for e-learning.
 An excellent guide for choosing applications to enhance teaching and learning is the
Pedagogy Wheel Model created under the leadership of Dr. Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns the
applications to four essential levers. The apps’ section considers what attributes the students will
develop, student motivation, tapping higher-order thinking skills as articulated in Bloom’s
taxonomy and at what level the app will be used in the SAMR Model. You will recall this from
your previous technology class and surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.
It is also most likely that you have experienced learning using many of these apps, as a
student. The most popular ones are Canva, Khoot, Mentimeter, Jamboard, Slido, Google slides,
google docs, Flipgrid, etc. And then, some apps are for specific levels and learning areas. For
example, there are hundreds of as for pre-schoolers or kindergarteners, like story books apps,
alphabet and numbers apps, etc. At the same time, there are apps for math, reading, science for
primary, intermediate and secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now
participating and assisting this work of selecting and using apps for more effective teaching
and learning. You are inching closer to shifting the role from being a student to being the
teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice
what is going well? Or what can be missing, what can be improved? What can be a new way of
doing things? Then focus on finding out the answers to these questions. This is to develop in you
the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things
better and more effectively. Also, aim to develop the confidence to try and initiate to
continuously improve your skills.
Revisit the Pedagogy wheel infographics that follow. The links and QR codes are
provided. Once you have downloaded, enjoy exploring what powers these apps have by clicking
their icons directly from the Pedagogy wheel. An infographic on Choosing Aps for teachers is
also included. Exciting!

Participate and Assist

Before you participate and assist in tasks related to apps, first enumerate the apps you
already know and have probably tried. Explore the Pedagogy Wheel and learn at least five more.
Fill out the table below.
 Apps that I already know/have recently How can I utilize this in teaching – learning?
explored

Your guide to participate and assist:

1. Interview your FS resource teacher o her experience in using apps for teaching and
learning.
2. Ask the teacher how you can participate or assist in work involving the use of
applications in one or more of these tasks:
 preparing materials,
 doing a motivational activity,
 delivering a lesson,
 engaging the learners to respond
 giving an assignment,
 making learners practice a skill,
 making the learners collaborate and
 managing the class-checking of attendance.

The more opportunities to observe participate and assist, the better.

Level/ Grade of the Class: ________________________________________________________
Lesson/Topic: __________________________________________________________________
Apps you plan to utilize in What is the use or purpose of Explain why you selected the
the lesson. using the app. Describe how app, based on the five criteria
you or the teacher will use of developmental
each. appropriateness, motivation,
instructional design,
 engagement and accessibility

How dos tis connect with that you know about selecting and using apps?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Attach pieces of evidence of what you accomplished in this episode.

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.

Analyze
What worked well during the activity using the apps?
What part can be improved?

What would you have done differently? What would I change? What will make it next time?

How does this connect with what you know about selecting and using apps?

Reflect
1. How ready am I organizing and using aps in the teaching-learning process?

2. What do I still need to learn in order to use aps in teaching effectively?

3. What can I do to learn more about and practice the use of educational apps?

Write Action Research Prompts

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

OBSERVE
 1. What problematic situation/challenges/area of improvement prevailed in using aps?

List at least three sources that you have read about this problem/challenge/area of
improvement.
Resource or Reference about the topic Key points/findings in what I read

On what theories/principles can this problem can be anchored

REFLECT

2. What do I hope to achieve to address the problem? (What change do you want to achieve?

ACT

3. What strategies/solutions/means can you employ to improve the situation/solve the problem?

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

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Utilizing Learning
Episode Management

FS 1
Systems
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 identify the components of an LMS as a virtual learning environment.
 demonstrate skills in using a learning management system (LMS) as a platform
for teaching and learning. (PPST 4.5.1)
 demonstrate positive attitude towards the use of technology tools. (ICT CST
7.1.2)
 use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

The learning environment has recently radically changed. No one would have anticipated
that a pandemic would shift the four corners of the brick-and-mortar classroom to classroom to
the four corners of a computers screen, a tablet, or even a cell phone! While we believe teachers
should be competent in organizing and sing resources in a physical classroom, a future teacher
must be adept in utilizing technology to set up, design, work and tech in a virtual
classroom.
A virtual classroom is usually supported by a platform generally regarded as a learning
management system (LMS) in a flexible learning modality involving online learning.
LMS is course organizer software. It helps teacher plan, create, manage, and deliver
online education programs (Habulan, 2016.) The most common ones are Canvas, Moogle,
Google Classroom, Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online
classroom. These features and functions are called by different names deending on the LMS
platform.
Below are some of the LMS common features and the functions and tasks that
teachers are able to use:
1. Dashboard – allows the teacher to see all his/her class/course cards.
2. Module Container – uploads modules and organize them.
3. Sandbox – a workplace that will enable teachers to make drafts or explore the functions
and practice setting up a subject or course.
4. Announcements – communicate with students regarding instruction, reminders and
changes.
5. Discussion boards – set up discussion boards; make students collaborate
6. Meeting rooms – allow the teacher to present lessons and discuss with students
synchronously; enables learners to collaborate on a task/project
7. Assignment – allows orderly giving and scoring assignments
 8. People – see who are the embers of the class, get to know the learners more through their
profiles.
9. Assessments/Quizzes – administer formative and summative assessments
10. Resources and add-ons – share and store files, use apps that support or supplement the
other functions of the LMS

Your task in this episode is to participate and assist in virtual learning environment
through LMS. Notice how the teacher organized her virtual classroom. Apply your skills in
facilitating the teaching and learning process by participating in one or more of the teacher tasks
discussed above.
In this episode, consider what you learned in your technology class about the TPACK
model. An effective teacher has technological, pedagogical and content knowledge, TK, PK, and
CK. In planning, setting up, and utilizing a virtual environment through an LMS, these three
components interface. You need to have content mastery of what you will teach (CK). You also
need to know how to facilitate the teaching-learning process from beginning (gaining students’
attention) to end (assessment and transfer)(PK); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content
using the most appropriate pedagogical strategies in the context of a virtual learning
environment, and the learners achieve the learning outcomes, boom! You have successfully
interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. As
an FS student, participate and assist will on organizing and using the learning management
system as you apply your technological, pedagogical, pedagogical and content knowledge
(TPACK). Be attentive to your role as a future teacher-researcher as well. Continually discover
more effective ways of interfacing TPACK. When you do, you will become a teacher that
initiates well-thought-of ways to improve and enhance virtual teaching and learning.
Revisit the infographic on TPACK and how it relates to Learning Management Systems
(LMS). You may open the LMS sites on the internet to see how they are structured. You can try-
out how the different functions and tools work. It will help you recall and focus once more on
various learning management systems that serve as platform for virtual classrooms.

Participate and Assist

Your guide to participate and assist:
1. Request your FS resource teacher or another teacher who uses an LMS for his/her
class to give you access and allow you to, “observe” his/her virtual classroom through
the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is
organizing or preparing in the LMS.
4. Be guided by the TPACK infographic in this episode. The questions found there will
help you notice, analyze and reflect very well.
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
_____Genyo
_____ Seesaw
_____ others _______________________________________

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?

Notice
After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?
 2. 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?

3. What was your experience in participating and assisting?

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?

2. How did the teacher/or you use the LMS to implement the strategies/activities planned?

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

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/leaners? What part/s of the LMS do you
think can still be improved? How can this/these be improved?

Reflect
1. How ready am I organizing and using an LMS?
 2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual
earning environment and use an LMS:

Content:

Pedagogical:

Technological:

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

Write Action Research Prompts

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

OBSERVE

1. What problematic situation/challenges/area of improvement did you see while you

participated and assisted using an LMS?
 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

On what theories/principles can this problem be anchored?

REFLECT

What do I hope to address - the problem/challenge/area of improvement in LMS use?

What change do you want to achieve?)
 PLAN

What strategies/solutions/means can you employ to improve the situation/solve the

problem?

ACT

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

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Utilizing Web-
Conferencing Apps
Episode

FS 1
for Synchronous
e-learning
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 Identify features and functions of web conferencing applications that are useful to
instruction.
 Demonstrate skills in using a web conferencing app for synchronous teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards using of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice.( PPST 7.4.1)

Clarify Your Task

The call of the times has made it more necessary for future teachers like you to develop
skills in planning, implementing and managing remote learning. One form of remote learning is
done online. Online remote learning can be done synchronous, where the teacher and students
meet and interact in real time and asynchronous, when learning is supposed by prepared
materials and there is no real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes,
you will need to use web-conferencing apps. Some LMS already have these embedded; some do
not. You will need to know how to access, evaluate and utilize the features and functions of apps
like Zoom, Google Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize
web-conferencing apps when conducting a synchronous learning experience. Another helpful
model that can guide you is the Community of Inquiry Model (COI). This model identified the
“essential elements in an educational experience.” These elements are (1) the teaching presence,
which is about basic teaching tasks; (2) the social presence, which focuses on establishing a
sense of belonging to a community; and (3) the cognitive presence, which fosters critical
thinking and engagement.
While the educational experience referred to in the COI model may also refer to face-to-
face modality, in this episode, you will use the COI model and its three elements in the context
of online learning, specifically the synchronous class. Review the COI and the three presences
through the infographics in this episode. We also included an infographic on the most common
web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer
who seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher
agency, which is the teacher’s capacity to create impact and exert power.
Participate and Assist
Your guide to participate and assist:

1. Request your FS resource teacher to allow you to join his/her synchronous classes Have at
least two to three times to observe the classes, and at least two or more times to participate and
assist.

2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom, Skype,
etc. If possible, request the teacher to demonstrate features of the web conferencing app. 3. Ask
the teacher how you can participate or assist in tasks related to conducting the synchronous
classes.

4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you notice,
analyze and reflect very well.

Class Grade Level: _____ Subject: _____ No. of hours/minutes: _______

Name of Resource Teacher: ____________________________________
Dates when you observed: ______________________________________
Dates when you participated and assisted: __________________________

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
 Microphone icon on/off

Camera icon on/off

Screen share

Reaction buttons

Spotlight

View (using different views)

Polling

Recording

Others

Others

2. 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?

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?

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?

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?

Social Presence?

Cognitive Presence?

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?

Reflect
1. How ready are you in teaching an online synchronous class?

2. Using a web-conferencing app, how else would you better establish:

Teaching presence?

Social Presence?

Cognitive Presence?

3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?

Write Action Research Prompts

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

On what theory/principles can this problem be anchored?

OBSERVE

What do I hope to address the problem/challenge/area improvement in web of

conferencing app use? What change do you want to achieve?

PLAN

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

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

Work On My Artifacts:
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Assessing FOR,
Episode AS and OF

FS 1
Learning

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Distinguish among assessment for learning, assessment as learning and assessment of
learning.
 Cite ways of doing assessment for learning and assessment as learning.
Clarify Your Task
You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.

Participate and Assist

(Note to Student Teacher: As you participate and assist your CT in doing formative. assessment
and in helping students engage in self-assessment, please take note of what you are expected to
give more attention to as asked in the next step of this Learning Episode. (NOTICE).

1. Assist your CT in the conduct of formative assessment.

2. Offer your assistance to students to engage in self-assessment through your CT.

Notice
1. Take notice of:
the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students' participation, behavioral response, comments in assessment tasks.
 how the students assess their own progress our own feelings and thoughts as you
assisted your CT:
- formulate the formative assessment tasks.
- Administer formative assessment tasks.

Analyze

 Did the formative assessment tasks help students master what they were expected to
learn?
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Was students' response to formative assessment exercises favorable or unfavorable?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

 Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

 What was the effect of students assessing their own progress on their motivation to learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?

Write Action Research Prompts

OBSERVE

1. One thing that went well in the development use /administration of formative assessment tasks
(assessment for learning) is
2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is

3. One good thing observed in students' self-assessment (assessment as learning) is

4. One thing in students' self-assessment (assessment as learning) that needs improvement based
on what were observed is

REFLECT

The formative assessment activities process did not go well because

For the students, self-assessment worked because

For the students, self-assessment did not work because

ACT

To ensure that formative and self-assessment processes serve their purpose, to help students
learn, I will learn from other's best practices by researching on
 PLAN

To help improve formative and self-assessment practices, I plan to conduct an action research on

Work On My Artifacts:
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,

Add other activities/techniques that you have researched on. e.g. TED Talks on assessment.
 Learnin
FIELD STUDY 2 g
Using Traditional and
Authentic Types of
Episode

FS 1
Assessment for
Formative and
Summative Purposes
 Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 Determine if an assessment task is aligned to the intended learning outcome.
 Evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action
research.

Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still
study you Cooperating Teacher’s lesson plans for the week. This may also be done face-to-face
or online.
2. Ask your Cooperating Teacher what you can do to assist him/ her in the assessment
phase of the lesson, e.g. contribute/ formulate assessment tasks, supervise students as they do
assessment tasks.

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?

2. Did teacher make use of both traditional and authentic assessment tasks?

3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?

4. Were the assessment tasks for formative purposes also used for summative purposes? Why or
why not?

5. Where were assessment results students better – in the results of traditional or authentic
assessment?

6. Which assessment activity/ activities did the students like more? like least? Why?

Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?

Write action Research Prompts

 OBSERVE

1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are …

2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are …

REFLECT

This part of the assessment process went well because …

This part of the assessment process did not go well because …

ACT

To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on…. or view video on….

PLAN

To help improve assessment practice, I would like to conduct an action research on …

Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.
 Learnin
FIELD STUDY 2 g
Episode
Grading and

FS 1
Reporting

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Interpret scores correctly
 Compute grades based on DepEd’s grading policy
 Report grades to parents meaningfully.

v
Clarify Your Task
In this episode, you will interpret score correctly, compute grades based on the DepEd
grading system and report grades to parents/guardians during Parents- Teachers Conference.

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks, grade computation and preparation for reporting in the Parents-
Teachers Conference

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:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC

Analyze
1. What are the teaching implications of the students’ test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’/comments were most common during Card-Giving Day?
Reflect
What personal message do I get from these students’ scores, grades and
parents’/guardians’ PTC attendance and comments?

Write Action Research Prompts

OBSERVE

1. One good thing that I observe in scoring/grading/Parents-Teachers Conference was

2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was

REFLECT

The scoring/grading/Parents-Teachers Conference went well because

The scoring/grading/Parents-Teachers Conference did not go well because

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 …

PLAN

To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on
Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents’/guardians’
comments during PTC and how these comments were addressed.
 Learnin
FIELD STUDY 2 g Writing an Initial
Episode Action

FS 1
Research Plan

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to write an initial Action
Research Plan.
Clarify Your Task
Developing an Initial Action Research Plan

“A good plan is half of the work done” goes a saying.

Planning is an important sill that every teache3r should have Just like lesson
planning, doing research requires a double plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.

The ultimate goal of doing action research is improve teacher’s practices in order
to improve learning. It requires one to e reflective, observant, and inquiring and must be
ready to take action.

Any research action plan should be placed in writing, just like a lesson plan. This
is what we are going to do.

Clarify Your Task

The first four episodes of this FS workbook helped you learn the important purposes and
the process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guide you notice, analyze and reflect on your
experiences. You also identified issues and problems or areas of improvement and then thought
of interventions, innovations, or strategies to address them (Action Research Prompts). You are
now ready elaborate or expand these action research prompts.
In this final episode, your task is to written an initial action research plan. Any research
action plan should be planned and written well. Put together what you learned about action
research and all insights you gained in working on the past FS 2 episodes.

Participate and Assist

We said at the beginning that all teachers can make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle.

Use the following steps of the model. Your answer to the Key Questions in each step will
guide you in making your plan.

 Step 1: OBSERVED. Observe and notice to identify the common problems.

Key questions:
 What common problem have I observed and noticed?
 Can I translate the problem into questions?
 Why is the problem important to me as a future teacher?
 Why is the problem important to the learners?
  What I have I read and learned about this problem in my previous courses?
 What do references say about the problem?

 Step 2: REFLECT: Start to reflect on the identified problem. However, reflection is

done all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?

 Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a

plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation, or actions to address the
identified problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
 Will the results be use of? How?

 Step 4: ACTION on the PLAN: This step will l be done during the Teaching
Internship for FS 2 if given the time. You may collaborate with your mentor or your
classmate.

Notice
Remember: Noticing is making sense of your observations and making interpretation to adapt
to the situation. It begins with paying attention that leads to interpretation and deciding what
action should be taken.

Making a capsule Action Research Plan will prepare you to undertake an actual Action
research. You will be able to assist your mentor to do similar research together.

Episode Title Action

Research
Writing
Prompts page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Models 26
4 Matching Problematic Learning Situation with Probable Action 34
5 Preparing the Learning Environment: an Overview 40
 6 Enhancing a Face-to-Face Learning Environment 46
7 Making On-Line or Virtual Learning Environment safe and 55
Conducive
8 Establishing My Own Classroom Routines and Procedures in a 62
face-to-Face/ Remote Learning
9 Creating My Classroom/ Remote Learning management Plan 71
10 Writing My Learning/Lesson Plan 82
11 Delivering My Lessons 94
12 Selecting Non-Digital or Conventional Resources and 107
Instructional Materials
13 Utilizing Applications (Apps) for teaching and learning 118
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning 140
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic Types of Assessment for 161
Formative and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan

Analyze
We said at the beginning that all teachers could make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes)
Episode number and Title:
Writing Action Research Prompt page:
Model A:

Activity 1: Developing an Initial Research Action Plan

A. Observe/ Notice
What problem/ concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The slow learners are left behind.

 Write your own observed/ noticed classroom here:

B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will be done?
Example response. I think most of the activities are very competitive. There are always
winners and losers. The smart students overrule the poor students thus often they
continue to be losers. With situation, I believe, that I should modify my classroom
strategy.

 Write your reflective response to the problem you stated:

C. Plan for Action

Key questions:
- What will I do as a teacher to solve the problem?

- How will I describe my intervention, innovation, or actions to the identified

problem?

- How long will it take to introduce the intervention?

- With whom shall I work?

- What materials do I need?

- Are methods, participants, data collection, time table considered in my Plan for
Action?
Example response: My plan is to introduce cooperative learning in the classroom. I create
mixed ability grouping with fast, average and slow learners in their activities. I will rotate the
leadership in the group, so that each one will have a chance. The bright will assist or help the
slow ones. I will try this out for eight weeks. I think I can work alone with my students. I need
only table and chairs or if not available, arm chairs arranged in circles will be an alternative.

 Write your own Plan of Action Research based on the key questions. You give more
details.

D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
5. C Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
6. G. palmer. (2017) Cooprtive learning-Instructional Methods, Stategies and
Teachnologies, Granite pressbooks, pb. Chap .7
7. D. Johnson & R. Johnson (2017) Cooperative Learning. Universiy of Minnesota, USA
 Enter your own reading list
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Act (Implementation of the Action Research Plan)

Note: The implementation of the Plan will follow when time allows. A more detailed
research action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016)
models may be used depending on the advice of the mentor.
 Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan.
You can also watch this short video, explaining the parts of the DepEd Action research
template: HOW TO WRITE AN TACTION RESEARCH PROPOSAL? DedEd Order No. 16, s.
2017- YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/
344608953_Improving_Attendance_and_Academic_Performance_Among_Grade_12_Students_
through_Incentive-Based_Intervention

Model B: DepEd Template

Action Research Proposal
Name:

Proposed Title:
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Strategy Describe Innovation/Intentional/Strategy

IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Others sources of Data
b. Data Gathering Methods
c. Data Analysis Plan

V. Action Research Work Plan (Summative Action Research Work Plan)

 VI. Cost Estimate (Write cost estimate)

VII. Plan for Dissemination and Utilization (Describe how the results will be shared)

VIII. References (Write at least three references.)

Reflect

Remember: Reflection is a process of making sense one’s previous experience. Please take a
look on what you do in the classroom and think about why you do it. Recall things that you
have done in the previous segment. You may include your thoughts, feelings, reasoning
relating and reconstructions about it.

What was your experience in writing the action research plan?

What knowledge, attitude, and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be skilled teacher-researcher?

Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan in this
episode. You will expand the answer that you have given and place in the template below.

My Initial Action Research Plan

Proposed Title:

I. My Plan of Action:

II. My Reflection about the Problem

III. My Plan of Action:

 References:

Submitted by:
Name: ____________________________________ Degree Pursued: ________________
Name of Institution: _________________________________________SY___________

JOB WELL DONE!

Remember, in the succeeding episodes, you will be reflecting on how you can conduct an
Action Research in the different topics that you will be able to participate and assist.
Good luck to all. Enjoy your journey to becoming a Reflective Teacher Practitioner!

Rubric for Action Research Proposal

Encircle the number that corresponds to your rating.
Criteria Key Questions 4 3 2 1
Excellent Very Satisfactory Needs
Satisfactory Improvement
Context and 1. Why am I doing this? 4 3 2 1
rationale and 2. What is the background of my The importance of the The importance The importance The importance
Action action research? research was clearly of the research of the research of the research
Research 3. What problem/ question am I explained and addressed. is explained. is mentioned. is not given.
Question trying to solve? One major issue was
identified.
The action research
problem logically proceeds
from the context and
rationale.
Proposed 1. What do I plan as a solution to 4 3 2 1
Innovation, the problem I identified The purpose, extent, and The purpose, The purpose, Proposed
Intervention (Describe.) limitations of the proposed extent, and extent, and innovation/inter
Strategy 2. What innovation will I solution/ limitations of limitations of vention/strategy
introduce to solve the problem? innovation/intervention/ the proposed the proposed are not
(Describe.) Strategy is clearly solution/ solution/ presented.
3. What strategy should I described. innovation/inter innovation/inter
introduce? (Describe.) vention/ vention/
Strategy is Strategy is
stated. incomplete.
Action Plan of action Research 4 3 2 1
Research 1. Who are to participate? (my The action research Description of Description of The action
Methods students, peers, myself) methods are suited to the the participants the research research
2. What are my sources of nature and purposes of the and data method, methods are not
information? (participants research. gathering and participants and described.
3. How shall I gather Description of the analysis is data gathering
 information? participants and data complete. and analysis
4. How will I analyze the gathering and analysis are methods are
data/information? clear and complete. incomplete.
Action 1. What should my work plan 4 3 2 1
Research Work contain? (targets, activities, Targets, activities, persons Descriptions Descriptions Descriptions
Plan/Cost persons involved, timeline, cost) involved, timeline, and targets, targets, targets,
2. How long will I conduct my cost are realistic and are activities, activities, activities,
intervention? ?(For reliable described clearly. persons persons persons
results 8 to 12 weeks involved, involved, involved,
timeline, and timeline, and timeline, and
cost are not cost are not cost are
described complete. primarily
clearly. missing.
Literature 1. What reading materials and 4 3 2 1
Review and references are included in my Has 2-3 references which Has 2-3 References are No references
References review of literature are all academically references, but not sufficient indicated
appropriate and relevant to not all
the action research academically
problem. appropriate and
relevant to the
action research
problem.
Total score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

____________________________________
Signature of FS Teacher Above Printed Name