Professional Documents
Culture Documents
Fs - 2 - A (1) Final Na Tooo!
Fs - 2 - A (1) Final Na Tooo!
Field Study 2
Where the future teacher assists and participates in guided actual teaching-learning
process. The conduct of action research begins in this course and concludes during
teaching internship.
LEARNING OUTCOME
- Is the heart of
Outcome-Based
education or OBE
- The activities you and
your teachers will work
on how you will be
assessed
Field Study 2 Participation and Teaching Assistantship
FIELD STUDY 2
FS 2
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
4
collaborations and partnerships. They create a lifelong impact in the lives of colleagues,
students, and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the Philippines
2
assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
Practitioners who continually consolidate the knowledge, skills, and
Practices of Career Stage 1 Teacher
The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to act and behave as a person.
State
herself/himself
community
as a person
higher
business authorities
Professional
Teacher
parents profession
school officilas
learner and other
personel
Keep my self
know and
updated on
Know my self become a understand
local, national
and others
better teacher what I teach and global
Everyday developments
Joyful
Learner
A great teacher
A great teacher
loves to teach understands that
and loves to students have a life
outside school
Learn
A great teacher
thinks like an A great teacher
adult but act as sings
a kid
A great teacher
A great teacher
listen to
is chill
students
A great teacher
notices
students
struggle
Field Study 2 Participation and Teaching Assistantship
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
Take note of the following:
your Resource Teacher comments, facial expressions, gestures and
actions in class
students comments, facial expressions, gestures and behavior in
class how your Resource Teacher relates to yo
the classroom proceedings
the classroom atmosphere- relaxed or threatening?
ANALYZE
No, it's not just restricted to professional competence since a teacher who is passionate,
committed, and fully engaged in their work is still capable of demonstrating such abilities
even if they do not yet hold a teaching license.
Yes, it is sufficient since, in the first place, these competencies are listed as the required
professional competences for teachers to demonstrate that they have the capacity to carry
out the aforementioned competencies.
REFLECT
Which personal traits do I possess'? Not possess? Where do I need improvement in?
The personal traits that I possess are kind, friendly, approachable, understanding and honest
while the traits that I do not possess is lock of patience and being impolite so therefore I have
to improve myself in terms of time management and long patience.
Knowing and understanding what I have to teach is one of the professional qualities I can
prove. Because I am still learning and am still working on comprehending, I should have a
deeper comprehension of the material I teach.
The skills I believe I need to work on the most are learning how to have more patience and to
improve my English communication skills so I can share with my students. As much as I
want them to one day be better than I am as their teacher, I also believe that my students need
to learn how to communicate in English.
I think the teachers we remember the most are the ones that treat us well. Another thing is the
teacher who has left an imprint on us. Additionally, the teacher who is able to build a good
rapport with us. Moreover, the teacher who took the time to clarify things to us. Last but not
least, the teacher who is committed in teaching and motivating us to study.
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
WORK ON MY ARTIFACTS
Attach your reflection here.
EMBEDDING ACTION
FS 2 RESEARCH FOR
REFLECTIVE TEACHING
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 take interest to know how students learn, wants 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
There is a general agreement among action research community that action research
is about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit
of continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain
and conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through
which practitioners like teachers, study their own practice to solve their personal or
professional practical problems. Further on, John Illiot in 1993 clarified that action research is
concerned with everyday practical problems experienced by the teachers, rather than the
theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and
students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known
simply as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their
quality and effectiveness. The processes of observation, reflection and inquiry lead to action
that makes a difference in teaching and learning. It bridges doing (practice) and learning
(study) and reflection (inquiry).
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.
The Use of Fast Feedback Methods in Karen R. Alcantra and Lydia S. Roleda
Teaching Physics for Grade 7 Students
Lorna V. Waliit
Enhancing the Performance of Grade 8
Students of San Mariano National High
School Through the Use of Arts in Math
(AIM)
Effectiveness of Remedial Reading to Non- Eufemia Abalos tomelden
Readers in the Intermediate Level at San
Mariano National High School
The Reading Difficulties of Grade 7 Student Kamille Kaye Q. Tamor
in San Mariano National High School
School year 2021-2022
Improving Mathematics Perforance Among Pede L. Casing
Grade 11 Students Jigsaw Techniques
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no.
research titles? Do the action research 1 the problem to be solved was not
(AR) titles imply problems to be solved? identified in the title
Yes √ No _
2. Identified problem to be solved in title
no.2 the performance of grade 8 student
If YES, identify the problems from the title you through arts in math (AIM)
have given. Answer in the space provided.
2. What interpretation about action Based on the answers, I have written on no.1,
research action researches mostly include the problem to
can you make out of your answer in be solved in the title. It is evident that action
Question No. 1? researcher’s purpose is to solve a specific
problem.
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 problems 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.
Key Questions My Answer
Choose from the options given.
You may check more than one answer
1. What significant ideas or concepts have you learned about action research?
I learned that action research is an important step towards becoming an effective teacher who
cares about his/her own growth and the development of the students as well. Action research
is a vital part in recognizing the holes in the teaching-learning process. Through action
research, we will be able to answer questions and provide solutions to the issues we face in
the field.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
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.
The best technique to relate the connection between action research and the teaching
principles or theories where the problem stated in such researchers can be anchored to
problem-solution principle. How to enhance students' learning outcomes in a specific
discipline is one example of a problematic circumstance that I have seen and taken note of.
REFLECT
What have I realized? What do I hope to achieve?
ABSTRACT
Speaking is the first way to interact with others in the social community. Furthermore, the
success in learning a language at first can be seen from the ability of the learner’s speaking.
However, it is very hard for the second language learners to speak the foreign language,
especially English. There are a lot of reasons why they get difficulties in speaking, such as
lack of ideas to tell, lack of vocabularies to express the ideas, lack of the exposure to speak,
and lack of the interesting teaching method or technique that can motivate them to speak.
Thus, this research applied Cooperative Storytelling Strategy to Improve Students' Speaking
proficiency of the students of grade 11in Nepal Rastriya Chandraganga Secondary School,
Gagretal, Surkhet. This research was a collaborative classroom action research whose main
purpose was to know whether or not storytelling strategy could improve the students’ speaking
skill. Meanwhile, the specific purposes consisted of describing: (1) To implement storytelling
strategy in 11th graders students at our School to improve their speaking skill. (2)To enhance
their confidence in speaking skill and create fluency in speaking. The data of this research
were got from the observations done by Story telling contest and Speaking test. The result
showed that there was an improvement on students’ speaking proficiency after the
implementation of storytelling strategy. The speaking test result in cycle two explained that
the students’ speaking aspects got good progress. Storytelling improved their comprehension,
fluency, vocabulary, grammar, and pronunciation. Thus, it can be said that storytelling strategy
could improve students’ speaking skill.
UNDERSTANDING AR
FS 2 CONCEPTS, PROCESS
AND MODELS
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 is informed by theory and can generate new
insights. concerned with change and improvement.
Action research has been embraced 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.
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost if
Externally
funded like DepEd, LGUs NGO or personal)
VIII.REFERENCES References
1. What reading materials and references are included in my
review of literature?
Both Action Research Processes above are supported by the two AR Models which will
be presented next
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with
Observe followed by Reflect, Plan and Act which can also go through evaluation and
modification. It also follows a cyclical process.B
Plan Act
The Action
Research
Cycle
Reflect Observe
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1. Observe
2. Reflect
3. Plan
4. Act
ANALYZE
If you choose to compare with Model A-McNiff and Whitehead, 2007 here are the
components
Title and Author of the Action Research
OBSERVE Entry form your sample AR
REFECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations
What have you understood about the concept of action research and how will these
be utilized in your practice?
Action research is based on the idea of inquiry by John Dewey. In addition, action research is
a type of inquiry which is practical as it involves making changes to practice, theoretical as it
is informed by the theory and can generate new insights, and is concerned with change and
improvement. In a similar way, it has been embraced in education for its value in
transforming school practices by the practitioners them.
With all the concepts of action research I've mentioned above, I'll use those in my practice by
taking into account the method I'd prefer to employ when teaching, particularly when
engaging in the assessment and improvement of my own practice. Thus, these will serve as
stools to help me consider my teaching method so that I can adopt a strategy in order to solve
everyday problems in the classroom.
REFLECT
Yes, as a future teacher, conducting an action research is worthwhile because we cannot deny
the fact that it is significant for many developments both inside and outside the school as well
as for the teacher themselves. Action researches really assist teachers in diagnosing
educational problems and in improving their teaching techniques. As a result, these give
practitioners new knowledge and understanding about how to improve educational practices
or how to resolve significant issues in the classroom and schools.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
Remembering my classroom observations in FS 1. I noticed that there are many questions
that I raised in my mind. These include:
a. Why some of the students are not paying attention to their respective teacher?
b. How can we catch the student’s attention effectively?
c. What are the possible ways we might do to instill the classroom discipline?
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. Praising activities should be done first.
b. Classroom should be designed and be more attractive to make the classroom more
student friendly.
c. Teacher should exert more effort in making visual aids more attractive, and so discussion
must be more interactive or entertaining.
PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b,
c) because as a future educator, one of our key responsibilities is to act as a guardian or second
parent to our students. Therefore, it is our duty to promote moral behavior in the classroom by
setting a good example for them, ensuring that a safe and conducive learning environment is given
top priority.
ACT
My action will come later, given enough time in Fb 2 or during my Teaching Internship
I will be able to do a thorough analyzation and understanding about the data that I will be
gathered and I will draw conclusions then based on the results of findings of my study.
FS 2 PROBLEMATIC
LEARNING
SITUATION
WITH
PROBABLE
ACTION
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 problems in teaching-learning.
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution
What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
1. Reading Difficulty
A large number of students struggle with reading.
2. Connectivity
Poor internet connectivity jeopardizes many students' academic futures.
3. Motivation
A lack of motivation results in no progress.
4. Comprehension
Poor comprehension will result from a lack of concentration while reading.
5. Bullying
Bullying is still prevalent among many students
1. Reading Difficulty
A large number of students struggle with reading.
2. Connectivity
Poor internet connectivity jeopardizes many students' academic futures.
3. Motivation
A lack of motivation results in no progress.
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Difficulty in Conduct a
Difficulty in Tutorial
Comprehension of
\
Interesting, isn’t it? Now, you can assist your mentor by identifying observe 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 observed that there are many solutions to any classroom problem, and it is up to the teacher to
decide what is best for him to do to address such issue. As a researcher, I've learned that we should not
rely only on one probable action but rather as many actions as possible. Therefore, a teacher should be
creative and innovative at the same time.
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 researcher.
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?
Yes, her problem is half of her class cannot classify animals into vertebrates and
invertebrates
Can you find a solution to solve her
problem? Give your two suggestions.
a.She must present a video presentation
regarding the lesson in order for her learners to
easily classify animals into vertebrates and
invertebrates.
b.She must think the best motivation of
relating the lesson in any possible yet effective
ways by giving basic examples of animals in
each classification.
What solution can solve Miss Fely's
problem? How?
The two solutions listed above, in my
opinion, will help Miss Felly resolve her
issue. I also think that by taking these
actions, one-half of her students will learn
how to categorize creatures into vertebrates
and invertebrates.
Are they matched with the problem?
Yes, because the proposed solutions correspond to the identified problem.
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand
only as 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. Most of his students experienced low academic performance due to the given
problems situation with such variables.
b. Most of his students are being affected to their studies because they are deprived of
the basic needs of students and they are disrupted to the status or relationship of
their parents.
Can you propose a solution to solve one of the problems that you have identified?
In order to effectively address the problem of his students and their parents facing, Teacher
Ryan needs create an action plan. This action plan may include feeding programs, seminars
or lectures for the parents, and potential initiatives that could support both parents and
students.
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:
OBSE
RVE
A
CT
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESE CT
ARC
H CYCLE
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
The following problematic situations that can arise in the classroom include connectivity,
involvement, home, and social status, all of which can have an impact on the teaching-
learning process for both teachers and students. Furthermore, based on scenario two, Sir
Ryan's students came from a disadvantaged urban community, with the majority of his
students coming from disrupted families. The possibility is that they are unable to focus
on every lesson provided by teacher Ryan, that there are a greater number of drop-outs, that
there are a greater number of absent students, and that they are disinterested in the lessons.
REFLECT
What
changes do you want to achieve?
The first adjustment I want to make is to give them a purposeful teaching-learning
experience while simultaneously interacting with them socially. Second, I want them to
engage in all events and understand that there is help and hope available to them. Third, I
want them to know and think that I will do everything in my power to assist them in
becoming better versions of themselves. I also want them to know that I will work with them
to create greater cooperation and a more fulfilling educational experience. Last but not least,
I want them to adopt a different perspective and have confidence in their abilities to change
for the better.
PLAN
What strategies will you use to improve the situation?
I intend to regularly visit them at home in order to get to know them personally and build a
good relationship with their parents in order to improve the existing circumstance. I will be
flexible and sympathetic as a teacher, and I will arrange a conference with the parents to
create an organization called the "Parents-Teacher Association." It should be possible for
both parents and students to voice their worries. I will present myself as an example to win
their trust because I am a strong believer that fostering a positive attitude in the classroom
starts with me. And because praising pupils for their great behavior is an easy but effective
approach to push them to accomplish their best, I will reinforce and reward positive actions.
Field Study 2 Participation and Teaching Assistantship
ACT
What would be the title of your Action Research should you conduct the study?
"Strategic Intervention and Effectiveness Towards Social Status of Grade 8 Students" would
be the title.
Field Study 2 Participation and Teaching Assistantship
WORK ON MY ARTIFACTS
III. Abstract:
Teaching grammar is a process, which has been a problem for many language teachers around
the world. Considering the results revealed in the previous studies, this problem places itself
especially in English for Specific Purposes (ESP) classes. The aim of this action research is to
search for probable effects of videos to be used to teach grammar explicitly in an ESP
grammar class. Since the students do not want to use traditional course books and get bored
with the activities that are not related with the context and their aims, the present study deals
with the use of technology in an ESP class.
PREPARING THE
FS 2 LEARNING ENVIRONMENT:
AN OVERVIEW
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.
4. In a healthy and conducive learning environment, everybody belongs and knows each other.
Both approaches, either the traditional face-to-face or online, lead to positive results but in
different ways, so usually in practice both approaches are combined
Time is set
Self-contained classroom,
discussion, activities
occur inside the room. Anytime, anyplace
Passive anywhere
listening Time Synchronous or
Teacher prepares asynchronous
instructional activities and Place classes
Teacher’s role Teacher moderates and
choose content
Facilitates F2F learning.
Leads and guides the
learners
Learners and
teacher engage in
personal
communication
Student’s role facilitate learning
Creates different
Content learning
Evaluation environment
Creates the
process multimedia
educational content.
NOTICE
Learning Environment 1:
What have you noticed of the display in the class bulletin board? What
message or theme does it convey'?
I noticed that the display in the class bulletin board provides students additional
information that educate and motivate them through the educational quotes
being posted there. It conveys the students to be optimistic and always choose
the good things over evil or bad things.
Home is the best and most secure place for students to learn. Parents are
responsible for their children's education, and they are the ones who receive the
module at school
Learning at home is interesting, fun, and purposeful. Parents can help their
children develop new abilities and knowledge as they advance in their careers.
The learning environment must be supportive, though, especially at home. It
relates to the actual place where we live; it needs to be warm, cozy, clean, and
well-lit. It must be quiet in order to prevent distractions for the students, and it
must also accommodate the children's demands.
How can you help as a teacher to make such environment conducive for
Learning?
In such a method of my teaching, I will take into consideration the things that
would affect them to listen to me during the discussions so that the adjustment
period wouldn't be affected. As a teacher, I can assist in creating such an
environment conducive to learning by first understanding their situations and I
will be using effective teaching methods, where their concentration to learn will
be assured.
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 1 or Learning Environment 2
Explain your choice: Why?
I'll go with learning environment 1, which shows students in a space or classroom because
it's possible for students to ask questions at any time in the classroom. It enables students to
take part in numerous school activities, small group discussions, and social interactions with
their peers. Students can understand the fundamental nature of the teaching-learning process
while engaging in pleasurable and meaningful learning in the classroom. They can sense a
range of emotions toward one another in the classroom through social engagement. In my
perspective, face-to-face education cannot be replaced by online education, and it is the best
setting for students to realize their full potential.
REFLECT
Based on my noticing and analysis, I realized that
a. Face-to-face learning is superior to online learning because it allows students to become
hands-on with various activities while interacting with their peers.
b. As a teacher, it is my responsibility to provide the best environment for the students to
feel and experience a conducive learning environment.
c. If the pandemic persists, I must be prepared as a teacher for any eventualities, such as
delivering modules at their homes and making their space a conducive learning environment.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
What probable problem may result from the two situations of the learning environment?
When it comes to online learning, the following are probable problems:
a. Time and location accessibility
b. Attendance of Students
c. Different Learning Styles
d. Problems with Technology
e. Power Interruption
When it comes to face-to-face learning, the following are probable problems:
a. There is no such thing as flexible learning
b. Travel time from home to school
c. Inadequate learning resources
d. Allowances for expenses
e. Peer destruction
These are the most likely issues that will arise in the two learning situations
REFLECT
What solutions can I think of to solve the problem?
First, as a teacher, I need to interact with the students by visiting them at their homes and
asking how they are and how I can help them. Second, as a teacher, I must have a plan A and
a plan B in place to meet all of the students' learning needs and interests. Third, I need to
speak with the parents to learn about their current situation and status. Fourth, I need to be
creative and cultivate a mindful attitude. Fifth, I need to go the extra mile in order to
fully comprehend my current profession. Finally, I must be adaptable in everything I do
because the future of the students is in my hands.
PLAN
How should I do it?
As a teacher, as I explained previously, I should be prepared for any eventuality. I must exert
my effort and willingness to complete the task and assist the children in their needs.
The teacher plays an important role in resolving these issues. And the specific actions that I
can take are as follows: first, I need to seek the help and advice of the principal before
taking the necessary action. Second, I will meet with the parents to learn about their current
situation. Third, I will seek intervention and assistance from local leaders. Fourth, as a
teacher, I will create all of the necessary instructional materials. I will adjust all of my
teaching abilities based on their needs and circumstances in order to cater to all of them.
These solutions are intended for use in a two-learning environment.
Learning happens not only in the classroom but also in other places and contexts throughout
life. However, the majority of life's lessons are learned inside those four walls. This is especially
important while laying the groundwork for children's future learning. In order to encourage young
children to enjoy learning new things, it is crucial to provide a favorable learning atmosphere. Due to
how much time students spend there each day, schools are regarded as their second homes.
Teachers should keep in mind that the classroom is a child’s second home and therefore, they
should make efforts to make students feel as comfortable as possible. Teachers should strive to
create an environment that is more conducive to engagement and learning. A classroom environment
that is not positive and full of restrictions and rigid rules impairs learning by narrowing a student’s
focus and inhibiting his/her ability to explore multiple viewpoints and solve problems. A positive
classroom environment helps improve attention, reduce anxiety, and supports emotional and
behavioural regulation of students. When educators foster a positive learning culture; learners are
more likely to acquire higher motivation that leads to wonderful learning outcomes. Schools can
potentially lift student achievement by improving their learning environments.
In an engaged learning environment, classrooms become communities wherein learning
happens. This sense of community allows students to feel connected to one another and their
teachers and to engage in collaborative, active learning. Students don’t just learn through logical
thinking, but get to explore learning in a way that engages their relevant feelings and interests. It also
allows for more individualized learning, with each student being working at a developmentally
appropriate pace.
ENHANCING A
FS 2 FACE-TO FACE
LEARNING
ENVIRONMENT
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 a 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 space
Notice the physical arrangement found in two classroom spaces. Spot the
similarities and differences
NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place
What changes have you noticed in the face-to-face classroom spaces?
They only have a green board in front of the Now we have flat screens and
classroom. projectors.
Black board and chalk for lecturing Power Point and Video
Presentation for lecturing.
Teacher-centered instruction. Student-centered instruction
Mostly the seating arrangement were in rows Seating arrangement can be re-
facing the teacher. arrange depending on the lesson
and activities (horseshoe, circle or
semi-circular arrangement)
Technologies in teaching were not mostly Teachers makes use of technology
used or present. in teaching
Students learn inside the four corners of the Students learn outside the
school. Their learning is limited to what the classroom (field trips, immersion).
teacher only taught them. They are responsible for their own
learning.
Limited learning materials in the library. Learners can search or explore
online about their lessons.
The classroom's overall design is where I think I can make the biggest differences, and I
intend to use the existing technologies to make my classroom more innovative. To me,
removing distractions from the classroom and assisting students' development should be my
main priorities.
REFLECT
Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning outcomes?
Explain your answer.
I believe that if the classroom is conducive, it reduces distractions within the classroom, the
students will continuously absorb the learning, and they will learn how to reflect and
explore on the learning they received.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
What common problem have I noticed in a face-to-face learning environment?
The noisy environment, as well as the overcrowding of students in and out of the classroom.
Can I translate this problem into a question?
What can we do to help students deal with such a situation?
REFLECT
How would I solve the problem?
By establishing and enforcing the rules and policies that students need to achieve a
good and relaxing classroom environment.
Will it improve my teaching? How?
Yes, because it assists me in improving my teaching so that I can be more focused on the
lesson and provide a better learning experience.
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
I would design something unique so that my students can follow netiquette both inside and
outside of the classroom. Students develop their morals, attitudes, and become more
disciplined in a given situation as a result of this.
Psychological Environment
Are there sets of rules and procedures followed? What are these?
Are there sets of expectations that can motivate the learners to
learn? Are these observable in the classroom?
Classroom atmosphere based on trust, cooperation and empathy
Modeling of positive attitude, respectful 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?
Detailed Report
by Aidie V. Mendoza
We are assigned at Bitabian National High School for 15 days of observation of teaching and
learning process. I can state that the school is safe, and the classroom area is free from risks, so there is more
than enough room for learners. Bitabian National High School in fact, this is the school from which I
graduated. T he visual displays being posted in each classroom are attractive even though they are adapting
the new ways of teaching-learning processes. As I have noticed, those board displays with the quotes match
with the teaching-learning principles despite there being few rooms in the school that are arranged for the
learning opportunities for students.
In terms of psychological environment, as I observe SSC Officers' orders being posted in each
classroom, there are a number of rules and procedures that students must abide. There are a number of
expectations that teachers can set for their students to help them learn by letting them know what is expected
of them so that they are aware of the learning objectives that they must meet. Additionally, the classroom
atmosphere models a positive attitude, courteous behavior, and constructive activities and depends on the
teacher's teaching strategy for how to take these factors into account throughout instructional procedures. As
a result, the teacher addresses possibilities for students to share their knowledge and experiences with one
another while taking into account the smooth operation of the discussion and the avoidance of sarcasm and
superiority in the classroom.
Furthermore, there are opportunities for positive interaction inside the classroom with the effective
methods used by the teacher in ensuring the interactive process of online discussion. The outdoor activities
that foster friendship, camaraderie and cooperation are fully observable. In terms of individual needs and
differences were taken into account by using differentiated instruction, in which the teacher integrated
activities by using technology concerned to the students as the number one role of the teacher in providing
them opportunities to learn with their own. All things considered, I can say that the school foster a
conducive learning environment which contributed greatly in students’ learning.
MAKING ON-LINE OR
FS 2 VIRTUAL LEARNING
ENVIRONMENT SAFE
AND CONDUCIVE
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: ()) 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.
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 student’s websites and videos
so as not to take them to inappropriate materials such as ads from You Tube 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.
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.
CLASSROOM ONLINE
Make sure your device is Find a quiet place free of Be on time for the class
charge distraction
Be respectful at all times Stay on mute and raise hand Stay focused and on task so
only if needed you won’t miss any
Information
Turn on camera Use kind words all the time Teacher and learners are
dressed appropriately
Try to handle one 0n-line class and use the guidelines above. Happy virtual teaching!
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 not in the
physical sense. It has no corners 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?
I discovered that online classes are difficult to manage, but we must find a solution. Even
though everything is done online, the first thing I'll do is establish rules and controls. My
students' participation will be recorded, and I will use synchronize and offbeat to give them
enough time to finish their activities.
How did the students show their active participation in the lesson?
Students that attend online virtual classes on time and consistently participate in the course
by raising their hands or clicking the raise hand icon are seen as having actively participated
in the lesson. Additionally, though not always, they focus intently, pose challenging queries,
and actively engage in all activities.
ANALYZE
As a future teacher I feel that the on-line learning environment can be safe if
The teacher employs appropriate innovation. We knew it was critical to define online
security for students so they know what to avoid and report when doing classwork online.
This understanding equips students with the knowledge and skills they will need to develop
secure online habits in the future. It also teaches students how to use the internet responsibly
and ethically, which can help them stay safe even when they are not doing schoolwork.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYC
LE
PLAN
OBSERVE Identify the problems brought about by the on-line learning environment.
Social Isolation
Limited access to technology
Individuals who are computer illiterate are unable to access the system
ESTABLISHING MY OWN
CLASSROOM ROUTINES
AND PROCEDURE IN
FS 2
FACE-TO-FACE
/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
Submission of task
and Requirements
Movement into
Use of washroom and out of the
classroom
Classroom
Line formation
greetings
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.
CLASSROOM ROUTINES AND PROCEDURES (VIRTUALLEARNING)
Before During After
30 minutes before the class Listen attentively and take The students can ask
begin, students can prepare down notes. questions about the lesson for
themselves and check Students can press the “raise clarifications.
everything they need and hand” if they want to be The attendance will be
their internet connection. • recognized (when they have checked again. Open cam is
15minutesbeforeclass the something clarify or want to required.
link will absent. recite The students can leave the
The students can join 15 Once recognized, that’s the class when told to.
minutes before class begins only time they can turn on Videos about the lesson will
At exactly scheduled time the their mic. be uploaded in Google
attendance will be checked Students can open their Classroom or in Group Chat
strictly (Open Cam is camera if they want to. after the class.
required). Students must mute their mic Tasks and activities in this
A prayer will be lead by the during the discussion if they topic must be accomplished
student who were tasked to don’t have something to say. submitted before going to the
lead (Students will take turn When called or asked, a next lesson.
alphabetically). student must open his/her
A game which serves as ice mic and answer the question
breaker will be done. base on what he/she
Questions from the previous understood.
episodes will be entertained
if there is any.
The problems I encountered while implementing these routines are that there are still
students who are unable to join due to poor internet connection, and some of them forget to
press the raise hand button before opening their mic if they want to recite. There are also
students who leave the class early even when the discussion is still going on, and there are
some students who are not active in class, especially during recitation or asking questions
about the lesson being done by the teacher.
How did you feel after employing your classroom routines and establishing your
procedures in the classroom/ remote learning?
After implementing my classroom routines and establishing my procedures in the classroom,
I believe that it plays an important role in organizing the classroom. These help the students
know what they intend to do after I present the objectives of the lesson to them. As a result,
the discussion runs smoothly due to its continuous flow, and students are able to follow and
understand the lesson well.
How did your students respond to your classroom routines and procedures?
They were very active and responded quickly because of the interactive process of the
discussion, despite the unexpected circumstances that affected the discussion. Even if some
of the other steps were not followed and completed, the learning outcomes were realized at
the end of the discussion.
What was the feedback of your Resource Teacher on your classroom routines and
procedures
The feedback from my Resource Teacher on the classroom routines is to improve and
maintain more of the routines. Aside from that, he was pleased that I had finished the task.
ANALYZE
1. What factors/ conditions prompted you to establısh those classroom routines and
procedures?
The observed behavior and problems of the students I want to work with, their strengths and
weaknesses, concerns and suggestions to improve their learning are the factors and
conditions that prompted me to establish those classroom routines and procedures.
During this Learning episode, I learned the definition of routines, which serve as the foundation of
daily classroom life by facilitating teaching and learning. Routines do more than just make life easier for
teachers and save valuable classroom time. I also discovered that efficient routines help students learn and
achieve more. Furthermore, establishing routines early in the school year allows you to run your daily
activities smoothly; ensures effective time management; and aids in maintaining classroom order.
My Resource Teacher's feedback on classroom routines provided me with the insights I needed
during this learning episode. It is to continue improving more classroom routines because it will be
beneficial in the future. It also gives me a general idea of how to interact with my students while
implementing the developed routines and procedures. In addition, I learned some techniques for attracting
the attention of students both in person and online.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
OBSERVE
The problems/ challenges I encountered in establishing my classroom routines
The difficulties I encountered in establishing my classroom routines were minor, but with the
help of my cooperating teacher and the students who participated, everything went smoothly.
REFLECT
I hope to achieve to address these problems and challenges by
Strengthening and bringing out the best ideas of the students, as well as practicing
organizational skills.
PLAN
Some strategies/ways which I can employ to improve my classroom routines are
To incorporate fun and engaging activities to keep the fun and excitement going as we
progress through our class.
ACT
(Based on my answers in nos. 1-3), the possible title of my action research on this episode is
“Development of Classroom Routines for Learners"
Group Activity
CREATING MY
FS 2 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 1s 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
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-keyelements-
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.
These are the steps in creating your classroom/ remote learning Management Plan
Philosophical Statement
By implementing the curriculum and other necessary learning tools, I am committed to making my
classroom a safe and engaging environment in which I can connect with my students. I believe that meeting
the needs of my students is an important part of my teaching, and I want them to feel comfortable
interacting with their peers. I'd like to open a channel for meaningful exchanges and conversations.
Classroom Rules and Procedures
Respect is one of the most important principles I know, and I'd like to use it in my classroom because I
believe it will be the most effective way to change students' attitudes toward classroom rules. The most
important rule of all is to respect one another; true learning takes place when we are bound by respect and
there is harmony in the classroom.
Teacher-Student Relationships
As a future educator, I intend to cultivate positive relationships with my students so that they feel like they
are a part of a group, that they are valuable and worthy in my eyes, and that they can rely on me as a friend,
instructor, and family member.
Schedules and Timeframes
Rules and procedures are established, posted, and taught.
Creating a positive environment to avoid behavioral problems
Being aware of what is going on in the classroom at all times, monitoring classroom activities and
resource usage, and intervening when necessary
Ensuring a sufficient number of educational activities and resources in order to prevent unnecessary
conflict among students.
Transitionsbetweentasksshouldbekepttoabareminimumbypreparingthemaheadoftime.
Classroom Structure, Design and Arrangements
Desks for teacher-focused activities will be organized in rows or small clusters near the front of the
classroom, whereas desks for student-focused activities will be organized in groups or semicircles so that
students can easily collaborate with one another. Additionally, depending on the available furniture, set up
your classroom so that each student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a designated teacher area, and a transition area where students can wait for the
next activity or lesson to begin.
Classroom Safety Rules and Procedures
Post safety precautions and reminders about what to do if something happens. Display a fire evacuation
route map in the classroom and go over it with your students on a regular basis.
Strategies for Rewards and Consequences
Many teachers use a method to alert students when their behavior is inappropriate. This signal can be heard,
seen, melodic, or inaudible. The class rules are explained to students at the start of the school year. Students
are also taught about warning signs and the benefits and drawbacks of following or breaking rules. When a
student receives a warning signal from a teacher, he or she should alter his or her behavior.
NOTICE
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
2. Why is there a need to utilize the information to create your classroom management plan?
There is a need to utilize the information to create my classroom management plan as this
serve as the content to be conveyed and it is employed in the classroom especially in giving
the classroom rules to the students and by performing the step-by-step process of the
discussion. It also helps me in building my relationship to my dear students, and how can I
able to implement my strategies for rewards and/or consequences.
3. What were the significant things that you noticed when you were implementing your plan?
I believe that there were significant things that I noticed while implementing my plan as a
result of its salient components, which may aid in its successful application in the teaching-
learning process.
4. Were there items in your classroom /remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
I believe that a classroom/remote learning management plan should be well-established in
order to avoid things that are not tailored to the needs of the students. If there is, I will
improve it by changing the ineffective part so that I can address the issue, and the next time I
use it, there will be an improvement.
ANALYZE
2. What elements in your plan were the most difficult to implement? Why?
In my opinion, they were difficult to implement in my plan, but they are the cornerstone
because the components of such a plan are all important and are being implemented for use
in the classroom. In short, each component serves a purpose in the teaching-learning process.
What were your realizations after creating and implementing your classroom
/remote learning management plan?
I realized how useful my classroom/remote learning management plan is in effectively
delivering lessons to students after developing and implementing it. Similarly, effective
classroom management promotes student success, academic skills and competencies, and
social and emotional development. In fact, each teacher has their own unique style of
management to meet the needs of the class, though the same elements are found consistently.
OBSE
RVE
AC
T
THE
ACTIO
N
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
The schedules and timeframes, maintaining the teacher-student relationship despite various
circumstances, effectively implementing classroom rules and procedures, and the manner in
which strategies for rewards and consequences are applied.
REFLECT
Developing and implementing well-defined plans to engage students more effectively and
efficiently in the required objectives, concepts, and competencies that they must acquire and
demonstrate at the end of each lesson in a specific subject.
PLAN
Things to consider when developing a classroom management plan include classroom rules
and procedures, a philosophical statement, the teacher-student relationship, schedules and
timeframes, and strategies for rewards and consequences.
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this episode is
"Factors in Creating and Utilizing Effective Classroom Management Plan: Its Impacts to the
Teaching and Learning Process"
Philosophical Statement
By implementing the curriculum and other necessary learning tools, I am committed to making my
classroom a safe and engaging environment in which I can connect with my students. I believe that meeting
the needs of my students is an important part of my teaching, and I want them to feel comfortable
interacting with their peers. I'd like to open a channel for meaningful exchanges and conversations.
Classroom Rules and Procedures
Respect is one of the most important principles I know, and I'd like to use it in my classroom because I
believe it will be the most effective way to change students' attitudes toward classroom rules. The most
important rule of all is to respect one another; true learning takes place when we are bound by respect and
there is harmony in the classroom.
Teacher-Student Relationships
As a future educator, I intend to cultivate positive relationships with my students so that they feel like they
are a part of a group, that they are valuable and worthy in my eyes, and that they can rely on me as a friend,
instructor, and family member.
Schedules and Timeframes
Rules and procedures are established, posted, and taught.
Creating a positive environment to avoid behavioral problems
Being aware of what is going on in the classroom at all times, monitoring classroom activities and
resource usage, and intervening when necessary
Ensuring a sufficient number of educational activities and resources in order to prevent unnecessary
conflict among students.
Transitionsbetweentasksshouldbekepttoabareminimumbypreparingthemaheadoftime.
Classroom Structure, Design and Arrangements
Desks for teacher-focused activities will be organized in rows or small clusters near the front of the
classroom, whereas desks for student-focused activities will be organized in groups or semicircles so that
students can easily collaborate with one another. Additionally, depending on the available furniture, set up
your classroom so that each student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a designated teacher area, and a transition area where students can wait for the
next activity or lesson to begin.
Classroom Safety Rules and Procedures
Post safety precautions and reminders about what to do if something happens. Display a fire evacuation
route map in the classroom and go over it with your students on a regular basis.
Strategies for Rewards and Consequences
Many teachers use a method to alert students when their behavior is inappropriate. This signal can be heard,
seen, melodic, or inaudible. The class rules are explained to students at the start of the school year. Students
are also taught about warning signs and the benefits and drawbacks of following or breaking rules. When a
student receives a warning signal from a teacher, he or she should alter his or her behavior.
WRITING MY LEARNING
FS 2 /LESSON
PLAN
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 teachers 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.
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.
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNIN
LEARNING LEARNING G
RESOURCES PROCEDU
OUTCOMES CONTENTS RES
Field Study 2 Participation and Teaching Assistantship
PARTICIPATE AND ASSIST
With all these information in mind, you are all set in writing your lesson plan. Based on the
instructions 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.
Learning Outcomes
Perform a role play depicting appropriate communicative styles for various situations
Identify the type of adverbs used in the given sentences
Use the different types of adverbs in writing a narrative
Learning Content
Types of Adverbs (Time, Place, Manner, Degree, and Frequency)
Learning Resources
K-12 Curriculum Guide (May2016)
A Journey through Anglo-American Literature Learner's Material for English
Online References
Learning Procedures
Preliminaries
Motivation
Group Activity
The students will be divided into two group; each group will be given an envelop in which the two
texts/selection are within it. They will compare the two sections. They also identify which is more
interesting between the two and what word/s made the other more detailed.
-Presentation of the Topic
-Discussion of the Topic
-Generalization
-Application
-Individual Activity: Encircle the adverb and identity its type in each given sentence.
-Evaluation Individual Assessment:10 items quiz Assignment
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
by using9
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
Il. 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
V. PROCEDURES
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
E Developing mastery (Leads to Formative
Assessment 5)
G. Finding practical applications of
Concepts and skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-
preparation for-the-K-to-12-basic-education-program/
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-
preparation for-the-K-to-12-basic-education-program/
1. What difficulties did you meet in writing your lesson/ learning plans?
The difficulties I encountered in writing my lesson/learning plans were ideas for gaining my
students' interest in the topic that needed to be discussed, thinking effective motivation that
captured their attention, and developing activities that were aligned with my lesson's learning
objectives.
2. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/ learning plans?
My resource teacher advised me to concentrate on my learning outcomes while engaging in
various activities related to the lesson being discussed.
3. What were the best features /areas for improvement of your/lesson learning plans?
I believe that the best features of my lesson learning plan are its components because,
without one of them, the lesson plan is considered a failure in achieving the lesson's learning
outcomes. The best feature of the lesson form, however, is the lesson objectives themselves,
because these are at the heart of the teaching-learning process.
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? By utilizing motivational activities that capture
What motivational techniques did you their attention. The interactive model that boosts
indicate in your plan? their confidence and participation throughout the
discussion is the best motivational technique that I
am currently considering.
I respond to various types of learners by
considering their similarities and differences,
strengths and weaknesses, gender, needs, interests,
and other factors in order to be an effective and
efficient teacher who considers such factors when
developing and implementing my lesson plan.
2. How did you respond to the diverse types
of learners? Thus, by being a good teacher to them, I foster
2.1 gender, needs, strengths, interests and positive relationships with them and a sense of
experiences class community. I also believe in fair and
2.2 linguistic, cultural, socio-economic and inclusive learning. No discrimination. No
religious backgrounds favoritism. This demonstrates that I respond to
2.3 with disabilities, giftedness and talents their diversity in order to maintain a harmonious
2.4 in difficult circumstances relationship that includes both me and my students.
So, I'll use two types of motivation—intrinsic
motivation and extrinsic motivation—to help me
3. What instructional strategies will you employ motivate my students. To keep them engaged, I'll
in face-to-face or in a remote learning also give them activities based on Howard
delivery for this lesson? Explain. Gardner's multiple intelligences.
4. Was the language used appropriate to the It is determined by their year level and age, as the
level of the students? Explain your answer use of language should be considered in order to
briefly. deliver the lesson effectively without leaving
anyone behind.
5. What types and levels of questions did you The level of questions I will formulate will involve
formulate? Are they of the higher order higher order thinking skills (HOTS). Examples
include: How can you explain the communication
thinking skills (HOTS)? Write two (2) process comprehensively? ,as well as how you
examples. create the importance of communication by
creating a diagram to describe it.
6. What instructional resources will you use? Books and educational online resources with a
Why? Cite the possible online resources strong connection to the topic will be discussed as
that you can utilize whether done in the they are the most reliable sources of information.
classroom or in remote learning?
7. Are your modes of assessment aligned with Yes, it could be. The best example is the
your learning outcomes and activities? Cite a assessment activity related to the lesson where the
specific example. last objective of the lesson will be realized after
using it.
8. Will your performance tasks ensure the Of course, my performance tasks include my role
mastery of the learning competencies? as a teacher in delivering the lesson, with the
Explain briefly. lesson's main objectives serving as my guide for
the successful implementation of my lesson plan.
Between 8 and 10, because I strongly believe that
9. In a scale of 1-10, How will you rate your when creating the lesson plan, it should be well-
learning plan(s)? Justify your answer. established for the successful realization of the
lesson's learning outcomes.
I will change some parts that are not applicable
10. If this lesson is not implemented face-to-face, online to more appropriate and effective online
how are you going to do it remotely? teaching methods.
REFLECT
OBSERVE
The problems/ challenges I encountered in writing my learning/ lesson plans
I am concerned about how I formulate the learning outcome of the lesson in a smart way. I am
concerned about whether or not I consider the things that should be considered in making the
objectives of the lesson plan.
REFLECT
I hope to achieve to address these problems and challenges by
By doing what need to be done to create a lesson plan that is effective, keeping in mind that the
conversation will end with the objectives I have created being used or realized.
PLAN
Some strategies/solutions/means that I can employ to improve these situations problems
Taking the appropriate steps to ensure that the problem will be resolved, whatever the feasible but
practical alternatives to deal with the circumstance that could seriously effect the process of
developing and delivering the lesson plan
ACT
Based on my answers in nos. 1-3, the possible title of my action research on this episode is
"Effective Strategies of Delivering the Lesson Plan: Its Impacts to the Overall Performance of
Teacher in Teaching Learners
Realizing the various skills that you need to master in preparing the learning/lesson
plans, which are the most difficult? The easiest to write? 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
of doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
4- 3- 2- 1- not
very difficult moderate Difficult
difficult in difficulty
1. Stating learning outcomes ✔
I. Objectives:
At the end of the lesson, the students should be able to:
a. Identify the four kinds of sentences according to function
b. Use the four kinds in a complete sentence.
c. Appreciate the kinds of sentence in everyday communication.
d. Identify the appropriate punctuation mark of the given sentence
II. Subject Matter:
TOPIC- Kinds of Sentences According to Function
REFERENCE- www.google.com, Interactive Learning 1
MATERIALS USED- pictures and word chart.
VALUE INTEGRATION- Develop reading books and use sentence in an ethical way
III. Procedure:
A. Motivation:
At first, the teacher will show different pictures and then, she will ask her students what do the
pictures were all about. She will also ask them about how they feel about the pictures being shown
and encourage them to make sentences about it. After that, the teacher will provide an activity. She
will group the class into four groups and each group will be given a specific picture on which they
will formulate sentences and create a scenario out the picture. The group who has the most
interesting result will get a prize.
B. Discussion:
Kinds of Sentences According to Function
A declarative sentence makes a statement or expresses an opinion. Use a period at the end of a
declarative sentence
Examples:
Andy Murray has a great will to win
The commentator laughed at his own mistake.
An interrogative sentence asks a question and ends with a question mark.
Examples:
Are you using the saw today, Mitch?
May the other people come along with us?
An exclamatory sentence expresses strong feeling and ends with an exclamation mark.
Examples:
This is just the way to do it!
That is great news!
An imperative sentence gives a command (strong emotion) or makes a request (mild emotion). Use
an exclamation after the imperative sentence that contains a strong emotion, and a period after one
that contains a mild emotion.
Example:
Stop that foolish talk now!
C. Generalization:
The teacher will ask the students to give examples of the different kinds of sentence.
D. Application:
Write down the type of each sentence. There are no end punctuation on these sentences because that
may give you the answer. Decide by the function of the sentence and mark down the end
punctuation.
1. Are you aware of the appointment tomorrow
2. Eat your supper
3. Oh, what a beautiful morning
4. Today is my birthday
5. What gifts did you receive for your birthday
6. Pay the bill
7. Shh, don't make any noise
8. Have you finished your homework
9. Debby, turn off the light
t10. Brian participated in the baseball tournament Please take the empty plate away now, Ira
Reflection: By understanding kinds of sentences according to function, students express themselves more
clearly in writing when they learn how to identify and write the four basic types of sentences. They are also
able to place the appropriate punctuation at the end of a sentence, making the ideas they are expressing in
their writing better understood by the reader.
FS 2 DELIVERING MY
LESSONS
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
These are the various Learning Delivery Modalities from the Department ofEducation.
Distance Learning
Teachers 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 leaners 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.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal 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 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.
Source/Reference:
https://www.teacherph.com/deped-earning-aeilvery-modalities/Learning Delivery Modalities for
School Year 2020-2021. DepEd order No. O11, S. 2020, Revised Guidelines on Alternative Work Arrangement
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
INSTRUCTIONAL PROCESS
PLANNING INSTRUCTION
DELIVERY OF INSTRUCTION
ASSESSMENT OF LEARNING
Preparation
Gaining attention
Informing learners
Stimulating recall
of prior learning
Instruction and
Practice
Present the
content
Provide learning
guides Assessment and
Elicit performance Transfer
Provide feedback
Assess
performance
Enhance retention
Source: https://www.google.com/search?qFgagnes+9+eventsS+of+instruction&oq=&aqs=chrome.5.69i59i4
5018.655958457j0j15&sourceid=chrome&ie=UTF-8
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 the activities/ various elements to arouse their interest?
They enjoyed the activities since they may have been engaging to them and appropriate for their
learning and growth, which is why they really attracted the students' attention during the discussion.
Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
When I started outlining the learning objectives for the lesson, they were focused, and when I
finished, they knew exactly what they had to do.
How did the new learnings relate with what they really know?
Due to the consistency of the lesson being taken into consideration, the students were able to make
connections between the prior lesson and the new lesson being provided to them.
Did you notice some students who needed assistance? What did you do?
Yes, those students who weren't paying attention during the teacher's discussion. Of course, I took
the time to address it as soon as I could, so that they would be focused on me and not on anything
else.
Did the students find difficulty in applying the theories/ concepts learned to real life?
Honestly, some of them find difficulty in applying the theories/ concepts learned to real life because
of their own business during the discussion, they didn't want to pay attention to the teacher that leads
to poor understanding of such important matters about the lesson.
What pieces of evidence can prove that the students had retention of learning?
The strongest indication that students retained what they had studied comes when I ask them about
what they had learned in the prior session, and they actively react and confidently share it with the
class.
Below is an example of a classroom observation form/sheet.
6. Classroom Management
Begins and end classes on
time Uses time wisely
Attends to course interaction
Demonstrates leadership ability;
maintains discipline and control
Maintains effective classroom
and e-platform management)
8. Support /Assistance to
9. Personal Competencies
Shows self-confidence
Maintains professional distance
and professional appearance
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?
The aspects of the lesson that need improvement are based on my cooperating teacher's feedback and
remarks because he is the only one observing me and maybe offering suggestions and
recommendations for the development of the lesson plan.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
Problems/ challenges I encountered in delivering my lessons
Are based on the feedback/comment of my Cooperating Teacher so that I know what should I do and
which is not for the improvement of my lesson.
REFLECT
I hope to achieve to address these problems and challenges by
Applying and considering all the feedback/suggestions of my Cooperating Teacher of how I can
improve my Lesson Plan really well.
PLAN
Some strategies/solutions/means that I can employ to improve these situations problems
Are based on my cooperating teacher's feedback/suggestions regarding the strengths and weaknesses
of my lesson plan. Accordingly, I would implement all the things that should be done to improve my
lesson plan for the growth of the teaching-learning process.
ACT
Based on my answers in nos. 1-3, the possible title of my action research in this episode is
"Effective Ways of Delivering Lessons for Productive Teaching and Learning Process"
I-OBJECTIVES
At the end of the lesson, the students should be able to:
A. Differentiate active and passive voice
B. Identify the voice of the verb in each sentence
C. Rewrite the sentences changing the voice from active to passive voice
D. Appreciate the lesson by showing active participation of students towards the lesson.
II-SUBJECT MATTER
Topic: Active and Passive Voice
III- MATERIALS
Anglo-American Literature English book for Grade 9 ,pp. 439-440Strips of Cartolina, Chalk and Board
IV- LESSON PROPER
A.ROUTINARY ACTIVITIES
a. The teacher will call one student to lead the prayer, and greet the class after. She will asked the class on
who were the absents and let the students pick up pieces of garbage before they settle down.
b. The teacher then shall have a recapitulation regarding the last topic about verb.Verb- is an action word,
e.g. run, swim, cry, jump, ..etc.(the students will answer)
1. She often shouted people for shouting.
2. He always tells the truth.
3. She’s interested only in her own success.
B. MOTIVATION
The teacher will let the students read the short scenario.
“John saw a pretty girl. He went to talk to her.Her husband arrived. The husband hit John on the nose”
1. What did the husband do?(Active voice is used in the answer)
2. What happened to John?(Passive voice is used in the answer
*Notice the sentences on the screen. Analyze its difference. It tells whether it is in theform of Active and
Passive Voice. That is what we are going to discuss today.
C. PRESENTATION
A Voice is a quality of a verb that shows whether the subject is the doer or the receiverof action in the
sentence.Active Voice- used to indicate that the subject of the sentence is the doer of theaction.Passive
Voice- is when the subject is the receiver of action.
(examples will be shown in visual aide………)
D.APPLICATION
A. Label the following sentences with active or passive.
_____1. Rommel presented an interesting report.
_____2. He submitted the annual report of the organization.
_____3. The town was destroyed by fire.
_____4. That skyscraper was built in 1934.
_____5. The new product design has been finished.
Change the following sentences below to the active voice.
1. I was taught by my brother the principles of barbecuing.
2. My father was given the title by the former head chief.
3. The house was wrecked by the party and the cat was let loose by the guests.
V- GENERALIZATION
Therefore a verb that has direct object is in the active voice. If the subject is actedupon, and is the receiver
of action, the voice of verb is in passive. In changing asentence from active to passive, the direct objects
become the subject and doer inthe by-phrase.
VI-EVALUATION
A.Rewrite each sentence changing the verb from active to passive.
1. He wrote a novel.
2. Many people admired Ninoy Aquino.
3. He repaired the dripping faucet.
4. The doctor examined the patient.
5. She sponsored the education of many students.
VII- ASSIGNMENT
Write a step by step procedure in making your most favorite dessert/salad. Use activeand passive voice in
your constructing your procedure.
FIELD STUDY 2
FS 2
SELECTING NON-
DIGITAL OR
CONVENTIONAL
RESOURCES AND
INSTRUCTIONAL
MATERIALS
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,
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 manıpulation, 2.cone 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 experience 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. Situation and context challenge teachers to choose the best instructional materials
considering the limitations. As you work on this episode, remember that you take the role of an FS
student now participating and assisting in 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 the 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!
VERBAL
EXHIBITS
CONTRIVED EXPERIENCES
DIRECT AND PURPOSEFUL
EXPERIENCES
Contrived Experience
PREPARE YOURSELF
1
Be clear on your lesson’s learning outcomes
Have a plan on how you will use the IM
Formulate the questions you will ask
Determine how will you assist learning
References: Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido)
Field Study 2 Participation and Teaching Assistantship
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 these guide points. Consider which ones are applicable. The non-digital 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 interest 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
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.
Field Study 2 Participation and Teaching Assistantship
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?
I created the task based on the lesson I had covered with my students so that they could
simply respond to it using the knowledge they had gained from the session.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
The students were able to relate and understand the lesson more because to the teacher's
effective teaching strategy, which encouraged them to actively participate in the discussion.
As a result, at the conclusion of their discussion, the students gained a lot of connection with
the lesson, and when the teacher asks the students the next day about what they learned in the
previous lesson they have discussed, they will respond very well.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
I was nervous but at the same the I was excited because it was a new experience for me that
could help me of what I will going to do.
The class is very interactive because of the teacher and students' exchange of information
during the discussion. The students answered very well and actively participated in the
conversation. They enjoy carrying out the activities relevant to the topic being discussed by
the teacher.
ANALYZE
What would you have done differently? What would I change? What will make it better next
time?
Maybe the teaching strategy that is appropriate for online instruction is the thing I should have done
differently. I would change the things that aren't working well during the discussion. I will make it
better the next time by taking into account the things that should be done and the things that
shouldn't be done so that the teaching-learning process will be successfully completed.
How does this connect with what you know about selecting and using instructional materials?
This relates to my understanding of choosing and using IMs by considering the dos and don'ts in
imparting knowledge so that I can become a productive and successful teacher as well.
3. What can I do to learn more about and practice the use of resources and instructional
materials?
I want to study more about and practice using resources and IMs thoroughly so that what I
will learn from it is my foundation for using IMs in the lesson.
OBSE
RVE
ACT
THE
ACTION REFLE
WRITE ACTION RESEARCH PROMPTS
RESEARC CT
H CYCLE
PLAN
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
Doing this episode on selecting and using resources/instructional materials, problematic
situation/challenges/area of improvement did I find?
Utilizing the resources and IMs in a very creative yet effective way when teaching online is
the problem, circumstance, difficulty, or place for growth that I discovered because this
significantly affects the students' overall learning and knowledge of the subject that will be
discussed with them.
PLAN
What strategies/solutions/means can I employ to improve the situation/solve the problem?
The most efficient yet appropriate method of using resources or IMs is what I can use to
improve the situation or solve the problem. This is done by completing in-depth research on
how to successfully address such a problem.
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos.
1-3)
The title of my action research will be" Ways of Selecting and Using Resources or
Instructional Materials Considering the Factors Affecting the Teaching-Learning Process"
UTILIZING
FS 2 APPLICATIONS (APPS)
FOR TEACHING AND
LEARNING
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.
Teachers 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 and report performance and achievement.
Your task in this episode is to demonstrate your 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
Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns
applications to four essential levers. The apps' selection 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, Kahoot, 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 apps for preschoolers or kindergarteners, like storybooks apps, alphabet and
numbers apps, etc. At the same time, there are apps for math, reading, and 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 in the 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 be ing 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 Padagogy 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 Padagogy wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!
"With Allan Carringtons Padagogy Wheel Model, teachers have an at-hand reference that
ties apps to specific learning outcomes directly connected to modern pedagogies and theories.
They can easily sit with the wheel during lesson planning to find tools that will best aid their
students or use them during class time to extend or deepen learning towards a specific 21sSt-
century skill or content area. This connection of theory, practice, and application make the
Padagogy Wheel an invaluable resource that should be on the wall of every classroom.
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Padagogy wheel for
Android or Apple apps. Once you open the PDF, you will see that all the apps are already hot-
linked. You can readily explore by clicking on the icons. For Android they connect to the Google
Play site. For Apple iOS they connect to the web preview pages and will open your iTunes.
For Apple
http://bit.ly/AppleENGV5Screen
For Android
http://bit.ly/AndroidENGV5Screen
INFORMATION SOURCE
A very good visual on how to evaluate educational apps to use in your class, educational Technology and Mobile Learning educators technology.com
Apples official guide to teaching with apps(techtaught.com)
Apps that I already know/have recently How can I utilize this in teaching-learning?
Explored
Apps you plan to utilize in the What is the use or purpose of Explain why you selected the app,
lesson. using the app. Describe how you based on the five criteria of
or the teacher will use each. developmental appropriateness,
motivation, instructional design,
engagement and accessibility
Edmodo App A web-based community of When I consider the major reason
practice can be established with for assessing the learning growth
this program, which can also be of the students with the lessons
utilized on mobile devices. It is being discussed to them, I have
mostly used for quizzes, exercises, assessment purposes in mind.
and examinations.
WPS Office App This app's goal is to create a I chose this software because I am
PowerPoint presentation on the confident that utilizing it to teach
subject. I'll use it to teach the the students will help them meet
lesson to the students so they can the five requirements. This app is
quickly grasp it before our also helpful for students who don't
discussion begins. yet have laptops.
Gmeet App This app's primary goal is to This can be moderated by all its
enable students to participate in uses in teaching-learning process.
virtual meetings using video,
audio, chat, and screen sharing.
How does this connect with what you know about selecting and using apps?
As time passes, we can begin to understand its primary connection or function to our study as
this has a significant positive impact on the growth of teaching and learning processes. This
can be connected with what I know about choosing and using the apps by allowing us to
download it due to its necessary application to our learning.
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,
Describe how you or the teacher utilized the apps, narrate your experience as you
participated and assisted
I can be characterized as someone who really acquired new knowledge and learning regarding how I
used the apps. It was an ignorant moment if I described my very first day of app usage as well as how I
managed to participate in the online class while using the Google meet app, but as the days went by, I
learned how to utilize it whenever we have classes by using the Google meet app.
What would you have done differently? What would I change? What will make it better next time?
Since it's difficult for me to identify the specific app feature that needs to be changed, I can't think of anything I would
have done differently or changed. However, it would be better the next time if each app were improved by taking into
account user suggestions for making it more useful for both teachers and students.
How does this connect with what you know about selecting and using apps?
As time passes, we can begin to understand its primary connection or function to our study as this
has a significant positive impact on the growth of teaching and learning processes. This can be
connected with what I know about choosing and using the apps by allowing us to download it due to
its necessary application to our learning.
REFLECT
3.
What can I do to learn more about and practice the use of educational apps?
Watching YouTube tutorial videos for educational apps can help me understand how to handle and
use the various educational apps. Another way to learn about educational apps is to seek experienced
teachers for advice or aid so that I can use them effectively and improve my teaching.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
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 apps?
There are six biggest area of improvement prevailed in using apps according to apogaeis such as development approach,
device compatibility and screen size, attention of the potential users, funding, customers reviews and experience, and
performance of the app.
List at least three sources that you have read about this problem/challenge/area of improvement
REFLECT
What do I hope to achieve to address the problem? (What change do you want to achieve?)
The change I want to make is only for the better improvement of the apps so that they will run
smoothly and to appreciate their main purpose as it will be used effectively. I hope to achieve this to
address the problem so that its improvement and performance to its target users will be realized its
big role in the teaching-learning process.
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the problem/
The strategies/solutions/means that I can use to improve the circumstance or solve an issue are the
things or methods of how to improve the app in light of the issues that arise while using the app so
that the user can appreciate it and realize the better improvement of the app with its unique feature
the next time they use it.
ACT
4. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-3)
"Means and Strategies Employed to Improve the Mobile App Considering the Challenges and
Situations Arise of Using the App" will be the action research title if I will conducting it.
WORK ON MY ARTIFACTS
Attach pieces of evidence of what you accomplished in this episode.
Apps that I already know/have recently How can I utilize this in teaching-learning?
Explored
UTILIZING LEARNING
FS 2 MANAGE
MENT
SYSTEM
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 the four comers
of a computer screen, a tablet, or even a cell phone! While we believe teachers should be
competent in organizing and using resources in a physical classroom, a future teacher must be
adept in utilizing technology to set up, design, work and teach in a virtual classroom.
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 depending on the LMS platform.
Below are some of the LMS common features and the functions and tasks that teachers are able
to use:
Your task in this episode is to participate and assist in a virtual learning environment
through an LMS. Notice how the teacher organized her virtual classroom. Apply more your Skills
in facilitating the teaching and learning process by participating in one or OCOL ne teacher tasks
discussed above.
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 Ch. 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.
Technological
Pedagogical Content
Knowledge
(TK)
Technological
Pedagogical Technological Technological
Knowledge Content
Knowledge
(TK) Knowledge
(TPK)
(TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical
Content
Knowledge
(PCK)
CONTEXTS
CANVAS SCHOOLOGY
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. 4. Be guided by the TPACK infographic in this episode. The questions found there will help
you notice, analyze and reflect very well.
Which LMS did the teacher use: Check one or more 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 the Under these LMS components or parts,
LMS used by the teacher? what tasks did you participate/assist in?
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?
The teacher's LMS has a well-organized framework. It was arranged in a chronological or step-by-
step manner. Due to the primary elements offered in her LMS, it appeared to be successful in achieving
the goals established.
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?
The content taught or delivered effectively as it was really communicated very well to the
learners. The learning activities were arranged on point because the students can easily
understood it right after the discussion. The appropriate and well-established strategies were
being used by the teacher to help her students attain the objectives/outcomes of the lesson.
ANALYZE
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students lean the content?
I think the best features of the LMS that the teacher used were meeting rooms, which allow the
teacher to present lessons and discuss with students synchronously, and enables learners to
collaborate on a task/project; assessment where he administer it to assess the learning development
of students; and announcements, which he communicates with students regarding instruction,
reminders and changes. These features help them to learn the content of the lesson effectively and
efficiently as they were being guided by it of the things they need to do to gain the learning out
comes they must acquired.
2 How did the teacher/or you use the LMS to implement the strategies /activities planned?
The teacher used the LMS to implement the strategies/activities planned by utilizing it in teaching
his lesson with the target of attaining her objectives with the aid of such LMS in his discussion.
2. How did this connect with what you know about LMS and TPACK
This was connected with what I know about LMS and TPACK by being familiarized of their
relationship to each other in utilizing the lesson in a well-established manner. In that way, the
connection of these two to what I know would really help me to have more ideas of how I deliver my
lesson in the making by applying the things I have learned with this.
3. What do you still need to learn in order to use the LMS effectively?
In order for the learning objectives of my lesson to be successfully fulfilled at the conclusion of the
discussion, I still need to learn more about straightforward yet comprehensive ways to use the LMS
efficiently.
OBSE
RVE
ACT
THE
ACTION REFLE
WRITE ACTION RESEARCH PROMPTS
RESEARC CT
H CYC
LE
PLAN
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
What problematic situation / challenges /area of improvement did you see while you participated and
assisted using an LMS?
Based to what I have searched, lack of PPT integration, issues with user interaction, and problems with course
management and content are some of the challenges faced by both teacher and students using the LMS.
List at least three sources that you have read about this problem/challenge.
REFLECT
What do I hope to address the problem/challenge/area of improvement in LMS use?
What change do you want to achieve?
I hope that will all the things to address such problem/challenge/area of improvement in using
LMSwouldhelptoknowthebetterwaysofhowtoutilizetheLMSinaneffectiveway.
PLAN
What strategies/solution/means can you employ to improve the situation/solve the problem?
The means I can employ to improve the situation/solve the problem are solely the things of how to
utilize the LMS where learners can easily follow and understand the lesson so that they learn best.
ACT
If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-
3):
"Assessment of Theories or Principles of Utilizing LMS as Means and Strategies to Address the
Problem and Area of Improvement of Using LMS "would be the title of my action research if I
conduct it.
List at least three sources that you have read about this problem/challenge.
UTILIZING WEB
FS 2 CONFERENCING APPS
FOR SYNCHRONOUS
E-LEARNING
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.
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 thinkıng
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.
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 the 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 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.
1. 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?
The information was presented or taught in a style that was simple for us to understand.
The facilitation of the learning activities was well-planned to ensure that the learning objectives
would be met. The teacher's most popular methods for keeping the class interested in the lecture is
the interactive approach.
2. What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
It was a great experience in participating and assisting in synchronous classes as this gave me
additional learning that would help me in planning my lesson plan. Full of gratitude and pleasure if I
described my thoughts and feelings as I 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?
The availability of programs that don't require you to download a large percentage of gigabytes that
could harm your storage
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?
Teacher should be aware of students' activities and how they behave during class. They should also
gather information from social media because there is a lot of activity there, and they can be added
there in order to help students understand who they are and what they want from learning
experiences.
Social Presence?
Aside from web conferences, teachers utilized messenger to inquire about students who were having
problems. Teachers weren't supposed to send personal messages to students unless there was an
emergency or if a student may be bullied if their classmates misunderstood. They created a group
chat where the instructor can leave a student activity if they have access to online apps. In addition,
the teacher sent a topic in advance for them to research so they would be prepared for the next
meeting.
Cognitive Presence?
Additionally, you might add your student to their social media accounts in order to learn more about
them. This is because some people in this generation are more likely to spend a lot of time on social
media. By including them, you may learn more about them and provide them with appropriate
guidance. You can also motivate them by asking what their problems are because your job as a
teacher entails more than just imparting knowledge.
We are still learning about this type of teaching, so I can't judge how prepared I am right now
because even the students are challenging, but I can promise that I will do my best to teach
synchronous classes and that I'll be flexible about how things should go.
2. What do you still need to learn in order to conduct an online synchronous class using
a web-conferencing app effectively?
I still need to learn some of the web-conferencing app, which are unfamiliar to me and never
use it up to this time in order to conduct an online synchronous class effectively and I can be
able to address the necessary skills being possessed by a teacher in teaching students online.
OBSE
RVE
ACT
THE
ACTION REFLE
WRITE ACTION RESEARCH PROMPTS
RESEARC CT
I CYC
LE
PLAN
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
What problematic situation challenges /area of improvement did you see while you participated
and assisted using a web-conferencing app for synchronous learning?
Based on what I have observed, the challenge or area of improvement that I see while I participated
and assisted using a web-conferencing app for synchronous learning was the performance of the app
to grasp better signal.
REFLECT
What do I hope to address the problem/challenge/area of improvement in web-conferencing app
use? What change do you want to achieve?
I hope to address such challenge or area of improvement of using the web-conferencing app so that
both teacher and learners would have a great experience while teaching and learning.
PLAN
If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-3
Reducing Synchronous Challenges and Area of Improvement of Web-conferencing
ACT
What strategies/solution/means can you employ to improve the situation/solve the problem?
The means I can employ to improve the situation/solve the problem are the possible outcomes of
such action research title I thought that would serve as basis in formulating solution to solve the said
issue of Web-conferencing app.
3. 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?
The availability of programs that don't require you to download a large percentage of gigabytes that
could harm your storage
4.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?
Teacher should be aware of students' activities and how they behave during class. They should also
gather information from social media because there is a lot of activity there, and they can be added
there in order to help students understand who they are and what they want from learning
experiences.
Social Presence?
Aside from web conferences, teachers utilized messenger to inquire about students who were having
problems. Teachers weren't supposed to send personal messages to students unless there was an
emergency or if a student may be bullied if their classmates misunderstood. They created a group
chat where the instructor can leave a student activity if they have access to online apps. In addition,
the teacher sent a topic in advance for them to research so they would be prepared for the next
meeting.
Cognitive Presence?
Additionally, you might add your student to their social media accounts in order to learn more about
them. This is because some people in this generation are more likely to spend a lot of time on social
media. By including them, you may learn more about them and provide them with appropriate
guidance. You can also motivate them by asking what their problems are because your job as a
teacher entails more than just imparting knowledge.
FS 2 ASSESSING
FOR, AS
AND OF
LEARNING
You are expected to observe how assessment for learning and assessment as learning
are implemented in the teaching-learning process.
Field Study 2 Participation and Teaching Assistantship
REVISIT THE INFOGRAPHIC/S
Three phrases on assessment that we have met in our Assessment courses are
assessment for learning, Assessment as learning and assessment of learning. Assessment for
learning is more known as formative assessment while assessment of learning is called
summative assessment. Several authors claim assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning an assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
Assessment for learning als0 referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase "assessment for learning "we assess
to ensure learning. That is why while instruction is in progress, it is wise for the teacher to check
If students are learning or not learning what is expected of them. If students are found not to be
learning what they are expected to learn, right there and then, remedial steps are taken through
formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.
Examples of questions that learners ask when they are engaged in assessment as learning are
given below:
1. Do I set my
own learning 2. Do I monitor
target based on my learning
the learning progress in
outcome that relation to my
teacher presents learning target?
at the beginning
of the lesson?
3. Am I
content with 4. Any
how I am adjustment /
progressing? remedial measure
Why or why not? that I have to
take for learning
to the maximum
and optimum?
FORMATVE
ASSESSMENT SUMMATIVE
For Staff ASSESSMENT:
To monitor For Staff
student learning BOTH: To measure whether a
To ascertain Are ways to student has met
progress. To check Assess student learning
Understanding Learning & outcomes, and to what
To teach responsively. Are opportunities extent at the end of a
to give and unit of study
For Students
receive feedback
To evaluate their To make further
Are ways. To
own learning evaluate the improvements in future
To build knowledge effectiveness iterations.
To identify strengths of teaching For Students
and weaknesses. To understand their
To continually improve overall performance in
learning a unit of study.
To target learning To understand whether
ANALYZE
1. Did the formative assessment tasks help students master what they were expected to learn?
Yes, in many cases the tests also aid in students' better awareness of their own academic strengths
and deficiencies.
3. Did the conduct of formative assessment and self-assessment affect students' attainment
of learning outcomes? How?
It has a positive impact on students' learning outcomes because, as I previously mentioned, some
studies show that formative and self-assessment can help students improve academically and achieve
noticeably higher grades. It can also increase self-awareness through reflective practice, make the
criteria for self-evaluation explicit, and make performance improvement practices intrinsic to
ongoing learning.
4. What was the effect of students assessing their own progress on their motivation to learn?
It has an impact on students' ability to assess their own abilities and determine their strengths and
shortcomings in terms of their study habits.
OBSE
RVE
THE
AC
T
ACTI
ON
RESEA
RC
REF
LE
CT
WRITE ACTION RESEARCH PROMPTS
OBSERVE
1. One thing that went well in the development use /administration of
formative assessment tasks (assessment for learning) is
Is well established in a
classroom,
students are actively
involved in their learning;
able to judge the success of
their
work and to take
responsibility for their own
progress
Is well established in a classroom, students are actively involved in their learning;
able to judge the success of their work and to take responsibility for their own
progress
2. One thing that did not go very well in the development/ use/
administration of formative assessment tasks (assessment for
learning) is
Is concerned of attaining the learning outcomes of the lesson. For instance, if
students are found not to be learning what they are expected to learn, right there
and then, no remedial steps are taken through formative assessment tasks that
r i omote the development of evaluative judgment, and foster reflection and life-long
e m learning.
a p
l r 4. One thing in student’s self-assessment (assessment as learning) that
l o needs improvement based on what were observed is
y v How they possess the concrete manifestation of the concept of learner agency,
which means that the learner is ultimately responsible for his/her own learning for
e nobody can do the learning for him or her.
a p
f er
f f
e o
c r
t m
a
t n
h c
e e,
st
a re
t n
t gt
a h
i e
n n
m m
e ot
n iv
t at
io
o n
f a
n
o d
b s
j el
e f-
c re
t g
i ul
v at
e io
s n,
. i
m
p
3. r
o
v
e
fe
e
d
b
a
c
k
li
te
I
ra
t
c
c
y,
a
p
n
r
REFLECT
The formative assessment activities went well because
These ensure their own learning after evaluating their learning as a result of knowing their strengths
and weaknesses, which are key to improve the continuous development of their learning.
These were not aligned to the learning outcomes of the lesson or the students were not able to
perform well in doing such activities due to its unrelated factors to the lesson.
These served as their guiding point of what is/are the thing/s to do just to improve their own
learning, as well as to build knowledge that is vital for improvement.
Lack of opportunity where students can learn. If students do not engage in self-assessment that
reflection their own assessment results, the assurance of learning will be affected.
ACT
To ensure that formative and self-assessment processes serve their purpose, to help
student learn, I will learn from other's best practices by researching on
Researching on and collecting information while learning is occurring in order to ensure that
formative and self-assessment processes serve their purpose, to help students learn. Formative
assessments enable teachers to see students in the learning process, quickly identify if students are
having difficulty with a particular subject, and adjust their teaching approaches to help students stay
on track.
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action
research on
Introduction
You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Revisit
Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with leaning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Teaching-
Learning Content/ Assessment
Subject Learning
Outcomes
activities Tasks
Matter
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning outcomes
Traditional Authentic
assessment/ assessment/ non-
Paper-and-pencil Paper-and-pencil
test test
Types of
Assessment
Task
Paper-and-pencil test/ traditional assessment makes use of two types of test according to mode
of answering: the supply type and the selected-response type.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Supply-
Supply-response response
type
type
Supply-response
Supply-
response type
type Supply type
Product Process
assessment Authentic assessment
Assessme
nt
Task
Poems, essays,
Projects in
song
competition, art Examples Science, TLE,
Math
work of
Product
Assessmen
t
Dance
performance in Micro teaching
P.E. Examples
of
Process
Assessmen
t
Among the three types of portfolio given below, the assessment/evaluation portfolio is the
one that relates to our concern on assessment of learning. An assessment/evaluation portfolio can
come in an electronic/digital (e-portfolio) or in manual form.
Field Study 2 Participation and Teaching Assistantship
Assessment/
Evaluation
Portfolio/
e-portfolio
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If, on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used
to
access
product
or process
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your 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, and supervise students as they
do assessment tasks.
NOTICE
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 task 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 tasks.
- administer the assessment.
2. Did teacher make use of both traditional and authentic assessment tasks?
Yes, the teacher uses both conventional and authentic assessment tasks by providing the
students a performance task of making pattern of a certain product, while in a traditional
assessment, the task of writing an essay about how important it is to apply these skills in
real life will be the purpose of it.
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
Based on my observation, some of the various points that are common to all sorts of tests and items
that must be observed in the construction of a test are not met when I looked at their written test.
However, the test being formulated was the key in order for the teacher to relate the topic in real
scenario where the students learned more.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Yes, some items in the quizzes and activities for formative assessment tasks were incorporated in the
questions to ensure students retained introductory knowledge in their summative assessments, such
as the final exam.
5. Where were assessment results students better in the results of traditional or authentic
assessment?
Students benefit from authentic assessment outcomes because they can better analyze what they've
learned and apply it to their own experiences. They don't have to memorize information for an exam,
so they can show what they've learned using their imagination.
6. Which assessment activity/activities did the students like more? 1like least? Why?
The learners preferred the evaluation task of drawing and designing their ideal shirt and skirt. This
activity has piqued their interest. Making a pattern is the assessment activity they dislike the least.
Some of them struggled to complete the pattern.
How can I make the assessment process more meaningful to and more acceptable to students?
I believe there are many different ways to conduct meaningful assessments. However, in order to be
truly engaging and motivate students, assessments should be related to practical skills. Of course,
one can also ascertain the value of an evaluation by merely asking students what they believe. After
every significant unit or evaluation, I will develop a survey. If you want to urge them to concentrate
on the rubric's standards, add a row for them to completely fill out so they can understand your main
goal for doing it.
OBSE
RVE
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
H CYCLE
PLAN
OBSERVE
One thing/ Some things that went well is/are in the development/use administration of
assessment tasks are...
REFLECT
This part of the assessment process went well because...
Clearly define and identify the learning outcomes.
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on.... 0r view video on....
Empowering Students to Own the Assessment Process
PLAN
To help improve assessment practice, I would like to conduct an action research on....
"Effective Assessment Tools and Methods: Its Roles in the Teaching-learning Process Towards
Development
FS 2
GRADING
AND
REPORTIN
G
Introduction
It is said that students should not study only for scores nor grades. Students should study
most of all for learning. It is possible for students to obtain high scores and good grades but did
not really learn that much. What is ideal is for students to get high scores and good grades
because they really learned a lot.
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring
and screening for scholarships. So grades have pragmatic value. Therefore, it is best that
students work for good grades that genuinely reflect level of mastery.
Field Study 2 Participation and Teaching Assistantship
CLARIFY YOUR TASK
In this Episode, you will interpret scores correctly, Compute grades based on the DepEd
grading system and report grades to parents /guardians during Parents - Teachers' Conference.
Criterion-referenced assessment often use "cut scores" to place students into categories
such as basic," "proficient," and "advanced." Here is an example: The teacher's intended learning
outcome is "to solve at least eight out of ten problems on fractions correctly". Student A is able to
solve ten (10) out of ten correctly, Student B, eight (8) problems and Student C, five words (5). It is
obvious that only Students A and B were able to realize the predetermined standard as stated in
the intended learning outcome, "solve at least 8 out of 10 words correctly." The performance
(score) of each student is compared against a standard of success set by the teacher. It is not
compared against the performance of the other students.
Report Card. The Report Card is a standard method of reporting students' progress and grades to
parents. See sample report card for junior and senior high school from the Department of Education.
Report cards convey letter grades like A, B, C, D and F sometimes with +or - so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in
Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The
DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao,
Maka-bansa and Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student's progress and achievement (McMillan, 2007). These written reports may include the
student's performance on tests and quizzes, projects, oral reports... They also can include
information about the student's motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.
It has been a practice of schools to set aside a day for Report Card distribution which is the
same opportunity for parents and teachers to confer regarding their Child's performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for
card-giving and parent-teacher conference/s. Parents are busy and can't just be there at
the school's beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate
picture of a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer
the parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading, Have a dialogue
not a monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent-teacher conference should only
be the parent's child. Never compare the child with other students.
8, End with an encouraging note in the same way that you began with a positive note. 1t
not the end of the world.
Confer with your Resource Teacher about scoring students assessment tasks, grade
computation and reporting. This may also be done face-to-face or online
Ask your Resource Teacher what you can do to assist him/her in the scoring or student’s
grade computation and preparation for reporting in the Parents-Teachers Conference.
NOTICE
Take notice 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
ANALYZE
1. What are the teaching implications of the students' test scores and grades?
The implications of teaching of the students' test scores and grades are to aid their learning by
assisting them in comprehending the relationship between their current performance and the
desired/next level of performance.
AC
T
THE
ACTI
ON
REF
LE
WRITE ACTION RESEARCH PROMPTS
RESEA CT
RC
v
REFLECT
What personal message do I get from these students' scores, grades and parents
guardians PTC attendance and comments?
Communication and cooperation are great ways to discuss academic improvement and development
based on observations in the classroom, test results, assessments, portfolios, and assignments. For
parents to be informed about their child's performance, it is essential that they attend PTC. Students
are also significantly impacted when their parents are constantly engaged in their education because
this motivates them to work hard to advance their education. Students can get feedback on their
effort through marks enabling them to establish challenging yet doable goals for advancement.
OBSERVE
One good thing that I observe in scoring/ grading/ Parents-Teachers Conference was
The communication is essential. It was beneficial to all not only for the students but for but including
parents/guardians. Students' academic and professional achievement are dependent on a teacher's
ability to communicate successfully with them. If a teacher lacks effective communication abilities,
students may struggle to learn and grow academically
One thing that did not go very well in scoring/ grading/ Parents-Teachers Conference was
The individual's intervention as way of addressing their needs in the school. I noticed that there is a
lack of justice in the sense that some comments and opinions are ignored.
REFLECT
The scoring/ grading/ Parents-Teachers Conference went well because
The essence of communication was highly considered so that they were able to express themselves
clearly.
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that students learn, I will read researches on .... or view video on
The main goal of grading, scoring, and PTC is to assess the learning and performance of each
individual student. To do this, reliable sources are employed, which will give feedback and ensure
the issue is developed in a fair and consistent manner.
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
Conduct an action research on
"Assessment of Grading System Practices of Teachers and the Considering Factors of Rating the
Performance of Students"
WRITING AN INITIAL
FS 2 ACTION
RESERCH
PLAN
The ultimate goal of doing action research 1s to improve teacher's practices in order to
Action research action plan should be place in writing just like a lesson plan. This is what we are
going to do.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guided you to 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 write 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 the insights you gained in working on the past FS 2 episodes
Let us revisit our Action Research Model. As a beginner, use the model of Nelson, O (2014)
as your basis for developing an initial plan for action research.
Plan Act
The Action
Research
Cycle
Reflect Observe
As you become more skillful in action research, you may like to use the McNiff and Whitehead
2014 or DepEd DO 16 2017 models.
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 2: REFLECT. Start to reflect on the identified problem. However, reflection is done all
throughout the action research process.
Key questions:
o Is there a way to solve the identified problem? How will I do it? o
Is looking for a solution or answer to the problem worth doing? o
Will solving the problem improve my teaching practice? How? o
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:
o What probable action will I make? Will my intervention be doable?
o How will I describe my intervention, innovation, or actions to address the identified
problem?
o How long will it take to implement the intervention, action or
innovation? o With whom shall I work with?
o Will the result be of use? How?
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or in FS 2
if given the time. You may collaborate with your mentor or your classmate.
Making a capsule Action Research Plan will prepare you to undertake an actual
Action Research. You will also be able to assist your mentor to do similar research together
In the past episodes focusing on the key aspects of teaching and learning, you have
answered the Action Research Writing prompts. Go back to these, and choose which episode
topic you would like to work on as you write an action research plan.
Here are the episodes and the pages where you can find them. Review each
Action Research Writing Prompt and choose one to work on to elaborate in this episode.
Episode Title
1 The Teacher We Remember
11 Delivering My Lessons
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) Preparing the Learning Environment
A. Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?
Example Response. The problem I have noticed is that most students are not excited about going to
school neither they are not interested in studying and struggling to maintain their grades.
Write your own observed/ noticed classroom problem here: The students’ motivation to exert effort in a
certain subject is affected by the learning environment.
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow learners be
helped? How will it be done?
Example Response: Unmotivated students can disengage other students from academics, which can
affect the environment of an entire classroom or school. A slow learner needs more time, more
repetition, and often, more resources from the teachers to be more engaged in studying. Proper
understanding of what is slow learning and a slow learner is a major step towards coming up with a
strategy to address slow learners issues in class.
Write your reflective response to the problem you stated: Students may feel uncomfortable, confused,
unsupported and afraid to make mistakes. This learning environment does not force students to “toughen
up” or “put in more effort.” Instead, they are likely become unmotivated in studying.
As a teacher I should create a grow community of learners in the classroom. Students need a classroom
environment that is safe, where they are willing to take risks and struggle. To achieve this goal, the
students and teacher must work together towards common collective goals. Students must be willing to
work with and assist other students in class. Struggle should be acceptable and encouraged as a part of
the learning process.
Then during your lessons, assign students a task. Give students a keyword to listen for throughout the
lesson; this can also be linked to a movement or chant. This repetition not only improves memory, but it
also keeps students engaged throughout the lesson. Allow students to choose how they learn.
Are methods, participants, data collection, time table considered in my Plan for Action?
Yes, methods, participants, data collection, time table are considered in my plan for
action.
Example Response: My plan is to introduce cooperative learning in the classroom. I create a 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 tables 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.
My plan is to build lesson and unit plans with student motivation in mind that will help them to feel
spark excitement and joy into the learning environment. And also, to build positive relationships with
students this means getting to know each of my students’ unique personalities including their likes,
dislikes, strengths, and areas of opportunity. Since each student has a different lived experience and
cultural background, I can honor those differences by implementing culturally responsive teaching
strategies.
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 your mentor.
Now, to further elaborate on your Action Research Plan, use the Dep Ed template below:
Remember to read the rubric in this episode to know how 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 ACTION RESEARCH PROPOSAL? DepEd Order No. 16, S.2017-
YouTube
Education is a means by which people develop and acquire knowledge, skills, values and attitudes. It paves
the way for development and plays vital role (serve as a catalyst) in bringing socio-cultural, economical,
technological, political and environmental advancements. However, to achieve these goals or to attain
quality education, the teaching learning process at all educational institutions should be supported by strong
two way communications (teacher students or student’s students) meaning active participation had better
observed during the whole course provision sessions (Bonwell& Eison1991; Major and Palmer, 2001). Over
the years, scholars, researchers and national reports have discussed the importance of employing active
learning instructional strategies to maximize student learning in the college or university classroom, and
researchers have proved that active learning has received considerable attentions (Gallagher, 1997). Active
learning has attracted strong advocates among educational institutions looking for alternatives to traditional
teaching methods (Kumar, 2007). When students are actively involved in the learning task, they learn more
than when they are passive recipients of instruction (Cross, 1987 cited in Kumar, 2007). According to Adler
(1987) cited in Colliver (2000) all genuine learning is active, not passive. It involves the use of the mind, not
just the memory. It is the process of discovery in which the student is the main agent, not the teacher.
Students learn best when learning is active: When they are mentally involved, when they engage in hands-
on activities, when they are involved in a process of inquiry, discovery, investigation, and interpretation.
Thus, learning is enhanced when students repeat the information in their own words or when they give
examples or make use of the information (Bransford, Brown, and Cocking, 2000). When students are
passive, their brain doesn’t do job of processing effectively or retaining the information efficiently (Biggs,
1999; Hartley, 2005). Regular class participation helps students stay engaged with the information and is
more likely to help them recall more of it. Critical and higher order thinking skills are also enhanced by
active involvement in class. Students that participate in class have learned the content enough well to share
new ideas with their peers. The ability to think at this level extends beyond simple text comprehension and
helps with memory. Participation can also assist students in learning from one another, leading to improved
comprehension through teamwork. This in turn can enhance connections between teachers and students.
Approaches built on the capability of active learning spaces. Active learning can be defined as the process
of learning through engagement with the subject matter. When students engage with the subject in any way
that encourages active thought, such as through learning activities orby redefining the note-taking procedure
to promote considering the information rather than simply writing it down. The following priorities are
shared by all active learning definitions despite their differences: In addition to listening, students also
participate in activities that encourage higher order thinking (such as analysis, argument, and critical
thinking), such as discussion and debate.
Students learn more when they take part in the educational process, according to research on
learning-centered teaching strategies. Discussion, practice, review, or application are all forms of active
learning. Your brain's cognitive and sensory networks are stimulated by active learning, which aids in
processing and storing new knowledge. Claire Hoogendoorn, New York City College of Technology wrote
a good introductory article in the neuro science of active learning. She summarize several studies,
writing,“…learning is enhance when multiple neural path ways are activated at the same time. In plain
terms, the more we can activate students’ brains in different ways, the more they learn. This implies that
using as many sensory, cognitive, and emotional and social processes in students will boost their capacity
for learning. "Students do better when given the chance to actively interact with the material they are
learning. It supports the brain by allowing it more time to link new and old knowledge, clarify old
misconceptions, and reevaluate held beliefs. Although some students acknowledged that their participation
didn't improve their learning through online discussion, the significant number of students who mentioned
the value of other people's comments in their learning supports the need to encourage participation from a
wider range of students than might typically volunteer. Additionally, students who claim they learn best by
listening can be encouraged to participate at least moderately in order to aid in others' learning, just as they
gain from others' contributions. This list of suggestions is not exhaustive, but it does show the variety of
tactics teachers can employ to improve student learning through discussion
(ElliseDallimore.,et,al,March2017)
Then, during your lesson, assign students a tasks. Give students a key word to listen for throughout
the lesson; this can also be linked to a movement or chant. This repetition not only improves
memory, but it also keeps students engaged throughout the lesson. Allow students to choose
how they learn. When students believed that their ideas are unimportant,
they tune out.
VII. Plan for Dissemination and Utilization (describe how the results will be shared)
Prior to carrying out this plan, the teacher will hold an informational session. Educating students about the
research project that will be done and, in turn, in particular, one of the action plan's objectives is to boost
involvement. Students will be made aware that an action plan will be executed in their subjects, and that it
will consist of the following four steps: (1) Educating students on the goals and guidelines for each activity.
(2) addressing pupils by name when asking for their participation. (3) giving them time to think before
contributing; and (4) inviting students who are not paying attention to participate.
VIII. References(writeatleastthreereferences)
Smart Sparrow (2018). What is Active Learning? Retrieved from
https://www.smartsparrow.com/what-is-active-learning/
ElliseJ.Dallomore,et,al.(march2017).HowDoStudentsLearnfrom ParticipatinginClass
Discussion? Retrieved from https://www.facultyfocus.com/articles/effective-teachingstrategies/students-
learn-participation-class-discussion/
WashingtonUniversityinSaintLuis(2021).IncreasingStudentParticipation.Retrievedfrom
http://ctl.wustl.edu/resources/increasing-student-participation/
Remember: Reflection is a process of making sense of one's previous experience. Please take a
look at 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.
One thing I have learned about action research is that the ultimate goal of action research is to improve
teacher's practices in order for research action plan should be place in writing just like a lesson plan.
Thus, I’ll surely keep all the lesson I’ve learned from this because it really helps me to take charge of
my personal professional development.
What knowledge, attitude, and skills did you have that helped you accomplish it?
The skills that I have are critical thinking, problem-solving, collaboration and ethical decision making
and combined knowledge, attitude, and skills that helped me to accomplish it.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
I still need to learn new skills, attitudes, and knowledge needed in conducting action research and I still
need to develop such skills, attitudes, and knowledge I have mentioned above because I am pretty sure
that these things will help me to accomplish it by following the ways and processes of how to conduct
it.
One thing I have learned about action research is that the ultimate goal of action research is to improve
teacher's practices in order for research action plan should be place in writing just like a lesson plan.
Thus, I’ll surely keep all the lesson I’ve learned from this because it really helps me to take charge of
my personal professional development.
What knowledge, attitude, and skills did you have that helped you accomplish it?
The skills that I have are critical thinking, problem-solving, collaboration and ethical decision making
and combined knowledge, attitude, and skills that helped me to accomplish it.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
I still need to learn new skills, attitudes, and knowledge needed in conducting action research and I still
need to develop such skills, attitudes, and knowledge I have mentioned above because I am pretty sure
that these things will help me to accomplish it by following the ways and processes of how to conduct
it.
Good luck to all Enjoy your journey to becoming a Reflective Teacher Practitioner!