Fs 2 Modules Final

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
COLLEGE OF TEACHER EDUCATION
OBSERVATION GUIDE
IN
FIELD STUDY 2
PARTICIPATION AND TEACHING

ASSISTANTSHIP
Compiled by:
AILYN B. CABA, MA
FS 2 – Participatipation and Teaching Assistantship

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FIELD STUDY 2- PARTICIPATION AND TEACHING

ASSISTANTSHIP
COURSE SYLLABUS
Credit : 3 unit
Time Duration : 54 hours
Course Description : Participation and Teaching Assistantship
A school-based course which allows pre-service teachers to participate and assist in
limited actual teaching-learning activities that relate to classroom management, preparation of
the learning environment and instructional materials, delivery of instruction, and assessment.
A portfolio which will contain sample lesson or learning plans and demonstration teaching of
at least one subject content will be required. An action research shall be encouraged to start
in this course and conclude during the internship.
Course Intended Learning Outcomes:

• Create a safe and secure learning environment that contributes to the physical,
socio-emotional and cognitive development learners (PPST Domain 2)
• Demonstrate ways of addressing learners' diversity in terms of gender, needs,
interests, cultural background and difficult circumstances (PPST Domain 3)
• Reflect on how a teacher manifests her/his personal and professional
competencies. (PPST Domain 7)
• Participate in the teaching-learning process and use instructional materials,
including ICT to promote quality, relevant and sustainable educative process
(PPST Domain 4)
• Apply the various classroom management strategies (PPST Domain 2 and 4)
• Apply concepts, theories and principles in curriculum development in an actual
classroom setting (PPST Domain 4)
• Demonstrate assessment and reporting practices done in the classroom (PPST
Domain 5)
• Write an initial action research plan with the purpose of improving teaching practice
(PPST Domain 7)

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FIELD STUDY 2- PARTICIPATION AND TEACHING ASSISTANTSHIP
Episode 1: The Teacher We Remember
Name:______________________________Course:__________Yr.&Section: ______
Target Intended Learning Outcomes:

At the end of this Learning Episode, I must be able to:
• cite the personal qualities of an effective teacher; and
• state the professional competencies expected to a teacher.
Specific Tasks:
1. You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia
Teachers Competency Framework and the Code of Ethics for Professional Teachers.
2. You will view on youtube 2 TEDx talks on "What makes a good teacher great" and
"The Power of a Teacher".

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CAREER STAGES OF A TEACHER

Source: DepEd Order no. 42, s. 2017
Career Stage 4: Distinguished Teacher
Teachers embody the highest standard for teaching grounded in global best practices. They exhibit an
exceptional capacity to improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession, and initiators of 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.
Career Stage 3: Highly Proficient Teacher
Teachers consistently display a high level of performance in their teaching practice. They manifest an
in-depth and sophisticated understanding of the teaching and learning process. They have high
education-focused situation cognition, are more adept in problem-solving, and optimize opportunities
gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide
them support and mentoring to enhance their learning and practice. They continually seek to develop
their professional knowledge and practice by reflecting on their own needs, and those of their
colleagues and students.
Enter
Career Stage 2: Proficient Teacher
You sent
Teachers are professionally independent in the application of skills vital to the teaching and learning
process. They provide focused teaching programs that meet curriculum and 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 teachers.
Career Stage 1: Beginning Teacher
Teachers have gained the qualification recognized for entry into the teaching profession. They have a
strong understanding of the subjects/areas in which they are trained in terms of content knowledge
and pedagogy. They possess the requisite knowledge, skills, and values that support the teaching and
learning process. They manage learning programs and have strategies that promote learning based on
the learning needs of their students. They seek advice from experienced colleagues to consolidate their
teaching practice.

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A detailed presentation of the indicators of quality teachers in 37 strands along 7

domains for each career stage is given in DO 42, S. 2017 - NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
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.
The Southeast Asia Teachers Competency Framework is also given below.
Herself/Hi
mself as a
State
person
Business Community
Professional
Teacher
Parents Higher
Authorities
Learner
Profession
School
Officials &
Other
Personnel

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Episode 1-Analysis
Name: __________________________________________________________________
Course/Yr. & Sec.:__________________________ Date of observation: _____________
Subject code/ Description: ____________________Time of observation: _____________
Analyze
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Are these competencies limited only to professional competencies?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. For a teacher to be great, is it enough to possess the professional competencies to
plan a lesson, execute a lesson plan, manage a class, assess learning, compute and
report grades? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. For a teacher to be great, which is more important - personal qualities or profession
competencies?
___________________________________________________________________
___________________________________________________________________
5. For a teacher to be great, which is more important - personal qualities or profession
competencies?
__________________________________________________________________
__________________________________________________________________

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Episode 1-Reflection
Name: __________________________________________________________________
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Which professional competencies am I strongly capable of demonstrating?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. In which competencies do I need to develop more?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Who are the teachers that we remember most?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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Episode 1- Write an Action Research Prompts
Name: __________________________________________________________________
1. OBSERVE. In assisting my Resource Teacher, I observed that personal traits such
as____________________________________________________________ and
professional competencies like__________________________________________
_______________________were least / not displayed and as a result, students
were /class was______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. REFLECT. The lack of these personal traits and professional competencies
(mentioned in #1) may be caused by _____________________________________
___________________________________________________________________
___________________________________________________________________
3. PLAN. I would like to address this problem (mentioned in #2) by conducting an
action research on ___________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. ACT
a) The main objective of my action research is______________________________
___________________________________________________________________
___________________________________________________________________
b) My specific research questions are : ____________________________________
___________________________________________________________________
___________________________________________________________________
c) To answer my specific research questions, I _____________________________
___________________________________________________________________
__________________________________________________________________

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FIELD STUDY 2- PARTICIPATION AND TEACHING ASSISTANTSHIP
Episode 2: Embedding Action Research for Reflective Teaching
Course code & Subject description:________________________________________
Date & Time of observation: ______________________________________________

• be familiar about action research as a reflective teacher; and
• underscore the importance of doing action research.
Specific Tasks:
Make a list of completed Action Research titles by teachers in the field.
Doing an Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students can
do it together.
This episode focuses on doing action research as one of the roles of the teacher. Every
teacher should 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.

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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).
You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required you to do
Reflection and Make Action or the other way around. Schon (1987) distinguishes Reflection
in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a List of Completed Action Research Titles by Teachers in the Field
1. Make a library or on-line search of the different Completed Action Research
Titles Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your
mentor as reference.

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Inventory of Sample Action Research Conducted by Teachers
List of Completed Action research Titles Author/Authors
Ex. Differentiated Instruction in Teaching Mary Joy Olicia

English for Grade Four Classes
1.
2.
3.
4.
5.
Congratulations! You have done a good job. By doing so, you have assisted your mentor and
together you will journey towards becoming an action researcher.

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Based on your activity on Making a List of Completed Action Research Titles, Let’s
find out what you have noticed by answering the following questions.
Episode 2- Observation
Name: __________________________________________________________________
Questions My Answers
1. What do you have noticed about the 1. Identified problem to be solved in title no. 1
action research titles? Do the action
research (AR) titles imply problems to be 2. Identified problem to be solved in title no. 2
solved? Yes _____No_____
3. Identified problem to be solved in title no. 3
If YES, identify the problems from the title you
have given. Answer in the space provided.
2.What interpretation about action research can Title of the Action Research:
you make out of your answer in Question No. 1? _____________________________________
_____________________________________
_____________________________________
3.Write the Title and your interpretation of the From the title, I think, the study
study from the title. ______________________________________
______________________________________
______________________________________
______________________________________

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4.What do you think did the author's do with the I think the author/s…
identified problem as presented in their titles?
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.
EPISODE 2- ANALYSIS
Key Questions My Answer
Choose from the options given. You may check more
than one answer
1. From what source do you think, Choices:
did the authors identify the problems ____ Copied from research books
of their action research? ____ From daily observation of their teaching
practice.
____From difficulties they observed of their learners.
____ From their own personal experience.
____From the told experiences of their co-teachers.
2. What do you think is the Choices:

teacher's intention in ____To find a solution to the problematic situation
conducting the action ____To comply with the requirement of the principal
research? ____To improve teaching practice To try out something,
if it works
____To prove oneself as better than the others

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3. What benefit do you get as ____Prepare me for my future job

a student in FS 2 in ____Get good grades in the course
understanding and doing ____Learn and practice being an action researcher
action research? ____Improve my teaching practice
____Exposure to the realities in the teaching profession
____Become a better teacher everyday
4. In what ways, can you ____By co-researching with my mentor
assist your mentor in his her ____By assisting in the design of the intervention
Action Research activity ____By assisting in the implementation of the AR
____By just watching what is being done
Reflection
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that ____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Have you realized that there is a need to be an action researcher as a future

teacher?
Yes___ No___ If yes, complete the sentence below.
I realized that___________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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Episode 2 - Write an Action Research Prompts
Name: __________________________________________________________________
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.
________________________________________________________________________
________________________________________________________________________
REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution. Write a probable solution to
the problematic situation
above___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLAN
What strategies, activities, innovations can I employ to improve the situation or solve the problem?
• As a future action researcher I can plan for an appropriate intervention like__________
_______________________________________________________________________
_______________________________________________________________________
ACT
If I conduct or implement my plan, what can be its title?
• If will implement my doable plan in the future, my title would be ____________________
________________________________________________________________________
________________________________________________________________________

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FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANTSHIP
Episode 3: Understanding AR Concepts, Processes and Models

• Use concepts and processes of action research
• Identify sample models of AR such as of DepEd, 2017; Mc Niff and Whitehead,
2006; and nelson, 2014.
Specific Tasks:
1. You will review on the core characteristics of AR, the use of AR as a teacher
researcher, and the different models in conducting action research.
2. Identify the similarities/differences of the different models of AR
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of action
research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
• practical as it involves making changes to practice.
• theoretical as it 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.

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

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MODELS AND GUIDE IN CONDUCTING ACTION RESEARCH

• McNiff & Whitehead 2006 (Adapatation)
Action Research Cycle Identify the problem.
1. Based on observation and noticing, what problematic situations
prevailing in the classroom or teaching learning environment?
2. Which of these problems shall I focus on ?
3. What does literature say about this problem? On what theories
or prim leaned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process.)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings

1.Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
• Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic situation
prevail in the classroom or teaching learning environment?
2. Which of these problems shall I focus on ?

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3. What does literature say about this problem? On what theories

or leaned before are the problems anchored?
REFLECT Reflect (Reflection continues all through out the process.)
1. What do I hope to achieve? What do I intend to change for the
better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
• Department of Education (DO 16) 2017 Model
Action Research Key Action Research Process
Components
I. CONTEXT AND Identifying the Problem.
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan
INNOVATION, 1. What do I plan as a solution to the problem I identified?
INTERVENTION AND (Describe.)
STRATEGY 2. What innovation will I introduce so solve the problem?
(Describe.)
3. What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers, myself)
a. Participants and/ or other 2. What are my sources of information? (participants)
Sources of Data and 3. How shall I gather information?
Information 4. How will I analyze my data/information?

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b. Data Gathering Methods

c. Data Analysis Plan.
V. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain? (targets, activities, persons
TIMELINES involved, timeline, cost)
2. How long will I conduct my intervention? (For reliable results 8
to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost if
externally funded like DepEd, LGUs NGO or personal)
VII. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action research? (Publish,
UTILIZATION Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or replicate my
study?
VIII. REFERENCES References
1. What reading materials and references are included in my
review of literature?
Reflect
Based on the readings you made and the previous activities that you have done.
1. What significant ideas or concepts have you learned about action research?
I learned that ________________________________________________________
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes ____No____ If yes, complete the sentence below.
I realized that ________________________________________________________
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.

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

• I realized that for every teaching learning problem, there is a solution. Write a probable
solution to the problematic situation
above_______________________________________________
_________________________________________________________________________
PLAN
What strategies, activities, innovations can I employ to improve the situation or solve the
problem?
• As a future action researcher I can plan for an appropriate intervention
like________________
_________________________________________________________________________
ACT
If I conduct or implement my plan, what can be its title? .

• If will implement my doable plan in the future, my title would be _____________________
_________________________________________________________________________

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Episode 4: Matching Problematic Learning Situation with Probable Action


 analyze teaching learning problems prevailing in the classroom.

 list matching action as a probable solution to the teaching-learning problems.
Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: "Have
you identified a problem for your action research? “Common answer will be: "My problem is
that, I do not have a problem." Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover of lot of problematic situations. You must have also observed these
problematic situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
Revisit the Infographic/s
A group of more than six hundred teachers was surveyed 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.

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Figure 2. Words that Represent Common Teaching-Learning Problems Identified by

Filipino Teachers (Felimon, Siason, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution

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Participate and Assist
What five problems have you identified from the words that you have encircled? Make
a statement. Write in the space below.
The problems I identified are:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
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?
Make a Choice for your ACTION.
A. Conduct a tutorial lesson.

B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial, So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Difficulty in Comprehension Conduct a Tutorial

of ___________
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain ___________________________

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Difficulty in Comprehension Show video lessons

of ___________
What about letter C as a SOLUTION to the same PROBLEM? Why? ____________________
Difficulty in Comprehension Make learning tasks to

of ___________ improve comprehension
Interesting, isn't it? Now, you can assist your mentor by identifying observed problems in the
class and suggest actions to be done.
Notice
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? _____ Explain__________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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.

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Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Miss Fely is a grade four teacher in a typical elementary school. She has forty learners
Scenario A: 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? __________________________________

_________________________________________________________________
 Can you find a solution to solve her problem? ____Give your two suggestions.
a. ___________________________________________________________
b. ___________________________________________________________
 What solution can solve Miss Fely’s problem? ____________________________
How? ____________________________________________________________
Are they matched with the problem? ____________________________________
_________________________________________________________________
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from
Scenario B: 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. ___________________________________________________________
b. ___________________________________________________________
 Can you propose a solution to solve one of the problems that you have identified?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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Reflect
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better teacher?
Explain: ______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Write Action Research Prompts
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
What changes do you want to achieve?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
PLAN
What strategies will you use to improve the situation?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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ACT
What would be the title of your Action Research should you conduct the study?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Add: Solutions / actions
Here are some problematic situations in the teaching-learning environment as

observed and experienced by the teachers. Match the problems listed in Column A with
corresponding probable solutions in Column B. You may use the letter once, more than once
or not at all.
Problematic Situations Probable Solutions/Actions
_______1. Connectivity for On-line learning A. Rearrange classroom setting
_______2. Disruptive Classroom behavior B. Maximize use of varied instructional

materials
_______3. Poor interest and motivation C. Regular parent-teachers circles
_______4. Parental non-involvement D. Use of rewards
_______5. At risk-students E. Group studies and Study Buddies
F. Use of Flexible Learning
G. Silent Reading Exercises

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Work on my Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
II. Author/s:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study

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Episode 5: Preparing the Learning Environment: An Overview

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher's class. Note all the information you will need and tasks you will need to do before
working on this episode.
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.
Clarify Your Task
Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that

supports student learning. It is a self-contained area where teacher teaches and children learn.
In the classroom are chairs or tables for students and a front table for the teacher. This a
traditional face-to-face classroom. Most often the students should face the teacher as the
chairs are arranged that way. But as teaching deliveries changed to enhance learning,
modification in the seating arrangement evolved and more opportunity for the learners to move
about for cooperative learning was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility - There is opportunity to have small groups, movable walls.

 Openness - Learning corners/areas which could be shared.
 Access to resources - Audio-visual materials are ready and open for use.
 Physical classroom - Space is clean and safe.
 Psychological atmosphere - It is friendly and accommodating.

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The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You
may consider these.
1. Learning environment addresses both physical and psychological needs of the
students for security and order, love and belonging, personal power and competence,
freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
 enter the classroom and become immediately engaged in the activity:
 distribute and collect materials:
 find out about missed assignments due to absence and how to make up for
them:
 get the teacher's attention without disrupting the class and
 arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized and
celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive results
but in different ways, so usually in practice both approaches are combined.

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Face-to-face Learning Environment On-line Learning Environment
 Time is set
 Self-contained classroom  Time  Anytime, anyplace, anywhere
Discussion, activities occur  Place  Synchronous or asynchronous
inside the room. Passive
listening
 Teacher's classes
Role  Teacher moderates and
 Teacher prepares
instructional activities and  Student's facilitates learning
chooses content.  Creates different learning
Role Content
 Facilitates F2F learning. environment
 Evaluation
Leads and guides learners  Creates the multimedia
Process
 Learners & teacher engage in educational content
personal communication
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid)
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display _____________________________________________________
_________________________________________________________________________
2. Small Group Discussion ___________________________________________________
_________________________________________________________________________
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom) __________
_________________________________________________________________________
_________________________________________________________________________

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Notice
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message
or theme does it convey? ____________________________________________
_________________________________________________________________
 What makes it attractive to the learners? ________________________________
 Does it help in the learning process? ___ How? ___________________________
_________________________________________________________________
Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules, where
most likely the learning space of the students? ____________________________
 Can you describe? __________________________________________________
 How can you as a teacher help to make such environment conducive for learning?
_________________________________________________________________
Analyze
The examples above, describe two contrasting situations. The first shows that the
learners are in the same room or space while in the second, the learners maybe in different
learning spaces like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why? ______________________________________________
___________________________________________________________________
___________________________________________________________________

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Reflect
Based on my noticing and analysis, I realized that
a. ___________________________________________________________________
b. ___________________________________________________________________
c. ___________________________________________________________________
OBSERVE
What probable problem may result from the two situations of the learning environment?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFLECT
What solutions can I think of to solve the problem?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
PLAN
How should I do it?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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In not less than 300 words, write an essay on the topic: "My Conducive
Environment"

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Episode 6: Enhancing a Face - to - Face Learning Environment

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource

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

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

 Learning space is physical. Both the teacher and learner see and hear each other from
the same contained safe place called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading assignment re
from textbooks and other resources provided or referred
 Class meetings occur regular y on a specific time or schedule
 Teacher leads the conversation within a limited amount of time
 Assessment is done face-to-face and usually during the class meeting.
Notice the physical arrangement found in two classroom spaces. Spot the similarities and the
differences.

38
Field Study 2 PARTICIPATION AND TEACHING ASSISTANTSHIP
Given the concepts and the infographic, how can you participate and assist in a face-to-
face learning environmental?
Notice
Having been exposed to the traditional classroom in your basic education, it seems
that everything is familiar. However, as teaching-learning theories evolve over time there are
changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environmental Before Classroom Environmental Now

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What do you think the changes in the face-to-face learning environment now?
From the changes that you identified, choose one that you can do. How will you do it?
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.
OBSERVE
What common problem have I noticed in a face-to-face learning environment?
Can I translate this problem into a question?
How would I solve the problem?
Will it improve my teaching? How?
What will I do to solve the problem? Describe briefly how you will do it.

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Visit a school, where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components.
Physical Environment
 Is the space inside the room more than enough for learners to move about?
 Does the room arrangement match with teaching-learning principles? Are there several
room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are learners comfortable in terms of light and ventilation?
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
 Modelling of positive attitude, respectful behaviour, 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 interactions inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie, and cooperation?
 How are individual needs and differences considered?

41
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment:
Describe the psychological environment:
Describe the social environment:
Episode 7: Making On-line or Virtual Learning Environment Safe and Conducive


Teacher’s class. Note all the information you will need and tasks you will need to do before

42
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Clarify Your Task
Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years, Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tables, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be
delivered synchronously or asynchronously, so the teacher’s role is a moderator between the
technology and the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classrooms refer to digital learning environment that allows teachers
and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are some
safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you
and children will be using the on-line platform,
 Assist them on how to set up appropriate home learning spaces, if students will be
learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequence if they failed.
 Share information about protection from cyber bullying and image abuse.
2. Make lesson plan as interactive as possible to keep attention of students. Be flexible with
class length and topic.
 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 YouTube and other
sites.

43
3. Encourage public chatting. Avoid texting students one-on-one, instead send group text, or
group chat. When using technology like zoom, google.meet, MOOCS allow public chatting or
group instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.
 All students should have individual password. This should not be disclosed.
 No one should log in as another person
 All users should log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line learning
environment but for the meantime let us have a few. As technology advances, so do policies and
guidelines.

44
If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, zoom, MOOCS or any
other platforms you are familiar with and are using.
With the use of any google.meet, Zoom or any platform, organize a virtual class. Do this
with the guidance of your mentor.
 Make sure your  Find a quiet place free  Be on time for the
device is charged. of distraction. class.
 Be respectful at all  Stay on mute and  Stay focused on task

time. raise hand only if so you won’t miss
needed. any information.
 Turn on your camera.  Use kind words all the  Teacher and learners
time are dresses
appropriately

45
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!
Notice
Unlike the traditional face-to-face classroom environment, online or virtual

environment is a bit difficult to manage. It is because Virtual Learning Environment (VLE) is
imaginary and not in the physical sense. It has no 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?
How did the students show their active participation in the lesson?
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment.

Check one or more.
_______It was difficult to observe the physical behavior of the students.
_______It takes time for students to learn how to use platform.
_______Students who are alone in their home space find difficulty to make responses.
_______Internet connectivity is a great factor to support a conducive environment.

46
Reflect
As a future teacher I feel that the on-line learning environment can be safe if
I think that teaching in a virtual learning environment is
OBSERVE
Identify the problem brought about by the on-line learning environment.
____________________________________________________________________________
______________________________________________________________________
REFLECT
How would you solve this problem?
____________________________________________________________________________
______________________________________________________________________
PLAN
What initial plan do you intend to do to solve the problem?
____________________________________________________________________________
______________________________________________________________________
Make a list of 10 websites where you can source references and instructional materials
for this episode. Place the list in the matrix like the one below. Share this with your mentor.
LIST OF WEBSITES and the TITLES of the CONTENTS
Name of Websites Topics/ Title of Content or Instructional

Materials

47
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

48
Episode 8: Establishing My Own Classroom Routines and Procedures in a Face-to-Face /

Remote Learning

through the whole episode before participating and assisting your FS Resource Teacher’s class.
Note all the information you will need and tasks you will need to do before working on this episode.

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

49
Clarify Your Task
Establishing My Own Classroom Routines and Procedures

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

50
Submission of
Movement of into
Use of tasks and and out of the
washroom requirements classroom
Checking of
Attendance
Transitioning to Some
group work
Routines and
Procedures Classroom of
greetings
Line formation
Others when Getting supplies

deemed and materials
necessary

51

To ensure I can carry out/perform my tasks efficiently and effectively in participating and
assisting my cooperating teacher in establishing routines and procedures, in the classroom or in
remote learning, I must be guided by the following questions:
1. How will I gain student attention in the classroom/remote learning?

2. What are the routines and procedures that I need to establish before, during, and after
my classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom/remote learning?
5. How will students transition to group work and other cooperative activities in the
6. What procedures must be followed by students who need to attend to personal necessities
in the classroom/online class?
7. What rules must be set for students who finish task early and for those who cannot
complete work on time?
8. What procedures must be observed for tardiness/early dismissals?
9. What procedures must be done when submitting homework/performance tasks in the
10. What procedures must be employed on movements into and out of the classroom/remote
learning?
Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do to help her/him in doing the classroom routines.
Complete the matrix for the routines that you can employ before, during and after
classroom/remote learning to ensure order and discipline in your classes. List down the problems
which you have encountered while implementing these routines.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________
Notice
After doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
 How did you feel after employing your classroom routines and establishing your
procedures in the classroom / remote learning?

52
________________________________________________________________
____________________________________________________________
 How did your students respond to your classroom routines and procedures?
________________________________________________________________
____________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
________________________________________________________________
____________________________________________________________
 Was there a change in the classroom environment / teaching-learning process
after you have implemented your classroom routines and procedures?
________________________________________________________________
____________________________________________________________
 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
________________________________________________________________
____________________________________________________________
Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
______________________________________________________________________
________________________________________________________________
2. Was there a marked improvement in classroom management after employing your
classroom routines?
______________________________________________________________________
________________________________________________________________
3. Did the teaching-learning process improve? Justify your answer.
______________________________________________________________________
_______________________________________________________________
4.
Reflect
What insights have you gained while doing this learning episode?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
1. The problems / challenges I encountered in establishing my classroom routines

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

______________________________________________________________________
53
______________________________________________________________________
_____________________________________________________________
3. Some strategies / ways which I can employ to improve my classroom routines are
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
4. (Based on my answer in nos. 1-3), the possible title of my action research on this
episode is
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (Include books, websites, YouTube videos and the like and share
these to your peers.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Take some snapshots of your routines in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have formulated and explain
the reasons for these.

54
Episode 9: Creating My Classroom/Remote Learning Management Plan

Teacher’s class. Note all the information you will need and tasks you will need to do before
At the end of this Learning Episode 1 must be able to:
 explain the importance of my classroom management plan.

 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.
Clarify Your Task
Creating My Classroom / Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan is to make the students
accountable for their actions. Effective classroom management increases students’ success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must

bear in mind the alternatives and other options may be considered in designing the classroom /
remote management plan.

55
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management:
1. Classroom Design: This refers to seating arrangement, bulletin boards, display, storage
area, equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care,
respect and sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/ misdemeanor
in class. This will ensure fairness and consistency in dealing with the students. This also
includes the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. This
will make the students to stay on time and on task.
5. Organization: This refers to the systematic arrangement of files and records and keeping
them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement you learning content.
Tailoring your techniques to the subject, grades levels and nature of the learner is really
important.
7. Communication: Consistent open lines of communication to all stakeholders of the
school community will lead to better teacher-student teacher relationship.
Source:https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-key-elements-for-
effective-classroom-management
In order to implement these elements effectively, classroom management plan must be

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

Learning Management Plan
Philosophical Statement What is your set of ideals, values, beliefs and
goals on classroom/remote learning
management?
What set of criteria and/or standards will you set to
judge the quality of your classroom/remote
learning environment?
Classroom Rules and Procedures What classroom rules and procedures will you
formulate to ensure discipline and order in your
class?
Teacher-Student Relationships How will you treat every student in your class?
How will you interact with them?
How will you ensure good interaction between and
among students and superiors?
Schedules and Timeframes How will you organize your class schedule?
How will you keep your students to stay focused and

o task?

56
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
Classroom Safety Rules and How will you ensure the safety and security of your
Procedures students?
What rules will you formulate to safeguard their

protection?
Strategies for Rewards and What strategies will you employ for rewards and
Consequences consequences?
These are the steps in creating your Classroom/Remote Learning Management Plan
Steps in Designing Classroom Management Plan

57

58
After realizing the different elements and steps of a classroom/remote management plan,
you are now ready to make your plan which you can implement in your classroom/remote learning.
You may request a copy of the Classroom/Remote Learning Management Plan of your Resource
Teacher or you may surf the internet for more samples/ exemplars to guide you in creating your
plan.
Be guided with the guide questions for each of the elements. Follow the reminders in writing
you plan:
 State your plan positively.

 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan

Philosophical Statement
Classroom Rules and Procedures
Teacher-Student Relationships

59
Schedules and Timeframes
Classroom Structure, Design and Arrangement
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences

60
Notice
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noted?

______________________________________________________________________
________________________________________________________________
2. Why is there a need to utilize the information to create your classroom management plan?
______________________________________________________________________
________________________________________________________________
3. What were the significant things that you noticed when you were implementing your plan?
______________________________________________________________________
________________________________________________________________
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?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
Analyze
1. What elements in your classroom/remote learning management plan were mostly

followed/complied with?
______________________________________________________________________
________________________________________________________________
2. What elements in your plan were the most difficult to implement? Why?
______________________________________________________________________
________________________________________________________________

61
Reflect
What were your realizations after implementing your classroom/remote learning

management plan?
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________.
Action Research Prompts
OBSERVE
1. The problems/challenges I encountered in writing my Classroom Management Plan _

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

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

______________________________________________________________________
____
______________________________________________________________________
______________________________________________________________________
________
ACT

62
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode
is
______________________________________________________________________
____
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________
To further enrich my knowledge on designing my classroom/remote management plan,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities, (incudes books, websites, YouTube videos and the like and share
these to your papers.)
_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________

63
Paste your Classroom/Remote Management Plan
Episode 10: Writing my Learning / Lesson Plans
To have a meaningful and successful accomplishment in this Fs episode, be sure to

read through the whole episode before participating and assisting in your FS Resource

64
28 Field Study PARTICIPATION AND TEACHING ASSISTANTSHIP

 explain the importance of lesson/ learning plans.

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

Writing My Learning/Lesson Plans
Lesson Plan/Learning Plan - This refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps 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. Some schools
design their own lesson plan template which includes their vision, mission, goals and core values.
The Department of Education has provided templates for Detailed Lesson Plan(DLP) and
Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to
the teaching- learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three
domains must be considered (Cognitive, Affective and Psychomotor). Outcomes must be
stated in terms that are specific, measurable, attainable, realistic and time-bound (SMART). The
cognitive domain includes remembering, understanding, applying, analyzing, evaluating and
creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end
of the lesson.

65
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.
Lesson Plan in _______________________

(Subject)
Grade Level______________
Learning Outcomes

66
Learning Content
Learning Resources
Learning Procedures
The Department of Education has issued Department Order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning – D.O. 42, s. 2016) Detailed Lesson Plan (DLP) Format

67
School Grade Level
Teacher Learning Areas
Time and Dates Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competence/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material 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
new lesson
D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and

F. Developing mastery (Leads to

Formative Assessment 3)
G. Finding practical application of

concepts and skills in daily living

68
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-guidelines-
on-daily-lesson-preparation-for-the-k-to-12-basic-education-program/

69
DAILY LESSON LOG ( DLL)
School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Times Section
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. A. Content Standards
B. B. Performance Standards
C. C. Learning Competencies
/Objectives Write the LC code
for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials From
Learning Resource (LR) portal
B. Other Learning Resources
D. PROCEDURES
A. Review previews lesson or
presenting a new lesson
B. Stablishing a purpose for the
lesson
C. Presenting examples/ instances of
new lesson
D. Discussing new concepts and
E. Discussing new concepts and
F. Developing mastery (Leads to
formative assessment)
G. Finding Practical applications of
concepts and skills in Daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
E. Remarks
F. REFLECTION
A. No. of learners who earned 70%
on the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
resume remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teacher?

70
Notice
1. What did you consider in writing your lesson / learning plans?

___________________________________________________________________
___________________________________________________________________
2. What difficulties did you meet in writing your lesson / learning plans?
___________________________________________________________________
___________________________________________________________________
3. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson / learning plans?
______________________________________________________________________
______________________________________________________________________
4. What were the best features / areas for improvement of your lesson/learning plans?
______________________________________________________________________
______________________________________________________________________
Analyze 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.
Analyze
Questions Answers

71
1. How did you arouse students’ interest? What

motivational techniques did you indicate in your
plan?

72
Questions Answers
2. How did you respond to the diverse types of

learners?
2.1 gender, needs, strength, interests
and experience.
2.2 linguistic, cultural, socio-economic
and religious backgrounds
2.3 with disabilities, giftedness and
talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will you

employ in face-to-face or in a remote learning
delivery for this lesson? Explain.
4. Was the language used appropriate to the

level of the students? Explain your answer
briefly.
5. What types and levels of questions did you

formulate? Are they of the higher order thinking
skills (HOTS)? Write two (2) examples.
6. What instructional resources will you use?

Why? Cite the possible online resources that
you can utilize whether done in the classroom or
in remote learning?
7. Are your modes of assessment aligned with

your learning outcomes and activities? Cite a
specific example.
8. Will your performance task ensure the

mastery of the learning competencies? Explain
briefly.

73
9. In a scale of 1-10, how will you rate your

learning plant(s)? Justify your answer.
10. If this lesson is not implemented face-to-

face, how are you going to do it remotely?
Reflect
Why is lesson planning an integral part of the instructional cycle?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
OBSERVE
1. The problems / challenges I encountered in writing my learning / lesson plans

______________________________________________________________________________
___
______________________________________________________________________________
___
______________________________________________________________________________
___
REFLECT
2. I hope I achieve to address these problems and challenges by______________________

_________________________________________________________________________________
_________________________________________________________________________________
PLAN
3. Some strategies / solutions / means that I can employ to improve these situations /
Problems_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

74
ACT
4. Based on my answers in nos.1-3, the possible title of my action research on this

episode is
______________________________________________________________________
__
______________________________________________________________________
____
______________________________________________________________________
____
To further enrich my knowledge is writing my learning / lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help me in
these activities (include books, websites, YouTube videos and the like and share these to your
peers).
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________
Realizing the various skills that you need to master in preparing the learning/lesson
plans, which are the most difficult? The easiest to write? Conduct a simple survey from among
your peers by requesting them to answer this sample 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 good
3 – difficult
2 – moderate in difficulty
1 – not difficult
4– 3- 2– 1–
very difficult difficult moderate in not difficult
difficulty
1. Stating learning outcomes
2. Identifying learning resources to be

used
3. Sequencing the lesson in an

engaging and meaningful manner
4. Planning specific learning activities

75
5. Identifying strategies to be used
6. Formulating higher order thinking

questions (HOTS)
7. Integrating lesson concepts to real

life situations
8. Integrating values in the lessons
9. Formulating assessment tools
10. Identifying performance tasks
11. Giving assignments
12. Planning for lesson closure /

synthesis
13. Others
(please specify)
Paste one (1) lesson plan and write your simple reflection.

76
Episode 11: Delivering My Lessons
SPARK Your Interest
With the lightning speed by which technology is evolving, and now with 4,0, technology
continues to be an ever significant part of the learning environment. This episode provides an
opportunity for students to examine a Learning Resource Center or Multi-Media Center and learn
about its collection, services, equipment, observe how a teacher utilizes technology for instruction,
and explore resources in the virtual learning environment. Students will analyze and reflect on how
technology, including artificial intelligence, supports the teaching-learning process.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
 identify and classify learning resource materials in the multi-media center;

 show skills in the positive use of ICT 10 facilitate the teaching-learning process (PPST 1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning
Resources, including ICT to address learning goals (PPST 4,5.1);
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals based on the
PPST (PPST 7.5.1).
REVISIT the Learning Essentials
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT 13, 2018)
The Information and Communications Technology Competency Framework for

Teachers (ICT CET) version 3 is a comprehensive framework guide teachers' development
on the effective and appropriate use of ICT in education. It highlights what teachers should
know and do clustered in six aspects, namely:
1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy. 4.

Application of Digital Skills, 5. Organization and administration, and 6. Teacher Professional
Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels, which guide

77
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher
Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely,
you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode, The activities here are meant for you to observe, an here are meant for you to
observe analyze and reflect about the competencies discussed in the framework (Access it at
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNE
SCO%20ICT%20Competency%20Framework%20V3.pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years, the name of this center has evolved. Some of the
names are Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding
menace between the traditional library and ICT both in terms of hardware and
software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center
(LRC). Some have replaced the term library with LRC. Some have a separate
library, LRC, and Audio Visual or Media Center. Some only have the LRC for both
teachers and students. Still some have combined their learning resource centers
with maker spaces.
4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the
students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions: center of resources, laboratory of learning, agent of teaching,
service agency, coordinating agency, recreational reading center, and a link to other
community resources
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you
to define and evaluate technology integration. It will provide you direction and guide you in
the process of achieving effective teaching with technology. The teacher's integration of
technology in instruction can be described as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation

78
The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the learning
environment are being active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and
the Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/matrix.php
Observing technology integration in the classroom
Technology Entry: The

Integration teacher uses Adoption: Adaptation: Infusion: The Transformatio
Matrix technology The teacher The teacher teacher n: The teacher
into deliver directs encourages creates a creates a rich
curriculum students in adaptation of learning learning
content to the tool-based environment environment in
students. conversation software by that infuses which students
al use of allowing the power of regularly
tool-based students to technology engage in
software. If select a tool tools activities that
such and modify its throughout would have
software is use to the day and been
available, accomplish the across subject Impossible to
this level is task. areas. achieve
the without
recommend technology.
ed entry
point.
Active: Students use

Students technology Students Students have Throughout Throughout the
are actively for drill and begin to opportunities the school day, school day,
engaged in practice and utilize to select and students are students are
using computer technology modify empowered to empowered to
technology based tools to technology select select
as a tool training create tools to appropriate appropriate
racher the products, for accomplish technology technology
passively example specific tools and tools and
receiving using a word purposes, for actively apply actively apply
informatio processor to example using them to the them to the
n from the create a colored cells tasks. tasks.
technology. report. on a
spreadsheet to
plan a garden.
Collaborati
ve: Student’s Students Students have Throughout Technology
Students primary work have opportunities the day and enables
use alone when opportunitie to select and across subject students to
technology using s to utilize modify areas, collaborate
the Learning Environment
tools to technology. collaborative technology students with peers and

collaborativ tools, such as tools to utilize experts

79
e which email, in facilitate technology Irrespective of

others conventional collaborative tools to time zone or
rather than ways. work. facilitate physical
working collaborative distances.
individually learning.
as times.
Constructiv
e: Students Technology is Students Students have Students Students use
use used to begin to opportunities utilize technology to
technology deliver utilize to select and technology to construct,
tools to information constructive modify make share, and
build students. tools such as technology connections publish
understand graphic tools to assist and construct knowledge to a
ing rather organizers to them in the understanding worldwide
than simply build open construction of across audience.
receive prior understanding. disciplines and
informatio knowledge throughout
n. and the day.
construct
meaning.
Authentic: Students
Students Students use Students Students have select By means of
use technology have opportunities appropriate technology
technology to complete opportunitie to select and technology tools, students
tools to assigned s to apply modify tools to participate in
solve real- activities that technology technology complete outside-of-
world are generally tools to tools to solve authentic tasks school projects
problems unrelated to some problems across and problem
meaningful real world content- based on real disciplines solving
to them problems. specific world issues. activities that
rather than activities have meaning
working on mat are for the
artificial based on students
assignment real world and the
s. problems. community.
Goal
Directed: Students From me to Students have Students use Students
Students receive time, opportunities technology engage in
use directions, students to select and tools to set ongoing
technology guidance, have the modify the use goals, plan metacognitive
tools to set and feedback opportunity of technology activities, activities at a
goals, plan to to use tools to monitor level that
activities, technology, technology facilitate goal- progress, and would be
monitor rather than to other setting, evaluate unattainable
progress, using plan, planning, results without the
and technology monitor, or monitoring, throughout support of
evaluate tools to set evaluate an and evaluating the technology
results goals, plan activity. specific Curriculum. tools.
rather than activities, activities.
simply monitor
completing progress, or
assignment self-evaluate.
s without
reflection.

80
(Reproduced with permission of the Florida Center for Instructional Technology, College of
Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, ever expanding and
almost limitless. Electronic resources come in different forms like websites, web quests,
blogs, social network sites, on-line courses, a wide range of tools, and so many forms of
apps.
As a future teacher, one of the skills that will be most useful for you is the ability not
only to search for information but also to make decisions, as to which ones you will take
and use and which ones you will put aside. Aim to develop your skills in evaluating internet
resources. You will be able to choose the best resources that will help you attain your
teaching-learning objectives.
Below is a set of criteria, which you can use to evaluate resources:
1. Accuracy. The resource than materiel comes from a reliable source and is
accurate, free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches
what the teacher needs.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be

able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will

encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which

steps should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe
(2003). A Gateway to Educational Materials: An Evaluation of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teacher
Education. 11(1), 21-51).
Education 4.0
Shwab described the 4e wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, businesses and consequently how we teach and learn. The following Technology
trends have huge potential to transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching and

81
learning that do not require payment of royalties nor license fees. There is an abundance of
OERs in the form of textbooks course materials, curriculum maps, streaming videos,
multimedia apps, podcasts, and many others. They can have a significant impact on
education, as they are made available and easily accessible in the internet. Be sure to explore
them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as Facebook, twitter, Instagram provide
a virtual venue for teachers and learners to work together interact among themselves and
with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and one who
sends the most number of text messages per day. This indicates the high number of mobile
device users. These devices can also be used as a learning tool by allowing teachers and
students more opportunities to learn inside and even outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built in
into many everyday things that allow sending and receiving data through the internet. A
lot of things have turned “smart.” We have smart cars that can navigate on its own. Smart
houses that monitor temperature and light. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of these development can influence
the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or

machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as Siri. Alexa, Bixby and Google assistant are near samples
of AI. Among others, uses of Al in education can be in the areas of gamification and
adaptive instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a

computer program that allows a person to visit and experience the environment virtually.
In AR, images from computer programs interlay with the actual views of the real-word,
resulting in an extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more exciting ways of
seeing and experiencing things that add to the motivation and engagement of learners
7. Big Data. Through the billions of interactions and transactions are done through the
internet, an enormous amount of data is generated and stored. The challenge is how to
make sense of this data, through analytics and research, possibly answer pertinent
questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as

82
kindergarten. Robotics programs in the elementary and secondary programs introduce and
hone the skills of young learners. Coding helps learners develop novel ways of exploring
and trying out ideas, especially when done with problem or project-based learning
approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology
is changing and impacting our lives. Through all this, It is crucial to ensure that human
values and principles govern or guide our use of technology. Ethical practices that protect
the rights of every person need to be upheld.
“ Fundamental Digital Skills
9 for 21st Century Teachers”
Record and edit audio clips Create interactive video content Create infographics and posters
1. Soundcloud.com 1. YouTube Video Editor 1. Piktochart.com

2. Audioboom.com 2. Wevideo.com 2. Convo.com
3. Vocaroo.com 3. Magisgto.com 3. Drawings.google.com
4. Clyp.it 4. Animoto.com 4. Thinglink.com
Create PLNs, connect, discover Use blogs and wikis to create Create engaging presentation
new content, and grow participatory spaces for
professionally students 1. Docs.google.com/
presentation
1. Twitter.com 1. Blogger.com 2. Zoho.com/docs/show/html
2. Facebook.com 2. Wordpress.com 3. Haikudeck.com
3. Plus.google.com 3. Edublogs.org 4. Prezi.com
4. Linkedin.com 4. Wikispaces.com
Curate, organize and share Create digital quizzes

Create digital portfolios
digital resources
1. Flipquiz.me
1. Wed.seesow.me
FS2.2 –Silk.co 1. Assistantship
Participatipation and Teaching Diigo.com 2. Riddle.com
2. Scoop.it 3. Quizolize.com 83
3. Sites.google.com 3. Educlipper.net 4. Testmoz.com
4. Weebly.com 4. Edshelf.com
wwweducatorstechnology.com
Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger than
the number of students that can fit a regular classroom. There can be hundreds or even be
a thousand students or more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media and
animation
 Facilitation interaction among peers. Builds a learning community through opportunities to
interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to
be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
. Based on Definition Massive Open Online Courses v1.1 licensed under Creative Commons
Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will have a chance
to explore them as you go through this Episode.
OBSERVE, ANALYZE, REFLECT
Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: ____________ Teacher’s Signature__________ School: ___________
Grade/Year Level: ____________ Subject Area: __________ Date: ___________
To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what resources and

84
facilities are available inside.

2. Ask the Learning Resource Center in-charge about how some equipment or facilities are
used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.
OBSERVE
As you visit and observe the Learning Resource Center; use the observation guide
provided. Ask the assistance of the Center staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed)
After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.
Name of Center Observed: ________________________

Date of Observation: _____________________________
Name of Observer:
Course /Year / School:
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches
Resources (Enumerate in Unique Capabilities where the
bullet form) Resource is Most Useful
1. Print Resources



2. Audio Resources



3. Non-electronic
Visual Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer.

85
Name and Signature of the Learning Resource Center In-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the learning resources/materials arranged properly according touch

characteristics?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
Do the guidelines and procedures easy access to the materials by the teachers? Why? Why not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________
What are the strengths of this Learning Resource Center?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
What are its weaknesses?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________
What suggestions can you make?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________
2. Which gadgets materials are you already confident to use/operate?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

86
______________________________
3. Which ones do you feel you need to learn more about?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________
Activity 11.2 Observing Technology Integration in the Classroom
Resource Teacher: ____________ Teacher's Signature: ____________ School: _________

Grade Year Level: ___________ Subject Area: _____________ Date: _________________
To realize my Intended Learning Outcomes. I will work my way through these steps: Observe a
class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was integrated in
the lessons and how the students were involved. Step 3. Use the Technology Integration Matrix to
analyze the technology integration done by the teacher. Step 4. Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen
to their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the materials? Are they looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation _______________________________________________________
School __________________________________________________________________
Subject __________________________ Topic __________________________________
Grade/Year Level

87
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Strengths Weaknesses Appropriateness

used of the
Teaching Aids
(Enumerate in bullet used
form)

88
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, In which level of technology integration do you think the teacher you
observed operated? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________
Activity 11.3 Exploring Education 4.0

Resource Teacher: ____________ Teacher's Signature __________ School: ___________
Grade/Year Level: _____________ Subject Area:___________ Date: __________
Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs (web
quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source
4. Evaluate the materials or programs, 5. Reflect on your FS experience.
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe,
1. What is the lesson about? What are the teacher's objectives?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
2. Note the important concepts that the teacher is emphasizing.
______________________________________________________________________________

89
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
3. Note the skills that the teacher is developing in the learners,
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of students? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________
ANALYZE
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or augmented
reality that will be useful in teaching the same lesson. Evaluate the resources you found, using the
set of criteria discussed in the Revisit the Learning Essentials part of this Episode. Use the form
below to note your analysis and evaluation.
Electronic Resources Evaluation Form

Grade/ Year Level
Subject Matter/Topic (Based on
the class you observed)
Lesson Objectives Learning
Outcomes
Name and Describe the Put a check if the resource Descri
Type of electronic satisfies the criterion. be
Electronic resource how

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Resource (include you

author/publis can
her/source). use it
if you
were
to
teach
in the
class
you
obser
ved.
A A C C M O
c p l o o r
c p e m t g
u r a p i a
r o r l v n
a p e a i
t r t t z
e i e i e
a n d
t g
e
Activity 11.4) Professional Development through MOOCS
Resource Teacher: ___________Teacher's Signature __________School:____________

Grade/Year Level: ___________ Subject Area: ____________Date:_____________
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to PPST
domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet, which are relevant to the competencies you identified.
You may try these sites:
• http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
• http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-
teachers-theyrelearners-tool
• https://www.mooc-list.com/categories/teacher-professional-development
• http://ww2.kged.org/mindshift/2013/04/30/new-online-teacher-training-
programjoins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different
MOOC providers to explore their MOOCs.

91
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
2. How did you choose which electronic resources to include here? What did you consider! Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a teacher?
Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________
PPST Domain Competencies I MOOCs related MOOC Provider

want to work on to the
competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
and Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth
and Professional
Development
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are
the most appropriate for you. Describe the MOOCs below.

92
1. MOOC Title _________________________________________________

Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title ___________________________________________________

Provider:
Content Outline
3. MOOC Title ____________________________________________________

Provider:
Content Outline
REFLECT
1. How can MOOCs help you in your future career as professional teacher and as a lifelong learner?

93
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday teach
a MOOC?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________
SHOW Your Learning Artifacts
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional

materials (worksheets, visual aids, flashcards, rubrics. etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered
and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?

94
Episode 12: Selecting Non-Digital or Conventional Resources and Instructional

Materials

through the whole episode before participating and assisting in your FS 2 Resource Teacher's
class. Note all the information you will need and tasks you will need to do before working on this
episode.
 show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals. (PPST 4.5.1)
 show skills in the positive use of non-digital/conventional resources and materials
for student engagement in teaching and learning.
 demonstrate positive attitude towards the use of resources and instructional
materials.
 use professional reflection and learning to improve practice. (PPST 7.4.1)
Clarify Your Task
We choose the most appropriate or suitable resources or instructional materials based on

our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale's Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional materials, which remain to

95
be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits: (7) Motion Pictures; (8)
Radio/ Recordings/ Still Pictures: (9) Visual Symbols and (10) Verbal Symbols.
According to Dale. "The cone device is a visual metaphor of learning experiences, in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences.” As such, the Cone of Experience can be seen more as a
continuum, not just a hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other,
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2. Iconic-
which involves pictures and images; and 3. Symbolic, which involves symbols like letters and
numbers. Both the teachers and students make representations of knowledge. The teachers,
when they teach or impart knowledge, and by learners when they show or demonstrate what they
have learned. Ideally, the more direct and real the 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!

96

97
1. Consult your FS Resource Teacher about this episode. Let your teacher know that the
task for this episode is for you to assist the teacher by providing suggestions on
resources and materials that the teacher can use in delivering a lesson on a specific
topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You
will also need the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.

98
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
4. Fill out the table below.
Subject: Grade level:

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

99
5. As the situation would permit, try out the resources/materials with the students. Be sure
to follow the steps on using instructional materials found in the Infographics section of
this Episode.
Notice
After you participated or assisted in using resources/instructional materials in teaching.

Learning, described what you observed and experienced by answering the items below.
1. How did your prepare for this activity?
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?

100
4. Describe how the students responded and participated.
Analyze
1. What worked well during the activity using the resources/materials?
2. What part can be improved?
3. What would you have done differently? What would I change? What will make it better
next time?
4. How does this connect with what you know about selecting and using instructional
materials?

101
Reflect
1. How ready am I in selecting and developing resources/instructional materials in

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

teaching effectively?
3. What can I do to learn more about and practice the use of resources and instructional
materials?
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic to explore for an action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what

problematic situation / challenges/area of improvement did I find?

102
REFLECT
2. List at least three sources that you have read about this problem/challenge/area of
improvement
Resource or reference about the topic Key points/findings in what I read
On what theories/principles can this problem be anchored?
3. What do I hope to achieve to address the challenge/area of improvement? What change

do I want to achieve?
PLAN

103
4. What strategies/solutions/means can I employ to improve the situation/solve the

problem?
ACT
5. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-
3):
Work on My Artifacts
Attach pieces of evidence of what you accomplished in this episode.

104
Episode 13: Utilizing Applications (Apps) for Teaching and Learning

through the whole episode before participating and assisting in your FS 2 Resource Teacher's
class, Note all the Information you will need and tasks you will need to do before working on this
episode.
At the end of the Learning Episode, I must be able:

• select applications that are most appropriate to the different aspects of the teaching-learning
process to address learning goals. (PPST 4.5.1)
• show skills in the positive use of applications for student engagement in teaching and learning.
(PPST 1.3.1)
• demonstrate positive attitude towards the use of technology tools. (ICT CST 7.1.2)
• use professional reflection and learning to improve practice. (PPST 7.4.1).
Clarify Your Task
An app, (a shorter way of saying application) is a kind of software which can be installed
in various gadgets - a desktop, laptop, smartphone, and tablet. There are thousands of apps,
each with specific functions. A wide range of functions among others includes, ordering food,
getting a ride, getting a date, doing bank transaction and even praying and meditating. Now, there
are those that are directly useful for teaching and learning which can be referred to as educational
apps. Whether the class is face-to-face, blended, or fully online, a vast number of apps can truly
enhance the teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective,
efficient, and equally important, more fun and satisfying for both the teacher and the
students. The teacher can use apps in the different stages of planning, preparation,
implementation and assessment. Teachers use apps to prepare high-impact
presentations that help them deliver content. Teachers also use apps to motivate students

105
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 the 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, 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
being the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to
notice what is going well? Or what can be missing; what can be improved? What can be
a new way of doing things? Then focus on finding out the answers to these questions.
This is to develop in you the disposition as a teacher-researcher. That as a teacher, you

106
can always find ways to do things better and more effectively. Also, aim to develop the
confidence to try and initiate to continuously improve your skills.
Revisit the Pedagogy wheel infographics that follow. The links and QR codes are
provided. Once you have downloaded, enjoy exploring what powers these apps have by
clicking their icons directly from the Pedagogy wheel. An infographic on Choosing Apps
for teachers is also included. Exciting!
The Pedagogy Wheel Model
"With Allan Carrington's 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 21st 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 Pedagogy 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.

107

108
Before you participate and assist in tasks related to apps, first enumerate the apps
you already know and have probably tried. Explore the Pedagogy Wheel and learn
at least five more. Fill out the table below.
Apps that I already know/have How can I utilize this in teaching-
recently explored learning?

109
Your guide to participate and assist:

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

______________________________________________
Lesson/Topic:
_______________________________________________________
Apps you plan to What is the use or Explain why you

utilize in the lesson. purpose of using the selected the app, based
app…Describe how you on the five criteria of
or the teacher will use developmental
each appropriateness,
motivation, instructional
design, engagement and
accessibility.

110
How does this connect with what you know about selecting and using apps?
__________________________________________________________________
____
__________________________________________________________________
____
__________________________________________________________________
____
__________________________________________________________________
____
__________________________________________________________________
____
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.
What worked well during the activity using the apps?
What part can be improved?

111
What would you have done differently? What would I change? What will make it better
next time?
How does this connect with what you know about selecting and using apps?
1. How ready am I in organizing and using apps in the teaching-learning process?
2. What do I still need to learn in order to use apps in teaching effectively?
3. What can I do to learn more about and practice the use of educational apps ?
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.

112
1. What problematic situation/challenges/area of improvement prevailed in using

this apps?
________________________________________________________________
_
________________________________________________________________
_
________________________________________________________________
_
________________________________________________________________
_
________________________________________________________________
_
________________________________________________________________
_
List at least three sources that you have read about this problem/challenge/area of
improvement
Resource or Reference about the Topic Key points/findings in what I read
On what theories/principles can this problem be anchored

___________________________
______________________________________________________________________
___
______________________________________________________________________
___
______________________________________________________________________
___
2. What do I hope to achieve to address the problem? (What change do you want to
achieve?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________

113
3. What strategies/solutions/means can you employ to improve the situation/solve

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

114
Episode 14: Utilizing Learning Management Systems
To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher's class, Note all the
Information you will need and tasks you will need to do before working on this episode.
At the end of the Learning Episode, I must be able:

 Identify the components of an LMS as a virtual learning environment.
 Demonstrate skills in using a Learning Management System (LMS) a platform for teaching and
learning. (PPST. 4.5.1)
 Demonstrate positive attitude toward use of technology tools. (ICT CST. 7.1.2
 Use professional reflection and learning to improve practice. (PPST 7. 4. 1)
Clarify Your Task
The learning environment has recently radically changed. No one would have anticipated that a
pandemic would shin the four comers at the brick-and-mortar classroom to the four comers of a computer
serene, 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.
A visual classroom is usually supported by a platform generally regarded as a learning

management system (LMS) in a flexible leaming modality involving online learning.
LMS is a course organizer software. It helps teachers plan, create, manage, and deliver online
education programs (Habulan, 2016.)The most common ones are Canvas, Moodle. Google Classroom,
Blackboard. Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Leaming 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.

115
Below are some of the LMS common features and the functions and tasks that teachers
are able to use:
1. Dashboard- allows the teacher ay see all his/her class/course card
2. Module Container- uploads modules and organize them
3. Sandbox- a workspace that will enable teachers to make drafts or explore the functions
and practice setting up the subject or course.
4. Announcements- communicate with students regarding instruction, reminders and
changes.
5. Discussion boards- set up discussion boards; make students collaborate.
6. Meeting rooms - allow the teacher to present lessons and discuss with students
synchronously: enables learners to collaborate on a task/project.
7. Assignment - allows orderly giving and scoring assignments.
8. People- see who are the members of the class, get to know the learners more through
their profiles.
9. Assessment/Quizzes- administer formative and summative assessments.
10. Resources add-ons-share and store files, use apps that support or supplement the other
functions of the LMS.
Your task in this episode is to participate and assist in a virtual learning environment
through an LMS. Notice how the teacher organized her virtual classroom, apply your skills in
facilitating the teaching and learning process by participating in one or more of the teacher tasks
discussed above.
In this episode, consider what you learned in your technology class about the TPACK
model. An effective teacher has technologies, pedagogical and content knowledge. TK, PK, and
CK. In planning, seeing 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-leaming 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 leaming environment,
and the learners achieve the learning outcomes. Boom! You have successfully interfaced TPACK!
As you work on this episode, natively notice, analyse and reflect on your experience. As
an FS student, participate and assist well in organizing and using the leaming management
system as you apply your technological, pedagogical und content knowledge (TPACK). Be
attentive to your role as a future teacher as well. Continuously discover more effective ways of
interfacing TPACK. When you do you will become a teacher that initiates well-taught- of ways to
improve and enhance virtual teaching and learning.
Revisit the infographic in TPACK and how it relates ta Learning Management Systems
(L.MS). You may open the LMS sites on the internet to see how they are structured. You can try-
out how the different functions and tools work. It will help you recall and focus once more on the
various learning management systems that serves as platform for virtual classrooms.

116
REPRODUCED BY THE PERMISSION OF

TPACK MODEL PUBLISHER ©2012 BY TPACK. ORG
Technological,
Pedagogical, Content
Knowledge TPCK
PK
Technological
and Pedagogical Technological Technological
Knowledge Knowledge and Content
PK TK Knowledge
TCK
Pedagogical
Knowledge Content
PK Knowledge
CK
Pedagogical and
Content
Knowledge
PCK
WHILE YOU WORK YOUR PLAN IN LMS, ASK YOURSELF THIS QUESTIONS
Pedagogical Content Technological Content Technological Pedagogical
Knowledge (PCK) Knowledge (TCK) Knowledge (TPK)
What is my student’s prior knowledge of How will I organize the LMS so that the What levels are my student’s technology
the content? Are those with advancement content and the LMS capabilities are knowledge and skills? What guidance do I need
within the class who can help others? adapted to each other? to provide any students so that they can use the
Should integrated opportunities for peer LMS features well? Should I provide additional
Does the LMS allow for differentiation
and social learning into the lessons? presentation to help my students in interaction
of content? Can any students saw the
within the LMS?
How will I adapt the content to the interest features of the LMS to respond to the
and needs of my students? How can I test tasks of the lessons in various ways? What modification in teaching strategies do I
engage the learners prior knowledge need to make to adapt in the use of the LMS? Do
What features for restrain the situation
heighten their motivation and consider you need to break down the content into bullet
does the LMS which need to address?
the different levels of understanding? points to account for limited space or sides?
Does the LMS allow for instant update Should you make my learning content
It is important to remember that even with
to information such as adjustments to responses to different devices? What activities
Technology as a tool in teaching it should
contents? which are set possible in traditional learning
not be more significant than the content
methods such as photography, film, or any
of the lesson, the focus should always be How accessible is the LMS? Does the
sources or feedback can I take advantage of?
upon learning the content in the most LMS allow the students to return to a
How do I develop critical thinking skills in an
effective and sustainable way. It is also lesson once they have completed it?
engaging way?
crucial to consider your content such as Will I set the LMS so that my students
how and whyFS 2 –learners
your Participatipation and Teaching
are using the Assistantship
can rework and revisit their lessons? How can I monitor programs as well as to
117
LMS to design the best learning content. informative and summative assessments
through the LMS?

An Overview of Learning
Utilizing Learning
Management System Management
Systems
Canvas Google
Schoology
 Collaborative Work
Microsoft Teams Classroom
space
 Recording or uploading  Video meetings (Google
of video and audio Meets)
 Video conferencing and
 Integrated Learning  Create and manage
streaming
Materials classes, assignment and
 Session recording
 Web- standard browser  Fun integrations with Office grades system
 File sharing
 Copy and paste links 365  Add materials to your
 Interactive whiteboard
from the Web browser
 Hand nursing  Conversations within share's assignments such as
 LMS integrations and teams YouTube videos, a
 Participation controls
 Customizable content  Conversation threads Google form system, and
 Survey tools other items from Google
 Customizable user  Chat functions
 Screen sharing drive
profiles  Direct access to email,
 Technical support  Gives rest, real- time
 Open API Skype ( for another video
 Text chats feedback
 Audio and video conferencing), OneDrive
 Mark- up tools  Use the class stream to
messages and SharePoint ( for
 Multimedia post announcements
 Integrated tools document storage)
 Mass messaging and engage students in
 External service  In- app video conferencing
 Push notifications and share screening question driven
integrations
 Analytics  discussions
 Shared resources Real- time collaboration
 LMS integrations   Invite parents and
 RSS support Cyber security
 Classroom management 
guardians to sign up from
 Web conferencing tool Slash commands
 Online assessment variety 
email summaries with
 Analytics Customizable app
 Automatics grading 
student's upcoming or
 Canvas art centre Tracking students and class
 Gamification tool missing works
 Course notification progress through insight
 Analytics dashboard  Customizable grading
 Graphics analytics  Accessibly features
 Reporting system
reporting engine  Seamless access to
 Mobile integration  Collaborative learning
 Cloud based Google product such as
 Integrated media Google docs and drive
reporting  For students;
 Open security  Track cross work and
 Cloud- based submitted assignments
 Check originality,
feedback, and grades
Blackboard Moodle Seesaw Genyo

 All- in- one calendar
 Bulk course creation and
easy back up
 Collaborative tools and  Creative tools
activities  Family Message  The first online integrated
 Convenient file  Home learning codes Learning management
management  Posting of work by students system for Basic Education in
 Group Management  Customizable site design  Peer feedback through likes and the Philippines
 Grading enhancements and layouts comments  Have access to curriculum-
 Student preview  Detailed reporting and  Students assessment based, interactive, and digital
 Safe Assign logs  Family communication, resources for English,
 Enhances cloud profile  Embed external resources engagement, and participation Mathematics, Science,
 Portfolio  Manage user rules and  Create multipage of activities and Filipino, ad Sealing
 Social learning permission posts Panlipunan which you can use
 Data management  Multilingual capability  Save drafts and send feedback for synchronous and
 asynchronous learning
 Blackboard drive Multimedia integrations work for revision*
  sessions
 Course enrolment Multiple progress tracking Create, save and share activities
  Virtual Experiment feature
 Active collaboration options Schedule activities
   Moderate online forum
 Calendar Notifications and School and district activity library
automatic alerts   Assignment feature
 Content editor Assessment features
 Outcomes and rubrics   Game based activities
 Retention centre School wide management and
 Peer and self-assessment  Oral Assessment activities
 Dynamic content engagement features
 Personalized dashboard  IT administration features  Virtual reality tours
 Regular security updates  Shared blog feature
 Secure authentication and Seesaw Plus  Progress monitoring
mass enrolment ***Seesaw for School  Digital lessons
 Simple add- ones and
plugin management


118
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 assist and participate in the tasks that the teacher is
organizing or preparing in the LMS.
4. Be guided by TPACK Infographic in this episode. The questions found there will help you
notice, analyse and reflect very well.
Level/Grade of the Class:
Subject:
Lesson or Topic:
Lesson objectives/learning outcomes:
Which LMS did the teacher use: check one or more that were used.
___Moodle____
___Schoology___
___Google Classroom__
___Edmodo__
___Genyo___
___See saw__
___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, what
LMS used by the teacher? tasks did you participate/assist in?

119
After you participated or assisted in the LMS, describe what you observed and experienced by
answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized, what main
components did you find?
2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?
3. What was your experience in participating and assisting?
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
2. How did the teacher/or you use the LMS to implement the strategies/activities planned?

120
3. How did this connect with what you know about LMS and TPACK?
4. What problems and challenges did the teacher/ you or the students encounter in working with the
LMS? How did it/ they affect the teacher/ learners? What part/s of LMS do you think can still be
improved? How can this/ these can improve?
1. How ready are you in organizing and using an LMS?
2. Enumerate the knowledge, skills and attitudes you already have to organize your visual leaming
environment and use a LMs:
Content:
Pedagogical

121
Technological:
4. What do you still need to learn in order to use the LMS effectively?
Work of an Artifacts

122
Episode 15: Utilizing Web-Conferencing Apps for Synchronous E-learning

through the whole episode before participating and assisting in your FS 2 Resource Teacher's class.
 Identify features and functions of web conferencing applications that are useful to
instruction.
 Demonstrate skills in using a web conferencing app for synchronous teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice.(PPST 7.4.1)
Clarify Your Task

The call of the times has made it more necessary for future teachers like you to develop skills
in planning, implementing and managing remote learning. One form of remote learning is done online.
Online remote learning can be done synchronously, where the teacher and students meet and interact
in real time and asynchronously, when learning is supported by prepared materials and there is no
real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes, you will
need to use web-conferencing apps. Some LMS already have these embedded; some do not. You will
need to know how to access, evaluate and utilize the features and functions of apps like Zoom, Google
Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that
can guide you is the Community of Inquiry Model(COI). This model identified the “essential elements
in an educational experience.” These elements are (1) the teaching presence, which is about basic
123
teaching tasks; (2) the social presence, which focuses on establishing a sense of belonging to a
community; and (3) the cognitive presence, which fosters critical thinking and engagement.
While the educational experience referred to in the COI model may also refer to face-to-face
modality, in this episode, you will use the COI model and its three elements in the context of online
learning, specifically the synchronous class. Review the COI and the three presences through the
infographics in this episode. We also included an infographic on the most common web-conferencing
apps.
As you work on this episode, continue to take the role of a keen observer and an explorer who
seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher
agency, which is the teacher’s capacity to create impact and exert power.
Zoom Google Meet

Which Web-
1.62-2.4 GB/hour
Conferencing tool is Approx. 1.4 GB/hour
Free (basic account) the best for you and Free (basic account)
1 hour/meeting
40 mins/meeting your class?
100 participants max 2100 participants max
Recording Recording (paid account)
Breakout Rooms Breakout Rooms (paid)
Screenshare Screenshare
Polling (paid account) Polling (paid account)
Raise hand Raise hand (paid account)
Skype Facebook Messenger Microsoft Teams

Rooms
225 MB-3.6 GB/hour 450-675 GB/hour
Free 4 hours/meeting Free (basic account)
40 MB-1GB/hour
100 participants max 1 hour/meeting
Free
Recording 100 participants max
No limit
Screenshare Recording for paid only
50 participants max
Polling (paid account) Breakout Rooms
Screenshare can be
Raise hand Screenshare
viewed for
FS 2 – Participatipation and Teaching up to 16
Assistantship Polling
Participants only 124
Raise hand
Polling (in Messenger
chat)
Social Presence Cognitive Presence
The ability of participants to

identify with the community The extent to which learners
(e.g., course of study), are able to construct and
communicate purposefully in confirm meaning through
a trusting environment, and sustained reflection and
develop interpersonal discourse in a critical
relationships by way of Community of Inquiry.
projecting their individual
personalities.
Teaching Presence
The design, facilitation, and direction of cognitive and social processes for the purpose
of realizing personally meaningful and educationally worthwhile learning outcomes.
From Critical Inquiry in text-based environment: Computer conferencing in higher

education, by R. Garrison, T. Anderson & W. Archer (2000), The Internet and Higher
Education, 2(2-3), p. 08.
THE COMMUNITY OF INQUIRY MODEL
Scan the QR code to explore an interactive version with

additional resources and videos.

125
COMMUNITY OF INQUIRY
TEACHING PRESENCE
Design & Organization

The teacher clearly communicates important:
 Course topics
 Course goals
 Due dates/time frames for learning activities.
 The teacher provides clear instructions on how to participate in course learning activities.
Facilitation
The teacher helps:
 Identify areas of agreement and disagreement on course topics that help students to learn.
 Guide the class towards understanding course topics in a way that helps students clarify their thinking
 Keep students engaged and participating in productive dialogue.
 Keep the students on-task in a way that helps them to learn.
 Encourage students to explore new concepts in the course.
 Reinforce the development of a sense of community among students.
Direct Instruction
The teacher:
 Helps to focus discussion on relevant issues in a way that helps students learn.
 Provides feedback that helped me understand my strengths and weaknesses relative to the course
goals and objectives.
 COGNITIVE PRESENCE
Provides feedback in a timely fashion.
Triggering event
 Problems posed increased the students’ interest in course issues.
 SOCIAL
Course activities piqued the students’ PRESENCE
curiosity.
 Students feel motivated to explore content-related questions.
Affective expression
Exploration

Students experience:
Students utilize a variety of information sources to explore problems posed in this course.
 Getting to know
Brainstorming other
and students
finding thatinformation
relevant gives students a sense
helps of belonging
students in the course.questions.
resolve content-related
 Forming
Online distinct impressions
discussions of some
were valuable students.
in helping students appreciate different perspectives.
 Online or web-based communication as an excellent medium for social interaction.
Integration
Open
 communication
Combining new information helps students answer questions raised in course activities.

Students feel comfortable:
Learning activities helps students construct explanations/solutions.
 Conversingon
Reflection through
coursethe onlineand
content medium.
discussions helps students understand fundamental concepts in
 Participating
this class. in the course discussions.
 Interacting with other course participants.
Resolution
Group
Students cohesion
:

Students feel:
Describe ways to test and apply the knowledge created in this course.
 comfortable
Develop disagreeing
solutions withproblems
to course other course
that participants while
can be applied still maintaining a sense of trust.
in practice
 That
Applytheir points of view
the knowledge were in
created acknowledged
this course toby
mytheir classmates.
work or other non-class related activities.
 That online discussions help them develop a sense of collaboration.

126
1. Request your FS resource teacher to allow you to join his/her synchronous classes. Have at
least two to three times to observe the classes, and at least two or more times to participate
and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom, Skype,
etc. If possible, request the teacher to demonstrate 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 your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you
notice, analyze and reflect very well.
Class Grade Level: Subject: No. of hours/minutes: .
Name of Resource Teacher:

Dates when you observed:
Dates when you participated and assisted:

127
Notice
After you participated or assisted in synchronous classes using a web-conferencing app. Described
what you observed and experienced by answering the items below.
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its features
and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it was utilized in
class.
Virtual background
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different views)
Polling
Recording
Others
2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students respond
to the teacher? To the activities?
3. What was your experience in participating and assisting in synchronous classes? What were your
thoughts and feelings while you participated and assisted?

128
Analyze
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use the
web-conferencing app to establish: (Describe in detail.)
Teaching Presence?
Social Presence?
Cognitive Presence?
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part’s of synchronous
classes do you think can still be improved? How can this/these be improved.

129
Reflect
1. How ready are you in teaching an online synchronous class?
2. Using a web-conferencing app, how else would you better establish:
Teaching presence?
Social Presence?
Cognitive Presence?
3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?

130
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to
come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app! Synchronous learning?
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read

131
On what theory/principles can this problem be anchored?
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?
PLAN
2. You will conduct an action research, what will be the title (Base this on your answers in nos.
1-3):
ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?

132

133
Episode 16: Assessing FOR, AS and OF Learning
Name:_______________________________Course:__________Yr.&Section: ______
To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note all the
information you will need and tasks you will need to do before working on this episode.
Target your Intended Learning Outcomes

 distinguish among assessment for learning, assessment as learning
and assessment of learning.
 cite ways of doing assessment for learning and assessment as
learning.
 Explain the effect of assessment for learning and assessment as
learning on summative assessment.
Clarify Your Task
You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.
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 the main focus of the next Episode .

134
Assessment for learning also 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.
The phrase “assessment as learning” implies that assessment itself is already an opportunity
for learning. It is learning by itself, indeed, when students engage in self-assessment, reflect on their
own assessment results and make necessary moves to ensure learning.

135
Assessment as learning is a concrete manifestation of the concept of learner agency which

means that the learner is ultimately responsible for his/her own learning for nobody can do the learning
for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning are
given below:

136
Assessment as learning also refers to self-assessment. The learner assesses his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given below.
Student Self-Assessment Rubric
To understand better formative assessment, let’s compare it with summative assessment. See
Figure below.
SUMMATIVE
ASSESSMENT:
FORMATIVE
For Staff
ASSESSMENT:
BOTH:  To measure whether a student
For Staff
has met learning outcomes, and
 To monitor student learning
 Are way to assess to what extent at the end of a
 To ascertain progress
student learning unit of study
 To check understanding
 Are opportunities to  To make further improvements
 To teach responsively in future iterations
give and receive
feedback
For Students
 Are ways to For Students
 To evaluate their own learning  To understand their overall
evaluate the
 To build knowledge performance in a unit of study.
effectiveness of
 To identify strengths and  To understand whether they
teaching
weaknesses have met the learning
 To continually improve learning outcomes, and to what extent ,
 To target learning at the end of a unit of study

137
Formative and Summative Assessment Compared
(Note to Student Teacher: As you participate and assist your CT in doing formative assessment and in
helping students engage in self-assessment, please take note of what you are expected to give more
attention to as asked in the next step of this Learning Episode (NOTICE).
1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.
Notice
1. Take notice of:

 the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students’ participation, behavioral response, comments in the formative
assessment tasks.
 how the student assess their own progress
 our own feelings and thoughts as you assisted your CT:
 Formulate the formative assessment tasks.
 Administer formative assessment tasks.
Analyze
 Did the formative assessment tasks help students master what they were expected to
learn?________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________
 Was students’ response to formative assessment exercises favorable or unfavorable?
Why?_________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________

138
 Did the conduct of formative assessment and self-assessment affect students’ attainment of
learning outcomes? How?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________
 What was the effect of students assessing their own progress on their motivation to
learn?________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________
Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?
OBSERVE
1. One thing that went well in the development / use /administration of formative assessment tasks
(assessment for learning)is_________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. One thing that did not go very well in the development/ use / administration of formative
assessment tasks (assessment for learning)is________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

139
3. One good thing observed in students’ self-assessment (assessment as learning) is ___

_____________________________________________________________________________
_____________________________________________________________________________
4. One thing in students’ self-assessment (assessment as learning) that needs improvement based
on what were observed is_________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REFLECT
The formative assessment activities went well because

________________________________________________________________________________
___________________________
The formative assessment activities process did not go well because __________________
_________________________________________________________________________
For the students, self-assessment worked because

_________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________
For the students, self-assessment did not work because

_____________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________
ACT
To ensure that formative and self-assessment processes serve their purpose, to help students
learn, I will learn from other’s best practices by researching on
___________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________

140
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action research
on
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________
Complete activities/techniques in formative assessment and in self-assessment used by your FS

Resource Teacher in the classes you observed. Include your annotations / improvements on the
assessment tasks.
Add other activities/techniques that you have researched on e.g. TED Talks on assessment.

141
Episode 17: Using Traditional and Authentic Types of Assessment for Formative and
Summative Purposes
To have a meaningful and successful accomplishment in this FS episode,

be sure to read through the whole episode before participating and assisting in
your FS 2 Resource Teacher's class. Note all the information you will need and
tasks you will need to do before working on this episode.

At the end of this Learning Episode, 1 must be able to:
• Determine an assessment task is aligned to be intended learning

outcomes.
• Evaluate traditional and authentic assessment tasks in the light of
principles in of the test questions.
• Identify a problem related to traditional and authentic assessment
for an action research.
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of

learning content, teaching and learning activities, and assessment task/s with
intended learning outcomes. OBTL includes assessing students' learning to
determine if the learning outcomes set at the beginning of the lesson, chapter or
unit have been attained. Depending on the learning outcome to assess, the
assessment task that teacher formulates can be a traditional assessment task or
an authentic assessment task.

142
Clarify Your Task

You are expected to formulate /develop traditional and authentic assessment tasks
for formative and summative assessments that are aligned with learning outcomes.
Revisit. Let’s revisit the basic concepts that you have learned about traditional and
authentic assessment tools outcome-based teaching-learning. In outcome-based
teaching-learning (OBTL), subject matter /content, teaching-learning activities and
assessment tasks are aligned with learning 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.

143
Content/ Teaching-
Learning Assessment
outcomes Learning
Subject task
matter activities
Figure 3.The Essence of OBTL: The Alignment of Content, Teaching-Learning

Activities and Assessment Tasks with Learning Outcomes
There are many ways of classifying assessment but one basis of classifying is the
nature of the assessment task required of learners, whether the assessment task is
done through paper-and- pencil tests (traditional assessment) or through non-paper-
and-pencil tests (authentic assessment).
Traditional Authentic
Types assessment/
assessment/
Of
Paper-and-pencil test Non-paper-and
Assessment pencil test
Task
Figure 4. Types of Assessment according to kind of task

required of a learner

144
Paper-and-pencil test/ traditional assessment makes use of two types of test

according to mode of answering: the supply type and selected-response type.
Supply- Selected-
response type Paper-and response type
pencil test/
Traditional
assessment
Figure 5.Types of Paper-and-pencil test/Traditional Assessment
Types of Paper-and-Pencil Test/Traditional Assessment
Specific examples of selected-response type and supply-response type of paper-and-
pencil tests are given below.
Supply- Paper-and Selected-

pencil test/ response type
response type
Traditional
assessment

145
Figure 6. Examples of Selected-response type of test
Short answer
Essay type
Completion Problem solving
Supply
type
Figure 7.Examples of Supply-response type of paper-and-pencil tests
Authentic assessment or non-paper-and pencil test is done by requiring learners

to come up with a product or demonstrate a process as proofs of authentic learning.
Examples of products are given in Figure 8. Examples of processes are given in Figure
9.

146
Product ProcessAuthentic
assessment Assessment
Authentic
assessmen
t task
Figure 8. Types of Assessment
Poem, essays, song, Projects in

teachicomposition, Science, TLE,
artwork Math
Example
of Product
Assessment

147
Figure 9. Examples of product assessment
Focusing
the
Micro
microscope
Dance teaching
Performance
in P.E.
Example of
Process
Assessment
Figure 10. Example of process assessment
Portfolio falls under authentic assessment. A portfolio is a purposeful

collection of selected significant samples of student work accompanied by clear
criteria for performance which prove student effort, progress or achievement
in a given area or course. It is a direct evidence of learning.
It is not a mere collection of a student’s work nor a mere work folder which serve as a
receptacle for student’s work. It is an intentional collection of student’s work guided
by learning outcomes accompanied by the student’s reflections.
Among the three types of portfolio given below, the assessment/evaluation
portfolio is the one that relates to our concerns on assessment of learning. An
assessment/evaluation portfolio can come in an electronic/digital (e-portfolio) or in
manual form.

148
Assessment/
Evaluation
Portfolio/e-
portfolio
Development Best
work/Showcase
Growth
/Display
Portfolio/e-
Portfolio/e-
portfolio portfolio
Types of
Portfolio/
e- portfolio
Figure 11. Types of Portfolio

149
You need a rubric for a reliable scoring of products or processes or a portfolio of these
product 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 score on the different criteria
for every dimension of the product or processes or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used
to assess
product or
process
(Note to Student Teacher: You participate and assist your FS Resource Teacher in
giving traditional and authentic forms of assessment for formative or summative
purposes, please take note of what you are expected to give more attention to as
asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the wreck or better still
study your Cooperating Teacher's lesson plans for the week. This may also be done face-
to-face or online.

150
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment
phase of the lesson, e.g. contribute/formulate assessment tasks, supervise students as

they do assessment tasks.
1. Take notice of:
• The alignment of different assessment task/s both paper and pencil (Traditional)
and non- paper pencil – pencil test (authentic) use to assess learnings outcomes
• The quality of both traditional and authentic assessment task used (if
constructed in accordance with principles of test construction/assessment task
developments.
• The student’s comments/ reactions/response/ behavior while doing both

traditional and authentic task.
• The CT’s comments/ reactions/ response/ behavior while giving both traditional
and authentic assessment task.
• The assessment task for using formative purpose (to ensure lesson
understanding and mastery) and for summative (grading) process.
• Your own feelings and thoughts as you assisted your CT - Formulate the
assessment task.
- Administer of assessment

151
1. Are the assessment task aligned with the learning

outcomes?
______________________________________________________________________________
______________________________________________________________________________
_____________
2. Did teachers make use of both traditional and authentic assessment task?
______________________________________________________________________________
______________________________________________________________________________
_____________
3 Are traditional and authentic assessment task (written test) formulated in accordance with
principles of test construction?
______________________________________________________________________________
______________________________________________________________________________
_____________
4 where the assessment task for formative purpose also used for formative purpose? Why or
Why not?
______________________________________________________________________________
_______
5 Where were assessment result students better – in the results of traditional authentic
assessment?
_____________________________________________________________________________
________
______________________________________________________________________________
_______
6. Which assessments activity/activities did the students like more? Like least? Why?
______________________________________________________________________________
_______
______________________________________________________________________________
_______

152
How can I make the assessment more meaningful to and more acceptable to students?
OBSERVE
1. One thing/ some things that went well is/are in the development /use/
administration of assessment task are…
2. One thing/ some things is/ are that did not go very well in the
development /use/ administration of assessment task are…
REFLECT
This part of the assessment process went well because…
This part of the assessment process did not go well because…
ACT
To ensure that the assessment process serve its purpose, to help

students learn, I will read researches on…or view video on…
To help improve assessment practice, I would like to conduct an action research

on…

153
Work on my art craft
Compile samples of traditional and authentic assessment tasks used in the

classes you observed. Include your annotations/improve on the assessment.

154
Episode 18: Grading and Reporting
To have a meaningful and successful accomplishment in this FS episode, be sure to read through
the whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note all
the information you will need and tasks you will need to do before working on this episode.
 interpret scores correctly

 compute grades based on DepEd’s grading policy
 report grades to parents meaningfully
Introduction
It is said that students should not study only for grades 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.
Clarify Your Task

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.

155

Norm and criterion-referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a student’s
performance against the criterion of success which is the predetermined standard, without considering
how other
students performed in the assessment.

Criterion-referenced assessment often use “cut scores” to place students into categories such
as “basic,” “proficient,” and “advanced.” Here is am 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.

156
Norm-referenced assessment. In norm-referenced assessment we compare a student's

performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example' is comparing
the performance of Grade 6 pupils in Reading in a particular school system to the performance of
nation-wide group of Grade six pupils in Reading.
The meaning of norm-referenced score is derived from a comparison of students’ scores against
other students’ scores (as stated in the scores of the norm group) while the meaning of a criterion-
referenced score is derived from comparing students’ scores with established criterion of success. The
norm-referenced score will not tell you whether a student met, exceeded, or fell short of the standard
of proficiency. It is the criterion-referenced score that will tell you whether or not a student met the
established standard of success or proficiency.
The DepEd Grading System
Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education Program
in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the DepEd is contained in
the said DepEd Orders.
Reporting Students’ Progress and Grades to Parents
Students’ progress and grades are reported to parents through Report Card, Parents-Teachers
conference and written conferences. They are explained below.
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.
http://www.teacherph.com/progress-report-card-elementary-jhs/

157
For a more meaningful reporting of students’ progress, the meaning of grades is given. The DepEd
gives the following grade interpretation:
Descriptors Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed Report
Satisfactory 80-84 Passed cards
Fairly Satisfactory 75-79 Passed

Did Not Meet Expectation Below 75 Passed
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 (McMilan, 2007). These written reports may include the student's
158
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.
See Figure 13 for a sample written progress report
Figure 13. Kindergarten Written Progress Report
Parent-Teacher Conferences. Durham (2006) asserts that "parent-teacher conferences are

both a responsibility and an opportunity." The education of the learner is the primary responsibility of
parents. In this task of educating children, parents are assisted by the school. For the benefit of children
then it is best for teachers and parents to come together to discuss their children's progress, Parent-
Teacher Conferences are a perfect avenue for this purpose.
It has been a practice of schools to set aside a day for Report Card distribution which is at the
same time the 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

159
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. It is not the
end of the world.

160
Reporting
Schools schedule Card Getting Day and Parents’ – Teachers’ Conference (PTC) which are an
opportunity for parents and teachers to discuss about students’ performance and grades to make sense
of scores and grades. Unfortunately, based on observation, not all parents can attend PTC and most
often it is the parents of students with problematic performance that can’t come for PTC.
Note to Student Teacher: As you participate and assist your FS Resource Teacher in scoring
assessment tasks, computing grades and reporting grades to parents and guardians, please
take note of what you are expected to give more attention to as asked in the next step of this
Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students' assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.

161
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of students'
assessment tasks, grade computation and preparation for reporting in the Parents- Teachers
Conference.
Notice
1. Take 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
 your own feelings and thoughts as you assisted your CT:
- score tests and compute grades
- prepare for PTC respond to queries and other concerns raised in the PTC
Analyze
1. What are the teaching implications of the students' test scores and grades?

162
2. In-what subjects did students perform best? Poorest?
3. How was the PTC .attendance of parents and guardians? What does this imply?
4. What parents/guardians'/comments were most common during Card-Giving Day?
Reflect
What personal message do I get from these students' scores, grades and parents'/guardians’
PTC attendance and comments?
Write Actions Research Prompts
OBSERVE
1. One good thing that I observe in scoring / grading / Parents-Teachers Conference was
___________________________________________________________________________
___________________________________________________________
2. One thing that did not go very well in scoring/grading/Parents-Teachers Conference

was_______________________________________________________________________
____________________________________________________________
REFLECT
The scoring / grading / Parents-Teachers Conference went well
because__________________________________________________________________________
_________________________________________________________________
The scoring/grading/Parents-Teachers Conference did not go well
because__________________________________________________________________________
_________________________________________________________________
163
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.....
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to conduct an
action research on
________________________________________________________________________________
__________________________________________________________________
Compile samples of scoring and grade computation that you did. The tests and products/
portfolios that you score and Students' Report Card must belong to the same students to see
development. Include snapshots of PTCs and list of parents'/guardians' comments during PTC and how
these comments were addressed.

164
Episode 19: Writing an Initial Action Research Plan
To have a meaningful and successful accomplishment in this final FS episode, be sure to read through
to read the whole episode before participating and assisting in your FS 2. Resource Teacher’s class.
At the end of this Learning Episode, I must be able to write an initial Action Research
Plan.
Clarify your Tasks

Developing an Initial Action Research Plan
“A good plan is half of the work done.”
Planning is an important skill that every teacher should have. Just like lesson planning, doing
research requires a double plan. It sets a direction where one is going, how to go there, why one
should go there, and above all, what is there to accomplish.
The ultimate goal of doing research is to improve teacher’s practices in order to improve learning. It
requires one to be reflective, observant, inquiring and must be ready to take action.
Any research action plan should be placed in writing, just like a lesson plan, this is what we are going
to do.
Clarify Your Task

The first four episodes of this FS workbook helped you learn the important purpose and the
process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you assisted
and participated, the episode questions guided you to notice, analyze and reflect on your experiences.

165
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.
Revisit the Infographic\s

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.
As you become more skillful in doing action research, you may like to use the McNiff &
Whitehead (2014) or DepEd DO 16 (2017) models.

166
ACTION RESEARCH
COMPONENTS
Context and Rationale
1. Why I am doing this research?
2. What is the background of my Action Research Questions

action research?
What problem/question I am
trying to solve?
Proposed Innovation, Intervention,

and Strategy
1. What do I plan as solution to the

problem I identified? Action Research methods
2. What innovation will I introduce 1. Who are to participate? (My students,

to solve the problem? (Describe) peers, myself) 2. What are my sources of
information? (Participants) 3. How I shall
3. What strategy should I gather information? 4. How will 1
analyze my data/information?
Action Research Work Plan and

Timelines
1. What should my work plan contain?(targets, Cost Estimates

activities, persons Involved, timeline, cost)
2. How long will I conduct my intervention for Action research cost
reliable results to 12 weeks?) (Consider also the maximum cost
if externally funded like DepEd
LGU NGO or personal)
Plans for Dissemination and Utilization
1. How will I SHARE the result of my action

research? (Publish. Presant, Flyers, LAC References
sessions) What reading materials and references
2. Can I collaborate with other teachers to are included in my review of literature?
continue or replicate my study?
Based on DepEd Order no. 12 s. 2017

167

We said at the beginning that all teachers can make an Action Research. It is easy to do it. Let’s try
doing it. Today, you shall develop a Plan for our Action Research by following the simple cycle.
Use the following steps of the model. Your answer to the Key Questions in each step, will guide you in
making your plan.
 Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
5. What common problem have I observed and noticed?
6. Can I translate the problem into questions?
7. Why is the problem important to me as a future teacher?
8. Why is the problem important to the learners?
9. What have I read and learned about this problem in my previous courses?
10. What do references say about the problem?
 Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is done
all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?
 Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation, action to address the identified
problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
 Will the result be of use? How?
22. 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.
Notice
Remember: Noticing is making sense of your observations and making interpretation to adapt to
the situation. It begins with paying attention that leads to interpretation and deciding what action
should be taken.

168
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 aspect 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
Prompts and choose one to work on to elaborate in this episode.
Action Research
Episode Title Writing Prompts
page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Modules 26
4 Matching Problematic Learning Situation with Probable Action 34
5 Preparing the Learning Environment: An Overview 40
6 Enhancing a Face-to-face Learning Environment 46
7 Making On-line Virtual Learning Environment Safe and 55
Conducive
8 Establishing My own Classroom Routines and Procedures in a 62
Face-to-face / Remote Learning
9 Creating My Classroom / Remote Learning Management Plan 71
10 Writing My Learning / Lesson Plans 82
11 Delivering My Lessons 94
12 Selecting Non-Digital or Conventional Resources and 107
Instructional Materials
13 Utilizing Applications (Apps) for Synchronous E-Learning 118
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning 140
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic Types of Assessment for 161
Formative and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan
Analyze
We said at the beginning that all teachers could make an Action Research. It is easy to do it. Let's try
doing it. Today you shall develop a Plan for our Action Research by following the simple cycle. You will
share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes)
________________________________________________________________________________
__________________________________________________________________

169
Episode number and Title:

_________________________________________________________________________
Writing Action Research Prompts pages: ________________________________________
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe / Notice
What problem/concern have I noticed that affect teaching-learning? Example response

The problem I have noticed is that there is a lot of competition in the classroom. The slow learners
are left behind.
 Write your own observed/ noticed classroom problem here: ________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________
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: I think most of the activities are very competitive. There are always, winners and
losers. The smart students overrule the poor students thus often they continue to be losers. With this
situation, I believe, that I should modify my classroom strategy.
 Write your reflective response to the problem you stayed: ___________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
C. Plan for Action

Key questions:
- What will I do as a teacher to solve the problem?
- How will describe my intervention, innovation, or actions to the identified

problem

170
- How long will it take to introduce the intervention?
- With whom shall I work?
- What materials do I need?
- Are methods, participants, data collection, and time table 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
arranged in circles will be an alternative.
 Write your own Plan of Action Research based on the key questions. You give more details.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Reading for Cooperative Learning
1. C. Brame & Biel, R. (2015) Group work: Using cooperative learning

Groups effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning -Instructional Methods,

Strategies and Technology. Granite press books. pb.Chap.7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of

171
Minnesota, USA
 Enter your own reading list

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed
Research Action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016)
models may be used depending on the advice of your mentor.
Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know how your teacher will evaluate your Action
Research plan. This rubric will remind you of 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
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/344608953_Improving_Attendance_and_Academic_Perpor
mance_Among_Grade_12_Students_trough_Incentive-Based_Intervention

172
Model B: Deped Template

Action Research Proposal
Name:
Proposed Title:
I. Context and Rationale Study Background

173
II. Action Research Questions AR Questions
III. Proposed Innovation, Intervention Strategy Describe Innovation/

Intervention\ Strategy

174
IV. Action Research Methods ( Describe Action Research Methods)

a. Participants/ Other sources of data
b. Data Gathering
c. Data Analysis Plan

175
V. Action Research Work Plan ( Summarize Action Research Work Plan)

176
Reflect
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.
What was your experience in writing the action research plan?

177
What knowledge, attitude, and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?

178
Your artifact will be taken from your activity in preparing an action research plan in this
episode. You will just expand the answer that you have given and place in the template below.
My Initial Action Research Plan
Proposed Title: _____________________________________________________
I. My Identified Problem:
II. My Reflection about the Problem
III. My Plan of Action:
References:
Submitted by:
Name: _______________________________Date Pursued: _____________________
Name of Institution Degree Pursued:_________________________ SY :____________
JOB WELL DONE!
Remember, in the succeeding episodes, you will be reflecting back on how you can conduct an Action
Research in the different topics that you will be able to participate and assist. Good luck to all. Enjoy your
journey to becoming a Reflective Teacher Practitioner!

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION

PARTICIPATION AND TEACHING

FS 2 – Participatipation and Teaching Assistantship

FIELD STUDY 2- PARTICIPATION AND TEACHING

Course Intended Learning Outcomes:

FS 2 – Participatipation and Teaching Assistantship

FIELD STUDY 2- PARTICIPATION AND TEACHING ASSISTANTSHIP

Episode 1: The Teacher We Remember

Target Intended Learning Outcomes:

FS 2 – Participatipation and Teaching Assistantship

CAREER STAGES OF A TEACHER

Career Stage 4: Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Career Stage 1: Beginning Teacher

FS 2 – Participatipation and Teaching Assistantship

A detailed presentation of the indicators of quality teachers in 37 strands along 7

The Southeast Asia Teachers Competency Framework is also given below.

FS 2 – Participatipation and Teaching Assistantship

FS 2 – Participatipation and Teaching Assistantship

FS 2 – Participatipation and Teaching Assistantship

2. Which professional competencies am I strongly capable of demonstrating?

3. In which competencies do I need to develop more?

4. Who are the teachers that we remember most?

FS 2 – Participatipation and Teaching Assistantship

Episode 1- Write an Action Research Prompts

FS 2 – Participatipation and Teaching Assistantship

FIELD STUDY 2- PARTICIPATION AND TEACHING ASSISTANTSHIP

Episode 2: Embedding Action Research for Reflective Teaching

Target Intended Learning Outcomes:

Doing an Action Research: An Overview

FS 2 – Participatipation and Teaching Assistantship

FS 2 – Participatipation and Teaching Assistantship

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia

FS 2 – Participatipation and Teaching Assistantship

5. Identified problem to be solved in title no. 5

FS 2 – Participatipation and Teaching Assistantship

2. What do you think is the Choices:

FS 2 – Participatipation and Teaching Assistantship

3. What benefit do you get as ____Prepare me for my future job

2. Have you realized that there is a need to be an action researcher as a future

FS 2 – Participatipation and Teaching Assistantship

Episode 2 - Write an Action Research Prompts

FS 2 – Participatipation and Teaching Assistantship

FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANTSHIP

Episode 3: Understanding AR Concepts, Processes and Models

Target Intended Learning Outcomes:

Understanding and Using Action Research Concepts and Processes

FS 2 – Participatipation and Teaching Assistantship

FS 2 – Participatipation and Teaching Assistantship

MODELS AND GUIDE IN CONDUCTING ACTION RESEARCH

EVALUATE Use Findings

FS 2 – Participatipation and Teaching Assistantship

3. What does literature say about this problem? On what theories

FS 2 – Participatipation and Teaching Assistantship

b. Data Gathering Methods

FS 2 – Participatipation and Teaching Assistantship

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

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

FS 2 – Participatipation and Teaching Assistantship

FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANTSHIP

Episode 4: Matching Problematic Learning Situation with Probable Action