FS2 Eportfolio

BATAAN PENINSULA STATE UNIVERSITY
DINALUPIHAN CAMPUS Course

San Ramon Dinalupihan 2110 Bataan Packet
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E-PORTFOLIO FOR FIELD STUDY 2

(Participation and Assistantship)
_____________________________
Presented to
CATHERYN C. PANLAQUI, EdD
Field Study Supervisor
______________________________
College of Education
Bataan Peninsula State University
Dinalupihan, Bataan
______________________________
In Partial Fulfillment
of the Requirements for the Course
PRED2313- Field Study 2
by:
NICOLE M. LAYUG
January 2023
TABLE OF CONTENTS
Title Page / Cover Page…………………………………………………….. 1
1
Our Vision Our Mission
A leading university in the Philippines recognized for its To develop competitive graduates and empowered community members by
proactive contribution to Sustainable Development providing relevant, innovative and transformative knowledge, research, extension
through equitable and inclusive programs and services by and production programs and services through progressive enhancement of its
2030. human resources capabilities and institutional mechanism.
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Table of Contents……………………………………………………........... 2
Curriculum Vitae……………………………………………………............ 3
Statement of the Purpose of the Portfolio……………………………. …. 4
Organization of the Portfolio……………………………………………… 5
Portfolio Entries:
Learning Episode 1: The Teacher that I am....................................... 6
Learning Episode 2: Designing the Learning Environment............ 14
Learning Episode 3: Planning Classroom Routines and
Procedures.............................................................................. 17
Learning Episode 4: Writing Lesson Plans......................................... 22
Learning Episode 5: Selecting Instructional Resources.................... 27
Learning Episode 6: Designing and Organizing Instructional
Materials................................................................................. 32
Learning Episode 7: Designing Learning Assessment...................... 37
Learning Episode 8: Learning Delivery …......................................... 42
Learning Episode 9: Grading and Reporting...................................... 47
Learning Episode 10: Enhancing teaching practice through
Action Research..................................................................... 52
Learner’s Feedback Form…………………………………………………… 65
Personal Reflections on the Portfolio............................................................ 69
Comments of the Faculty…………………………………………………… 70
Classroom Observation.................................................................................. 71
Rubrics of the Portfolio................................................................................... 72
Student’s Self Rating Competency Checklist.............................................. 73
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COURSE DESRCRIPTION
This course's purpose is to provide students with the opportunity to think
how educational ideas and theories are put into practice in a classroom. Students
must show that they have a grasp of the cognitive, metacognitive, personal, and
motivational factors that influence learning. The students have the flexibility to
design and experiment with learning tasks, instructional materials, and assessment
tools.
This course is a continuation of Field Study 1, It is school based and allows
preservice student to participate and assist in limited actual teaching-learning
activities that relate to assessment of learning preparation of instructional materials,
preparation of the bulletin boards, and other routines in the classroom. A portfolio
which will contain sample lesson or learning plans and demonstration teaching of at
least one subject content area will be required. An action research shall be
encouraged to start in this course and conclude during the internship.
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ORGANIZATION OF THE PORTFOLIO
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LEARNING EPISODE 1
Course Packet 01
The Teacher that I am

Introduction
In this course packet, we will try to observe and reflect on personal qualities and
professional competence of teachers that you have learned in “The Teaching
Profession.” The standards for teacher quality are especially emphasized in the
Philippine Professional Standards for Teachers and Code of Ethics for Professional
Teachers. You are expected to work with this course packet for 3 hours.

Objective
At the end of this learning packet, you are expected to cite personal qualities and
professional competencies of a teacher that students possess or still need to develop.
Observation/Participation Guidelines
1. Recall personal qualities and professional competencies of a teacher, as
emphasized in the PPST.
2. Here are some possible readings if you wish to refresh your memory on these
qualities and competence:
a. Code of Ethics for Professional Teachers:
http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippin
es.pdf
b. PPST:
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_0
42-1.pdf
3. Observe the qualities of your resource teacher which you believe have made
him/her an effective teacher?
4. Reflect which of these qualities and competencies you already possess. Which
of these competencies do you still need to work on?
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Activity Sheet 01
INSTRUCTION: What are the qualities and competencies you have observed in
your Resource Teacher which you would like to possess or develop as a future
educator? Answer in 100-200 words.
I believe that the traits that our Resource Teacher would most like to have are
intelligence, politeness, patience, and hard work. She is the kind of person you can
aspire to be like. You want to listen to her talk about a lesson because of how well
she addresses her kids and how well she explains everything. She is also hands-on in
everything she constantly reminds her pupils of class regulations and reminders, and
she always greets and checks in with the kids. She is a patient and diligent teacher
who wants all of her students to grasp the lessons. Her students, who range in age
from 9 to 10, are occasionally naughty but want to study. I observed her struggle as
she tried to correct some of the students, but she knew that it was difficult because
they were still young, and she constantly reminded them to make an effort to behave
politely at all times. She possesses so many positive traits that I wish to cultivate.
These are the traits and skills I’ve seen in our resource teacher that I’d like to acquire
or hone as a potential teacher.
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Assessment 01
INSTRUCTION: Evaluate your own qualities using this self-assessment tool which
is based on the Code of Ethics for Professional Teachers.
Rating Descriptive Rating Qualitative Description
NN No Need I don’t really think teachers need this.
NTD Need to Develop This is something I still need to learn or develop

to become an effective teacher.
OTW On the Way I am still learning this.
GT Got this! I already have it in me.
TEACHER QUALITIES RATINGS
GT OTW NTD NN
1. As a future teacher, I ensure that I am physically, /

mentally, and morally fit.
2. As a future teacher, I exercise all constitutional rights and /

responsibility.
3. As a future teacher, I am confident that I am able to /

provide an environment conducive for learning and
growth of the youth.
4. I behave with honor and dignity at all times and refrain /

from such activities as gambling, smoking, drunkenness,
and other excesses much illicit relations.
5. I study the local customs and traditions in order to have /

sympathetic attitude, and refrain from disparaging the
community.
6. I maintain harmonious and pleasant personal and official /

relations with other professionals, parents, with
government officials, and with people collectively or
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individually.
7. I have the enthusiasm and pride in teaching as a noble /

profession.
8. I uphold the highest possible standards of quality /

education.
9. I am willing to engage in continuing professional /

education to improve my efficiency and strengthen my
competence, virtues, and productivity.
10. I do not take credit for a work which is not my own. /

Instead, I give credit to the work of others that I have
used.
11. I could respect confidentiality of information. /
12. I would not discriminate against any learner. /
13. I will not accept any gift from learners or parents in /

exchange for requested concessions.
14. I will only base the evaluation of the student on the merit /
and quality of academic performance.
15. In case of mutual attraction with student, I will exercise /

utmost professional discretion and avoid scandal, gossip,
and preferential treatment of the student.
16. I will not inflict corporal punishment on offending /

student or deductions in their scholastic rating for acts
which are not manifestation of their scholarship.
17. I will maintain good reputation with regards to financial /

matters.
18. I will maintain a dignified personality, worthy of /

emulation of all learners and peers.
19. I will always recognize Almighty God as a guide of my /

own destiny and the destinies of men and nations.
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Reflection:
In this learning episode, we discovered the qualities a potential instructor
ought to have. To ensure that pupils keep succeeding, they might adjust their
expectations and instructional techniques. As I think back on my field study
experience, I've realized how crucial certain traits and skills are to become a good
teacher. To effectively teach students and foster a healthy learning environment, I
think a teacher needs to have excellent verbal and nonverbal communication skills.
Additionally, they must be able to connect with kids, which they can do by being
approachable and thoughtful of them. I am convinced that these qualities and
abilities are essential for a good educator, and I will continue to seek to hone them
throughout my teaching career.
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LEARNING EPISODE 2
Course Packet 02
Designing the Learning Environment

Introduction
In your course Facilitating Learner-centered Teaching, you have learned the
importance of a safe and conducive learning environment for all learners. This is true
whether the learning is happening in a face-to-face classroom or in a flexible setting
(e.g. online). In this course packet, you will be observing the authentic learning
environment. You could analyze the setting and reflect how you, as a future teacher
could design a conducive learning milieu that will support your students. You are
expected to work with this course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to propose a design for a safe
and conducive learning environment.
1. Observe the learning environment in the onsite classes. You could ask your
resource teacher why it was designed that way. You will be interested to
know the limitations, resources, and contexts that needed to be considered to
come up with this design.
2. You could also ask your Resource Teacher how the learning environment was
designed during the flexible mode, and what makes it different from the
current set-up.
3. If you will be handling a class in flexible and face-to-face setting, reflect how
you could make it a safe place for your students.
4. Consider the learning environment that you have observed. Try to identify a
problem situation that you could match with a probable action through AR.
Focus on aspect of the face-to-face learning environment which could be
improved. Use this template for capsule AR proposal. The intention of this
activity is to help train your mind to look for problems systematically, and
search for probable action.
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Activity Sheet 02
INSTRUCTIONS: What are the important features that you need to consider to
ensure that your learning environment will be safe and conducive for your students
in the future. Answer in 100-200 words.
In order to ensure that my students' learning environment is secure and
supportive, I think it is essential to keep composure at all times, promote a pleasant
environment in my classroom, build strong relationships with my pupils, and
implement rewards and punishments. Few learning environments consider the
psychological safety of the pupils, even though most educational institutions employ
physical safety measures when specific circumstances happen. Maintaining your
calm at all times and creating a supportive learning atmosphere in the classroom can
motivate students to attend class because they feel comfortable with you and their
surroundings. Building strong relationships with your students is the most
important aspect since it will motivate them to learn more and provide them a sense
of security. Rewards and penalties have an impact on students’ personalities. In
order for the school, instructors, and students to create a secure learning
environment, learners must feel supported, welcomed, and appreciated.
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Assessment 02
INSTRUCTIONS: Consider the learning environment that you have observed. Try
to identify a problem situation that you could match with a probable action through
AR. Use this template for capsule AR proposal. The intention of this activity is to
help train your mind to look for problems systematically, and search for probable
action.
CAPSULE AR PROPOSAL
Name of FS Student: _NICOLE M. LAYUG
Course & Section: _BEEd-4B
Problem/ Context
(Describe the problem or context in 30-50 words)
 The issue I've noticed throughout the students' face-to-face courses is that
they struggle to understand and retain the material they've been given,
even when it's been repeated to them, especially in reading. Particularly in
mathematics, children struggle to learn, and many pupils struggle with
reading comprehension.
Significance
(Give 1-2 significance of the proposed AR)
 To increase academic success through the creation of extracurricular activities

for students and the identification of efficient classroom instruction strategies.
 To find methods for comprehending and assisting learners by offering them
more opportunities for learning.
Proposed Intervention/ Innovation/ Strategy
(Describe the Proposed Intervention/ Innovation/ Strategy AND reason for

choosing this proposed action. Use 30-50 words only)
 The school's and the teachers' main concern is making sure that pupils
acquire all the core skills necessary to succeed at their grade level. For
children who are lagging behind in class, the proposed solution is to create
more learning opportunities. The teacher will assess the student's academic
progress and note any weak subject areas. The school will take action and
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create an intervention program that includes easily accessible academic

programs, after-school instruction, additional remediation during the
school day, and other intervention tactics in order to boost the subjects'
academic achievement and growth.
REFLECTION
This lesson taught us that as educators, we should constantly consider how to
provide a secure atmosphere for our students. When I reflect on my field study
experience, I realize how important certain components are to creating a safe and
supportive learning environment for my students. One of the most important
considerations is physical safety. In order to achieve this, the classroom must be risk-
free, and all staff members and students must be aware of and comfortable with the
posted emergency procedures. Another essential component is emotional safety.
Creating an atmosphere where children can learn comprises
They can express themselves and take chances without fear of rebuke or scorn. This
can be achieved through promoting an accepting and courteous environment as well
as by spotting and addressing any instances of bullying or discrimination that may
arise. Since I believe they are essential for creating a positive learning environment, I
will keep striving to include them into my future teaching practice a protected and
encouraging learning environment.
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LEARNING EPISODE 3
Course Packet 03
Planning Classroom Routines and Procedures

Introduction
importance of carefully planned classroom routines and procedures. These are
important to maximize the very important resource of time in education. This is true
whether the learning is happening in a face-to-face classroom or in a flexible setting
(e.g. online). In this course packet, you will be observing the authentic classroom
teaching and reflect on the importance of these routines and procedures to ensure
smooth class transition. You are expected to work with this course packet for 3 hours.

Objective
At the end of this learning packet, you are expected to propose routines and
procedures for efficient class operation.
1. Observe the classroom procedures and routines used by the teacher. You
could ask your resource teacher why these routines and procedures were
adopted.
2. You could also interview your Resource Teacher how these are different from
the routines and procedures that they implemented in the online/flexible
classes.
3. Reflect: If you will be handling a class in flexible class and face-to-face class,
which of these routines and procedures you are going to adopt?
4. Consider the routines and procedures that you have observed. Try to identify
a problem situation that you could match with a probable action through AR.
Remember to focus on the routines and procedures which could be improved.
Use this template for capsule AR proposal. The intention of this activity is to
help train your mind to look for problems systematically, and search for
probable action
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Activity Sheet 03
INSTRUCTIONS: Which of the routines and procedures that you have observed do
you wish to adopt for your classes in the future. Focus on what you have observed in
your FS School. Answer in 100-200 words.
Since I usually have morning schedule on my FS school, I’m already familiar

with the Morning Classroom Routine. In my class most students are encouraging to
get school early in the morning as they have a 7:30 to 8 am cleaning time. I observed
that some students are doing chores and some didn’t. Before class time, the teacher
tells students to get prepared and get ready. The class will begin with opening prayer
lead by my resource teacher where she will ask everyone to properly stand feel the
presence of the mighty God to be followed by greetings which students always does
perfectly. They also greet visitors and behave well when the teacher says. Another
routine I observed is when it’s recess time where the teacher will lead the line and
they’ll walk together to the canteen. All students are also responsible for their own
trash as they have their plastic bag to put their waste. On lunch break there’s also a
prayer and greetings of goodbyes. With all of that, I want to adopt how organized
the students on their break time and also the waste management routine inside the
classroom.
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Assessment 03
INSTRUCTION: Consider the routines and procedures that you have observed. Try
to identify a problem situation that you could match with a probable action through
AR. Remember to focus on the routines and procedures which could be improved.
Use this template for capsule AR proposal. The intention of this activity is to help
train your mind to look for problems systematically, and search for probable action.
CAPSULE AR PROPOSAL
Name of FS Student: Ronel Z. Ronquillo_______________
Course & Section: _BEEd-4B_________________________
Problem/ Context
 There is no proper rule for student when using the comfort room. There are
times that some students gather at the door to wait for their turn and
whenever it happens, it always distracts the students and teacher.
Significance
 This will reduced/ prevent noise and distractions especially during

discussion when student wants to go to the CR.
 Lesson won’t be interrupted as the teacher can do simple gesture as a sign
of approval.

 Implementing a schedule for bathroom break will help to minimize

number of students who’ll use CR while discussion.
 Creating a hand signal that represents students’ needs in using comfort
room. The teacher may nod or say yes for the approval.
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REFLECTION
Every morning, teacher and students works together to clean the inside and
outside of room. After that the start the day with a prayer and a good morning
greeting. First thing that they’ll for learning is to have a reading exercise featuring
sounds of the letters, reading simple words/ phrases/ sentences and even paragraphs.
The reading routine usually last until 9 in the morning. In break time, the students
will line up to go altogether in the canteen. Another thing I observed is that the
teacher, always make sure every leaner are ready before conducting the learning
process.
As a future teacher and will be handling a class, I will implement those routines
to imposed discipline to the learners. I learned how orderliness and disciplined make
a lot difference when it comes to teaching.
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LEARNING EPISODE 4 Course Packet 04
Writing Lesson Plans

Introduction
importance of a carefully planned lesson. It is important to make sure that all
elements of your plan are aligned with the objectives that you wish to attain.
Templates for LP varies but all of them include the objective, content, procedures,
and assessment. In this course, you are expected to learn how to write a lesson plan
in your field of specialization, under the mentoring of your Resource Teacher. You
are expected to work with this course packet for 3 hours.

Objective
At the end of this learning packet, you are expected to write a lesson plan that takes
into consideration students’ diversity and contexts.
1. Recall your discussion in Lesson Planning. Remember that formats and
templates of LP may vary but their core elements are always the same.
2. For sample DLL used by teachers in the K to 12, see sample here:
https://drive.google.com/file/d/
1vhG7gQjIx6E0YJy3C3GkLoUoOcO1eGOB/view
3. You will better understand this format (especially the identification of
objective) if you completely understand how to use the Curriculum Guide.
4. Ask your Resource Teacher for a template for LP. Remember that your RT
will be the final authority on the template that you will be using.
5. Inquire your RT for the objective that you could write lesson plan on.
Develop a DETAILED LESSON PLAN on this objective. Make sure that you
consider the needs and contexts of your target learners.
6. Request your RT to review and comment on your DLP.
7. Revise and finalize your DLP based on your RT’s comments and suggestions.
8. Remember that this DLP is going to be your major course output for
midterm. You will be expected to turn in your first draft with your RT’s
comments and suggestions and the final draft.
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Activity Sheet 04
INSTRUCTIONS: Describe the needs and contexts of your learners and the school
that you need to take into consideration in writing your lesson plan. Answer in 100-
200 words.
If I will be doing a detailed lesson plan I will take into consideration- the
learners attention span and their behavior when having the teaching-learning
process. In our classroom I observed that the students should be given a task or keep
them occupied with some activities as much as possible. I’ll consider to keep
students active by having an engaging activity especially before and during lesson.
Since the classroom doesn’t have projector or TV, I might use printed materials
and/or conduct a game related to the lesson. The students like to hear stories in a
way that they’ll feel that they’re part of it. They also like when there is a healthy
competition in the class because I observed that they become more interested to
learn. Another thing (as what the principal told us on our first day) is the way of
explaining the ideas to the learners. I need to level my teaching method to the extent
where the student can understand it. I believe those strategy will maintain a good
classroom management as well as to ensure a quality of learning experience and
attainment of the objectives.
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Assessment 04
INSTRUCTIONS:
1. Ask your Resource Teacher for a template for LP. Remember that your RT
will be the final authority on the template that you will be using.
2. Inquire your RT for the objective that you could write a lesson plan on.
Develop a DETAILED LESSON PLAN on this objective. Make sure that you
consider the needs and contexts of your target learners.
3. Ask your RT to review and comment on your DLP.
4. Revise and finalize your DLP based on your RT’s comments and suggestions.
5. Remember that this DLP is going to be your major course output for
midterm. You will be expected to turn in your first draft with your RT’s
comments and suggestions and the final draft.
6. Your LP will be rated using the following criteria:
a. Follows the school/ DepEd prescribed format (10 pts)
b. There is alignment in all areas from objective to assessment (30 pts)
c. Plan is pedagogically sound and feasible (20pts)
d. Submitted on time (10 pts)
Detailed Lesson Plan
https://drive.google.com/file/d/1SbITkzUgZSOkPcBY7uGgl4E1C-0Iucav/view?
usp=share_link
Enhanced Detailed Lesson Plan
https://drive.google.com/file/d/1pYV3rz_q93QBkQ-NjJOhMNBqBaw_QZ2I/
view?usp=share_link
REFLECTION
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For this learning episode, I formulate a detailed lesson plan. My teacher allows
me to use any available template as long as it is valid. I asked for the assistance of my
RT to checked my lesson plan. She gives comments and suggestions for the
betterment of the paper. I learned that lesson plan is the blueprint of the learning
process. Through the use of carefully made DLP we can raise the success rate of our
learning delivery.
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LEARNING EPISODE 5
Course Packet 05
Selecting Instructional Resources

Introduction
In your past lessons in Technology for Teaching and Learning 1 and 2, you have
learned the different instructional tools to support teaching and learning. We
remember that it is not really about how sophisticated your tools are. What matters
most is its appropriateness or suitability to the objective, content, and learners, as
well as its availability. High tech or not, the best instructional resource is the one
which supports learning effectively. In this course packet, you are expected to reflect
on the considerations in selecting instructional resources. You are expected to work
with this course packet for 3 hours.

Objective
At the end of this learning packet, you are expected to analyze the selection of
instructional resources based on context and needs
1. Recall the different Instructional Resources that support teaching and
learning. They could be conventional (e.g. chalkboard, charts) or digital.
2. Observe the instructional tools that are being used by your RT. You could ask
him/her regarding his/her considerations for choosing these instructional
tools.
3. You could also ask him/her what tools they used to teach these competencies
during the flexible and face-to-face set-up.
4. Reflect on the factors that affect selection of instructional resources apart from
pedagogical considerations.
5. Reflect on your own considerations in selecting the most suitable
instructional tool if you will be teaching the same objective to your future
students in face-to-face and flexible set-up.
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Activity Sheet 05
INSTRUCTIONS. Reflect on the factors that affect selection of instructional
resources apart from pedagogical considerations. Answer in 100-200 words.
On my observation one of the huge factors in selecting instructional material

aside from pedagogical considerations is the learner’s cognitive and skill capability.
This factor occurs in the time of pandemic which result to having learning gaps by
the students. In my experience, it means that (for example) a teacher in grade 3 class
can’t execute a lesson suggested in the grade 3 curriculum guide, MELCS or DLL
because it wouldn’t become realistic due to unattained expected skill and knowledge
by the students. In my class, the teacher focuses on reading and mathematics which I
observed that students really like visuals aids and storytelling. Another factor is the
short attention span of the learners affecting the classroom management where
teacher should always prepare for an interactive and engaging way of teaching.
Lastly is the learner’s diversity, this factor is crucial because some students tend to
get bored in the class due to teacher is prioritizing or decreasing the pace of teaching
process for slow learners. Those are some of the factors I observed in the reality of
this field that must be considered in selecting instructional resources.
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Assessment 05
INSTRUCTIONS: Reflect on your own considerations in selecting the most suitable
instructional tool if you will be teaching the same objective to your future students in
face-to-face and flexible set-up. Use the template below.
Grade Level 3
Content Standard Tatas
Performance Standard Pag-unlad ng Talastasan
Learning Competencies Nakikilala at napagyayaman ang

talasalitaan sa pamamagitan ng
paggamit ng mga salitang
magkasingkahulugan.
Content Salitang Magkasingkahulugan
Instructional Resources that I would use
Face-to Face Setting Flexible Setting
I would use tarpapel or manila paper, I would use self-narrated story,

printed pictures and flash cards because illustrations and Powerpoint
it will help learners to better read the presentation because it would be
context of the lesson. It also a teaching convenient and less technical difficulty.
aid for storytelling and presenting The teaching learning process can be
examples in an interactive manner. interactive with the illustrations and ppt.
lastly, presenting ideas and examples
would always be on point.
REFLECTION
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The teacher’s main weapon when it comes to teaching is the materials or

instructional resources as it is always part of the learning delivery. Ma’am Lucy
always use the blackboard to facilitate board activities during the lectures. She also
shares to me that her students really like illustrations or visual materials when
having a teaching-learning process because it became easy for students to
understand the idea or context of the lesson. With the used those materials, the
learning process became more successful, as well as the teaching process became
more engaging and effective. With all of this, I will always consider the use of
instructional materials aligned with the learning outcomes as well as how it will
affect the learners to learn efficiently.
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LEARNING EPISODE 6
Course Packet 06
Designing and Organizing Instructional Materials

Introduction
In your past lessons in Technology for Teaching and Learning 1 and 2, you have
learned the different instructional tools to support teaching and learning. It is not
only important that they are well designed. They should also be well-organized. In
this course packet, you are expected to reflect on the process of developing and
organizing IRs. You are expected to work with this course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to develop and organize
instructional materials to facilitate learning
1. Ask your RT for learning materials that you can develop.
2. Document the process and reflect on your experience in developing,
organizing, and using the learning materials. Take into consideration the
comments of the RT and end-users.
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Activity Sheet 06
INSTRUCTIONS: Using a flow chart, show the process of developing, organizing,
and using the learning materials.
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Assessment 06
INSTRUCTIONS: Reflect on your experience in developing, organizing, and using
the learning materials. Take into consideration the comments of the RT and end-
users. Answer in 100-200 words. Here are possible guide questions:
1. How long did it take you to finish the IMs?
2. What had been your considerations in developing the materials?
3. What had been the most challenging part in developing and organizing the
learning materials?
4. Did the end-user understand it the way you hoped? Why or why not?
5. How could you improve it?
The materials that are given to me isn’t that complicated but I manage to
finished it less than two hours as it need a lot of copies for each student. Before I
do it, I ask my resource teacher about the purpose of the materials before
proceeding. Since it’s for their assessment I edited the illustration by leaving the
space blank so that students can easily answer it. I also suggested to exclude the
instructions to make use of all the space in the paper. If I would be going to make
the same material again, I think I will still do it the same way. The material is
simple and neat which means it has no distraction and it’s perfectly aligned with
the purpose. Also, its cost effective as no resources was wasted.
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REFLECTION
It is my first time to be able to create or formulate an instructional material
that is being used in real life class. At first, I got nervous but I make sure to do the
right thing through constantly asking my resource teacher whenever I feel unsure.
Luckily my RT approved it and it was such a relief for me. Aside to that I also asked
for her suggestion for my own instructional material to be created for my pre demo
teaching. I followed her suggestion and created my materials for my lesson. In doing
the materials, teacher should think of ifs effectivity as well as if it’s worth the cost or
if it can be still be used again for other discussion. Formulating one is not that easy as
it requires some effort time and money. As a future teacher I need to be smart in
choosing IM’s for a certain lesson.
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LEARNING EPISODE 7
Course Packet 07
Designing Learning Assessment

Introduction
You have learned that assessment is an important part of teaching and learning.
There are different types of assessment for different purposes. There are assessment
of, as, and for learning. In this course, you are expected to reflect and assist in
selecting and designing of learning assessment. You are expected to work with this
course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to assist in selecting and
designing assessment FOR, AS, OF learning.
1. Observe or interview your RT to determine how he/she conducts assessment
OF, FOR, and AS learning.
2. You may ask your RT why these tools were used.
3. Reflect on the teachers’ consideration for coming up with the selection.
4. Consider the problem areas in learning assessment that had been shared by
your RT. Try to match the problem situation with a probable action through
AR. Use this template for capsule AR proposal. The intention of this activity
is to help train your mind to look for problems systematically, and search for
probable action.
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Activity Sheet 07
INSTRUCTIONS: Reflect on the teachers’ consideration for coming up with the
selection. What are the new things that you have learned about the process of
selecting and developing learning assessment tools? Answer in 100-200 words.
Based on my conversation with my resource teacher, the one she considers

the most is the students’ reading and comprehension. Aside to that, I observe that
most learners write slowly which also a concern as it consumes too much time of the
period. With this situation, I learned that if we’re going to conduct an assessment
(especially multiple choice, matching type, identification or anything that requires
reading comprehension) the teacher should lead or guide the students by reading the
questions or items as much as possible. This will ensure that students can able to
answer the assessment based on their knowledge about the lesson. Some assessment
can also be done using printed materials especially to the subjects that heavily rely
on illustrations such as science, AP and ESP and also for who writes slower than
others. Learners also has their compilation or portfolio for their outputs or
assessment, it is well-managed by their teacher. Overall, a teacher should be flexible
and always up for modifying an assessment that suits learners’ capabilities through
having considerations, for me it’s okay to be implemented as long as the teacher is
still increasing the difficulty of the learners’ assessment little by little as time goes by.
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Assessment 07
INSTRUCTION: Consider the problem areas in learning assessment that had been
shared by your RT. Try to match the problem situation with a probable action
through AR. Use this template for capsule AR proposal. The intention of this activity
is to help train your mind to look for problems systematically, and search for
probable action.
CAPSULE AR PROPOSAL
Name of FS Student: Ronel Z. Ronquillo_______________
Course & Section: _BEEd-4B_________________________
Problem/ Context
Half of the students are slow readers and most of them do not understand what
they read. There are also students who take so much time doing a simple
assessment or activity.
Significance
Students would not take so much time in doing an assessment.
Students will be able to demonstrate or showcase what they have learned as it

addresses the students’ reading comprehension gap.

The teacher should modify the assessment such as always putting choices and
considering an easy-to-understand test. Teacher should also guide students in
answering especially before (and during if necessary) answering. The teacher may
also provide printed materials for students to be answered easily especially if it
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requires illustration.
REFLECTION
My resource teacher has a lot of ways to get information from the learners.
Students have their own formative notebooks where they usually used for quizzes
and short activities. Aside to that, learners also have their own portfolio a
compilation of their written activities; it was facilitated by the teacher but gives to the
students once it is done. Some assessment that the do is board activities, guided
questioning, giving window cards and many more. It is crucial to allow pupils keep
track of their learning progress. I discovered that as a teacher, you must be careful
about the assignments you give your pupils; you must make sure they will advance
their knowledge and aid in their comprehension of the lecture. Also, it will allow us
to assess our performance as a teacher.
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LEARNING EPISODE 8
Course Packet 08
Learning Delivery
Introduction
In Facilitating Learner-Centered teaching, we have learned how to deliver learning
using different methods and techniques. In this course packet, you will be reflecting
on the strategies for effective learning delivery in authentic settings. You are expected
to work with this course packet for 3 hours.

Objective
At the end of this learning packet, you are expected to analyze strategies for effective
lesson delivery
1. Observe the teacher in delivery of learning. Take note of the strategies and
techniques used.
2. You could interview the teacher after the lessons why those techniques were
selected. You may also ask him or her regarding the possible change in
his/her choice of strategy if the topic had been taught in face -to-face setting.
3. Reflect on the in selecting your strategies and techniques for effective learning
delivery.
4. Consider the problem areas in lesson delivery in the flexible learning mode.
Try to match the problem situation with a probable action through AR. Use
this template for capsule AR proposal. The intention of this activity is to help
train your mind to look for problems systematically, and search for probable
action.
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Activity Sheet 08
INSTRUCTIONS: Reflect on the considerations in selecting your strategies and
techniques for effective learning delivery. Answer in 100-200 words.
In my time as a pre-service teacher, I’ve learned a lot when it comes to “how I

can able to teach effectively” with the help of my resource teacher. On my
observation it is harder to implement a teaching strategy than to plan what strategy
to be use in a certain lesson. I would say that classroom management holds the key
for an efficient learning delivery. Students in our classroom already experience
inductive and deductive method, as well as cooperative and other student-centered
strategies. All mentioned can be more effective if the teacher can make the students
engaged with the process and that for me is the challenging part. That’s why I will
always consider not only the subjects and objectives but also the student’s capability
and the class management. I will always consider how my chosen technique and
strategy will compliment to the student’s attention and interest. This for me is the
real deal when it comes to selecting strategies and techniques for effective learning
delivery.
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Assessment 08
INSTRUCTION: Consider the problem areas in lesson delivery in the flexible
learning mode. Try to match the problem situation with a probable action through
AR. Use this template for capsule AR proposal. The intention of this activity is to
help train your mind to look for problems systematically, and search for probable
action.
CAPSULE AR PROPOSAL
Name of FS Student:
_________________________________________________________
Course & Section:
____________________________________________________________
Problem/ Context
The student’s attention span is very short to the point they can’t keep listening for
at least 8-10 minutes of discussion. It is also hard for them to understand or follow
instruction especially in time of assessment.
Significance
Learner’s will become more attentive, cooperative and active.
Teaching-learning process would be more engaging and effective.

Keep the students engaged and caught up with the lesson proper by having
constant question and answer, reading, positive reinforcement as well as simple
motor skill such as board work and showing a step-by-step process that they will
imitate on their own.
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REFLECTION
The teacher has a lot of strategies in teaching that she implements or execute in each
learning delivery. She said to me that you can’t use one teaching approach in all
subject; I should vary my strategies and aligned it to the learning outcomes and
consider which technique will be more effective when applied. Ma’am Lucy always
see to it that the learner will understand the lesson however it times that the learners
can’t keep up with the lesson, she changes her approach or think of another way.
Some of the techniques my teacher uses that I want also acquire is being creative and
committed in teaching. Another thing is letting the learner learn on their own or with
the help of the classmates such as peer-tutoring.
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LEARNING EPISODE 9 Course Packet 9
Grading and Reporting

Introduction
In your previous courses, you have learned about learning assessment. In this course
packet, you could assist in the interpreting of scores for meaningful reporting. You
are expected to work with this course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to interpret scores correctly for
meaningful reporting
1. You could volunteer to assist your RT in checking assessment of student
learning.
2. After grading, try to interpret what the score tells you about the student’s
progress. Share your interpretation with your RT for the comments and
suggestions.
3. Explore how your RT reports the grades to the students and parents.
4. Reflect on the importance of careful interpretation of scores.
5. Reflect on the importance of reporting the student performance to the
students and parents.
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Activity Sheet 9
INSTRUCTIONS: Reflect on the importance of careful interpretation of
scores. Answer in 100-200 words.
Careful interpretation of the learner’s score is very crucial as it may

affects grading, selection, teacher’s decision as well as learner’s self-esteem. In
my experience in my internship as pre service teacher I’d experienced to
check the learner’s test such as quizzes, summative test, window card etc. I
observe that when the assessment is guided by the teacher, learner’s score is
high; while when the assessment given to learners were not answered
altogether with the guidance of the teacher, their score tends to be low. With
this case, my resource teacher knows how important that the learner
understand the question in answering a certain test, since most of the
students has poor reading comprehension. Aside to that, my teacher’s basis
on the students’ seating arrangement is their capabilities especially in
reading. In this way the teacher can easily identify which students who need
extra attention. Learners compilation of activities are also kept as students’
portfolio to make it well documented and organized as well as to use as
evidences of learning reflected to the learners development. This shows that
analyzing the learner’s assessment is important so that teacher could properly
adjust either in teaching and giving an assessment.
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Assessment 9
INSTRUCTIONS: Reflect on the importance of reporting the student
performance to the students and parents. Answer in 100-200 words
I believe it is crucial for the students as well as for the parents to know
the students’ performance as it will make parents more involve and updated
to their child’s learning status; also, for students to know their progress and
achievements. My resource teacher created a portfolio for each learners
containing all of their written works which is also regularly checked by the
parents. In this way, the teacher could encourage the parents to be more
aware of their child’s doings inside the classroom. It will also help learners to
hone their strength with the help of the collective efforts of the teacher and
parent and to focus on improving their child’s weakness as they’ll know their
needs and challenges. Reporting the learner’s performance to them is also
essential to their improvement as well as self-esteem. Learners tend to be
more active and persistent when they’re getting good results; and if not,
they’ll be able know better next time. That’s why having students’ a portfolio
is one of the best ways to documents their growth.
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REFLECTION
With this episode I learned that it is always important to interpret leaners
performance in every assessment as it will lead to more better learning of the
learners. It also prevents failure in the teaching process as it provides feedback to the
effectivity of the teaching. It is also important to report the students’ performance to
their guardian as it will make them more involved to their child’s learning journey.
Also to know how’s their children doing in school and know where their children
excel and where’s the need to improve.
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LEARNING EPISODE 10
Course Packet 10
Enhancing teaching practice thru AR
Introduction
In this course packet, we will learn the important role of Acton Research to improve
the teaching practice. You are expected to work with this course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to value the role of AR in
matching problematic learning situations to probable action.
1. In this course packet, we will have a flipped classroom model for discussion
of AR
2. Read the any of the following suggested readings:
a. Action Research by Anne Burns (2015)
https://www.researchgate.net/publication/282199978_Action_research
b. DO 16, S. 2017 – Research Management Guidelines at
https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-
management-guidelines/
3. During face-to-face class, discover more about AR.
4. Pdf copy of the presentation that is going to be used by the faculty, along
with the video recording is going to be uploaded in the Gclass.
5. Develop an AR proposal
6. Reflect on the importance of AR in teaching practice.
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Activity Sheet 10
INSTRUCTION: Try to develop an action research proposal to improve delivery of
learning in your resource/cooperating school. Use the template below.
Title:
IMPROVING STUDENT PARTICIPATION IN THE TEACHING-LEARNING
PROCESS OF GRADE 3 SECTION 3 PUPILS AT PAGALANGGANG
ELEMENTARY SCHOOL
Proponents:
Ronel Z. Ronquillo
Context and Rationale:
Participation in class is ill-defined and difficult to quantify. As it is widely used to

characterize students' propensity to participate in everyday class activities including
regularity, timely submission of homework, and following teachers' instructions in class,
literature views it as a facet of engagement(Petress2016). Weaver and Qi (2005) Anton
provide convincing evidence on the importance of student participation in class. Through
participating in class, students can be actively involved in the teaching and learning process
and can facilitate instruction. Students who participate can expand their knowledge, show
that they comprehend the material, gain confidence, and they tend to use greater levels of
reasoning as participation promotes less memorization.
As we all know, participation is one of the key components of active learning strategies,
which engage students in the learning process and help them retain more information. The
studies of Mahdikhani, Soheilahamzehloo, Maryamshayestefard, and Mahdikhani cite
numerous studies about involvement (2015). As a result, participation can be viewed as a
process of active involvement. This can be broken down into five categories: preparation,
discussion contribution, group projects, communication skills, and attendance. The teacher
notices that students participate at different degrees, from merely showing up to class to
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making oral presentations. Participation has been observed in a variety of ways, including
through the questions and remarks of the students, and it can last a short while or a long
time. A discussion in class that involves practically all of the kids, in which they are engaged,
learning, and listening to others, is also desirable.
Why do so many students struggle with it and why is it so challenging to encourage them to
participate in class when there are so many advantages to doing so? Students struggle to
participate in class because of personal characteristics, formal and informal classroom
arrangements, and other variables.
Students' engagement in class discussions is influenced by a number of factors. In an

inclusive classroom, Dukuzumuremyi and Siklander (2018) categorize student-teacher
interactions into four types: non-verbal, verbal, emotional, and kinaesthetic, and they show
that these interactions are influenced by factors like social intimacy, teaching methods,
feedback, and classroom amenities.
In the study conducted by Susak (2016), it was shown that the classroom environment,
student characteristics, logistical factors, and the professor all affect the amount of
engagement. The results indicate that the researched reasons for students' unwillingness to
participate in class discussions are generally somewhat widespread. The top three reasons
include feeling tense when asked to answer a question by a teacher; feeling tight and nervous
before speaking in front of the entire class; and being compelled to answer by teachers.
In the area where the researcher used to attend has observed that a few of the students have
been seen taking part in class discussions. The majority of learners in the classrooms are
contented to simply listen or to not pay attention at all during class discussions. Given the
significance of student participation in class discussions as a component of evaluating
student performance in addition to the widely held beliefs that participation in class
discussions may develop various skills in boosting their self-confidence. Thus, the researcher
was inspired to carry out this study to determine the reasons affecting low level class
participation of students and to identify the teaching methods or strategies that will
encourage students to enhance their classroom participation.
Action Research Questions/ Problem:
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What are the factors affecting low level class participation of students?
What teaching methods or strategies will encourage students to enhance their classroom
participation?
Proposed Innovation, Intervention and Strategy
There are some pupils that don't participate in class very much. With this, several strategies
are presented to increase student engagement in class:
 Selecting an appropriate energizer before the class such as games, dance, song etc.
 Asking the learners to enumerate the rules and regulations before learning delivery.
 To use of available multimedia materials in the teaching process.
 To practice guided questioning (simple to complex) during lectures.
 Accepting all answers and encouraging everyone to answer as well as to offer a
praise and reward after.
Action Research Methods (indicate the Participants/ other source of data or information. Data
Gathering Methods, Data Analysis Plan)
Participants:
The target participants of this action research are grade 3 section 3 students which are 24 in
total. 11 of them are males while females consist of 9 students respectively. The researcher
will use purposive sampling in choosing the respondents. Crossman 2020 A non-probability
sample called a purposive sample is chosen based on demographic characteristics and the
goal of the study. The respondents are selected based on the purpose of the study. The
sampling technique is anchored in the study since it involves only grade 3 section 3 learners
that is supposed to be the participants of the research.
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Data Gathering Procedures:
The action research focused on Improving Student Participation in the Teaching-

Learning Process of Grade 3 Section 3 Pupils at Pagalanggang elementary School. The
study will use a descriptive quantitative research design According to Sanchez (2008), the
process of descriptive method goes beyond mere gathering and tabulation of data. It
involves the elements or interpretation of the meaning or significance or what is
described. Thus, description is often combined with comparison and contrast involving
measurements, classification, interpretations and evaluation.
Moreover Sevilla (2008), descriptive methods designed for the investigators to gather
information about present existing condition, this method is to describe the nature of a
situation as it exists at the time of the study and to explore the causes of particular
phenomena. The researcher will ask the permission of the school principal of Pagalanggang
Elementary School for the data gathering procedure before proceeding to the distribution of
survey questionnaire and conducting of unstructured interview, and observation. Data
gathering procedures will be held through coordinating with resource teacher to identify
the participants’ free time. After gathering the data, the researcher will tabulate and process
for statistical analysis.
Instruments:
Survey-questionnaires, unstructured interview, and observation will be utilized to

determine the factors affecting low level class participation of students as well as the
teaching methods or strategies which encourage students to participate in the classroom.
Part I what are the factors affecting low level class participation of students, Part II what
teaching methods or strategies will encourage students to enhance their classroom
participation.
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Data Analysis:
The data and information gathered and collected will be transformed into numerical
measures to treat them statistically using the following statistical tools:
Frequency. It was utilized to determine the total number of respondents having the same
response to the given questions.
Percentage. It was given part or amount in every hundred and also called percent, a rate or
proportion per hundred. It was obtained by dividing the frequency of every condition being
presented to the total number of respondents and then multiplied by 100.
The formula thus stands as:
P = F/N × 100
Where: P = percentage
F = frequency
N = total number of respondents
Ranking. Hand in hand with the percentage is the use of ranking in order to show the
positional importance of the magnitude response.
Weighted mean. It was used to determine the average of the perceptions about the discrete
variable with the continuous scales and without any apparent zero point. This tool will be
used to get the description of the rated variables, divided the total weight and total number
of respondents.
The formula thus stands as:
WM = TWF/N
Where:WM = weighted mean
F = frequency
W = weighted
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TWF = weighted frequency
The data will be based on the weighted mean as for the verbal description, with 0.79
differences on the scales. The following verbal descriptions, verbal interpretations and
numerical scales will be used on the validation process.
Work Plan and Timeline
ACTIVITIES TARGET DATE
Research Planning of research proposal January 27, 2023
Drafting part I-Introduction to Research January 30, 2023

Methodology of the research study
Drafting of Survey Questionnaire February 2-3, 2023
Preparation and Validation of survey- February 4-9, 2023

Questionnaire
Administration of survey questionnaire February 10-16, 2023

to the selected respondents
Retrieval of test questionnaire and February 17, 2023

Questionnaire-Checklist
Data analysis, calculation and February 20-24, 2023

tabulation of results -Discussion of
Results based on tabulation
Completion of Research Output February 25, 2023
Final Revision of Output February 26-march 3, 2023
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Cost Estimates
Estimated Cost
Learner’s materials 500
token 500
total 1000
Plans for Dissemination and Utilization
The research results of the study plan to disseminate by the researcher to the external and
internal stakeholders specifically at Pagalanggang Elementary School through providing an
overview of the process and sharing of highlights from research journal. Another way is by
developing an abstract and submitting an article to an educational journal. Reporting of
action research will be occurs in informal settings. Sharing results helps further reflect on
the process and problem, and it allows others to use the results to help in their own
endeavors to improve the education of the students.
References:
Petress, K. (2016). An operational definition of class participation. College Student

Journal, 40(4), 821-823:
https://www.thefreelibrary.com/An+operational+definition+of+class+participation.
-a0156364415
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Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: college students'
perception. The Journal of Higher Education, 76(5), 570-601:
http://dx.doi.org/10.1353/jhe.2005.0038
Mahdikhani, M., Soheilahamzehloo, Maryamshayestefard, andMahdikhani, N. (2015).

Student participation in classroom discussions. International Journal of Science and
Research (IJSR., Index Copernicus Value (2013): 6.14 Impact Factor (2015): 6.391.
Retrieved from https://www.ijsr.net/archive/v5i6/NOV164514.pdf
Dukuzumuremyi, S., and Siklander, P. (2018). Interactions between pupils and their teacher
in collaborative and technology-enhanced learning settings in the inclusive
classroom. Teaching and Teacher Education, 76, 165-174.
Susak, M. (2016). Factors that Affect Classroom Participation. Retrieved from

scholarworks.rit.edu: https://scholarworks.rit.edu/cgi/viewcontent.cgi?
article=10526&context=theses
Ahmad, C. (2021). Causes of Students’ Reluctance to Participate in Classroom Discussions.

Retrieved from ASEAN Journal of Science and Engineering Education:
https://ejournal.upi.edu/index.php/AJSEE/
Sanchez (2008). Interactive Classroom Strategies and Structure. Retrieved from

www.csustan.edu:
http://www.csustan.edu/InteractiveClassroomStrategiesandStructuresf-Sanchez
Sevilla (2008). Descriptive Method Designed for the Investigator. Retrieved from
www.slideshare.net: http://www.slideshare.net/VirginiaSevilla/pilot-testing-no-2
Crossman A. (2020). Understanding Purposive Sampling. Thoughtco. Retrieved from

www.thoughtco.com: https://www.thoughtco.com/purposive-sampling-3026727
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Assessment 10
INSTRUCTIONS: Reflect on the Role of AR in the improvement of teaching and
learning. Answer in 100-200 words
Action research can be a reflective process that enable teachers to explore and
analyze various aspects of teaching-learning process to implement quality changes
and improvements within the classroom or school. Through this, teachers can have
an in-dept knowledge and understanding regarding teaching and learning as well as
develop essential skill as a professional teacher. Action research may also provide an
immediate solution to an immediate problem, which means it is more practical and
useful. Action research contributes to the general welfare of the students, teachers as
well as the school and the community. With all of this I would say that AR has a
crucial part in improving every day learning delivery.
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REFLECTION
I've learned a lot about effective teaching methods that help pupils learn from
this research. According to what I've seen, the teacher employed some techniques
that assisted the pupils in understanding and mastering the subject. However, I
observed that there are times that the learners are having a hard time focusing or
paying attention to the teaching-learning process. This led me into developing an
action research proposal to address the issue.
Action research is really an incredible way to get answers to the classroom

problems. Also, the general well-being of the children, teachers, school, and
community can be improved via action research. With all of this, I would claim that
AR plays a significant role in enhancing the learning deliver for a quality learning to
happen.
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Learner’s Feedback Form

Name of Student: Ronel Z. Ronquillo
Program: BEED
Year Level: 4 Section: B
Faculty: MRS. CATHERYN C. PANLAQUI, EdD
Schedule: Wednesday
Course Packet: Code: PRED2313
Title: THE REFLECTIVE TEACHER APPRENTICE

How do you feel about the topic or concept presented?
✓ I completely get it. I’m struggling.
I’ve almost got it. I’m lost.

In what particular portion of this course packet, you feel that you are struggling or
lost?
 None
Did you raise your concern to you instructor? ✓ Yes No

If Yes, what did he/she do to help you?
 She always give me suggestions and guidance most of the times.
If No, state your reason?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________

To further improve this course packet, what part do you think should be enhanced?
 None, everything was made comprehensively and efficiently.

How do you want it to be enhanced?
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Evaluation Form
Resource Teacher Evaluation Form
Name of FS Student: Ronel Z. Ronquillo
Name of Resource Teacher: Mrs. Lucia A. Castro____
INSTRUCTION: Kindly rate the performance of the FS student during FS 2 (Limited

Participation and Teaching Assistantship). In this course, the FS student is not
expected to engage in full participation to the FS schools. They are only expected to
assist the Resource Teacher in teaching and learning activities for at least 1 ½ hour
per week for the whole semester.
Scale Descriptive Rating Qualitative Description
5 Outstanding The performance almost always exceeds criteria.
4 Very Satisfactory The performance meets and often exceeds the

criteria.
3 Satisfactory The performance meets criteria.
2 Fair The performance needs some development to

meet criteria.
1 Poor The FSS fails to meet criteria.
CRITERIA RATING
1. Attends to tasks in the Field Study School 5 4 3 2 1
with punctuality.
Attendance
2. Reports to the Resource Teacher regularly for ✓

1 ½ hour per week.
3. Comes to class, well-groomed and prepared ✓

Personality
for the responsibilities.
4. Demonstrates proper behavior in the ✓

presence of learners, teachers, parents, and
60
PHILIPPINES
10
Website:
E-mail:
other stakeholders.
5. Maintains good working relationship with ✓

Resource Teacher and other FS students.
6. Upholds the dignity of the college and ✓

university in all actions.
7. Accepts comments and suggestions from the ✓

resource teacher for the improvement of self.
8. Exhibits the willingness to learn. ✓

Criteria
9. Shows commitment in all activities. ✓
61
DINALUPIHAN CAMPUS
San Ramon Dinalupihan
2110 PHILIPPINES
Website: www.bpsu.edu.ph
E-mail: dean_dc@bpsu.edu.ph
References
CHEd (2017). Commission on Higher Education Memorandum Order No. 78, s. 2017.
Policies, Standards, and Guidelines for the Bachelor of Technology and livelihood Education
(BTLEd)
CHEd (2017). Commission on Higher Education Memorandum Order No. 80, s. 2017.
Policies, Standards, and Guidelines for the Bachelor of Physical Education (BPEd)
DepEd (2017). Department of Education Order No. 16, series of 2017. Research Management
Guidelines
Lucas, M. R. D., Borabo, M.L., Bilbao, P.P., Corpuz, B.B. (2021). Field Study Participation and
Teaching Assistantship. Lorimar Publishing, Inc.
Code of Ethics for Professional Teachers.

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
62
A leading university in the Philippines recognized for its To develop competitive graduates and empowered community members by providing
proactive contribution to Sustainable Development through relevant, innovative and transformative knowledge, research, extension and production
equitable and inclusive programs and services by 2030. programs and services through progressive enhancement of its human resources
capabilities and institutional mechanism.
DINALUPIHAN CAMPUS
2110 PHILIPPINES
PERSONAL REFLECTION ON THE PORTFOLIO
This new journey as FS student entails me with a lot of things particularly

experience, skills and knowledge. I was assigned at Pagalanggang Elementary School to
observe and learn with student under the supervision of my very dedicated resource
teacher, Mrs. Lucia A. Castro. Field Study 1 gives me an opportunity to explore and wonder
in all aspect of the inside and outside of the classroom. I’ve learned a lot about the learners,
teachers, faculty and the whole community that constitutes the general welfare of the school.
I’m very grateful of everything I have gained especially in conquering my fear of being in
front of many people. This experience enables me to understand and witness various
teaching methods and strategies of the teacher depending on the needs of the learners in
order to learn better. I also able to observe the different learning styles of a diverse classroom
and how the teacher handled them efficiently. My experience in making this portfolio wasn’t
very easy but I manage to do it because I find it fun and worth it of my time. In each episode
I put a lot of time, attention, and hard work. It also gives me chance to reflect with my
learnings in every episode. Through this, I realized how everything inside the classroom can
contribute to the good of all learners. It made me understand how an extra effort coming
from the teacher affects the teaching-learning process. I’ve also witnessed how healthy
relationship between the teacher and students helps in so many aspects. And above all, I’ll
always be grateful for this wonderful experience to genuinely engage with and observe real-
world scenarios for a truly valuable learning.
63
DINALUPIHAN CAMPUS
2110 PHILIPPINES
COMMENTS OF THE FACULTY
64
DINALUPIHAN CAMPUS
2110 PHILIPPINES
RUBRIC FOR THE PORTFOLIO
65
DINALUPIHAN CAMPUS
2110 PHILIPPINES
STUDENT’S SELF RATING COMPETENCY
Self-Evaluation Criteria Rating
1 I completely understand the demands of the teaching profession. 5 4 3 2 1

✓
2 I am confident that I have the personal qualities of a professional ✓

teacher.
3 I am confident that I have the competence that schools expect ✓

from of a beginning teacher.
4 I understand the importance of action research in improving the ✓

teaching practice.
5 I could develop an action research proposal to improve the ✓

teaching practice.
6 I could design a safe and conducive learning environment for ✓

students whether it be in face-to-face or flexible setting.
7 I could plan routines and classroom procedures to ensure efficient ✓

classroom operations.
8 I could write a lesson plan that takes into consideration students’ ✓

diversity and contexts.
9 I could select the most appropriate instructional resources based ✓

on context and needs.
10 I could develop and organize of instructional materials to facilitate ✓

learning.
11 I could select and design assessment FOR, AS, and OF learning. ✓
12 I am confident that I could facilitate effective learning delivery. ✓
13 I could interpret scores correctly for meaningful reporting. ✓
66
DINALUPIHAN CAMPUS
2110 PHILIPPINES
14 I understand that a teacher will always be a learner and hence, I ✓

should possess the growth mindset.
67

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BATAAN PENINSULA STATE UNIVERSITY

DINALUPIHAN CAMPUS Course

E-PORTFOLIO FOR FIELD STUDY 2

Statement of the Purpose of the Portfolio……………………………. …. 4

Organization of the Portfolio……………………………………………… 5

Learning Episode 1: The Teacher that I am....................................... 6

Learning Episode 2: Designing the Learning Environment............ 14

Learning Episode 3: Planning Classroom Routines and

Learning Episode 4: Writing Lesson Plans......................................... 22

Learning Episode 5: Selecting Instructional Resources.................... 27

Learning Episode 6: Designing and Organizing Instructional

Learning Episode 7: Designing Learning Assessment...................... 37

Learning Episode 8: Learning Delivery …......................................... 42

Learning Episode 9: Grading and Reporting...................................... 47

Learning Episode 10: Enhancing teaching practice through

Learner’s Feedback Form…………………………………………………… 65

Personal Reflections on the Portfolio............................................................ 69

Comments of the Faculty…………………………………………………… 70

Rubrics of the Portfolio................................................................................... 72

Student’s Self Rating Competency Checklist.............................................. 73

This course's purpose is to provide students with the opportunity to think

This course is a continuation of Field Study 1, It is school based and allows

preservice student to participate and assist in limited actual teaching-learning

activities that relate to assessment of learning preparation of instructional materials,

encouraged to start in this course and conclude during the internship.

ORGANIZATION OF THE PORTFOLIO

or hone as a potential teacher.

Rating Descriptive Rating Qualitative Description

NN No Need I don’t really think teachers need this.

NTD Need to Develop This is something I still need to learn or develop

OTW On the Way I am still learning this.

GT Got this! I already have it in me.

TEACHER QUALITIES RATINGS

1. As a future teacher, I ensure that I am physically, /

2. As a future teacher, I exercise all constitutional rights and /

3. As a future teacher, I am confident that I am able to /

4. I behave with honor and dignity at all times and refrain /

5. I study the local customs and traditions in order to have /

6. I maintain harmonious and pleasant personal and official /

7. I have the enthusiasm and pride in teaching as a noble /

8. I uphold the highest possible standards of quality /

9. I am willing to engage in continuing professional /

10. I do not take credit for a work which is not my own. /

11. I could respect confidentiality of information. /

12. I would not discriminate against any learner. /

13. I will not accept any gift from learners or parents in /

15. In case of mutual attraction with student, I will exercise /

16. I will not inflict corporal punishment on offending /

17. I will maintain good reputation with regards to financial /

18. I will maintain a dignified personality, worthy of /

19. I will always recognize Almighty God as a guide of my /

In this learning episode, we discovered the qualities a potential instructor

expectations and instructional techniques. As I think back on my field study

teacher. To effectively teach students and foster a healthy learning environment, I

approachable and thoughtful of them. I am convinced that these qualities and

throughout my teaching career.

Designing the Learning Environment

In order to ensure that my students&#39; learning environment is secure and

In order to ensure that my students' learning environment is secure and