FS402

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong
FS 402 PORTFOLIO
PARTICIPATION AND TEACHING INTERNSHIP
First Semester, Academic Year 2022-2023
SKSU-LABORATORY SCIENCE HIGH SCHOOL

Cooperating School
JUAN C. DELA CRUZ

Pre-Service Teacher
SUBMITTED TO:
PRACTICUM SUPERVISOR
2
Juan C. Dela Cruz FS 402 Portfolio
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page 1
Table of Contents 2
Acknowledgment 3
Introduction 4
PART II: FS STUDENT BIOGRAPHY

Autobiography 5
Beliefs in Teaching and Learning (Pre and Post) 6
PART III: WORKSHEETS AND REFLECTION COMPILATIONS

Learning Episode 1 7
Learning Episode 10
PART IV: Documentation/Appendices

Pictures 91
3
ACKNOWLEDGEMENT
INTRODUCTION
AUTOBIOGRAPHY
4
BELIEFS IN TEACHING AND LEARNING (PRE AND POST)
FIELD STUDY 2 LEARNING

EPISODE
FS 2 1
The Teacher We Remember
To have a meaningful and successful accomplishment in the 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 th is Lea rning Episode, I must be able to:
• C ite the personal quali ties of an effective teacher

• S tate the professional competencies expected of a teacher
Clarify Your Task

Before you embark on your one-semester journey in Observation and Teaching
Assistantship, it may be good to be reminded of the personal and professional qualities which we,
teachers, ought to possess. Striving to be the best teacher, the teacher who will leave an imprint
of himself/herself on his/her students, is a a never-ending journey. The journey began three years
ago when you started discussing who the professional teacher is in your course on The Teaching
Profession, etc., etc. The journey gets more focused and challenging now as you observe and
assist your Field Study Resource Teacher. Don't you worry! You have been prepared for this for
three years and you will end up stronger, happier and wiser!
Let's buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTS) and the Southeast Asia Teachers
Competency Framework and the Code 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".
5
CAREER STAGES OF TEACHERS

Source: DepEd Order no. 42, s. 2017
Teachers embody the highest standard for teaching
4 grounded in global best practices. They exhibit

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
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 commitment to inspire the
education community and stakeholders for the
improvement of education provision in the Philippines.
Teachers consistently display a high level of performance
3
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.
Teachers are professionally independent in the
application of skills vital to the teaching and learning
process. They provide focused teaching programs that
2 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.
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Teachers have gained the qualifications recognized for

entry into the teaching profession. They have a strong
1 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.
A detailed presentation of the indicators of quality teachers in 37 strands along domains

for each career stage is given in DO 42. 5. 2017 IMPLEMENTATION OF THE TEACHER’S
NATIONAL ADOPTION AND PHILIPPINE PROFESSIONAL STANDARDS FOR
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 net and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below:
State
Herself/Himself Community
as a person
Higher
Business Authorities
Professional
Techer
Profession
Parents
School
official and
Learner
other
personnel
7
http://www.criced tsukubai.ac.jp/math/seamep/2019/pdf/SEA-TCF%20BOOK.pdf
You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4. What makes a good

teacher great? | Azul Terronez | TEDxSantoDomingo and The Power of a Teacher | Adam
Sanchez | TEDxYale – YouTube www.youtube.com/watch
Who is the great teacher?

8
“ A great “A great teacher

teacher loves understands that
students have a
to teach and
life outside
loves to learn.”
“A great school.”
teacher thinks “A great
like an adult teacher sings.”
but acts as a
kid.”
“A great “A great
teacher is teacher listens
chill.” to students "
“A great
teacher notices
when students
struggle.”
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 professional

competencies?
5. Who are the teachers that we remember most?
Reflect
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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?

In which competencies do I need to develop more?
3. In which competencies do I need to develop more?
4. Who are the teachers that we remember most?
Write Action Research Prompts
1. OBSERVE
2. REFLECT The lack of these personal traits and professional competencies (mentioned
in #1)
3. PLAN I would like to address this problem (mentioned in #2)
4. ACT
Check for Mastery
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students
display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy
2. According to students, a great teacher is “chill”. What does this mean? Teacher is
__________
I. Cool
II. Calm
III. Doesn’t get overwhelmed
A. I, II, and III
B. I and II
C. I only
D. I and II
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3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching
and learning process.
III. Demonstrate skill in the use of communication strategies, teaching strategies,
and technologies to promote high quality learning.
A. I only
B. II only
C. I and II
D. I, II, and III
4. To address the diversity of learners, which professional competency must teacher

display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center with
whom the professional teacher relates>
A. The professional teacher
B. The school-heads
C. The joyful learner
D. The parent/guardian
Work on my Artifacts
Attach your reflections here.

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LEARNING Embedding Action Research for Reflective

FIELD STUDY 2 EPISODE
Teaching
FS 2 2
To have a meaningful and successful accomplishment in this FS episode, be 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 and tasks you will need to do before
working on this episode.
TARGET Your Intended Learning Outcome
At the end of this Learning Episode, I must be able to:
 be familiar about action research as a reflective teacher

 underscore the importance of doing action research.
CLARIFY YOUR TASK

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Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students can do it
together.
This episode focuses on doing action research as one of the roles of the team Teacher
should take interest to know how students learn, wants to make innovation curriculum and
desires to improve teaching practice. In order to achieve these, do action research on the
everyday practical problems. These problematic situations discrepancies emerge between what is
intended and what actually occurs in the classroom.
Revisit the infographic/s
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 to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1933
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
Sometimes 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
13
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).
Participate and Assist
You must have experienced in your past subjects, doing some activities o tasks similar to
action research. These are activities that required you to do 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 for you to
participate and assist in ways that you can do.
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
2. Conducted by Teachers 2 Enter the list in the matrix like the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor
as reference
Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/ Authors
Ex. Differentiate Instruction in Teaching for Mary Joy Olicia
Grade Four Classes
The Reading
Difficulties of
14
Grade One
Pupils in
Macatoc
Elementary
School, School
Year 2016-
2017
Congratulations!! You have done a good job. By doing so, you have a mentor and
together you will journey towards becoming an action researcher.
Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.
Questions My Answers
1. What have you noticed about the action 1. Identified problem to be solved in title
research titles? Do the action research (AR) no. 1
titles imply problems to be solved? Yes____
No____
The problem to
If YES, identify the problems from the title
you have given. Answer in the space be solved was
not identified
provided.
15
in
the title.
2. Identified problem to be solved in title
no. 2

no. 3

no. 4

no. 5
2. What interpretation about action research Title of the Action Research:

can you make out of your answer in Question
No. 1?
From the title, I think the study
3. Write the Title and your interpretation of
the study from the title.
4. What do you think did the author/s do

with the identified problem as
presented in their titles?
Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
16
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the previous
activity.
Key Questions My Answer

Choose from the options given. You may check more
than one answer.
1. From what source do you Choices:
think, did the authors identify
___Copied from research books
the problems of their action
research? ___From daily observation of their teaching practice.
___From difficulties the 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 situations
conducting the action
research? ___To comply with the requirement of the principal
___To improve teaching practice
___To try something, if it works
___To prove oneself as better than the others
3. What benefits do you get as a Choices:
student in FS 2 in ___Prepare me for my future job
understanding and doing action
research? ___Get good grades in the course
___Learn and practice being an action researcher
___Improve my teaching practice
__Exposure to the realities in the teaching profession
___Become a better teacher everyday
4. In what ways, you can assist ___By co-researching with my mentor
your mentor in his/ her Action ___By assisting in the design of the intervention
Research Activity?
___By assisting in the implementation of the AR
___By just watching what is being done
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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?
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes or no, if yes, complete the sentence below.
I realized that to be an effective

teacher who does not stay on
one strategy in teaching, I need
to be an action
researcher. If I am action
researcher, that means I am able
to foresee the problems my
students face in the
classroom. I need to be extra in
finding solutions to these
problems. Through action
researches, I will be able to
18
discover techniques that suit

and cater all my learners. To be
an action researcher is about
growing my teaching
experience and improving my
learners learning. This is a way
in addressing major concerns of
the students and
if this is not relevant, then what
is the point of teaching.
OBSERVE
From what teaching principles of theories can this problem be anchored?
Write an example of a problematic situation that you have observed and noticed?
REFLECT
What have I realized? What do I hope to achieve?
Write a probable solution to the problematic situation above
If will implement my doable plan in the future, my title would be

19
PLAN
What strategies, activities, innovation can I employ to improve the situation or solve the
problem?
ACT
If I conduct or implement my plan, what can be its title?
 If I will implement my doable plan in the future, my title would be
________________________________________________________________________
Check for Mastery

Direction: Choose the best answer.
1. Every future teacher should do action research because_________.

A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add points to teacher’s performance
D. It is part of the teacher’s standard
2. Spotting a problematic situation in teaching and learning will ________.

A. Spark an idea of doing Teacher Action Research
B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine
3. Which of the following statements motivates a teacher to do action research?

A. Any problem that occurs in my class will soon pass
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.
4. “Every teacher, should be an action researcher.” This statement is _____________.

A. Applicable only for teachers in big schools
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B. Not doable and very idealistic.

C. The call for teachers in the current times.
D. Appropriate for honor graduates
5. Which of the following statement is TRUE?

A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity
Your artifacts will be an Abstract of a completed action research.
he action research aims to

enhance the performance of
Grade VI-C Pupils in
Mathematics in Buyagan
Elementary School through the use
of Arts In Math (AIM).
Specifically, the action research
sought to: 1) use Arts in Math
(AIM) to enhance the mastery
level of Grade VI-C in
Mathematics, 2) improve
21
comprehension skills of Grade 6

on
Mathematics concepts through the
use of “Arts in Math (AIM)”, 3)
use “Arts In Math (AIM)” to
stimulate, motivate and
sustain pupils’ interest in
Mathematics and 4) improve the
teaching strategy in Mathematics
through AIM. The study was
conducted for two quarters from
June-October 2015(1st and 2nd
Grading) with 46 pupils as the
target subjects. The
study made use of the one -shot
experimental design to look into
the effectiveness of “Arts In Math
(AIM)” in improving
22
pupils’ performance in
Mathematics. The findings showed
that the use of Arts In Math (AIM)
enhanced the performance
of Grade VI-C Pupils in
Mathematics. For the first quarter,
there was an increase of 34.13 in
the MPS and 29.79 for the
second quarter. Using the t-test of
the difference between means of
correlated data, the t- test
computed value of 23.71
for the first quarter and 32.37 for
the second quarter is more than the
critical value of 1.676 at 0.05 level
of significance
with 45 degrees of freedom. In
conclusion, Arts In Math (AIM)
23
enhanced mastery learning and

comprehension of Grade
6-C pupils based from the pretest
and posttest. There was a
significant difference between the
means of pretest and
posttest using t-test as the
statistical treatment. In addition,
Arts in Math (AIM) stimulated,
motivated and sustained
pupils’ interest. Furthermore,
Arts In Math (AIM) improved
the teaching strategy in
Mathematics. As to the
recommendations, teachers
should be encouraged and
motivated to use Arts In
Math so as to enhance
pupils’
24
performance in Math. Moreover,

integration of arts should not only
be used in teaching Mathematics
but also with other
subjects. The school head should
encourage and support the
generation and use of the Arts In
Math (AIM)
ource: Wallit, Lorna V. (October

2016). Enhancing The
Performance Of Grade Vi-C Pupils
Of Buyagan Elementary School
Through The Use Of Arts In Math
(AIM). Retrieved October 2, 2021
Session 2-8 Enhancing the
Performance of Grade VI-C
25
Pupils in Mathematics in Buyagan

Elementary School through the use
of Arts in Math (AIM).pdf
(psa.gov.ph)
Source:
LEARNING
FIELD STUDY 2 EPISODE
Understanding AR Concepts, Process and Models
FS 2 3
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.

 use concepts and processes of action research.
 identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006; and
Nelson, 2014
Clarify Your Task

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey, several other authors 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.
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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.
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?
MODELS and GUIDE in CONDUCTING ACTION RESEARCH

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McNiff & Whitehead 2006 (Adaptation)

Action Research Cycle The Action Research Process
Identify the problem

1. Based on observation and noticing, what problematic situations
OBSERVE prevail IN THE classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles, I leaned before is the problem anchored?
Reflect (Reflection continues all throughout the process.)

1. What do I hope to achieve? What do I intend to change for the
REFLECT better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
Plan An Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
PLAN 2. How will I describe my innovation Intervention? Strategy?
3. Is my plan doable within the given period?
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Take Action
ACT 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?
Use Findings
EVALUATE 1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
Move To Another Cycle

MODIFY 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
Identify The Problem
1. Based on observation and noticing, what problematic situation
OBSERVE prevails in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
principles, I leaned before are the problems anchored?
Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for the
REFLECT better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
Plan An Action Research Strategy

PLAN 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?
Take Action
ACT 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?
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Department of Education (DO 16) 2017 Model

Action Research Key Components Action Research Process
I. CONTEXT AND RATIONALE
Identifying the Problem
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?
Proposed Plan
1. What do I plan as a solution to the problem I
III. PROPOSED INNOVATION identified? (Describe.)
INTERVENTION AND STRATEGY 2. What innovation will I introduce to solve the
problem? (Describe.)
3. What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH
Plan of Action Research
METHODS
1. Who are to participate? (my students, peers,
a. Participants and/or other Sources of
myself)
Data and Information
2. What are my sources of information? (participants)
b. Data Gathering Methods
3. How shall I gather information?
c. Data Analysis Plan.
4. How will I analyze my data/information?
Action Research Work Plan

1. What should my work plan contain? (targets,
V. ACTION RESEARCH WORK
activities, persons involved, timeline, cost)
PLAN AND TIMELINES
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
Action Research Cost-(Consider also the maximum
VI. COST ESTIMATES cost if externally funded like DepEd, LGUs NGO or
personal)
Sharing Results
1. How will I share the result of my action research?
VII. PLANS FOR DISSEMINATION
(Publish, Present, Flyers, LAC sessions)
AND UTILIZATION
2. Can I collaborate with other teachers to continue
or replicate my study?
References
VIII.REFERENCES 1. What reading materials and references are
included in my review of literature?
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Both Action Research Processes above are supported by the two AR Models which will be
presented next.
Action research is a dynamic process anchored on Reflection ↔Action Cycle of Observing,

Reflecting, Acting, Evaluating and Modifying.
Figure 1. An Action-Reflection Cycle as Basis for Action Research
Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe >> reflect>> act>> evaluates>>
modify>> move in new direction is known as action-reflection (McNiff & Whitehead, 2006). In
2011, McNiff defined action research as a form of inquiry that enables practitioners to
investigate and evaluate their work. Before that, Corey in 1953 viewed action research as a
recursive de repeated process, proceeding through spiraling cycle of planning, actions, reflections
and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan and Act which can also go through evaluation and modification. It also
follows a cyclical process.
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Figure 2. The Action Research Cycle
Source: Nelson, O, 2014

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.
Notice
What concepts have been emphasized in the task and infographics? Give at least four.
Since the 3 models are all for action research, what are the common elements of the three?
Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
• Analyze the components vis-a-vis only one model out of the 3 presented.
If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the components
Title and Author of the Action Research:
Key Components Entry from you sample AR
OBSERVE The Problem
The availability of ICT equipment, level of

proficiency/competence of student-
respondents in using the different Software
and platform, level of competency of student-
respondents’ family member/s and
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friends/neighbor/s in using the different

computer software and online and internet
applications and communication platforms.
REFLECT Reflection
This study is intended to help the teachers in

providing quality basic education and
appropriate technical assistance. The
researcher gathered data from Grade 7 7
students enrolled in online distance learning
modality at Jacobo Z. Gonzales Memorial
National High School, Biñan City, Laguna.
PLAN Plan of Action
The researcher will use simple random

sampling technique in identifying the student
respondents. For this study, the researcher
used descriptive quantitative research design
to describe students’ self-assessment on their
readiness on Online Distance Learning.
ACT Implementation
The researcher will use google forms for the

student- respondents.
Descriptive statistics will be. The frequency

count and percentage were used to describe
the demographic profile of the student-
respondents in terms of sex, family monthly
income, highest educational attainment, and
the level of students’ readiness on online
distance learning.
The level of competency of student

respondents’ family member/s and
friends/neighbor/s in using the different
computer software and online and internet
applications and communication platforms
were assessed by answering Yes or No.
If you choose to compare with Model B-Nelson, O. 2014, here are the components
33
Title and Author of the Action Research:
Key Components Entry from you sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
What have you understood about the concept of Action Research and how will these be utilized
in your practice?
Reflect
As a future teacher, is conducting and Action Research worth doing? Why?
How can AR be useful for every classroom teacher?
OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include:
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
PLAN
Now, that I am in FS 2, I plan to make a solution to my problem (indicate the problem and
solution)
ACT
Check for Mastery

Direction: Check from the choices, what answer/s respond to the question correctly and put an X
if otherwise
34
1. Action research requires a teacher to be:
observant of what is happening in the classroom.
asking oneself of how to improve teaching.
following the daily routine all the time.
finding ways on how children should learn better
blaming learners for their inability to learn.
2. There are many ways of doing action research which follow a cyclical process. The process
includes:
Observe, Reflect, Plan, Act
Observe, Plan, Act, Reflect
Reflect, Act, Plan, Observe
Plan, Observe, Act, Reflect
Modify, Observe, Plan, Reflect
3. As an action researcher. I will be developing my skill as a person who is
Systematic
Reflective
Rigorous
Futuristic
Situational
4. On which of the following would you choose to conduct an Action Research. Why?
Changes in the classroom practices. Why?
Effects of curriculum restructuring. Why? Since we are in the midst of a pandemic and
practicing online distance learning, the mode of learning is not for everyone. We can see that
it is not effective for every student, especially those who have no access to the internet
Effects of curriculum restructuring. Why?
Understanding of self as a teacher. Why?

35
Teaching a new process to the students. Why?
5. Which of the following relates closely to what action research is?
Used to address practical problems in the classroom
Refers only to everyday life of the learners
Allows teachers to study their own classroom
Brings theories and practices together
Your artifact will be a full-blown complete Action Research.
Level of Readiness of Grade 7 Students on Online Distance Learning Modality:

Basis for Action Planning
JEANETTE Q. ALVAREZ
Head Teacher III
Jacobo Z. Gonzales Memorial National High School
ABSTRACT
In order to help the teachers in providing quality basic education and appropriate technical assistance, the researcher
assessed Grade 7 students’ readiness on Online Distance Learning (ODL) modality in terms of availability of ICT
equipment, level of proficiency/competence of student-respondents in using the different Software and platform,
level of competency of student-respondents’ family member/s and friends/neighbor/s in using the different computer
software and online and internet applications and communication platforms.
For this study, the researcher used descriptive quantitative research design to describe students’ self-assessment on
their readiness on Online Distance Learning (ODL). A survey questionnaire using google form were used for the
student-respondents. This research instrument was adopted from the assessment tool provided by the Department of
Education (DepEd) as stipulated in DepEd Memorandum No. 119 s. 2020 entitled “Conduct of school Readiness
Assessment on Online Learning”. The first part concentrated on the profile of the student-respondents. The second
part focused on students’ self-assessment on their readiness on online distance learning modality.
Based on the results, the student-respondents are not yet ready for online distance learning in terms of availability
of ICT equipment and internet accessibility. The researcher concluded that the students’ decision to adopt e-learning
is not contingent upon how familiar they are with related technology because majority of them are not
knowledgeable in MS Word, MS Excel, MS Power point, Adobe, Movie Maker, Microsoft Teams, Hangouts, Quiz
Maker, and majority are beginner in Zoom and Google Meet. Parents/Guardians, friends, and neighbors of student
respondents can provide technical assistance and support because majority of them are competent in using computer
software and in using different online and internet applications and communication platforms.
Keywords: Online Distance Learning, student readiness, ICT equipment, internet accessibility, online platform,
computer software.
EPISODE
Matching Problematic Learning Situations with Probable
FS 2 4 Actions as Solution
36
Reading Difficulty
Connectivity
Motivation
Comprehension
Bullying
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. Reading Difficulty
2. Connectivity
3. Motivation
4. Comprehension
How can you assist your mentor, after knowing that the learners have difficulty in reading?
MAKE A CHOICE FOR YOUR ACTION.

A. Conduct a remedial lesson.
B. Show video lessons to help enhance reading skills.
C. Make a learning task to develop reading skills.
Suppose you chose letter A. Conduct a remedial lesson. So you have identified the SOLUTION
that matches the PROBLEM which is difficulty in reading.
The problem is: The action is:
Reading
Can you also choose letter Difficulty
B. Show Conduct
video lesson as a SOLUTION fora the same
in English Remedial Session
PROBLEM? ___________
Explain
37
Reading Difficulty Show Video

in English Lesson
What about letter C as a SOLUTION to the same PROBLEM? Yes Why?

Yes, One of the solution to problem which students has difficulty in reading is make a
learning task to develop skills like, role playing, radio broadcasting, etc.. Learning task is
one of the effective way of teaching and learning where tudents can learn, practice, and
apply their skills in reading.
Reading Difficulty Make a Learning Task to

in English develop Reading Skills
What have you noticed of the problem identified above?
Can there be more than one solution to the problem? Yes Explain
ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This scenario might
also be similar to the class you have observed and noticed.
Scenario A:
Miss Fely is a grade four teacher in a typical elementary school. She has forty learners in her
class. One half of them cannot classify animals into vertebrates and invertebrates. She has been
repeating the same science lesson for two weeks, yet no progress was observed. This situation
has been bothering Miss Fely.
38
Can you identify Miss Fely’s problem?
Can you find a solution to solve her problem?
Give your two suggestions.
What solution can solve Miss Fely’s problem?
How?
Are they matched with the problem?
Scenario B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from families
that are disrupted, either with single parents or with their guardians who stand only as parents.
They are deprived of the necessary food, clothing, and shelter.
Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
Can you propose a solution to solve one of the problems that you have identified?
39
REFLECT
After reading the two scenarios given above, how would identifying problematic situations and
finding solution to these problems help you 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?
ACT
What would be the title of your Action Research should you conduct the study?
Add:
WORK ON MY ARTIFACTS
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research
II. Author/s
40
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study
EVALUATE Performance Task

Evaluate Your Work Task Field Study 2 Learning Episode 4-Matching Problematic Learning
Situations and Probable Action as Solution!
Name of FS Student: Date Submitted: ___________
Year &Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode
4 3 2 1
Accomplished All observation One (1) to two. (2) Three (3) observation Four (4) or more
Observation questions/task s observation questions/task is not observation questions!
Sheet completely questions/ tasks not answered / tasks not answered I
answered/ answered / accomplished. accomplished.
accomplished accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers answers are clearly answers are not were not answered;
are with depth and connected to theories; clearly connected to answers not connected to
are thoroughly grammar and spelling theories; one (1) to theories; more than four
grounded on are free from errors three (3) grammatical (4) grammatical/ spelling
theories; grammar spelling errors. errors.
and spelling are free
from error.
41
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by what
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning outcomes; not
outcomes; Complete, outcomes. Complete; learning outcomes. complete; not organized,
well organized, well organized, very Complete; not not relevant
highly relevant to the relevant to the organized. relevant to
learning outcome learning outcome the learning outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline
COMMENT/S Overall Score Rating
(Based on Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.50 1.75 2.0 2.25 2.50 2.75 3.0 3/5 5.0
99 96 93 90 87 84 81 78 75 72 71-below
________________
Signature of FS Teacher above Printed Name Date
FIELD STUDY 2 LEARNING Preparing the Learning Environment:

42
EPISODE
An Overview
FS 2 5
episode.
 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.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
43
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.
Revisit the Infographic/s
Face-to-face Learning Environment On-line Learning Environment
•Time is set. • Anytime, any places,

•Self-contained classroom
•Discussion, activities occur anywhere
inside the room. Passive •Time
listening • Synchronous or
•Place
•Teacher prepares
instructional •Teacher’s Role
• •Students Role asynchronous classes
•activities and chooses
content. •Content
•Facilitates F2F learning. • Teacher moderates and
•Evaluation Process
Leads and guides learners
facilitates learning
44
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)
NOTICE
Learning Environment 1:
• What have you noticed of the display in the class bulletin board? What message or
Theme does it convey?
During our virtual observation

with our cooperating teacher, I
noticed that the
bulletin board listed the names
of the second quarter honorees.
It's beautifully
45
painted, and every edge of the

paper was meticulously cut. The
title is written
in large letters and is clear. The
teacher used vibrant colors that
drew the children
in and could be seen from a
long distance. It
communicates directly to the
students, telling them in their
minds and hearts that they must
become persistent
in doing academic work every
time they see it. It will inspire
them to continue
46
studying hard so that their name

will appear on the bulletin
board someday.
• 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 is
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?
• 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.
47
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?
Explain your choice: Why?
REFLECT
Based on my noticing and analysis, I realized that
OBSERVE
What probable problem may result from the two situations of the learning environment?
When it comes to online learning, the following are probable problems:
a. Time and location accessibility
b. Attendance of Students
c. Different Learning Styles
d. Problems with Technology
e. Power Interruption
When it comes to face-to-face learning, the following are probable problems:
a. There is no such thing as flexible learning
b. Travel time from home to school
c. Inadequate learning resources
d. Allowances for expenses
e. Peer destruction
These are the most likely issues that will arise in the two learning situations.
REFLECT
48
What solutions can I think of to solve the problem?
PLAN
How should I do it?
Check for Mastery
Choose the best answer from the options given.
1. Learning environment is only confined to a specific place called schools. This statement is
__________.
A. true
B. false
C. doubtful
D. cannot be determined
2. What kind of learning happens anytime, anyplace and anywhere?
A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning
3. In which situation can learners learn with more physical presence and intervention of the
teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above
4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?
A. Face-to-Face, because there is always the presence of the teacher who will give
49
guidance to the learner.
B. Virtual/On-line because the learners are given time to learn on their own and
progress at their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face because there is always the need of a teacher in a classroom all
the time
5. If on-line or virtual learning environment is not applicable, the traditional face-to-face or in-
school will continue. How will you improve the physical learning environment?
A. Use tables with chairs to allow cooperative learning.
B. Provide learning spaces of corners for independent study.
C. Give credits to success than failures.
D. A, B and C
WORK ON MY ARTIFACTS
In not less than 300 words, write an essay on the topic: "My Conducive Learning Environment"
“My Conducive Learning Environment”

50
51

EPISODE
FS 2 6
Enhancing a Face-to-Face Learning Environment

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, I must be able to assist in the preparation of the traditional
face-to-face learning environment.
Clarify Your Task

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

 Learning space is physical. Both the teacher and learner see and hear each other from the
same contained safe place called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading assignment are
from textbooks and other resources provided or referred.
 Class meeting occur regularly on a specific time or schedule.
 Teacher leads the conversation within a limited amount of time
 Assessment is done face-to-face and usually during the class meeting.
Notice the physical arrangement found in two classroom spaces. Spot the similarities and the
differences.
52

Given the concepts and the infographic, how can you participate and assist in face-to-face
learning environment?
As a future educator, I can

participate in and contribute to a
face-to-face learning
environment by providing
students with a safe, fair, and
conducive classroom
environment in which everyone
is free to ask questions and
participate in class.
I will encourage students to
share their thoughts, interact
with one another, and
provide feedback on something
or the lesson. In addition, I will
allow students
53
to work independently as well

as in groups to create and
develop their social,
creative, and analytical thinking
skills in order to get a better
result from their
task output. Furthermore,
because we are in this new
curriculum, I believe I will
be able to employ a variety of
teaching strategies that will
greatly benefit and
assist in a face-to-face learning
environment. I believe that I can
use technology
54
to engage my students in class

and encourage them to reflect
on and explore
their learning
Notice
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-teaming theories evolve over time there are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?

Classroom Environment Before Classroom Environment Now
Analyze
What do you think brought 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?
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning outcomes? Explain your answer.
OBSERVE
What common problem have I noticed in a face-to-face learning environment?
Can translate these problems into a question?
REFLECT
How would I solve the problem?
Will it improve my teaching? How?

PLAN
What will I do to solve the problem? Describe briefly how you will do it.
Check for Mastery
Choose the best answer from the option given
55
1. In the face-to-face learning environment, the most critical elements is/are the____.
A. arrangement of chairs and tables.
B. physical, psychological and social considerations
C. teacher and student interactions
D. None of the above
2. The traditional classroom spaces are still considered valid and effective for as long as these
conditions exist. What are these conditions?
I. There should be one teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time to guide learning.
IV. All students should be heard in class discussion.
А. 1 & 11
B. II & III
C. 1 & IV
D. III & IV
3. The best instructional material in the traditional classroom is the____.

A. blackboard
B. computer
C. teacher
D. bulletin board
4. Outdoor activities like group games, scavenger hunt and the like provide a positive____.
A. psychological environment
B. social environment
C. physical environment
D. cognitive development
5. It is observed that different classrooms have different arrangements of chairs, tables and
benches because of____.
A. school budget
B. different purposes
C. delivery of supply
D. donations received
Visit a school where the learning environment is face-to-face. Prepare a detailed report
56
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 to room arrangement match with teaching-learning principles? Are they 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 observables in the classroom?
- Classroom atmosphere based on trust, cooperation, and empathy
- Modeling of positive attitude, respectful behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with each other
Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and cooperation?
 How are individual needs and differences considered?
.
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the Physical Environment.

Describe the Psychological Environment
Describe the Social Environment

57
LEARNIN
FIELD STUDY
G
2 Making On-Line or Virtual Learning
EPISODE
Environment Safe and Conducive
FS 2 7
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 explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Clarify Your Task

Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative workstations and
connected seating that allow students to learn in different ways at different times.
The online 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 synchronous or asynchronous, 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. Visual classrooms refer to digital learning environment that allows teachers
and students to connect online 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 the children will be using the on-line platform.
58
 Assist them on how to set up appropriate home learning spaces, if students

will be learning from home
 Provide contract times and classroom schedules
 Provide procedures to follow and consequence if they failed
 Share information about protection from cyberbullying and image above.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible
with class length and topics.
 Make assignments as guided as possible. Teachers may need to source
research sites to ensure on-line safety
 Provide students with resources. Share with your students’ websites and
videos so as not take them to inappropriate materials such as ads from
YouTube and other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group
text, or group chat. When using technology like zoom, google meet, MOOCS allow
public chatting or group instead of chatting privately so that you can be part of their
conservation.
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.

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 lie 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 device is Find a quiet place free of Be on time for the class
59
charged distractions
Be always respectful Stay on mute and raise hand Stay focused and on task so
only if needed you won’t miss any
information
Turn on your camera Use kind words all the time Teacher and learners are
dressed appropriately
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?
As an observer in an online class, I discovered that online classes are difficult to manage,
but we must find a solution. Even though everything is done online, the first thing I'll do is
establish rules and controls. My students' participation will be recorded, and I will use
synchronize and offbeat to give them enough time to finish their activities. The thought is that it
would be fantastic for three times its current price.
How did the students show their active participation in the lesson?
Students demonstrate active participation in the lesson by arriving on time for an online
virtual class and always participating in the class by raising their hands or clicking the raise hand
60
icon. They also, though not always, pay close attention, ask probing questions, and actively
participate in all activities.
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
____ It was difficult to observe the physical behavior of the students
_
____ It takes time for students to learn how to use the platform
_
____ Students who are alone in their home space find difficulty to make responses
_
____ Internet connectivity is a great factor to support a conducive environment
_
Reflect
OBSERVE Identify the problems 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 problem?

Check for Mastery
Direction: Choose the appropriate answer.
1. What is common among the following learning environments; (a) remote learning, (b)
virtual learning, (c) on-learning learning?
a. Presence of a teacher
b. Use of cyberspace
c. Asynchronous delivery
d. Use of module
2. If your co-teacher asks you to borrow you email address password for an urgent
concern, which action should you take as a safety measure?
a. Deny your friend’s request because of privacy
b. Open your email yourself and print your friend’s email
c. Quickly share your password to your friend.
d. None of the A, B, C
3. Why should parents be involved and be a part of a safe on-line environment?
a. Parents should provide guidance in the selection of websites for children’s
references.
b. Parents know better that the children so they can coach in answering on-line
c. Parents can do research for their children’s assignment
d. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student would like to talk, which of the
following
a. Mute the microphone
b. Open the camera
61
c. Raise hand
d. Send message to chat box
5. Which would describe a safe and conducive virtual learning environment?
a. When parents are involved
b. When the teacher provides open communication
c. When students are supported with resources
d. A, B, and C.
Make a list of 10 websites where you can source references and instruction materials for this
episode. Place the list in the matrix like the one below. Share this with your mentor
LIST OF WEBISTES and the TITLES of the CONTENTS
Topics/Title of Content or Instructional

Name of Website
Materials
62
LEARNIN
FIELD STUDY To
G
2 Establishing My own Classroom Routines and
EPISODE
Procedures in a Face-to-Face/ Remote Learning
FS 2 8
have a meaningful and successful accomplishment in the 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 task 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 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 reflection and learning to improve practice.
Clarify Your Task
Establishing My Own Classroom Routines and Procedures (Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don't just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom;
makes you more focus in teaching because he spends less time in giving directions/ instructions;
and enables you to explain to the learners what are expected of them.
Classroom routine set the foundation for a meaningful school year with teachers and
students’ weather in the classroom or remotely. To teach classroom routines remotely it is best to
record videos and to post this in the learning management system so students may watch them
63
repeatedly for better retention and for families to view them so they can assist their children
when needed.
Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distraction both for synchronous and asynchronous
participation.
Submission of
task and
Use of washroom Movement into and

out of the classroom
Transitioning to Some Routines Checking of

group work and Procedures Attendance
Line formation Classroom

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

2. What are the routines and procedures that I need to establish before, during and after my
classes weather on 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?
64
4. How must students get/ secure the needed work material and books and others in the
classroom/ remote learning?
5. How will students transition to group work and other' cooperative activities in the classroom/
remote learning?
6. What procedures must be followed by students who need to attend to personal necessities in
the classroom/ online classes?
7. What rules must be set for students who finish task 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 test in the
classroom/ remote learning?
10. What procedures must be employed in movement into and out of the classroom/ remote
learning?
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?
 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 chance in the classroom environment/ teaching-learning process after you
have implemented your classroom routines and procedures?
Analyze
1.What factors/ condition promoted 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 improved? Justify your answer.
Reflect
What insight have you gained while doing this learning episode?
OBSERVE
1. The problem/ challenges encountered in establishing the classroom routines
REFLECT
65
2. I hope to achieve to address these problems and challenges by
PLAN
3. Some strategies/ ways which I can employ to improve my classroom routines are
ACT
4. (Based on my answer in nos. 1_3), the possible title of my action research on this episode
is _____________________________________________.
Check for Mastery

Direction: Read the question and choose the letter of the correct answer.
1. Miss Asuncion teaches English in grade Six, she finds difficulty in getting her class settled and
ready for the daily lesson. Which of the following would be the best advice for her?
A. She should have a sitting arrangement/ plan.
B. She should assign a group leader to monitor student's discipline.
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.
2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever they
need to attend to personal necessities. This is an example of which of the following classroom
management techniques?
A. The use of cards.
B. The use of gate pass
C. The use of transition
D. The use of clear schedule
3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class. What
is the benefit of having this practice?
A. Ensure discipline and responsibility in class.
B. Make her students always busy.
C. Develop camaraderie in class.
D. Ease her of small stuff.
4. During inclement weather one of the routines established by Ms. Returan is for her class to fall
in line along the corridors and not in the school yard. What must be the reason why she
implemented this?
A. To have another area for line formation
B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom
66
5. Why is it best to establish routines at the beginning of the class?

A. To eliminate stress of teachers at the beginning of the class
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline in all times
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
reason for these.

through the whole episode before participating and assisting in your FS 2. Resource Teacher's
episode.
 explain the importance of my classroom management plan.
 numerate the components of my classroom management plan.
 write my classroom management, plan
 use professional reflections and learning to Improve practice.
Clarify Your Task
Creating My Classroom / Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan is to make the students
accountable for their actions, Effective classroom management increases students' success,
enhances students" academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom/
remote management plan.
A good learning environment produces highly engaged students who learn more do more,
and work more. Teachers likewise become more creative and productive in their work.
67

EPISODE
FS 2 9
Creating my Classroom / Remote Learning Marketing Plan
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 to each period and activity in class. This
will make the students to stay on time and on task.
5. Organization: This refers to the systematic arrangement of files and records and keeping
them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning
content. Tailoring your techniques to the subject, grade levels and nature of the learner is
important.
7. Communication: Consistent open lines of communication to all the stakeholders of the
school community will lead to better teacher-student teacher relationship.
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-key-
elements for-effective-classroom-management
To implement these elements effectively, a classroom management plan must be designed. Each
teacher has its own unique style of management to meet class needs, although the same elements
are found consistently. 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?
68
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 Relationship 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 on task?
Classroom Structure, Design and How will you design your Classroom to
Arrangement create an appropriate learning environment?
Classroom Safety and Procedures How will you ensure the safety and security
of your students?
What rules will you formulate to safeguard
their protection?
Strategies for Rewards and What Strategies will you employ for
Consequences rewards and consequences?

These are the steps in creating your Classroom /Remote Learning Management Plan.
Steps in Designing Classroom Management Plan

69
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e
th
M
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vi n
o
n g
n
o Im
e
h
g
lap
C re
th g
tin
a
l
P

After realizing the different elements and steps of a classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of 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 you plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan.
• State your plan positively
• Use simple specific terms
• Use measurable and observable behaviors
• Convey expected behaviors
My Classroom Management Plan

Philosophical Statement
Classroom Rules and Procedures
Teacher-Student Relationship
Schedules and Timeframes

70
Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
I intend to impose class

rules and procedures that
will hold students
accountable for their
actions, and I believe that
students will comply if
sanctions and rewards are
attached to each rule.
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?
71
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?
Reflect
What were your realizations after creating and implementing your classroom /remote
learning management plan?

OBSERVE
1. The problem/challenges I encountered in writing my classroom Management Plan.
REFLECT
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode
is
"Developing an Efficient
Classroom Management
Strategy for Diverse
Students"
72
Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.
1. Why is a classroom management plan important?
A. To assist the teacher in instruction
B. To ensure that the students obey the classroom rules.
C. To develop the sense of belongingness in class
D. To make the students responsible and accountable to their actions.
2. Why is there a need to make the classroom management plan clear and simple?
A. For students to understand and follow easily
B. To make it doable for the teacher
C. To prevent chaos in class
D. To ensure compliance of superiors
3. Why is there a need to have a classroom structure/lay out?

A. For aesthetic purposes
B. For compliance with school rules
C. To be at par with others
D. For the Safety and security of students.
4. When is the best time to make the classroom management/ remote plan?
A. At the beginning of the school year
B. At the beginning of each class
C. At the middle of the year
D. At the end of the year
5. Which of the elements in the classroom management/ remote plan must be given more
emphasis?
A. Classroom Rules and Procedures
B. Schedule and Time Frame
C. Strategies for Rewards and Consequences
D. Classroom Design, Structure and Arrangement
Paste your Classroom / Remote Management Plan
Philosophical Statement
Classroom Rules and Procedures
To ensure the discipline of my

students, I will establish
classroom rules and
73
procedures such as:

 Show your teacher respect
and pay attention to what he
or she is saying.
 Be considerate of your
classmates.
 Be prepared for class.
 Raise your hand to speak
if you want to.
 Remain silent when your
teacher speaks.
 Share new concepts
 Maintain a clean
classroom at all times.
 Stick to the seating
arrangement.
74
 Use positive language.

 Remain alert at all times.
 Take part in the
discussions
 Obey all school
regulations.
 Be on time.
 Finish your homework on
time.
 Tell the truth.
procedures such as:
or she is saying.
classmates.
75

if you want to.
teacher speaks.
arrangement.
discussions
 Obey all school
regulations.
76
 Be on time.
time.
 Tell the truth. To ensure
the discipline of my students,
I will establish classroom
rules and
procedures such as:
or she is saying.
classmates.
if you want to.
77
teacher speaks.
arrangement.
discussions
 Obey all school
regulations.
 Be on time.
time.
 Tell the truth.
78
To ensure the discipline of my

students, I will establish
classroom rules and
procedures such as:
or she is saying.
classmates.
if you want to.
teacher speaks.
79

arrangement.
discussions
 Obey all school
regulations.
 Be on time.
time.
 Tell the truth.
Teacher-Student Relationship
Schedules and Timeframes
Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
FIELD STUDY 2 LEARNING Writing My Learning / Lesson Plans

EPISODE
80
FS 2 10
To have a meaningful and successful accomplishments 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.

 explain the importance of lesson/ learning plans,
 write learning/lesson plans using the specified learning competencies
reflections and effective communication skills,
 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 (DLE Daily
Lesson. Log (DLL). This was done to institutionalize instructional planning which is 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 stating the learning Outcomes, the three domains must be
considered (Cognitive, Affective and Psychomotor). Outcomes 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 use 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.
81
REVISIT the Infographic/s
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNING LEARNING LEARNING

OUTCOMES CONTENTS RESOURCES PROCEDURES
PARTICIPATE AND ASSIST
With all these information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan exemplars / lesson plan templates from your Resource Teacher. If not
available, you can make use of the basic components of a lesson plan.
Learning Plan in _______________

(Subject)
Grade Level ____________
Learning Outcomes
Knowledge
 Visualizes, and represents one-digit numbers with minuends through 18
 Visualizes, and represents subtraction of one-to two-digit numbers with minuends up to 99
without regrouping
Skills
 Subtract one-digit numbers with minuends through 18
 Subtracts one- to two-digit numbers with minuends up to 99 without regrouping
Affective
 Finds joy in sharing things to others
Learning Content
82
Subtracting 1-digit numbers with minuends through 18- and 1-2-digit numbers with minuends
up to 99 without regrouping
Learning Resources
MATH1-Q2-WEEK-5-SSC.pdf
Learning Procedures
Showing a short video presentation on subtracting 1-digit numbers with minuends up to 18-
and 1-2-digit numbers with minuends up to 99 without regrouping.
https://www.youtube.com/watch?v=84lvn91zq4I
Posing the Problem
Solving the problems in different ways
Processing the solution and answers
Reinforcing the concept summarizing the lesson
Applying to new and other situations
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 to develop, evaluate and manage the instructional
process by using principles of teaching and learning – D. O, 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School Grade Level
Teacher Learning Areas
Time & Dates Quarter
83
I. OJECTIVES
A. Content standards
B. Performance standards
C. Learning Competencies/Objectives Write the
LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Teacher’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
V. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Generalization 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/
84
DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
B. Performance standards
C. Learning competencies/objectives
Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Teacher’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other learning resources
D. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
85
Formative Assessment 3)
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 turned 70%
on the formative assessment.
B. No. Of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. Of learners who have caught up
with the lesson.
D. No. Of learners who continue to
require a mediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did the encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers.
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/
86
NOTICE
1. What factors 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
Analyze the various components of your lesson plans by answering the given matrix. Take note
that you must have provisions to do this lesson on a face-to-face, modular or through online
learning.
Questions Answers
1. How did you arouse students’ interest?
What motivational techniques did you
indicate in your plan?
I addressed the
2. How did you respond to the diverse
types
Learners?
2.1 gender, needs, strengths, interests and various types of
learners
Experiences
2.2 linguistic, cultural, socio-economic
and
religious backgrounds by tailoring
my examples
2.3 with disabilities, giftedness, and
talents
2.4 in difficult circumstances
2.5 from indigenous groups and activities
to different
genders,
87
religions,
indigenous
groups, and so
on. I also
encouraged my
students to
think of their
own examples
based on
personal
experiences or
interests.
Furthermore, I
used
instructional
and assessment
strategies that
88
catered to the
students'
individual
needs and
interests, such
as
allowing them
to draw or use
a place
value chart to
express their
learning
about
Subtracting 1-
digit numbers
with
minuends
89
through 18
and 1-2 digit
numbers with
minuends up to
99 without
regrouping.
3. What instructional strategies will you
employ In face-to-face or in a remote
learning delivery for this lesson? Explain
known for its

free gamified
quizzes and
interactive
lessons,
which can
captivate any
learner.
 Video
90
presentations –
because it
helps students
learn all
subjects,
but especially
those that are
complex
and/or highly
visual,
such as step-
by-step
procedures,
problem-
solving, and
math
formulas.
91
 Group
activities –
because it can
be an effective
means of
motivating
students,
encouraging
active learning,
and developing
critical-
thinking,
communication,
and decision-
making
abilities.
 Written
92
assessment –
because it
enables
students to
demonstrate
their abilities
and knowledge
while also
indicating their
progress
toward
meeting
educational
goals and
standards.
4. Was the language used appropriate to the
level of the students? Explain your answer
briefly.
93
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 tasks ensure the

mastery of the learning competencies?
Explain briefly.
9. In a scale of 1-10. How will you rate your

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

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

REFLECT

PLAN
94
I plan to address the problems by

ACT
Based on my answers in nos. 1-3,
Realizing the various skills that you need to master in preparing the learning/lesson plans,
which are the most difficult? the easiest to write? Conduct a simple survey from among your
peers by requesting them to answer this simple questionnaire.
Instruction: these are the basic skills in lesson plan writing. Rate yourself on the level of
difficulty of doing the following based on your experience.
4 - very difficult
3 – difficult
2 - moderate in difficulty
1 - not difficult
4– 3– 2 - moderate 1–
difficul in difficulty
very difficult not difficult
t
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
5. Identifying strategies to be used
6. Formulating higher order thinking

questions (HOTS)
7. Integrating lesson concepts to real

life situations
95
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)
CHECK FOR MASTERY
Direction: Read the questions then choose the letter of the correct answer
1. Why are learning/lesson plans important?

A. To allow students to participate more
B. To maintain order in class
C. To ensure quality instruction
D. To comply with school standards
2. Which is NOT in the cognitive domain?

A. Identify nouns in sentences
B. Differentiate noun from pronouns
C. Give examples of nouns
D. Draw examples of nouns
3. Why are attention getters needed at the beginning of the class?

A. To arouse student's interest
B. To avoid truancy in class.
C. To make the students active
D. To keep the students focused
4. Which is considered high order thinking skills in the given questions?

A. Why are plants important?
B. What are the needs of plants?
C. How do we take care of plants?
96
D. If you are a plant, what will you tell humankind?
5. Which of these objectives does NOT belong to the group?

A. Narrate a story using varied materials
B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story
WORK ON MY ARTIFICATS
Paste one (1) lesson plan and write your simple reflections.

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

SKSU-LABORATORY SCIENCE HIGH SCHOOL

JUAN C. DELA CRUZ

PART II: FS STUDENT BIOGRAPHY

PART III: WORKSHEETS AND REFLECTION COMPILATIONS

PART IV: Documentation/Appendices

BELIEFS IN TEACHING AND LEARNING (PRE AND POST)

FIELD STUDY 2 LEARNING

Target Your Intended Learning Outcomes

At the end of th is Lea rning Episode, I must be able to:

• C ite the personal quali ties of an effective teacher

Clarify Your Task

Let's buckle down for work!

CAREER STAGES OF TEACHERS

Teachers embody the highest standard for teaching

4 grounded in global best practices. They exhibit

Teachers consistently display a high level of performance

2 meet curriculum and assessment requirements. They

Teachers have gained the qualifications recognized for

1 understanding of the subjects/areas in which they are

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

The Southeast Asia Teachers Competency Framework is also given below:

You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4. What makes a good

Who is the great teacher?

“ A great “A great teacher

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

4. For a teacher to be great, which is more important – personal qualities or professional

5. Who are the teachers that we remember most?

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?

Write Action Research Prompts

Check for Mastery

3. Which professional competency refers to content knowledge and pedagogy?

4. To address the diversity of learners, which professional competency must teacher

Attach your reflections here.

LEARNING Embedding Action Research for Reflective

TARGET Your Intended Learning Outcome

At the end of this Learning Episode, I must be able to:

 be familiar about action research as a reflective teacher

CLARIFY YOUR TASK

Doing Action Research: An Overview

Revisit the infographic/s

Participate and Assist

Here is what you will do

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

Inventory of Sample Action Research Conducted by Teachers

3. Identified problem to be solved in title

4. Identified problem to be solved in title

5. Identified problem to be solved in title

2. What interpretation about action research Title of the Action Research:

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

Key Questions My Answer

I realized that to be an effective

discover techniques that suit

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

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

Write a probable solution to the problematic situation above

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

Check for Mastery

1. Every future teacher should do action research because_________.