*ATTACHMENT

LEARNING EPISODE 11
Delivering My Lessons

TARGET Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Explain the importance of lesson/ learning plans
 Execute my lessons/ demonstration lesson well
 Apply all the given suggestions of my Resource Teacher
 Demonstrate the ability to teach two or more lessons or subjects using appropriate teaching
competencies and multiple teaching strategies
 Reflect on the instructional process to improve quality of instruction
 Use professional reflection and learning to improve practice (PPST 7.4.1)

Clarify Your Task

Delivering My Instruction

Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further learning
and for collaborating with others in a diverse society and a rapidly changing world. The process of
instructional delivery involves applying a repertoire of instructional strategies to communicate and
interact with students around academic content and to support student engagement. (Innovation Lab
Network State Framework for College, Career and Citizenship Readiness, and Implications for State
Policy.

The process of instructional delivery involves applying a repertoire of instructional strategies

to communicate and interact with students around academic content and to support student
engagement (Council of Chief State School Officers, 2013).

The mode of delivery is an important consideration when designing learning activities that will
support students to develop the skills, knowledge and understandings required to achieve the intended
learning outcomes (ILOs), which will be assessed. The delivery of instruction must also be responsive
and relevant to the need of the items.

These are the various Learning Diversity Modalities from the Department of Education.

Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher and
the learners who are geographically remote from each other during instruction.

Modular Distance
Learning is in the form of individualized instruction that allows learners to use self-learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the
learner and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides
and other study materials.

Online Distance Learning

If features the teacher facilitating learning and engaging learners’ active participation using
various technologies accessed through the internet while they are geographically remote from each
other during instruction.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal access to
quality basic education through a home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.

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

Traditional Face-to-Face Learning

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

Alternative Delivery Modes (ADM)

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

Source/reference:
https://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery Modalities for
School Year 2020 – 2021. DepEd Order No. 011, s. 2020, Revised Guidelines on Alternative Work
Arrangement
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field work, practicum or off site.

REVISIT the Infographic/s

Participate and Assist
After you have written your lesson plan, confer with your Resource Teacher on how you can
participate/ assist in delivering instruction I one of his/her classes. The Robert Gagne’s Nine Events of
Instruction, will guide you to implement the various steps well.

Source: https://www.google.com/search?
q=gagnes+9+events+of+instruction&oq=&aqs=chrome.5.69i59i450l8.655
958457j0j15&sourceid+=chrome&ie=UTF-8

Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is assigned
to you. Consult your Resource Teacher if your plans are ready for implementation or your assistance is
needed in any part of the lesson.

Segments of Events of Strategies and Activities Learning Resources/ Materials

Learning Instruction Used
Preparation 1. Gaining Attention Play a game. Games/puzzles
2. Inform Learning Create an objective slide. Slides and transparencies
Objectives
3. Stimulate Recall Ask questions from the past Workbooks
of Prior Learning lesson.
Instruction 4. Present the Watch videos Tv/and videos
and Practice Content
5. Provide Learning Write clear expectations as Charts
Guides needed.
6. Elicit Activities, projects, and Digital learning resources
Performance writing assignments. including video, audio, text,
animations and images.
7. Provide Personalized written feedback Diagram /lectures
Feedback on the discussion.

Assessment and 8. Assess Use written exams Books.

Transfer Performance
9. Enhance Allow for flexible learning Google
Retention opportunities such as mobile
access.
NOTICE

Using Robert Gagne’s Nine Events of Instruction, what did you notice in the following
segments of learning:
 How did the students react to the activities/ various elements to arouse their interest?

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

 How did the new learnings relate with what they really know?

 Did you notice some students who needed assistance? What did you do?

 Did the students find difficulty in applying the theories/ concepts learned to real life?

 How did your students react to your feedback?

 What pieces of evidence can prove that the students had retention of learning?
ANALYZE

After planning your lesson(s) you may be requested by your Resource Teacher to deliver the
lesson(s). your Resource Teacher will use a classroom observation sheet to evaluate the delivery of
your lesson(s) Schools use different tools in rating classroom/ online observations. Below is an example
of a classroom observation form/ sheet.

Areas of Strengths Areas of Improvement

1. Subject Matter Content
Demonstrates depth and
breadth of the subject matter

Shows mastery of the subject

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

States clear learning

outcomes Synthesizes main

points Meets class at

scheduled time

Regularly monitors classroom

on-line course
3. Rapport/ Interaction with the
Students
Holds interest of students

Is respectful, fair and

impartial

Provides immediate feedback

Encourages active participation

Interacts with students

Shows enthusiasm
4. Teaching Methods and
Strategies
Utilizes relevant teaching
methods/ strategies

Uses learning aids, materials,

and technology

Employs cooperative/ group

involvement in the classroom
and remote learning
 Uses examples that are simple,
clear, precise, and appropriate

Stays focused on and meets

stated learning outcomes
5. Presentation of the lesson
Establishes online course or
classroom environment
conducive to learning

Maintains eye contact

Uses a clear voice, strong

projection, proper enunciation

Has a good command of the

language

Uses a language within the

level of students
6. Classroom Management
Begins and end classes on

time Uses time wisely

Attends to course interaction

Demonstrates leadership
ability; maintains discipline and
control

Maintains effective classroom

and e-platform management)
7. Sensitivity to Students’
Needs
Exhibits sensitivity to
students’ personal culture,
gender differences and
disabilities

Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support/Assistance to
Students
Assists students with
academic problems

Clarifies points in the lessons

which are not clear to the
 students
Allots time for questions/
comments
9. Personal Competencies
Shows self-confidence

Maintains professional
distance and professional
appearance
10. Physical Aspects of the
Classroom
Oversees the physical
attributes of classroom (light,
ventilation, acoustics)

Checks number of students in

attendance

Checks layout of room,

distractions, if any

Lists any observations aspects

of the classroom affected
content delivery

Source: https://www.isu.edu>pdfs>faculty-staff-docs

Overall impression of teaching effectiveness:

REFLECT

Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?

Write Action Research Prompts

1. OBSERVE
Problems/ challenges I encountered in delivering my lessons

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

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

4. ACT
ATTACHMENT
LEARNING EPISODE 12
Selecting Non-digital or Conventional Resources and Instructional
Materials

TARGET Your Intended Learning Outcomes

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

 Show skills in the selection, development and use of a variety of teaching and learning
resources, to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of non-digital/ conventional resources and materials for student
engagement on teaching and learning.
 Demonstrate positive attitude towards the use of resources and instructional materials.
 Use professional reflection and learning to improve practice.

Clarify Your Task

We choose the most appropriate or suitable resources or instructional materials based on our
lesson objectives or learning outcomes. Even when technology-based educational materials abound, the
teacher still needs to be component I selecting and developing resources and materials that are not
ICT-based. Teachers should know how to be resourceful in tapping non-digital or conventional
resources and materials available in the area and situation.

Any book on educational technology or instructional materials would usually devote some pages
to Edgar Dale’s Cone of Experience. It is a classic model articulating the different types of audiovisual
materials and how these audiovisual types relate to each other. Seventy-five years ago, in 1946, Dale
already identified ten classifications of instructional materials, which remain to be relevant today,
namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4)
Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio/Recordings/Still Pictures;
(9) Visual Symbols and (10) Verbal Symbols.

According to Dale, “The cone device is a visual metaphor of learning experiences, in which the
various types of audiovisual materials are arranged in the order of increasing abstractness as one
proceeds from direct experiences.” As such, the Cone of Experience can be seen more as a continuum,
not just a hierarchy. It is a way to see instructional materials in a continuum from increasing
concreteness in one direction to increasing abstractness in the other.

Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive – which involves movement and physical manipulation, 2. Iconic – which
involves pictures and images; and 3. Symbolic – which involves symbols like letters and numbers. Both
the teachers and students make representations of knowledge. The teachers, when they teach or
impart knowledge, and by learners when they show or demonstrate what they have learned.

Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance, during
the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations.

As your work on this episode, remember that you take the role of an FS student now
participating and assisting in the work of selecting non-digital or conventional resources and
instructional materials. You are not simply a detached observe, but you are now a participant as well.
You are more involved in the tasks, becoming more and more a teacher!

Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can be a
new way of doing things? Then focus on finding out the answers to these questions. That as a teacher,
you can always find ways to do things better and more effectively. Also, aim to develop the confidence
to try and initiate to continuously improve your skills.

Revisit the Infographics on the Dale Cone of Experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will prepare you
to perform well in this episode. Go FS student, go!

REVISIT the Infographic/s

THE DALE CONE OF EXPERIENCE AND

EXAMPLES OF RESOURCES AND MATERIALS
Participate and Assist

1. Consult your FS Resource Teacher about this episode. Let your teacher know that the task for
this episode is for you to assist the teacher by providing suggestions on resources and materials
that the teacher can use in delivering a lesson on a specific topic.

2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You will also
need the learning objectives/outcomes for this lesson. Some teachers may instruct you to write
a complete lesson plan.

3. Refer to these guide points. Consider which ones are applicable. The non-digital or conventional
resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient

4. Fill out the table below.

Subject: English Grade Level: Grade 9
Topic:
Learning Objectives/Outcomes:
Resources/ What is the or purpose of Explain why you selected the
Instructional resource/material? Describe how you resource/material based on the guide
Materials you will use the resources/materials to points mentioned above. How are these
plan attain the learning criteria met?
to utilize in the objectives/outcomes.
lesson.
Authentic Reading
Materials

Videos
Visual/photos

As the situation would permit, try out the resources/ materials with the students. Be sure to
follow the steps on using instructional materials found in the Infographics section of this
Episode.
NOTICE

After you participated or assisted in using resources/instructional materials in teaching-

learning, described what you observed and experienced by answering the items below.

1. How did you prepare for this activity?

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

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

4. Describe the students responded and participated.

ANALYZE

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

What part can be improved?

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

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

REFLECT

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

learning process?

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

3. What can I do to learn more about and practice the use of resources and instructional
materials?
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic to explore for action research.

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

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

On what theory/principles can this problem be anchored?

REFLECT

1. What do I hope to address the problems/ challenge/area of improvement in web-

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

PLAN

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

3. What strategies/solution/means can you employ to improve the situation / solve the
problem?
ATTACHMENT
LEARNING EPISODE 13
Utilizing Applications (Apps) for Teaching and
Learning

TARGET Your Intended Learning Outcomes

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

 Select applications that are most appropriate to the different aspects of the teaching-learning
process to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of applications for student engagement in teaching and learning.
(PPST 4.5.1)
 Demonstrate positive attitude towards the use of technology tools. (ICT CST 7.1.2).
 Use professional reflection and learning to improve practice. (PPST 7.4.1).

CLARIFY Your Task

An app, (a shorter way of saying application) is a kind of software which can be installed in
various gadgets – a desktop, laptop, smartphone, and tablet. There are thousands of apps, each with
specific functions. A wide range of functions among others includes, ordering food, getting a ride,
getting a date, doing bank transaction and even praying and meditating. Now, there are those that are
directly useful for teaching and learning which can be referred to as educational apps. Whether the
class is face-to-face, blended, or fully online, a vast number of apps can truly enhance the teaching-
learning process.

The judicious use of apps can make the teaching-learning process more effective, efficient, and
equally important, more fun and satisfying for both the teacher and the students. The teacher can use
apps in the different stages of planning, preparation, implementation and assessment. Teachers use
apps to prepare high-impact presentations that help them deliver content. Teachers also use apps to
motivate students to participate, resulting in greater and more enjoyable engagement. Apps are also
used to assess, document and report performance and achievement.

Your task in this episode is to demonstrate your skills in choosing and using appropriate
applications, enhancing both the delivery of content and the learning and mastery of the
students. You will accomplish this as you participate and assist in your resource teacher’s class.
Whether the class is purely online or blended, carefully observe how the teacher utilize apps for e-
learning.

An excellent guide for choosing applications to enhance teaching and learning is the Padagogy
Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier precursors, but
this model appears to be the most comprehensive so far. The model aligns the applications to four
essential levers. The apps’ selection considers what attributes the students will develop, student
motivation, tapping higher-order thinking skills as articulated in Bloom’s taxonomy and what level the
app will be used in the SAMR Model. You will recall this from your previous technology class and surely
learn even more this episode.

Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.

It is also most likely that you have experienced learning using many of these apps as a student.
The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google docs,
Flipgrid, etc. and then, some apps are for specific levels and learning areas. For example, there are
hundreds of apps for preschoolers of kindergarteners, like storybooks apps, alphabet and number apps,
etc. at the same time, there are apps for math, reading, science for primary, intermediate and
secondary or even collegiate levels.

As you work on this episode, remember that you take the role of FS students now participating
and assisting in the work of selecting and using apps for more effective teaching and learning. You
are inching closer to shifting the role from being a student to being the teacher.

Additionally, you take the role of a future researcher. Always use your capacity to notice what
is going well? Or what can be missing; what can be improved? What can be a new way of doing things?
Then focus on finding out the answers to these questions. This is to develop in you the disposition as a
teacher-researcher. That as a teacher, you can always find ways to do things better and more
effectively. Also, aim to develop the confidence try and initiate to continuously improve your skills.

Revisit the Pedagogy wheel infographics that follow. The links and QR codes are provided. Once
you have downloaded, enjoy exploring what powers these apps have by clicking their icons directly from
the Padagogy wheel. An infographic on Choosing Apps for teachers is also included. Exciting!

REVISIT the Infographic/s

The Padagogy Wheel Model

“With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to
specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit
with the wheel during lesson planning to find tools that will best aid their students or use them during
class time to extend or deepen learning towards a specific 21 st-century skill or content area. This
connection of theory, practice, and application make the Padagogy Wheel an invaluable resource that
should be on the wall of every classroom.”
Matt Harris, Ed.
D. #EdTech Leader, Teacher, Mentor,
Curator
Explore!

You can use the links or scan the QR codes to access either the Padagogy wheel for Android or
Apple apps. Once you pen the PDF, you will see that all the apps are already hot-linked. You can readily
explore by clicking on the icons. For Android they connect to the Google Play site. For Apple iOS they
connect to the web preview pages and will open your iTunes.
Participate and Assist

Before you participate and assist in tasks related to apps, first enumerate the apps you already
know and have probably tried. Explore the Padagogy Wheel and learn at least five more. Fill out the
table below.

Apps that I How can I utilize this in teaching-learning?

already
know/have
recently explored

Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for teaching and
learning.

2. Ask the teacher how can you participate or assist in work involving the use of applications in one
or more of these tasks:

 Preparing materials,
 Doing a motivational activity,
 Delivering a lesson,
 Engaging the learners to respond
 Giving an assignment,
 Making learners practice a skill,
 Making the learners collaborate and
 Managing the class-checking of attendance.
The more opportunities to observe participate and assist, the better.
Level/ Grade of the Class:
Lesson/Topic:

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

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

Attach pieces of evidence of what you accomplished in this episode.

NOTICE

After you participated or assisted in the use of apps in teaching-learning, describe what you
observed and experienced by answering the items below.

1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated
and assisted.

ANALYZE
What worked well during the activity using the apps?

What part can be improved?

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

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

REFLECT

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

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

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

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

OBSERVE

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

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

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

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

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

Attach pieces of evidence of what you accomplished in this episode.

ATTACHMENT
LEARNING EPISODE 14
Utilizing Learning Management Systems

TARGET Your Intended Learning Outcomes

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

 Identify the component of an LMS as a virtual environment.
 Demonstrate skills in using a learning management system (LMS) as a platform for teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

The learning environment has recently radically changed. No one would have anticipated that a
pandemic would shift the four corners of the brick-and-mortar classroom to the four corners of a
computer screen, a tablet, or even a cell phone! While we believe teachers should be competent in
organizing and using resources in a physical classroom, a future teacher must be adept in utilizing
technology to set up, design, work and teach in a virtual classroom.

A virtual classroom is usually supported by a platform generally regarded as a learning

management system (LMS) in a flexible learning modality involving online learning.

LMS is a course organizer software. It helps teachers plan, create, manage, and deliver online
education programs (Habulan, 2016.) The most common ones are Canvas, Moodle, Google Classroom,
Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.

As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online classroom.
These features and functions are called by different names depending on the LMS platform.

Below are some of the LMS common features and the functions and tasks that teachers are
able to use:

1. Dashboard – allows the teacher to see all his/her class/course cards;

2. Module Container – uploads modules and organize them
3. Sandbox – a workspace that will enable teachers to make drafts or explore the functions and
practice setting up a subject or course.
4. Announcements – communicate with students regarding instruction, reminders and changes
5. Discussion boards – set up discussion boards; make students collaborate
6. Meeting rooms- allow the teacher to present lessons and discuss with students synchronously;
enables learners to collaborate on a task/ project.
7. Assignment- allows orderly giving and scoring assignments
8. People- see who are the members of the class, get to know the learners more through their
profiles.
9. Assessment/Quizzes- administer formative and summative assessments
10. Resources and add-ons- share and store files, use apps that support or supplement the other
functions of the LMS.
 Your task in this episode is to participate and assist in a virtual learning environment through
an LMS. Notice how the teacher organized her virtual classroom. Apply your skills in facilitating the
teaching and learning process by participating in one or more of the teacher tasks discussed above.

In this episode, consider what you learned in your technology class about the TPACK model. An
effective teacher has technological, pedagogical and content knowledge, TK, PK and CK. In planning,
setting up, and utilizing a virtual environment through an LMS, these three components interface. You
need to have content mastery of what you will teach (CK). You also need to know how to facilitate the
teaching-learning process from beginning (gaining students’ attention) to end (assessment and transfer)
(PF); and have technological knowledge (TK).

When you apply your technological knowledge to deliver accurate and relevant content using the
most appropriate pedagogical strategies in the context of a virtual learning environment, and the
learners achieve the learning outcomes, boom! You have successfully interfaced TPACK!

As you work on this episode, actively notice, analyze and reflect on your experience. As an FS
student, participate and assist well in organizing and using the learning management system as you apply
your technological, pedagogical and content knowledge (TPACK). Be attentive to your role as a future
teacher-researcher as well. Continually discover more effective ways of interfacing TPACK. When you
do, you will become a teacher that initiates well-thought-of ways to improve and enhance virtual
teaching and learning.

Revisit the infographic on TPACK and how it relates to Learning Management Systems (LMS).
You may open the LMS sites on the internet to see how they are structed. You can try-out how the
different functions and tools work. It will help you recall and focus once more on the various learning
management systems that serve as platform for virtual classrooms.
REVISIT the Infographic/s
Participate and Assist

Your guide to participate and assist:

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

Level/Grade of the Class:

Subject:

Lesson or Topic:

Lesson objectives/learning outcomes:

Which LMS did the teacher use: Use one or more that were used.

 Moodl
e
Schoology
 Google
Classroom Edmodo
 Geny
o See
Saw
others

What tasks did you participate or assist in? fill out the table below.

What components or parts were present in the Under these LMS components or parts, what
LMS used by the teacher? tasks did you participate/assist in?
NOTICE

After you participated or assisted in the LMS, describe what you observed and experienced by
answering the items below.

1. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?

2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?

3. What was your experience in participating and assisting?

ANALYZE

1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?

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

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

4. What problem or challenges did the teacher/you or the students encounter in working with the
LMS? How did it/they affect the teacher/learners? What part/s of the LMS do you think can
still be improved? How can this/these be improved?
REFLECT

1. How ready are you in organizing and using an LMS?

2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual learning
environment and use an LMS:

Content:

Pedagogical:

Technological:

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

Write Action Research Prompts

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

OBSERVE

1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using an LMS?

List at least three sources that you have read about this problem/challenge.

Resource or Reference Key points/findings in what I read

about the Topic
REFLECT

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

change do you want to achieve?

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

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

Work on my Artifacts

Attach pieces of evidence of what you accomplished in this episode.

ATTACHMENT
 LEARNING EPISODE 15
Utilizing Web-Conferencing Apps for Synchronous e-learning

TARGET Your Intended Learning Outcomes

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

 Identify features and functions of web conferencing applications that are useful to instruction
 Demonstrate skills in using a web conferencing app for synchronous teaching and learning. (PPST
4.5.1)
 Demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

The call of times has made it more necessary for future teachers like you to develop skills in
planning, implementing and managing remote learning. One form of remote learning is done online. Online
remote learning can be done synchronous, where the teacher and students meet and interact in real
time and asynchronous, when learning is supported by prepared materials and there is no real time
interaction between the teacher and the learners.

This episode will focus on synchronous sessions. In order to hold synchronous classes, you will
need to use wed-conferencing apps. Some LMS already have these embedded; some do not. You will
need to know how to access, evaluate and utilize the features and functions of apps like Zoom, Google
Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.

Again, as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that can
guide you is the Community of Inquiry Model (COI). This model identified the “essential elements in
an educational experience.” These elements are (1) the teaching presence, which is about basic teaching
tasks; (2) the social presence, which focuses on establishing a sense of belonging to a community; and
(3) the cognitive presence, which fosters critical thinking and engagement.

While the educational experience referred to in the COI model may also refer to face-to-face
modality, in this episode, you will use the COI model and its three elements in the context of online
learning, specifically the synchronous class. Review the COI and the three presences through the
infographics in this episode. We also included an infographic on the most common web-conferencing
apps.

As you work on this episode, continue to take the role of a keen observer and an explorer who
seeks to learn more and discover better ways of teaching and learning.

When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher
agency, which is the teacher’s capacity to create impact and exert power.
REVISIT the Infographic/s
Participate and Assist

Your guide to participate and assist:

1. Request your FS resource teacher to allow you to join his/her synchronous classes. Have at
least two or three times to observe the classes, and at least two or more times to
participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom,
Skype, etc. if possible, request the teacher to demonstrate the features of the web
conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you
notice, analyze and reflect very well.

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

Name of Resource Teacher:
Dates when you observe:

Dates when you participated and assisted:

NOTICE

After you participated or assisted in synchronous classes using a web-conferencing app,

described what you observed and experienced by answering the items below.

1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.

Web-conferencing App Feature Was it utilized? If yes, describe how it was utilized in class.
 2. How was the content taught delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students
respond to the teacher? To the activities?

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

ANALYZE

1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?

2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use the
web-conferencing app to establish: (Describe in detail.)
 3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous
classes do you think can still be improved? How can this/these be improved?

REFLECT

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

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

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

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

OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using a web-conferencing app for synchronous learning?

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

REFLECT
What do I hope to address the problem/challenge/area of improvement in a web-conferencing
app use? What change do you want to achieve?

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

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