FIELD STUDY 1 AND 2 REVIEWER Episode 15 Lang Taman 1

FIELD STUDY 1 – EPISODE 1
Learning environment refers to the physical environment, context, culture, and climate in which
students learn.
Physical environment - it is a learning environment with constant practices on keeping the school
safe, clean, orderly, and free from distraction and hazards. It also maintains facilities that provide
challenging learning activities and address the physical, social, and psychological needs of the
students.
The term also includes the culture of a school or class — its presiding ethos and characteristics,
including how individuals interact with and treat one another— as well as the ways in which teachers
may organize an educational setting to facilitate learning.
Bulletin or display boards can be powerful in communicating information about the learning
environment. They help in building and establishing the school culture. These can be tools for vision-
mission, goals and school uphold values be known to walk in clienteles. Further, bulletin boards, aside
from being the school’s visual environment, they have four general purposes:
1. They are decorative when they offer visual stimulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
2. When they encourage students to perform better and develop greater confidence, they serve as
motivational. One example is the display of student’s output. Do you have other examples in
mind?
3. They are informational when they are used as the strategy of the school in disseminating
information.
4. Finally, bulletin boards are instructional when they move students to act or to respond and
participate through the displays.
The following are the criteria set to evaluate bulletin board displays:
 Effective communication
 Attractiveness
 Balance
 Unity
 Legibility
 Correctness
 Durability

NAEYC (National Association for the Education of Young Children) for principles of child
development and learning that inform developmentally appropriate practice:
1. Domains of children’s development--physical, social, emotional, and cognitive-- are closely
related.
2. Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge
building on those already acquired.
3. Development proceeds at varying rates from child to child as well as unevenly within different
areas of each child’s functioning.
4. Early experiences have both cumulative and delayed effects on individual children’s development;
optimal periods exist for certain types of development and learning.
5. Development proceeds in predictable directions toward greater complexity, organization, and
internalization.
6. Development and learning occur in and are influenced by multiple social and cultural contexts.
7. Children are active learners, drawing on direct physical and social experience as well as culturally
transmitted knowledge to construct their own understandings of the world around them.
8. Development and learning result from interaction of biological maturation and the environment,
which includes both the physical and social worlds that children live in.
9. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as
a reflection of their development.
10. Development advances when children have opportunities to practice newly acquired skills as well
as when they experience a challenge just beyond the level of their present mastery.
11. Children demonstrate different modes of knowing and learning and different ways of representing
what they know.
12. Children develop and learn best in the context of a community where they are safe and valued,
their physical needs are met, and they feel psychologically secure.

I. Principles of Development
A. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning (NYAEC, 2019).
B. Development and learning are maximized when learners are challenged to achieve at
a level just above their current level of mastery, and when they have many opportunities to
practice newly acquired skills.
C. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics, abilities, interests,
and needs of learners.
II. The Philippine Professional Standards for Teachers (PPST) Domain 3 enumerated the following
factors that give emphasis about the diversity of learners.
A. Differences in learners’ gender, needs, strengths, interests, and experiences
B. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
C. Learners with disabilities, giftedness, and talents
D. Learners under challenging circumstances which include geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child abuse, and
child labor.
III. Focus on Indigenous People

To learn more about IPs, read the following:
 Republic Act 8371 –The Indigenous People’s Rights Act
 DepEd Order No 32, s 2015 - Adopting the Indigenous People’s Education (IPED)
Curriculum Framework particularly the 5 Key Elements of an Indigenous Peoples
Education Curriculum. These are the Curriculum Design, Competencies and Content;
Teaching Methodologies and Strategies; Learning Space and Environment; Learning
Resources; and Classroom Assessment.

Ecological Systems Theory
- is formulated by an American psychologist Urie Bronfenbrenner
- this theory explains how social environments affect children’s development.
- it also emphasizes the importance of studying children in multiple environments, known as
ecological systems, in the attempt of understanding their development.
The Microsystem
 The theory suggests that the microsystem is the smallest and most immediate environment in
which children live. As such, the microsystem comprises the home, school or daycare, peer
group and community environment of the children.
 Within the microsystem, the interactions involve personal relationships with family
members, classmates, teachers, and caregivers.
 The interactions they have with people around them will affect how they develop. A nurturing
and supportive interactions and relationships will eventually foster a better environment for
one’s development.
 The proponent of the theory proposed that most of the interactions are bi-directional: first, how
children react to people in their microsystem will also affect how these people treat the children
in return.
For example, a little boy playing alone in a room. This little boy suddenly bursts out crying
for no apparent reason. His mother, who is making lunch in the kitchen, hears the boy crying.
She comes into the room, picks the little boy up, and carries him to the living room.
o In the example, the little boy initiated the interaction (crying), and his mother
responded. In a way, the little boy influenced his mother’s behavior. It is possible
for siblings who find themselves in the same ecological system to experience very
different environments.
 Therefore, given two siblings experiencing the same microsystem, it is not impossible for the
development of them to progress in different manners. Each child’s particular personality traits,
such as temperament, which is influenced by unique genetic and biological factors, ultimately
have a hand in how he/she is treated by others.
The Mesosystem
 This encompasses the interaction of the different microsystems which children find themselves
in. It is a system of microsystems that involves linkages between home and school, between
peer group and family, and between family and community.
 According to Bronfenbrenner’s ecological theory, if a child’s parents are actively involved in
the friendships of their child
o For example, they invite their child’s friends over to their house from time to time
and spend time with them, then the child’s development is affected positively
through harmony and like-mindedness. However, if the child’s parents dislike their
child’s peers and openly criticize them, the child will experience disequilibrium and
conflicting emotions, which will likely lead to negative development.
The Exosystem
 In Bronfenbrenner’s ecological model, exosystem pertains to the linkages that may exist
between two or more settings, one of which may not contain the developing children but affect
them indirectly, nonetheless.
 Based on Bronfenbrenner’s findings, people, and places that children may not directly interact
with may still have an impact on their lives. Such places and people may include the parents’
workplaces, extended family members, and the neighborhood the children live in.
o For example, a father who is continually passed up for promotion by an indifferent boss at the
workplace may take it out on his children and mistreat them at home. This will have a negative
impact on the child’s development.
The Macrosystem
 The macrosystem in Bronfenbrenner’s ecological model is the largest and most distant collection
of people and places to the children that still have significant influences on them.
 This ecological system is composed of the children’s cultural patterns and values, specifically
their dominant beliefs and ideas, as well as political and economic systems.
o For example, children in war-torn areas will experience a different kind of development than children
in a peaceful environment.
The Chronosystem
 The chronosystem adds the useful dimension of time to Bronfenbrenner’s ecological systems
theory. It demonstrates the influence of both change and constancy in the children’s
environments.
 The chronosystem may include a change in family structure, address, parents’ employment
status, as well as immense society changes such as economic cycles and wars.
Bronfenbrenner's theory shows the interconnected influences on child development through

ecological systems. Context awareness can help the teachers see how children act in different
situations. For example, a bully at school may play the victim at home. Due to these variances, adults
entrusted with a child's care should closely monitor his/her behavior in various contexts, as well as the
quality and type of links between them.
Diana Baumrind’s Parenting Styles

 The parenting style used to rear a child will likely impact that child’s future success in romantic, peer
and parenting relationships.
 Diana Baumrind - clinical and developmental psychologist, coined the following parenting styles:
authoritative, authoritarian, and permissive/indulgent. Later, Maccoby and Martin added the
uninvolved/neglectful style.
Authoritative Parenting
 In general, children tend to develop greater competence and self-confidence when parents have
high-but reasonable and consistent- expectations for children’s behavior, communicate well with
them, are warm and responsive, and use reasoning rather than coercion to guide children’s
behaviors.
 This kind of parenting style has been described as authoritative. Parents who use this style are
supportive and show interest in their kids’ activities but are not overbearing and allow children to
make constructive mistakes. This “tender teacher” approach deemed the most optimal parenting
style to use in western cultures. Children whose parents use the authoritative style are generally
happy, capable, and successful.
Authoritarian Parenting
 Parents using the authoritarian (“rigid ruler”) approach are low in support and high in
demandingness. These parents expect and demand obedience because they are “in charge” and
they do not provide any explanations for their orders. Parents also provide well-ordered and
structured environments with clearly stated rules. Many would conclude that this is the parenting
style used by Harry Potter’s harsh aunt and uncle, and Cinderella’s vindictive stepmother. Children
reared in environments using the authoritarian approach are more likely to be obedient and
proficient, but score lower in happiness, social competence, and self-esteem.
Permissive Parenting
 Parents who are high in support and low in demandingness are likely using the permissive-also
called the indulgent-style.
 Their children tend to rank low in happiness and self-regulation and are more likely to have problems
with authority. Parents using this approach are lenient, do not expect their children to adhere to
boundaries or rules, and avoid confrontation.
Uninvolved Parenting
 Children reared by parents who are low in both support and demandingness tend to rank lowest
across all life domains, lack self-control, have low self-esteem, and are less competent than their
peers.
 Parents using the uninvolved (or sometimes referred to as indifferent or neglectful) approach are
neglectful or rejecting of their children and do not provide most, if any, necessary parenting
responsibilities.
Parenting Styles and Outcomes for Children
Parenting style has been found to predict child well-being in the domains of social competence,
academic performance, psychosocial development, and problem behavior. Research in the United
States, based on parent interviews, child reports, and parent observations consistently finds:
 Children and adolescents whose parents use the authoritative style typically rate themselves
and are rated by objective measures as more socially and instrumentally competent than those
whose parents do not use the authoritative style.
 Children and adolescents whose parents are uninvolved typically perform most poorly in all
domains.
In general, parental responsiveness tends to predict social competence and psychosocial functioning,
while parental demandingness is typically associated with instrumental competence and behavioral
control (e.g., academic performance and deviance). These findings indicate:
 Children and adolescents reared in households using the authoritarian style (high in
demandingness, but low in responsiveness) tend to perform moderately well in school and be
uninvolved in problem behavior, but tend to have poorer social skills, lower self-esteem, and
higher levels of depression when compared to their peers who are reared in households using
the authoritative approach.
 Children and adolescents reared in homes using the indulgent style (high in responsiveness,
low in demandingness) tend to be more involved in problem behavior and perform less well in
school, but they have been shown to have higher self-esteem, better social skills, and lower
levels of depression when compared to their peers who are not reared using the indulgent style.

An inclusive classroom climate refers to an environment where all students feel supported
intellectually and academically and are extended a sense of belonging in the classroom regardless of
identity, learning preferences, or education. Such environments are sustained when instructors and
students work together for thoughtfulness, respect, and academic excellence, and are key to
encouraging the academic success of all students. Research indicates that many students may be
more FS 1 likely to prosper academically in settings with more collaborative modes of learning that
acknowledge students’ personal experiences (Kaplan and Miller 2007).
Student learning can be enhanced by establishing a classroom tone that is friendly, caring, and
supportive, and that lets students explore the relationships among course material, personal, and social
experiences. Instructors can consider a variety of areas to promote inclusivity, including the syllabus,
choices in assigned reading, discussion expectations, and personal style.
To maintain an inclusive classroom climate, the instructor can:
 Structure classroom conversations to encourage respectful and equitable participation
 Anticipate sensitive issues and acknowledge racial, class or cultural differences in the classroom
when appropriate
 Model inclusive language
 Use multiple and diverse examples
 Personally connect with students
 Provide alternative means for participation
 Respectfully communicate with students
 Address offensive, discriminatory, and insensitive comments for their behavior.
 Perform a Self-Assessment
Top Strategies for Inclusive Teaching
 Establish guidelines for interaction.
 Be transparent about expectations.
 Do not ask individuals to speak for an entire group.
 If conflict arises, acknowledge it.
 Illustrate concepts with multiple and diverse examples.
 Promote a growth mindset.
 Include a Diversity Statement on the syllabus.
 See examples of faculty implementing principles of inclusive teaching
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 have valuable classroom time. Efficient routines
make it easier for students to learn and achieve more.
Establishing routines early in the school year:
o Enables the teacher to run the daily activities smoothly
o Ensures the teacher to manage time effectively
o Helps the teacher maintain order in the classroom FS 1
o Makes the teacher more focused in teaching because of spending less time in giving
directions/instructions
o Enables the teacher to explain to the learners what are expected to them.

Classroom Management
- is a term used by teachers to describe the process of ensuring that classroom lessons run
smoothly despite disruptive behaviour by students. The term also implies the prevention of
disruptive behvaior.
-
Importance of Effective Classroom Management:
1. Effective Teaching:
- Classroom management strategies helps create an
organized classroom environment that is conducive to teaching. It
helps in establishing certain norms of expected student’s behaviour.
2. Efficient Use of Time:

- When proper routines are established at the start by
a teacher, time isn`t lost in giving directions. Students accomplish
tasks as a natural part of the routine.
3. Consistency:
- A teacher with strong anagement skills creates a
consistent pattern of expected students behaviour at all places and
situaitons. This maintain disciplines within the class.
4. Fewer Behavior Problems:
- the main goal of classroom management is to reduce misbehaviour in classroom. Effective
classroom management requires the establishing of boundaries as well as reinforcement patterns.
Two Aspects of Effective Classroom Management
1. Personal Classroom Management consists of managing yourself to ensure order and discipline
in your class. It includes:
 Voice
 Personal grooming
 Attendance
 Punctuality
 Personal graciousness
Note: Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment. Attending to
these physical elements of the learning environment ensures safety, security, and order in class. It
includes:
 Ventilation
 Lighting
 Acoustics
 Seating arrangement
 Structure/design of the classroom
 Physical space/learning stations

Formal education begins in school. The schools have recommended curriculum. This
recommended curriculum was translated into written curriculum like books, course packs or
modules, learning plans, teacher’s guides which eventually becomes the basis of taught curriculum.
As a teacher who implements the curricula needs support materials which are known as support
curriculum to enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) to determine if learning is experienced by learners (learned
curriculum). However, those things that happened in school but not planned are what we called as
hidden curriculum.
The teacher implements, plans and evaluates school learning activities by preparing a miniscule
curriculum called a lesson plan or learning plan. The teacher then puts life to a lesson plan by using
it as a guide in the teaching learning process where different strategies were employed.
There are many ways to write lesson plan, but the necessary elements are the following:
 Learning Outcomes
 Subject Matter
 Teaching learning Strategies
 Evaluation or Assessment
These elements should be aligned so that at the teaching-learning episode, learning will be
achieved with the classroom teacher as a guide.
From a broad perspective, curriculum is defined as the total learning process and outcomes as
in lifelong learning. Basic education in the Philippines is under the Department of Education and the
recommended curriculum is the K-12 or the Enhanced Basic Education Curricula of 2013.
Click this link to learn more about this curriculum:
https://educationallearnings.wordpress.com/uncategorized/k-to-12
‘FIELD STUDY 1 – EPISODE 9
The following are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, what I see, I remember, what I do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity
to connect what they learn with other concepts learned, with real world experiences and with
their own lives.
4. Learning is cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning process. It
is the practical realization or application of an approach.
All methods of teaching can be classified either as deductive (direct) or inductive (indirect).
‘FIELD STUDY 1 – EPISODE 10

The following are principles in selecting and using the appropriate teaching strategies:
1. Learning is an active process.
2. The more senses that are involved in learning, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Learning is meaningful when it is connected to students' everyday life.
6. Good teaching goes beyond recall of information.
7. An integrated teaching approach is far more effective than teaching isolated bits of information. An
integrated approach incorporates successful, research-based, and brain-based instructional
strategies. An integrated approach is also interdisciplinary and multidisciplinary.
8. There is no such thing as best teaching method. The best method is the one that works, the one
that yields results.
To read more on these guiding principles, consider reading the Department of Education that
promotes Standards and Competency Based teaching with its K to 12 Curriculum Guide. Try also to
read the CHED Memo No. 46 series of 2012 for the application of the OBTL application in the teaching
and learning process.
You must be knowledgeable also in asking questions and reacting techniques to ensure the
effective delivery of instruction. The following are the types of questions that teachers ask.
1. FACTUAL/CONVERGENT/CLOSED/LOW LEVEL QUESTIONS.
These are what, where, who, when questions with one acceptable answer.
2. DIVERGENT/OPEN-ENDED/HIGH LEVEL/HIGHER ORDER/CONCEPTUAL.
These are open ended questions with more than one acceptable answer. They are used to ask
for evaluation, inference, comparison, application, and problem solving.
3. AFFECTIVE QUESTIONS.
Example: How do you feel after reading the story.
Questioning Skills
Class interaction is dependent on your questioning skills. What skills should you acquire to
generate interaction among your students? They are:
 Varying type of question. Ask convergent, divergent, and evaluative questions. Convergent
questions have only one acceptable correct answer. An example is “What is the process of food
manufacture that takes place in plants called?” Divergent questions are open and may have more
than one acceptable answer. Example: “How can the government most effectively enforce laws
against water pollution?” An evaluative question requires judgment concerning the subject of focus.
Example: What is your evaluation of our manner of the election in the country?
 Asking non-directed questions. Pose the question first, then call on a student to answer. Don’t
direct your question to just one student. Direct the question to all.
 Calling on non-volunteers. Don’t just call on those who raise their hands.
 Rephrasing. If you sense a question was not understood, simplify it, or ask it in another way.
 Sequencing logically. It is asking related questions one from simple to complex one after another.
 Requiring abstract thinking. This means going beyond simple recall questions. Examples of
questions that require abstract thinking is “What meaning can you derive from the data presented
in the graph? What generalization can you draw from the data presented?”
 Asking open-ended questions. This means asking divergent questions to develop higher order
thinking skills.
 Allowing for sufficient wait time. Wait time refers to the pause needed by the teacher after asking
a question. This is the time when she waits for an answer. The following are the number of things
to consider are a.) the level of difficulty of the question, b.) the type of response required, c.) the
background knowledge of the respondents and d.) the intellectual ability of the respondents. An
average of 2 to 5 seconds is sufficient for “what” questions and about 5 to 10 seconds for “why” and
“how” questions. Usually, there is a need to revise or improve the question if it proves difficult now.
This is a second wait time. A longer pause would encourage the second wait time. A longer pause
would encourage the students to continue thinking. In most cases, they can think of the best answer.
The follow-up questions can lead to extended ideas instead of short memory questions.
Providing sufficient wait time can achieve the following:

 Motivates slow thinking students to respond
 Improves the quality of the responses made
 Decreases the amount of guessing or wrong inferences
 Increases the number of correct responses
 Leads the teacher to vary her questions
 Provides time for the teachers to evaluate the answers given.
 Encourages the students to ask their own questions. Give students enough time to think
about the answers.
 Assessing comprehension. Ask questions to test comprehension. Now and then find out if your
students are with you.
 Involving as many as possible. Distribute your questions to as many students. Widen
participation. Don’t just call on students on students who raise their hands. By their facial expression,
you can sense who among your students would like, to recite.
How To Encourage Questions from Students

Children are by nature curious. They ask questions about almost anything they see and
hear around them. They ask casual, intelligent and even funny questions. Neil Postman said, “They
come to school as question marks” but unfortunately, “leave school as periods”.
The teacher’s reaction to their inquisitiveness can motivate or discourage them from
asking more questions. Some may give honest answers, others may instantly stop them from
attempting to ask more. How can we encourage children to ask questions?
Here are some tips.
The teacher’s questioning technique is the key in encouraging students to ask correct,
relevant, and high-level questions. Her questions can serve as good examples. Attend to their
questions. Avoid dismissing irrelevant questions. Assist in clarifying or refocusing to solicit correct
responses. Praise the correctly formulated questions. It develops confidence and makes knowledge
search easy and satisfying. Allot an appropriate time slot for open questioning. This will encourage
slow thinkers to participate freely.
ICT Competency Framework for Teachers
The UNESCO ICT Competency Framework for Teachers (ICT-CFT) seeks to help countries
develop comprehensive national teacher ICT competency policies and standards and integrate these
in overarching ICT in education plans. It highlights the role that technology can play in supporting six
major education focus areas across three phases of knowledge acquisition, as illustrated in the chart
below:
This
framework is a response to recent technological and pedagogical developments in the field of ICT and
Education. It incorporates in its structure inclusive principles of non-discrimination, opens and equitable
information accessibility and gender equality in the delivery of education supported by technology. It
addresses the impacts of recent technological advances on education and learning, such as Artificial
Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to
support the creation of inclusive Knowledge Societies. The ICT CFT provides a comprehensive set of
competencies teachers need to integrate ICT into their professional practice to facilitate students’
achievement of curricular objectives. Strong political commitments and sustained investment in teacher
education, and concerted actions between pre- and in-service teacher trainings form the foundation of
the successful implementation of this Framework as it is contextualized to national and institutional
goals. For this reason, this document underlines the importance of steadfast commitment to supporting
teachers’ continuous professional development including through ICT and includes examples to
illustrate how ICT CFT could be used to facilitate teachers’ development in diverse contexts. We look
forward to strengthening our collaboration with all stakeholders everywhere to leverage ICT to develop
the skills required to thrive within the fast-changing inclusive Knowledge Societies.
10 Principles in the Integration of ICT in Classes

 First principles: ICT in education
o Principle 1: Use ICT to achieve education and development goals.
o Principle 2: Use ICT to enhance student knowledge and skills.
o Principle 3: Use ICT to support data-driven decision making.
o Principle 4: Include all short- and longer-term costs in budget planning.
o Principle 5: Explore technology alternatives to find appropriate solutions.
o Principle 6: Focus on teacher development, training, and ongoing support.
o Principle 7: Explore and coordinate involvement of many different stakeholders.
o Principle 8: Develop a supportive policy environment.
o Principle 9: Integrate monitoring and evaluation into project planning.
o Principle 10: “It takes capacity to build capacity” - System strengthening precedes
system transformation.
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 We ensure that the intended outcome is attained at the end of the lesson and so while
we are still in the process of teaching, we are checking the student’s understanding and
progress.
 When we found out the learners failed to understand our lesson, we reteach until our
learners master them. This is what we called Formative Assessment. It is the assessment
where learners are being taught or formed. It is the assessment amid instruction.
 Formative Assessment is also referred to as assessment for learning. Assessment for
learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson or
not because if it is only at the end of the lesson that we discover that the learners did not
understand the lesson, we have wasted so much time and energy teaching presuming
that everything was clear, only to find out at the end of the lesson that the learners did
not understand the lesson at all. This means that we must reteach from the very
beginning.
 Assessment for learning encourages peer assessment.
FIELD STUDY 1 – EPISODE 13.1

As Assessment for Learning and Assessment as Learning, teachers will design teaching
and learning activities utilized in the classroom for students to assess their own learning. In this
module, Assessment of Learning is emphasized. When teachers have done everything they do
to help learners attain the intended learning outcomes, teachers subject their students to
assessment for grading purposes. This is referred to as assessment of learning, which is also
known as summative assessment.
In module, the following will be focused: (1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional assessment
tasks and tools, (2) assessment of learning outcomes in the different levels of cognitive
taxonomy, (3) construction of assessment items with content validity, (4) Table of
Specifications, (5) Portfolio, (6) scoring rubrics, (7) the K-to-12 Grading System, and (7)
reporting students’ performance.
 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines
assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcomes.

 Traditional assessment tools are also called paper-and-pencil tests.
 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate response test (True-
False, Yes-No), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving
and essay.

 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/Non-traditional/Alternative assessment tools measure learning outcomes like
performance and product.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria (Brookhart, 2013).
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good holistic rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.

 A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress, or
achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But, it is not a mere collection of
student’s work. The student’s reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
 Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self-reflection through which
students share what they think and feel about their work, their learning and about themselves.
 There are several types of portfolios depending on purpose. They are: 1) development or
growth portfolio, 2) best work of showcase portfolio, and 3) assessment / evaluation portfolio.

Cognitive Processes Examples
Remembering – Product the right information from memory
Recognizing ● Identify frogs in a diagram of different kins of amphibian.

● Find an isosceles triangle in your neighborhood.
● Answer any true-false or multiple-choice questions.
Recalling ● Name three 19th-century women English authors.
● Write the multiplication facts.
● Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences.
Interpreting ● Translate a story problem into an algebraic equation.

● Draw a diagram of the digestive system.
● Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying ● Draw a parallelogram.
● Find an example of stream-of-consciousness style of writing.
● Name a mammal that lives in our area.

Classifying ● Label numbers odd or even.
● List the events of the Sepoy Mutiny of 1857.
● Group native animals into their proper species.
Inferring ● Read a passage of dialogue between two characters and make conclusions about their past
relationship.
● Figure out the meaning of an unfamiliar term from the context.
● Look at a series of numbers and predict what the next number will be.
Comparing ● Explain how the heart is like a pump.
● Compare Mahatma Gandhi to a present-day leader.
● Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and
different.
Explaining ● Draw a diagram explaining how air pressure affects the weather.
● Provide details that justify why the French Revolution happened when and how it did.
● Describe how interest rates affect the economy.
Applying – Use a procedure
Executing ● Add a column of two-digit numbers.

● Orally read a passage in a foreign language.
● Have a student open house discussion.
Implementing ● Design an experiment to see how plants grow in different kinds of soil.
● Proofread a piece of writing.
● Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating ● List the important information in a mathematical word problem and cross out the unimportant
information.
● Draw a diagram showing the major and minor characters in a novel.
Organizing ● Place the books in the classroom library into categories.
● Make a chart of often-used figurative devices and explain their effect.
● Make a diagram showing the ways plants and animals in your neighborhood interact with each
other.
Attributing ● Read letters to the editor to determine the author’s points of view about a local issue.
● Determine a character’s motivation in a novel or short story.
● Look at brochures of political candidates and hypothesize about their perspective on issues.
Evaluating – Make judgement based on criteria and syllabus guidelines
Checking ● Participate in a writing group, giving peer feedback on organization and logic of arguments.
● Listen to political speech and make a list of any contradictions within the speech.
● Review a project plan to see if all the necessary steps are included.
Critiquing ● Judge how well a project meets the criteria of a rubric.
● Choose the best method for solving a complex mathematical problem.
● Judge the validity of arguments for an against astrology.
Creating – Put pieces together to form something new or recognize components of a new structure.
Generating ● Given a list of criteria, list some option for improving race relations in the school.
● Generate several scientific hypotheses to explain why plants need sunshine.
● Propose a set of alternatives for reducing dependence on fossil fuels that address both
economic and environmental concerns.
Planning ● Make a storyboard for a multimedia presentation on insects.
● Outline a research paper on Mark Twain’s views on religion.
● Design a scientific study to test the effect of different kinds of music on hens’ egg reproduction.
Producing ● Write a journal from the point of view of mountaineer.

● Build a habitat for pigeons.
● Put on a play based on a chapter from a novel you are reading.
● A Table of Specifications (TOS) is a two-way chart which describes the topics to be covered
by a test and the number of items which will be associated with each topic.
● Sometimes, the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
Learning Outcome No. of Cognitive Level Total
Class
Hours Rem Und App Ana Eva Cre
1.
2.
3.
4.
5.
6.
Total
● With the implementation of the Enhanced Basic Education Program of 2013, more popularly
known as the K-12 Curriculum, came a new grading system of the Department of education.
Look for the DepEd Order No. 8, s. 2015 for the Weight of Components for both Junior and
Senior High School, the Components of Summative Assessment, and how grades are
reported with corresponding descriptors.
● The latest grading system in basic education includes students’ performance in written tests
and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.

● Grades fulfill their function if reported meaningfully to students and most of all, to parents,
our partners in the education of children.
● Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but
not necessarily achieving or performing because of lack of motivation or other factors.

“My Teacher, My Hero” was a banner during the World Teachers’ Day celebration in the
Philippines in the years past. Are Filipino teachers, real heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the country just
like any other hero. To be a teacher requires a lot of personal and professional qualities. These qualities
make an excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be
teachers. These are natural tendencies of a person. Here are some of the qualities and attributes that
distinctly characterize a teacher.
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
 Lives with dignity that exemplifies  This teacher is honest, has integrity, self-respect
self-respect, integrity and self- and self-discipline. Likewise, respected by students,
discipline. peers and the community.
 Takes care of one’s physical,  This teacher is physically, emotionally and mentally
emotional and mental well-being. healthy. Clean and neat, dresses appropriately and
pleasant in words and in action.
 Lives a life inspired by spiritual  This teacher behaves according to the personal
principles and beliefs. spiritual beliefs that are not contrary to the norms,
mores and tradition of the community.
 Exhibits deep knowledge and  This teacher is mentally alert, makes correct
understanding across disciplines. decisions, intelligent to be able to acquire new
knowledge, skills and values needed in order to
teach. She/he has the ability to learn knowledge,
skills and values that are no longer applicable to the
current times.
 Recognizes own strength with  This teacher sets high goals for himself/herself, but
humility. remains humble and willing to share success.
He/she is confident of doing task but does not
consider self to be better than other all the time.
 Perseveres in challenging  This teacher is calm in the midst of chaos, remains
situation. steadfast under pressure, does not easily give up
and adjusts to different situations.
 Demonstrates a natural action to  This teacher volunteers’ tasks for others, always
work together with others. willing to share, extends help willingly, accepts
responsibility, tolerant of other people, and gives up
time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the old
saying goes: “Teachers are born but good teachers are both born and made.”
Professional Competences of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean developing a
professional teacher like you. You can only become a professional teacher if you earn a degree to
teach in either elementary level or high school level. You should also earn a license to teach by passing
licensure examination for teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or specializations and the
professional courses including the pedagogy courses. Your professional courses include experiential
learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These are important
in your preparation to become professional teachers.
So, what are the professional competencies that every teacher should have? You will find these
in the matrix follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
 Abides by the code of ethics for  This teacher practices the rules and conduct of
the profession. professional teachers.
 Masters the subject matter to be  This teacher masters and updates himself/herself with
taught. subject matter content to be taught.
 Updates oneself on educational  This teacher keeps abreast with the educational
trends, policies and curricula. trends, policies and curricula by taking up graduate
studies, attending seminars and workshops.
 Uses teaching methods to  This teacher practices different ways of teaching
facilitate student learning. appropriate to the learners and the subject matter.
 Builds a support network with  This teacher engages the cooperation of parents and
parents and community. stakeholders in educating the learners.
 Demonstrates knowledge,  This teacher has substantial knowledge of the
understanding of the characteristics and needs of the learners.
characteristics and needs of
diverse learners.
 Plans, prepares and implements  This teacher plans, prepares, implements and
school curriculum responsibly. innovates the day-to-day curriculum with the view in
mind the learners will learn.
 Designs, selects and utilize  This teacher designs, selects and uses appropriate
appropriate assessment assessment tools for, as and of learning.
strategies and tools.
 Provides safe, secure, fair  This teacher arranges the classroom to provide safe,
physical and psychological secure psychological environment that supports and
learning environment that encourages learning.
supports learning.
 Serves beyond the call of duty.  This teacher does task and works even beyond the
official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified professional
teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the teachers
you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of the
Teacher.

FILIPINO GLOBAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.
While the number of actual teaching hours per day varies all over the world in our country,
teaching in the public schools requires six hours of actual teaching, that includes administrative work
such as management of learning per day. The two hours of the working day is allotted to administrative
work such as scoring and recording learners’ outputs, making reports, filling forms, preparing for the
next day's activity, and performing other administrative tasks. The previous Episode on the teacher,
reminded us of the qualities and competencies mentioned earlier. Teachers should be multi-literate,
multi-cultural, multi-talented, innovative, and creative. The future Filipino teacher like you shall act
locally but think globally.
"Teach local, reach global" means that the teacher brings diverse experiences in the
classroom with the various skills to live and work as citizens of a global society. What teachers do in
the local communities’ impacts the larger community. As global citizens, the work begins, where the
teachers are, thus a "glocal" teacher.
Towards Quality Glocal Teachers
Quality teachers are characterized by different attributes and skills needed in the21"
century education. Partnership 21 identified (1) Global awareness, (2) Financial, economic, business,
and entrepreneurial literacy, and (4) Civic and Health Literacy which require:
1. Learning and Innovative Skills
2. Information, Media, and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values, and dispositions relative to the following
characteristics:
1. Understands one’s own cultural identify and rootedness;
2. Knows and integrates global dimensions in the subject area;
3. Engages learners in the learning processes;
4. Uses real life local and global examples;
5. Values the inputs of culturally and linguistically diverse learners;
6. Models social responsibilities in local and global content;
7. Encourages learners to find appropriate actions to improve local and global conditions and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning environment that
encourages creativity and innovation among learners.” With it, comes the management of learning in
such environment. These are required skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly prepare the 21st
century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of
learning. Students no longer study each subject in isolation, but they work on interdisciplinary projects
that cover several subject areas. Learning is no longer for memorizing and recalling of information but
on learning how to learn. Thus, classroom design should respond to the 21st century learning. More
so, quality teachers should be changing their roles from teaching in isolation to co-teaching, team
teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the new roles of
teachers.
How should a new classroom be? Here are some suggestions on the six elements of a
new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage learning under
a very conducive learning environment. Teacher should use effective classroom management
strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners are
 Organized
 Orderly
 Focused
 Attentive
 On task, and
 are learning
They will take much of your skill, experience, and patience. The two important factors that
may affect learning management are the us of technology and the diversity of learners.

Spark Your Interest
One thing asked of teacher applicants in the Department of Education is to write their philosophy of
education. This means that they have to write concept of the nature of the learner, how that learner learns and
how that learner ought to live in order to live life meaningfully. Based on these philosophical concepts, the
teacher applicants describe how they ought to relate to the learner, what to teach and how to teach so that the
learner learns and lives life happily and meaningfully.
Target Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core
values and mandate, the K to 12 Curriculum Framework and Guide and RA 10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these behaviors are
founded; and
 Articulate my philosophy of teaching.
Revisit the Learning Essentials

We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and of
the present. The way teachers relate to learners and the way they teach are anchored on philosophies of
education.
Basic documents such as the vision and mission statements, core values and mandate of the Department
of Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 10533 and the K to 12
Curriculum Guide are manifestation or expressions of the philosophies of education of the country. They state
the standards and the outcomes of education towards which all curricular activities and teaching-learning
should be directed.
PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
The detailed presentation of the indicators of quality teachers in 37 strands along 7 domains for each
career stage is given in DO 42, S. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF THE
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher ought to act in
and relate to the state, community, teaching profession, higher authorities, school officials and other
personnel, learners, parents and business. It also states how a professional teacher ought to act and
behave as a person.
SOUTHEAST ASIA TEACHERS

COMPETENCY FRAMEWORK
ACTION RESEARCH IN TEACHING
ACTION RESEARCH is the process that allows teachers to study their own classrooms, schools, and
educational setting in order to understand them better and to improve their quality and effectiveness.
The processes of observation, reflection, and inquiry lead to action that makes a difference in teaching
and learning. It bridges doing (practice) and learning (study) and reflection (inquiry).
Four Stages of Action Research
Planning Acting Developing Reflecting

Stage Stage Stage Stage
Integrating Action Research Organization into the Stages of Action Research

Process of Action Research

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of action
research. Anchored on the idea of inquiry by John Dewey several other authors have advanced the
concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.
Action research has been embraced in education for its value in transforming school practices
by the practitioners themselves. It is used to address practical problems in the classroom. It is a process
that allows teachers to study their own classroom and school setting to improve their effectiveness.
Teacher Action Research (TAR) is a method for educational practitioners (teachers, school leaders) to
engage in the assessment and improvement of their own practice. It is a tool to help classroom teachers
consider their teaching methods or to adopt a strategy in order to solve everyday problems 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?
Department of Education (DO 16) 2017 (Model 1)

Action Research Key Action Research Process
Components
I. CONTEXT AND Identifying the Problem

RATIONALE
II. ACTION RESEARCH 1. Why am I doing this?
QUESTIONS 2. What is the background of my action research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan

INNOVATION,
INTERVENTION AND 1. What do I plan as a solution to the problem I identified? (Describe)
STRATEGY 2. What innovation will I introduce so solve the problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research

METHODS 1. Who are to participate? (my students, peers, myself)
a. Participants and/or 2. What are my sources of information? (participants)
other Sources of 3. How shall I gather information?
Data and 4. How will I analyze my data/information?
Information
b. Data Gathering
Methods
c. Data Analysis Plan
V. ACTION RESEARCH Action Research Work Plan

WORK PLAN AND
TIMELINES 1. What should my work plan contain? (targets, activities, persons involved,
timelines, cost)
2. How long will I conduct my intervention? (For reliable results 8 to 12
weeks)
VI. COST ESTIMATES Action Research Cost – (Consider also the maximum cost of externally funded
like DepEd, LGUs NGO or personal)
VII. PLANS FOR Sharing Results

DISSEMINATION
1. How will I share the result of my action research (Publish, Present, Flyers
and LAC Sessions)
2. Can I collaborate with other teachers to continue or replicate my study?
VIII. REFERENCES References
1. What reading materials and references are included in my review of

literature?
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:
Analyze teaching problems prevailing in the classroom.
List matching action as a probable solution to the teaching-
learning problems.
Clarify Your Tasks
Matching Problematic Learning Situations with Probable Actions as Solution

Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have you
identified a problem for your action research? “Common answer will be: “My problem is that, I do not
have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom, you will
discover of lot of problematic situations. You must have also observed these problematic situations
when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
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.
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 student
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
ENHANCING A FACE-TO-FACE OR IN-PERSON

CLASSROOM ENVIRONMENT FOR LEARNING
In a face-to-face or in-person classroom where students and teachers

a physically present, classroom are structured based on teachers’
preparation on the activities, instructions, and evaluation. Equipment
and materials are also made available in the classroom for students to
interactively operate as they are learning.
ADVANTAGES OF FACE-TO-FACE LEARNING ENVIRONMENT FOR

STUDENTS
● Less distraction and more concentration than studying at home.
● Greater understanding and real-world example from teachers and classmates.
● Greater chance of completing course work in the classroom space.
● Learn easily and comfortably in the classroom.
● Access more relevant and contextualized information from class interactions.
● Greater opportunity for socialization, network, and problem-solving
interactions with classmates and teachers.
CHARACTERISTICS OF FACE-TO-FACE LEARNING ENVIRONMENT

● Learning space is physical, where teachers and learners interact in a safe and
conducive space for learning.
● Lessons are delivered interactively by the teachers, where students are
facilitated rather than directed.
● Class sessions are done regularly based on specific schedule.
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,
smartphones; (2) audio visual tools including projectors and touch screen displays and (3) purposeful
furniture such as standing desks, collaborative work stations and connected seating that allow students
to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered
synchronously and asynchronously, so the teacher’s role is a moderator between the technology and
the students.
Unlike face-to-face, on-line learning does not happen in one contained physical space but
learners are in different imaginary spaces made possible by technology such as computer network.
Virtual classrooms refer to digital learning environment that allows teachers and students to connect
on-line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are some
safety reminders to remember?
1. Encourage parents’ involvement. Keep parents informed of how you and the children will be
using the on-line platform.
 Assist them on how to set up appropriate home learning spaces if students will be learning
from home.
 Provide contact times and class schedules.
 Provide procedures to follow and consequence if they failed.
 Share information about protection from cyberbullying and image abuse.
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
to take them to inappropriate materials such as ads from You Tube and other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text, or
group chat. When using technology like zoom, Google meet, allow public chatting or group
instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.
 All students should have individual password. This should not be disclosed.
 No one 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.
Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines
don’t just make the life of the teacher easier. They save valuable classroom time. Efficient routines
make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom; makes
you more focused in teaching because you spend less time in giving directions/instructions; and
enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and students
whether in the classroom or remotely. To teach classroom routines remotely, it is best to record videos
and to post these in the learning management system so students may watch them over and over again
for better retention and for families to view them so they can assist their children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm on
ideas which they will most likely do and follow. Routines are important especially when done in remote
learning so that there will be less distractions both for synchronous and asynchronous participation.
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 the 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 promote social and emotional development.
The teaching-learning process may be implemented in various modalities. Teachers must bear in
mind that alternatives and other options may be considered in designing the classroom / remote
management plan.
A good learning environment produces highly engaged students who learn more, do more and work
more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management
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, and
sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/ misdemeanor
in the class. This will ensure the fairness and consistency in dealing with the students. This
also includes the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. This
will make the students to stay on time and on task.
5. Organization: This refers to the systematic arrangement of files and records and keeping
them organized and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content.
Tailoring your techniques to subject, grade levels and nature of the learner is really
important.
7. Communication: Consistent open lines of communication to all the stakeholders of the
school community will lead to better teacher-student teacher relationship.
Source:http://education.gy/web/index/.php/teachers/tips-for-teaching/item/1735-seven-key-
elements-for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be
designed. Each teacher has its own unique style of management to meet class needs although
the same elements are found consistently. In order for a classroom management plan to be
successful, the students must have a complete understanding for 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 setting.
Components of Guide Question

Classroom/Remote
Learning
Management Plan
What is your set of ideals, values, beliefs, and goal on

classroom/ remote learning management?
Philosophical Statement
What set of criteria and/ or standards will you set to judge the
quality of your classroom r/remote learning environment?
Classroom Rules What classroom rules and procedures will you formulate to
and Procedures ensure discipline and order in your class?
Teacher-students How will you treat student in your class?

relationship
How will you interact with them?
How will you ensure good interaction between and among

students superior?
Schedules and Time How will you organize your class schedule?
Frame
How will you keep your students to stay focus and on the task?
Classroom Structure, How will you design your classroom to create an appropriate
and Design learning environment?
Arrangements
Classroom Safety Rules How will you ensure the safety and security of your students?
and Procedures
What rules will you formulate to safeguard their protection?
Strategies for Rewards What strategies will you employ for rewards and
and Consequences consequences?
Revisit the Infographic
These are the steps in creating your Classroom/Remote Learning Management Plan.
Steps in Designing Classroom Management Plan

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 (DPL) and Daily
Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the teaching-
learning process. Guidelines were formulated to assist teachers in planning, organizing and managing
their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in starting the learning outcomes, the three domains must
be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms that are
specific, measurable, attainable, realistic and time-bound (SMART). The cognitive domain includes
remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of the
lesson.
Revisit the Infographic/s
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNING LEARNING

LEARNING
OUTCOMES CONTENTS RESOURCES
PROCEDURES

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 needs of the times.
These are the various Learning Delivery Modalities from the Department od 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 learner’s 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 a 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 pf 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:
http://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery Modalities fpr
School Year 2020-2021 DepEd Order No. 11, 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 word, practicum of off site.
Revisit the Infographics
INSTUCTIONAL PROCESS
Planning Instruction
Delivery of Instruction
Assessment of Learning
The Robert Gagne’s Nine Events of Instruction, will guide you to implement the various steps well.
Robert Gagne’s Nine Events of Instruction
 Preparation
7. Gaining Attention
8. Informing Learners
9. Stimulating Recall of  Assessment and
prior Learning Transfer
5. Assess Performance  Instruction and
6. Enhance Retention Practice
1. Present the Content
2. Provide Learning Guides
3. Elicit Performances
4. Provide Feedback
We choose the most important appropriate or suitable resources or instructional materials based
on our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources 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
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
impact knowledge, and by learners when they show or demonstrate what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the better
is the opportunity for learning. However, it is not always possible to do so. For instance, during the
pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and printed
modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations.
As you work, on this episode, remember that you take the role of an FS student now participating
and assisting in the work of selecting non-digital or conventional resources and instructional
materials. You are not simply a detached observer, but you are now a participant as well. You are
more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can be a
new way of doing things? Then focus on finding out the answers to these questions. That as a teacher,
you can always find ways to do things better and more effectively. Also, aim to develop the confidence
to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today, some
of these materials can be described as multi-sensory, not just audio-visual). They will prepare you to
perform well in this episode. Go FS student, go!

DALE’S CONE OF EXPERIENCE AND EXAMPLES OF RESOURCES AND MATERIALS
Direct and Purposeful Experiences  Tree planting

 Working with puzzles
 Performing on experiments
Contrived Experiences  Model of the brain
 Mock-up of a car
 Simulation of a courtroom session
 Games
Dramatize Experiences  Dramatic play
 Pantomime
 Puppet
 Tableau
Demonstrations  How to cook bibingka
 How to use the microscope
 How to wash hands properly
Field Trips  Zoo
 Museum
 Factory
Exhibits  Painting exhibit
 Photo gallery
 Career fair
Motion picture/TV  Biography movies
 Greek mythology movies
 Documentaries
 Educational TV
Audio Recordings/Photos  Recorded lectures
 Audio books
Visual/Pictures  Charts
 Graphs
 Maps
 Drawings
Text/Verbal Symbols  Usually written words that represent
an object, an idea, or a principle
 Reviewer notes
 Selected readings
Selecting Resources and Instructional Materials:

Some points to consider
The resource or instruction material:
 Has accurate and meaningful content

 Aligns to the learning objectives/outcomes of the lesson
 Elicits student interest and engagement
 Is inclusive and free from cultural bias
 Is developmentally appropriate
 Fosters critical thinking/aesthetic appreciation
 Allows collaboration among learners
 Flexible for group or self-study
 Time and cost-efficient
The proper Use of Instructional Materials (IM)

1. Prepare yourself
 Be clear on your lesson’s learning outcomes

 Have a plan on how you will use the IM
 Formulate the questions you will ask.
 Determine how you will assess learning
2. Prepare your students
 Capture the students’ interest and attention

 Communicate the intended learning outcomes
 Provide scaffolding questions to guide them
 Communicate how their learning will be assessed.
3. Present the material
 Ensure that you have the steps well-planned out

 Ensure that everyone has good visual and/or auditory access to the IM.
 Be ready to answer the students’ questions
4. Follow-up
 Encourage students to interact in sharing their experience with the IM, their feedback and insights
 Assess the attainment of the learning
References: Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido)

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 apss 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 teacher class. Whether the
class is purely online or blended, carefully observe how the teacher utilizes apps for e-learning.
An excellent guide for choosing applications to enhance teaching and learning is the p e d a g o g y
W he e l M o d e l le a d e r s h ip o f D r . A l l a n C a r r i n g t o n . T h e r e were earlier precursors, but this
model appears to be the most comprehensive so far. The model aligns the applications to four
essential levers. The apps' selection considers what attributes the students will develop, student
motivation, tapping higher-order thinking skills as articulated in Bloom's taxonomy and at what level
the app will be used in the SAMR Model. You will recall this from your previous technology class and
surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.
It is also most likely that you have experienced learning using many of these apps as a student.
The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google
docs, Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example, there
are hundreds of apps for preschoolers or kindergarteners, like storybooks apps, alphabet and numbers
apps, etc. At the same time, there are apps for math, reading, science for primary, intermediate and
secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now participating and
assisting in the work of selecting and using apps for more effective teaching and learning. You are
inching closer to shifting the role from being a student to being the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice what is
going well? Or what can be missing; what can be improved? What can be a new way of doing things?
Then focus on finding out the answers to these questions. This is to develop in you the disposition as
a teacher-researcher. That as a teacher, yod can always find ways to do things better and more
effectively. Also, aim to develop the confidence to try and initiate to continuously improve your skills.
Revisit the Pedagogy wheel infographics that follow. The links and QR codes are provided. Once you
have downloaded, enjoy exploring what powers these apps have. By clicking their icons directly from
the Pedagogy wheel. An info graphic on Choosing Apps for teachers is also included. Exciting!
The Pedagogy Wheel Model
With Allan Carrington’s Pedagogy Wheel Model, teachers have an at-hand reference that ties apps to
specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit
with the wheel during lesson planning to find tools that will best aid their students or use them during
class time to extend or deepen learning towards a specific 21st century skill or content area. This
connection of theory, practice, and application make the Pedagogy Wheel an Invaluable resources
that should be on the wall of every classroom.”
Matt Harris, Ed.D.

#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Pedagogy wheel for Android or
Apple Apps. Once you open the PDF, you will see that all the apps are already hot-linked. You can
readily explore by clicking on the icons. For android they connect to the Google Play Site. For Apple
iOS they connect to the web preview pages and will open your iTunes.
For Android: http://bit.ly/AppleENGV5Screen
For Apple: http://bit.ly/AndroidENGV5Screen

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 (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 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 – changes 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) (PK); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content using
the most appropriate pedagogical strategies in the context of a virtual learning environment, and the
learners achieve the learning outcomes, boom! You have successfully interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. 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 structured. You can try-out
how the different functions and tools work. It will help you recall and focus once more on the various
learning management systems that serve as platform for virtual classrooms.
REPRODUCED BY PERMISSION F
TPACK MODEL THE PUBLISHER, © 2012 BY

TPACK.ORG
WHILE YOU PLAN YOUR WORK IN THE LMS. ASK YOURSELF THESE QUESTIONS
adapted from www.edapp.com
www.edapp.com
Pedagogical Technological
Technological
Content Content
Pedagogical
Knowledge Knowledge
Knowledge
(PCK) (TCK)
(TPK)
K)
 How will I organize  What level are my

 What is my the LMS so that the students’ technology
students’ prior content and the knowledge and skills?
LMS capabilities (What guidance do I
knowledge of the need to provide my
content? (Ars are adopted to each
students so that they
those with other? can use the LMS
advanced features well? Should I
knowledge within provide additional
o Does the les orientation to help my
the class who can allow for students interaction
help others? differentiation of within the LMS?)
Should integrate content? (Can
opportunities for my students
peer and social use the features  What modifications in
learning into the of the LMS to teaching strategies
lessons?) respond to the need to I need to make
to adapt to the use of
tasks of the the LMS? (Do you
 How will I adapt lesson in need to break down
the content to the various ways?) the content into bullet
interest and needs o What features points to account for
of my students? (or restraints/ limited space on
(How can I best limitation) does slides? Should you
the LMS posses make my e-learning
engage the content responsive to
learner’s prior which need to
different devices?
knowledge, be addressed? What activities which
heighten their are not possible in
motivation, and traditional learning
methods such as
consider their  Does the LMS allow photography, films, or
different levels of for instant updates online resources or
understanding? to information such feedback can I take
as adjustments to advantage of? How do
constant? I develop critical
It is important to  How accessible is thinking skills in an
remember that even the LMS? Does the engaging way?)
with technology as a LMS allow the
tool, teaching it should students to return to  How can I monitor
not be more significant a lesson once they progress, as well as do
than the content of the have completed it> formative and
(e.g., Will I set the summative
lesson the focus should LMS so that my assessments through
always be upon students can the LMS?
learning the content in rework and revisit
the most effective and their lessons?
sustainable way. It is
also crucial to consider
your context such as
how and why your
learners are using the
LMS to design the best
e-learning content.
An Overview of Learning
Management Systems
Microsoft Google
Canvas Schoology
Teams Classroom
 Collaborative  Full integration  Video Video meetings

workspace with office 365 conferencing and (Google meet)
 Recording or  Conversations streaming Create and manage
uploading of classes,
within channels  Session assignments, and
audio and video and teams recording grades online
 Integrated  Conversation  File sharing ADD materials to
learning threads  Interactive your assignments
materials  Chat function whiteboard such as YouTube
 Web-standard  Direct access to  Hand raising videos, a Google
browser Forms survey, and
email, Skype  Participation other items from
 Copy and paste (for additional controls Google Drive
links from a Web video  Survey tools Give direct, real-
browser conferencing),  Screen sharing time feedback
 LTI browser Use the class
OneDrive and  Technical
 Customizable SharePoint (for support
stream to post
content announcements and
document  Text chat engage students in
 Customizable storage)  Markup tools question-driven
user profiles  In-app video  Multimedia discussions
 Open API conferencing Invite parents and
 Mass messaging
 Audio and video and screen guardians to sign up
 Push for email summaries
messages sharing
notificatio with a student’s
 Integrated tools  Audio ns upcoming or
 External service conferencing
 Analytics missing work
integrations  Real-tome Customizable
 LMS integration
 Shared collaboration grading system
 Classroom
resources  Cyber security Seamless access to
management
 RSS support  Slash Google products
 Online such as Google
 Web commands
assessment Docs and Drive
conferencing  Customizable survey For students
tools apps o Track classwork
 Automatic
 Analytics  Tracking of and submit
grading
 Canvas app students’ and assignments
 Gamification o Check originality,
center class progress feedback, and
tools
 Course through Insights grades
 Analytics
notifications  Accessibility o Share resources
dashboar
 Graphics features
d
and interact in the
class stream or by
analytics
 Reporting email.
reporting engine
 Collaborative
 Mobile
learning
integration
 Cloud-based
 Integrated media
reporting
 Open security
 Cloud-based
Blackboard Moodle Seesaw Genyo
 Group  All-in-one  Creative tools  The first fully
management calendar  Family integrated online
 Bulk course messaging learning
 Grading management
creation and  Home learning
Enhancements easy backup codes system for Basic
 Student Preview  Collaborative  Posting of work Education in the
Philippines
 SafeAssign tools and by students
activities  Peer feedback  Have access to
 Enhanced Cloud curriculum-
Profile  Convenient file through likes and
comments based,
management
 Portfolio  Student interactive, and
 Customizable digital resources
 Social Learning site design and assessment
for English,
 Data layout  Family
Science,
 Detailed communication,
Management Mathematics,
engagement, and
 Blackboard reporting and
participation
Filipino, and
logs Araling
Drive  Create multipage
 Embed external Panlipunan which
 Course activities and
you can use for
resources posts
Enrollments  Manage user synchronous and
 Save drafts and
 Active roles and send back work
asynchronous
Collaboration permissions learning
for revision sessions.
 Calendar  Multilingual  Create, save,  Virtual
 Content Editor capability and share Experiment
 Multimedia activities
 Retention feature
integration  Schedule  Moderated online
Center  Multiple activities forum
 Dynamic progress  School or district  Assignment
Content tracking options activity library** feature
 Notifications and  Assessment  Game-based
automatic alerts features** activities
 Outcomes and  Schoolwide  Oral assessment
rubrics management and activities
 Peer and self - engagement
 Virtual Reality
features**
assessment tours
 IT administration
 Personalized  Shared blog
features**
dashboard feature
 Regular security  Progress
updates *Seesaw Plus monitoring
 Secure **Seesaw for  Digital lessons
authentication Schools
and mass
enrolment
 Simple add-ons
and plugin
management
 Simple and
intuitive text
editor
 Supports open
standards
The call of the times has made it more necessary for future teachers like you to develop skills in
planning, implementing and managing remote learning. One form of remote learning is done online.
Online remote learning can be done 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 web-conferencing apps. Some LMS already have these embedded; some do not. You will
need to know how to access, evaluate and utilize the features and functions of apps like Zoom, Google
Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger
Again as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that
can guide you is the Community of Inquiry Model (COD). 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 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 cor web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an exp 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.

THE COMMUNITY OF INQUIRY MODEL
Scan here!
From Critical inquiry in text-based environment: Computer conferencing in higher education, by

R.Garrison, T. Anderson & W. Archer (2000), The Internet and Higher Education, 2(2-3), p. 88.
Social Presence
The ability of participants to identify with the community (e.g., course of study), communicate
purposefully in a trusting environment, and develop interpersonal relationships by way of projecting
their individual personalities.
Cognitive Presence
The extent to which learners are able to construct and confirm meaning through sustained
reflection and discourse in a critical Community of Inquiry.
Teaching Presence
The design, facilitation, and direction of cognitive and social processes for the purpose of
realizing personally meaningful and educationally worthwhile learning outcomes.
COMMUNITY OF INQUIRY
Teaching Presence
Design & Organization
 The teacher clearly communicates important:
 course topics'
 course goals
 due dates/time frames for learning activities.
 The teacher provides clear instructions on how to participate in course learning activities
Facilitation
The teacher helps:
 identity areas of agreement and disagreement on course topics that help student to learn
 Guide the class towards understating on course topics in a way that helps students clarify their
thinking.
 Keep students engaged and participating in productive dialogue.
 Keep students on-task in a way that helps them to learn
 encourage students to explore new concepts in the course.
 reinforce the development of a sense of community among students
Direct Instruction
The teacher:
 helps to focus discussion on relevant issues in a way that helps students learn.
 provides feedback that helped me understand my strengths and weaknesses relative to the course
goals and objectives.
 provides feedback in a timely fashion.
Social Presence
Affective expression
Students experience:
 Getting to know other students that gives students a sense of belonging in the course.
 Forming distinct impressions of some students.
 Online or web-based communication as an excellent medium for social interaction.
Open communication
Students feel comfortable:
 Conversing through the online medium.
 Participating in the course discussions.
 Interacting with other course participants.
Group cohesion
Students feel:
 Comfortable disagreeing with other course participants while still maintaining a sense of trust.
 That their points of view were acknowledged by their classmates.
 That online discussions help them develop a sense of collaboration.
Cognitive Presence
Triggering event
 Problems posed increased the students' interest in course issues.
 Course activities piqued the students' curiosity.
 Students feel motivated to explore content-related questions.
Exploration
 Students utilize a variety of information sources to explore problems posed in this
course.
 Brainstorming and finding relevant information helps students resolve content-related
questions.
 Online discussions were valuable in helping students appreciate different perspectives.
Integration
 Combining new information helps students answer questions raised in course activities.
 Learning activities helps students construct explanations/solutions.
 Reflection on course content and discussions helps students understand fundamental
concepts in this class.
Resolution
Students can:
 Describe ways to test and apply the knowledge created in this course.
 Develop solutions to course problems that can be applied in practice.
 Apply the knowledge created in this course to my work or other non-class related
activities.
BASED ON THE COMMUNITY OF INQUIRY SURVEY INSTRUMENT BY BEN ARBAUGH, MARTI CLEVELAND-INNES,
SEBASTIAN DIAZ, D. RANDY GARRISON, PHIL ICE, JENNIFFER RICHARDSON, PETER SHEA, AND KAREN SWAN. RETRIEVED
FROM: COI SURVEY 1 COI (ATHABASCAU.CA)
SCAN THE OR CODE TO DOWNLOAD THE FULL SURVEY INSTRUMENT.
Scan Here!

FIELD STUDY 1 AND 2 REVIEWER Episode 15 Lang Taman 1

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FIELD STUDY 1 AND 2 REVIEWER Episode 15 Lang Taman 1

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FIELD STUDY 1 – EPISODE 1

FIELD STUDY 1 – EPISODE 2

FIELD STUDY 1 – EPISODE 3

III. Focus on Indigenous People

FIELD STUDY 1 – EPISODE 4

Bronfenbrenner's theory shows the interconnected influences on child development through

Diana Baumrind’s Parenting Styles

FIELD STUDY 1 – EPISODE 5

FIELD STUDY 1 – EPISODE 7

2. Efficient Use of Time:

‘FIELD STUDY 1 – EPISODE 10

Providing sufficient wait time can achieve the following:

How To Encourage Questions from Students

10 Principles in the Integration of ICT in Classes

FIELD STUDY 1 – EPISODE 12

FIELD STUDY 1 – EPISODE 13.1

FIELD STUDY 1 – EPISODE 13.2

FIELD STUDY 1 – EPISODE 13.3

FIELD STUDY 1 – EPISODE 13.4

FIELD STUDY 1 – EPISODE 13.5

Recognizing ● Identify frogs in a diagram of different kins of amphibian.

Interpreting ● Translate a story problem into an algebraic equation.

Cognitive Processes Examples

Executing ● Add a column of two-digit numbers.

Producing ● Write a journal from the point of view of mountaineer.

FIELD STUDY 1 – EPISODE 13.8

FIELD STUDY 1 – EPISODE 14

Personal Qualities of Teachers and the Descriptors

Professional Competencies of Filipino Teachers

FIELD STUDY 1 – EPISODE 15

FIELD STUDY 1 – EPISODE 16

Target Your Intended Learning Outcomes

Revisit the Learning Essentials

SOUTHEAST ASIA TEACHERS

ACTION RESEARCH IN TEACHING

Four Stages of Action Research

Planning Acting Developing Reflecting

Integrating Action Research Organization into the Stages of Action Research

FIELD STUDY 2 – EPISODE 3

1. What are the Core Characteristics of AR (Titchen, 2015)?

 Systematic - Like any form of research, it follows a system.

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

3. What types of classroom action studies that can I engage in?

Department of Education (DO 16) 2017 (Model 1)

I. CONTEXT AND Identifying the Problem

III. PROPOSED Proposed Plan

IV. ACTION RESEARCH Plan of Action Research

V. ACTION RESEARCH Action Research Work Plan

VII. PLANS FOR Sharing Results

1. What reading materials and references are included in my review of

FIELD STUDY 2 – EPISODE 4

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

Target Your Intended Learning Outcomes

Clarify Your Tasks

Matching Problematic Learning Situations with Probable Actions as Solution

FIELD STUDY 2 – EPISODE 5

FIELD STUDY 2 – EPISODE 6

ENHANCING A FACE-TO-FACE OR IN-PERSON

In a face-to-face or in-person classroom where students and teachers

ADVANTAGES OF FACE-TO-FACE LEARNING ENVIRONMENT FOR

CHARACTERISTICS OF FACE-TO-FACE LEARNING ENVIRONMENT