FIELD STUDY 2 Course Description and Course Learning Outcomes: This course is a

continuation of Field Study 1 that adheres to the philosophy which will be formulated by the
students on the premise of participation and teaching assistantship. It is school based and allows
a pre-service student to observe demonstrated knowledge of learning environments that motivate
21st century learners to work productively, assume responsibility for their own learning,
participate, and assist in limited actual teaching learning activities that relate to learning
assessment, understanding the role of assessment data as feedback in teaching and learning
practices and programs (5.5.1), selection, development and use of a variety of teaching and
learning resources including ICT (4.5.1) in preparation of the bulletin boards and instructional
materials. Further, exhibits skill in planning classroom routines concerning learners’ safety
and security (2.1). in the classroom; A portfolio which will contain sample lesson of learning
plans and demonstration teaching of at least one subject content using differentiated teaching to
suit the learners’ gender, needs, strengths, interests and experiences (3.1.1) will be required; an
action research shall be encouraged to start in this course to seek advice concerning strategies
that build relationship with parents/guardians and the wider community (6.2.1) which will be
concluded and critiqued during the internship.

NAME: MAY ANN C. OMOYON SUBJECT: GENERAL CURRICULUM

GRADE LEVEL OBSERVED: GRADE 2 NAME OF MENTOR: RIMA V. CADIZ

EPISODE 5- Instructional Strategies

Lesson 1 -Constructivist Teaching

This lesson will guide you in understanding the concept of constructivist teaching
approaches and its role in the improvement of teaching and learning. Specifically, the
objectivesof this lesson are the following:
 Discuss the concept of constructivist teaching;
 Discuss the important principles of constructivist teaching; and
 Observe how constructivist teaching approaches are done in actual teaching.

Educational Theory

The constructivist teaching appraoch is one of the instructional approaches required in the
implementation of the K-12 Curriculum. The constructivist theory is a popular way of looking
and understanding how people learn. Constructivism is arguably the dominant modelfor human
learning in educational psychology today (Lucas 2000). It is a theory of knowledge that involves
a conception of the knower, a conception of the known, and a conception of the known, and a
conception of the relation of knower-known-all has relations with teaching and learning
(Bettencourt 1993). While there are different interpretations of constructivism from different
authors, a common denominator seems to be a belief that people create knowledge and are
influenced by values and culture (Phillipis 1995).

Constructivism believes that learners bring mental models to any learning situation and
that people construct their own meaning based on their experiences to understand concepts
around them (Tolman 1995). This theory believes that children learn new ideas about the natural
world as a result of what they observed, experienced, and what they have been told , by
integrating them into existing knowledge structures (Carale and Campo 2003); Martin 2001;
Tolman 1995). This was well suppoted by Hodson (1998) in advocating that the learners are not
passive recepients of knowledge; rather they are active constructors ogf knowledge and
reconstructors of their own undrstanding.

From the constructivist perspective, learning is not a stimulus-response phenomenon. It

requires self-regulation and the building of conceptual structures through reflection and
abstraction. It gives a new paradigm at how learners or solve problems and build-up models of
the learners’ conceptual structures (von Grasersfeld, 1995). In the constructivism theory, the
learner is seen as ascientist doing active investigation on a certain problem or any subject of
inquiry (Hodson 1998; Martin 2001).

Guided Practice

Observe actual classes using the following constructivist teaching and learning practices.

Constructivist Teaching Practices Observed Not Other

Observed Comments
1. Active learning strategies

2. Meaningful Learning Activities

3. .Effective Questioning Strategies

4. Real-life and concrete examples

5. Cooperative Learning Activities

6. Problem Solving Activities

7. Active investigation

8. Integrative learning activities

9. Practice and feedback activities

10. Effective motivation techniques

11. Generalizations are provided by students

12. Positive classroom atmosphere

13. Lessons and activities are interesting

14. Students are encouraged to take an active role in

learning
15. Experiential learning activities

16. Varied learning activities

17. Students’ views are respected

18. Positive learning environments

19. Linking ideas and concepts with real-life

experiences
20. Modelling positive behavior

21. Available learning materials

22. Learning styles are respected

23. Differentiated learning strategies

Provide a narrative observation report on how teachers are using constructivist teaching and
learning in their classes.
Subject: Science
Topic: Water Cycle
Observation:

Using the water cycle as her main topic, Mrs. Cadiz skillfully applied constructivist teaching and
learning techniques during the science class. The water cycle was explored practically at the start
of the class. Mrs. Cadiz arranged a number of stations to symbolize the many phases of the water
cycle, including condensation, precipitation, and evaporation. As they moved between these
stations, students actively interacted with the materials to watch and comprehend each step.
Abstract scientific ideas could be understood in a concrete way thanks to this tactile method.

Mrs. Cadiz led conversations in the classroom and encouraged students to voice any concerns or
observations they had throughout the course. To encourage critical thinking and pique curiosity,
she employed open-ended questions, which made sure that the pupils were actively engaged in
the learning process. In the classroom, information could be co-constructed thanks to this
dynamic discussion.

Mrs. Cadiz represented the water cycle with visual aids like diagrams and drawings to improve
comprehension. To promote creativity and individualize their education, students were
encouraged to design their own visual aids. This method accommodated a range of learning
styles, guaranteeing that any student could understand the scientific ideas in a variety of ways.

Students kept science diaries as part of the lecture, recording their thoughts, queries, and
observations on the water cycle. In addition to reinforcing the lessons learned, journaling
allowed students to express their ideas clearly and get a deeper comprehension of the related
scientific procedures.

The class came to a close with a practical experiment in which students used common household
items to mimic the water cycle. The experiment was led by Mrs. Cadiz, who gave the pupils the
opportunity to see the evaporation, condensation, and precipitation processes for themselves.
Students were able to absorb scientific ideas in a memorable and significant way because to this
experiential learning strategy.

In conclusion, Mrs. Cadiz effectively included constructivist teaching and learning

methodologies into her science class, fostering an engaging and dynamic atmosphere that helped
the students develop a thorough understanding of the water cycle.

Subject: Science
Topic: Life Cycle of a Butterfly
Observation:

Mrs. Cadiz engaged the students in the study of the butterfly life cycle by demonstrating the
effective application of constructivist teaching and learning methodologies. The butterfly life
cycle was the subject of several learning centers that were put up in the classroom. Students had
the option to investigate these centers on their own or in small groups. Books, life cycle models,
and interactive exhibits were all present in the centers. Through active engagement with the
topic, this technique encouraged curiosity and a sense of discovery in the pupils.
The teacher began the class by questioning the pupils about their prior knowledge of butterflies
before moving on to the new material. This method assisted in bringing their prior knowledge
and experiences to life, laying the groundwork for what they would study next.

The teacher used visual aids like charts, graphs, and a brief film illustrating the various stages of
a butterfly's life cycle to improve learning. By catering to a variety of learning styles, these
multimedia resources made sure that every student could access material in a way that suited
their own preferences.

The main activity of the class required students to use art supplies to create their own
representations of the life cycle of a butterfly. Students were able to creatively convey their
comprehension thanks to the teacher's support and direction. This project-based learning strategy
encouraged creativity and critical thinking in addition to reinforcing the academic material.

Mrs. Cadiz led conversations in class throughout the course, inviting students to share their
research, insights, and queries. Concepts were clarified and ideas were exchanged during this
conversation. Students discussed their learnings and any unanswered questions they had
regarding the life cycle of a butterfly during a reflection session led by the teacher at the
conclusion of the class.

In conclusion, Mrs. Cadiz successfully incorporated constructivist teaching and learning

practices into her science class, fostering an atmosphere that piqued students' interest, prompted
active investigation, and helped them gain a deeper comprehension of the life cycle of a
butterfly.

Processing:

Examine carefully the data you have gathered. Answer the following question:

1. Does the teacher employ constructivist teaching-learning approaches?

Answer:
Yes, inside the classroom the teacher employs constructivist teaching-learning
approaches.

2. How do students respond to constructivist activities?

Answer:
Constructivist learning activities typically elicit positive responses from students, who
show increased motivation, improved engagement, improved conceptual understanding through
active participation, improved communication and critical thinking skills, increased collaboration
and teamwork, positive learning attitudes, a sense of ownership and responsibility for their
education, increased creativity, and the development of metacognitive skills as they reflect on
their own learning processes.

3. How did constructivist teaching improve the teaching and learning practices in the school?
Answer:
By encouraging greater participation from pupils, encouraging deeper comprehension of
ideas, creating creative thinking and interpersonal abilities, creating positive learning
environments, expanding teacher flexibility, promoting continuous development, in line with
real-world abilities, positively impacting student motivation, and supporting inclusive education,
constructivist instruction has significantly improved teaching and learning practices in the
classroom.
4. What things could be done to encourage the teachers to use constructivist teaching-learning
approaches?
Answer:
Schools can use strategies like professional development opportunities, collaborative
planning and resource provision, effective implementation recognition and acknowledgment,
administrative support, integration of constructivist methods into assessment systems, creation of
customized professional learning communities, gradual introduction of the approach with
ongoing support, external expert engagement, reflection and feedback, and sharing of student
success stories to motivate educators to use constructivist teaching-learning approaches.

Reflection

Write your reflection by completing the following statements:

I realized that:

Constructivist teaching is a broad approach that emphasizes student-centered learning,

develops higher-order thinking abilities, necessitates continuous professional development,
depends on a positive school climate, and aligns with practical skills to help students learn for
the rest of their lives.

I believe it is essential to:

To understand that adopting constructivist teaching methods requires ongoing

professional development, a supportive school culture, and alignment with real-world skills in
order to successfully prepare students for success beyond the classroom and for lifelong learning.
These benefits include increased student engagement, the development of critical thinking
abilities, and the creation of a positive learning environment.

From now on, I am determined to:

To empower my pupils for success and lifelong learning, I'm committed to incorporating
constructivist teaching approaches into my classroom practices, maintaining a student-centered
and engaging learning environment, actively seeking out opportunities for professional
development, creating a supportive school culture, and matching my teaching strategies with
practical skills.
Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________

Lesson 2- Differentiated Learning

This lesson will guide you in understanding the concept of differentiated learning and its
role in the improvement of students’ learning performance. Specifically, the objectives of this
lesson are the following:
 Discuss the concept of differentiated learning
 Discuss the important principles of differentiated learning; and
 Observe how differentiated learning is done in actual teaching

Educational Theory

Differentiated learning means creating multiple paths so that students of different

abilities, interests, or learning needs experience equally appropriate ways to absorb, use, develop.
And present concepts as part of the daily learning process. It allows students to take greater
responsibility and ownership for their own learning and provides opportunities for peer teaching
and cooperative learning. It is an effective instruction that is responsive to students’ readiness,
interests, and learning preferences.

The K-12 Curriculum requires all teachers to use differentiated learning approaches and
activities. Differentiated learning involves:
 Using assessment to gather information about students’ readiness, interests, and learning
preferences;
 Using this information to differentiate the learning environment, instruction, assessment and
evaluation; and
 Selecting varied strategies to meet the particular needs of students.

Guided Practice

Observe actual classes using the following differentiated teaching and learning practices
Differentiated Teaching and Learning Practices Not Other
Observed
Observed Comments
1. Varied learning activities based on the learning
styles of students ✔️
2. Respect of individual differences
✔️
3. Objectives are designed based on the abilities
of the students ✔️
4. Objectives consider the level of students
✔️
5. Topics are modified based on learners needs
and background ✔️
6. Learning activities are designed to help every
student learn ✔️
7. Assessment results are used to improve
instruction ✔️
8. Provision for individual and collaborative
learning ✔️
9. Lessons are developmentally appropriate
✔️
10. Uses various assessment tools
✔️

Provide a narrative observation report on how teachers are using differentiated teaching-learning
approaches

Subject: English 2
Topic: Reading and Writing
Observation:

I had the opportunity to see Mrs. Cadiz, the second-grade adviser in her English class, as
she expertly used diverse teaching and learning tactics to meet the needs of her children with
varying levels of literacy. Before diving into the narrative writing portion of the lesson, Ms.
Martinez assessed the students' reading comprehension and proficiency with a quick reading test.

After the assessment, Ms. Martinez divided the students into smaller reading groups,
each of which concentrated on a distinct degree of difficulty. Foundational students participated
in guided reading sessions using simplified materials, and the proficient group read more
difficult stories on their own. The advanced group studied more difficult books and investigated
comprehension exercises and complex terminology.

Mrs. Cadiz gave each group specific writing suggestions for the writing portion based
on their reading proficiency. She moved between the groups, providing individualized advice,
support, and criticism. In addition to meeting the pupils' varied literacy needs, the customized
approach gave each child the confidence and drive to pursue their writing goals.

During the sharing session, which marked the end of the class, students proudly read
their stories to one another. The stories' varying degrees of difficulty demonstrated how well
Mrs. Cadiz's differentiated teaching strategies worked to create a welcoming and supportive
learning environment where every student could reach their full potential in reading.

Subject: Mathematics
Topic: Addition and Subtraction
Observation:

I got the chance to watch Mrs. Cadiz's second-grade math class today, and I saw how
well she used diverse teaching and learning techniques to get the kids interested in the addition
idea. Using a fun math game, the session started with a quick review of fundamental addition
facts to make sure every student was prepared for the day's activities.

Subsequently, Mrs. Cadiz separated the students into three math stations, each intended
to accommodate varying degrees of preparedness. Students practiced fundamental addition
principles at the foundational station using manipulatives including counting bricks. While the
advanced group worked on more difficult addition and subtraction problems that tested their
critical thinking abilities, the proficient group collaborated to solve word problems pertaining to
addition.

Mrs. Cadiz moved between the stations during the lesson, offering personalized
assistance, inspiration, and criticism. Based on continuing evaluations, she modified her teaching
strategies to give each group the right number of challenges and reinforcement.

After class, the students participated in a whole-group exercise where they illustrated and
explained what they had learned about addition. It was clear how the differentiated approach
promoted a welcoming and inclusive math educational setting in addition to accommodating a
variety of learning styles. Through the deft application of varied methodologies, Mrs. Cadiz
enabled every student in the second grade to comprehend and derive pleasure from their
understanding in mathematics at their own pace of learning.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ differentiated teaching-learning approaches?

Answer:
Yes, from the data I have gathered. I observed that the teacher employs differentiated
teaching-learning approaches inside the classroom.

2. How do students respond to differentiated teaching and learning activities?

Answer:
Differentiated instruction generally elicits positive responses from students, who exhibit
higher levels of engagement, enhanced motivation, a positive self-perception, improved learning
outcomes, collaborative learning opportunities, a range of assessment results, and an all-around
positive attitude toward learning.

3. What are the challenges met by teachers in the implementation of differentiated teaching and
learning?

Answer:
When implementing differentiated teaching and learning, teachers faced a number of
obstacles, such as meeting the needs of diverse students, managing time constraints, navigating
complex classroom management issues, working with limited resources, creating effective
assessments, overcoming resistance to change, managing large class sizes, adjusting to inclusive
education settings, and keeping track of each student's progress.

4. How does differentiated teaching and learning improve students’ learning?

Answer:
By encouraging higher levels of engagement, accommodating a variety of learning styles,
allowing for individualized pace, promoting motivation and a positive self-perception, offering a
variety of learning opportunities, providing tailored support, fostering the development of critical
thinking abilities, encouraging collaborative learning, taking into account multiple intelligences,
and supporting holistic development, differentiated teaching and learning improve students'
learning.

Reflection

Write your reflection by completing the following statements:

I realized that:

There are advantages of differentiated learning instruction in the classroom, the

difficulties instructors encounter, the enhancement of student learning, and instances of its
application in different grade levels, highlighting the significance of developing inclusive and
customized learning environments to cater to a range of needs.

I believe it is essential to:

To build efficient, inclusive, and customized learning environments that meet the varied
requirements of students and promote engagement and successful educational results, it is critical
to acknowledge and address these variables.

From now on, I am determined to:

To investigate and incorporate differentiated teaching strategies into my teaching

practices because I understand how important they are for creating inclusive, customized
learning environments that meet the requirements of a wide range of students and improve
engagement and success in general.
Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________

Lesson 3 -Integrated Teaching and Learning

This lesson will guide you in understanding the concept to integrative teaching and
learning and its role in the improvement of students’ performance. Specifically, the objectives of
this lesson are the following:
 Discuss the concept of integration;
 Discuss the important principles of integrative teaching and learning; and
 Observe how integration is done in actual teaching

Educational Theory

Integration is a holistic view, of teaching and learning whereby knowledge, values and skills
learned in in various subjects in the curriculum threads and curriculum themes. Integration is an
approach to curriculum design where related subjects are integrated using curriculum themes. In
instruction, integration connects lessons that are connected and brings the topic to the level of
learners’ experiences. The K-12 Curriculum identifies integration as one of the approaches that
should be used in the implementation of the curriculum.

The study of Pawilen, Arre, and Lindo (2010) shows that the design of the integrated
curriculum follows the procedure for a thematic approach .
1. Selecting or deciding a theme or a thematic unit-the first thing that teachers do is to
select the theme of the curriculum. Themes are selected from concepts or topics from
different subject areas that are interesting to young children. The theme serves as the focus
of teaching and learning for a certain period of time. It is also the organizing center of the
thematic web.
2. Selecting topics from different subjects that are related to the theme- Teachers will
develop a curriculum web where different concepts and skills related to the theme are
selected.
3. Planning different activities that are related to the theme-Different activities are
planned for aech topic in the curriculum web. It is important that the activities should be
interesting and appropriate to the level of the students. Free guided play, music activities,
simple experiments and observations, outdoor activities, group discussion, storytelling, and
individual activities are examples of learning experiences provided to the students.
 4. Selecting instructional materials to be used- Materials that are used for actual teaching
are selected. The use of authentic or real objects is encouraged. The school has adequate
instructional materials such as print, and audio-visual materials, toys and other equipment
provided for the students.
5. Planning the schedule- Teachers will then divide the lesson into smaller units of study.
Each topic is usually scheduled on a daily or weekly basis depending on the scope of the
topic.
6. Designing assessment and evaluation tools-Narrative reports that include teachers’
observation on the performance and behavior of each student in the classroom are used in
evaluating the learners.

Integration is always done in subjects like social studies, science, language, values
education, music and arts, and physica; education.

Guided Practice

Observe a class and write sample curriculum themes:

1. Exploring Our World_____
2. STEAM Discovery_______
3. Heroes through History____
4. Literary Adventures_______
5. Health and Wealth Journey_

Provide a narrative observation report on how teachers are using integrated teaching and learning
in their classes.

Subject: Science and Math

Topic: Concept of Volume and Capacity
Observation:

Using practical exercises, Mrs. Cadiz introduced the scientific notion of volume at the
start of the class. Pupils were instructed to measure and estimate the volumes of various liquids
in various containers. Through this hands-on exercise, students were able to relate the abstract
idea of volume to actual situations.

Following the first excursion, Mrs. Cadiz moved smoothly into the lesson's arithmetic
section. After that, students were instructed to use mathematical symbols like graphs and charts
to describe their measured volumes. In this case, the incorporation of mathematical concepts
strengthened the students' comprehension of volume and improved their graphing skills.

Throughout the whole course, the students demonstrated a high level of engagement and
passion for both the scientific and mathematical components of the task. By establishing a direct
connection between the mathematical representation of volume and its scientific investigation,
Mrs. Cadiz successfully linked the two topics. Because students used the mathematical concepts
in a real-world setting in addition to learning them conceptually, the integrated approach
promoted a comprehensive knowledge of the idea.

Subject: English and Physical Education

Topic: Developing Descriptive Writing Skills
Observation:

Ms. Cadiz introduced the importance of vivid language in writing and introduced a
"Descriptive Movement" practice. Students were given adjectives and verbs to act out, followed
by writing descriptive essays.
 This kinesthetic element strengthened the relationship between words and actions, and
students demonstrated enthusiasm in the activity. The integrated strategy improved their ability
to use descriptive language.

Subject: English and Math

Topic: Problem Solving
Observation:

Mrs. Cadiz started the class by presenting a few word problems in math related to the
current fractions section. To encourage students to use their mathematical skills in real-world
contexts, each issue was thoughtfully designed to incorporate real-life scenarios. Mrs. Cadiz
moved well from the arithmetic portion to the English language development section.

The assignment for the students was to write narratives based on the mathematical word
problems. This asked them to write down the problem, answer, and reasoning in a cohesive
manner in addition to solving the mathematical equations. The integration attempted to improve
language expressing abilities as well as mathematical reasoning.

Pupils demonstrated a deep comprehension of the mathematical ideas by actively

working through the arithmetic word problems.
With an emphasis on the value of clearly communicating mathematical thinking, Mrs. Cadiz
skillfully connected the math component to the English language development. The integrated
approach gave students a comprehensive understanding of problem-solving and strengthened
their mathematical and language proficiency.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use integrated teaching -learning approach?

Answer:
Yes the teacher use integrated teaching-learning approach.

2. How do students respond to the integrated teaching and learning activities?

Answer:
In every observed scenario—whether it was science and math, English and physical
education, or math and English integration—students responded favorably to the integrated
teaching and learning activities, demonstrating high levels of engagement and excitement.

3. What challenges are met by teachers in the implementation of integrated teaching and
learning?
Answer:
In my opinion, teachers encounter difficulties when putting integrated teaching and
learning into practice. These difficulties might include curriculum alignment, time management,
making sure resources are available, creating efficient assessments, getting the right training,
overseeing classrooms, differentiating instruction, and getting administrative support.

Reflection:

I realized that:

I came to comprehend the benefits of integrated teaching for holistic comprehension and
student involvement, the difficulties teachers encounter when putting it into practice, the
significance of professional development, and the critical role administrative support plays in
promoting successful interdisciplinary methods.
I believe it is essential to:

Prioritizing continuous professional development for educators, fostering teamwork, and

offering robust administrative assistance are crucial in overcoming obstacles and optimizing the
advantages of integrated teaching and learning in the classroom.

From now on, I am determined to:

To ensure that integrated teaching and learning is successfully implemented in the

classroom, I'm resolved to actively support and take part in professional development
opportunities, encourage collaboration among educators, and fight for administrative backing.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________

Lesson 4- Cooperative Learning

This lesson will guide you in understanding the concept of cooperative learning and its
role in the improvement of students’ performance. Specifically, the objectives of this lesson are
the following:
 Discuss the concept of cooperative learning
 Discuss the important principles of cooperative learning; and
 Observe how cooperative learning is done in actual teaching

Educational Theory

Cooperative learning is one of the instructional approaches required in the

implementation of the K-12 Curriculum. Arends(1998) identified the following features of
cooperative learning:
 Students work in teams to master academic materials
 Teams are made of up of high, average, and low achievers.
 Whenever possible, teams include a racial, cultural, and sexual mix of students
 Reward systems are group-oriented rather than individually oriented.

Cooperative learning aims to significantly improve the learning performance of the students. It
encourages cooperation among students in achieving a particular learning task rather than
competition. It also allows the students to take leadership and active participation in every class
activities. In cooperative learning, students also learn important skills such as: (1) social skills,
(2) sharing skills, (3) paricipation skills, (4) communication skills, and (5) leadership skills.

Guided Practice

Observe classes and provide examples of cooperative learning activities that are used by
teachers in their classes.

Subjects Cooperative Learning Activities

English
 Story Sequencing

Math
Problem Solving Teams

Aral. Pan. Think-Pair-And Share

Filipino Buddy Reading

Show and Tell

English

Provide a narrative observation report on how teachers are using cooperative learning in their
classes:

Subject: Science
Topic: Ecosystem
Observation:

I saw Mrs. Cadiz's second-grade class when they were learning about ecosystems in
science. Mrs. Cadiz used the cooperative learning technique Think-Pair-Share to get the pupils
talking about various ecosystems.

Mrs. Cadiz moved around the room, contributing to conversations and offering assistance
when required. Pupils passionately discussed and gave differing viewpoints on the elements that
make up a forest ecosystem. In the share phase, pairs presented their combined thoughts to the
class, creating a collaborative and enthusiastic environment. Mrs. Cadiz expertly led a class
discussion, summarizing important ideas and enticing pupils to think about opposing
perspectives. Through the use of Think-Pair-Share, students were able to collaborate more
effectively and get a deeper understanding of the science issue.

Subject: Mathematics
Topic: Multiplication Table
Observation:

The Jigsaw Technique was utilized in Mrs. Cadiz's second-grade math lesson today to
strengthen multiplication tables. Initially, Mrs. Cadiz split the class up into smaller groups and
gave each group a particular multiplication table (twos, threes, fours, etc.). Students worked
together in these smaller groups to make posters that showed several methods for becoming
proficient with the multiplication table that they were given.

Following the designated period for group work, Mrs. Cadiz reconfigured the class and
formed new groups known as "expert groups," each of which was tasked with instructing their
classmates in the multiplication table they had been taught. The classroom was a hive of
collaborative learning, with students exchanging various techniques and memory aids. Mrs.
Cadiz moved among the groups to make sure every student was engaged and to provide advice.

Subject: English
Topic: Writing Story
Observation:

The class was broken into smaller groups, and each group was given a suggestion to begin
a narrative by Mrs. Cadiz. Students had to collaborate in order to create a coherent story by
writing sentences and offering ideas.
 Mrs. Cadiz moved around the room while the groups got into the exercise, taking an
active part in each group's conversations. Plot points were negotiated and different writing styles
were incorporated as students were fully engaged in the creative process.

During the last section, every group presented their group-written stories to the class. A
thoughtful conversation was led by Mrs. Cadiz, who emphasized the benefits of each narrative's
strengths and the value of collaboration during the writing process. In addition to improving
students' writing abilities, this cooperative writing exercise encouraged efficient communication
and teamwork within the classroom where she fostered the inclusive and positive learning
environment.

Processing

Examine carefully the date you have gathered. Answer the following questions:
1. Does the teacher use cooperative learning approaches?
Answer:
Yes, the teacher use cooperative learning approaches.

2. How do students respond to cooperative learning activities?

Answer:

In general, students react well to cooperative learning activities by feeling more

accountable, feeling more engaged, developing better communication skills, fostering positive
social interactions, enhancing critical thinking, experiencing a diversity of perspectives, and
improving retention of information.

3. What challenges are met by teachers in the implementation of cooperative learning?

Answer:

Managing group dynamics, addressing unequal participation, managing time constraints,

accommodating varying learning styles, assessing individual contributions, overcoming initial
student resistance, navigating resource limitations, ensuring teacher training and familiarity with
strategies, adapting to differentiated instruction, managing monitoring and assessment, and
maintaining effective classroom management during group activities are some of the challenges
that teachers face when implementing cooperative learning.

4. How does cooperative learning improve students’ learning?

Answer:

By encouraging active engagement, peer interaction, critical thinking, communication

skills development, motivation, exposure to a variety of viewpoints, social skill development,
retention, positive interdependence, self-regulation, and the creation of a supportive learning
environment, cooperative learning enhances students' learning.

Reflection

Write your reflection by completing the following statements:

I realized that:

I've come to understand that cooperative learning is a flexible, student-centered approach

that has a positive impact on a variety of educational aspects. This is evident from exploring the
wide range of cooperative learning activities, their adaptability to different grade levels, their
popularity among teachers, and their holistic impact on students across subject areas.

I believed it is essential to:

 In order to create a welcoming and inclusive learning environment, encourage active
student participation, improve social and critical thinking abilities, and give students a
comprehensive education that goes beyond conventional, teacher-centered approaches,
cooperative learning must be implemented in the classroom.

From now on, I am determined to:

I'm committed to incorporating cooperative learning strategies into my lessons because I

know how important they are to developing a vibrant, collaborative classroom, supporting a
student-centered curriculum, and improving my students' overall learning outcomes across a
range of subjects and grade levels.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________

Lesson 5- Problem-Based Learning

This lesson will guide you in understanding the concept of problem-based learning and
its role in the improvement of students’ performance. Specifically, the objectives of this lesson
are the following:
 Discuss the concept of problem-based learning;
 Discuss the important principles of problem-based learning; and
 Observe how problem-based learning is done in actual teaching

Educational Theory

Problem-based learning incudes using authentic and meaningful problem situations that
can serve as springboards for investigations and inquiry. Arends(1998) identified the following
features of problem-based instruction:
 Organizing lessons around questions or problems;
 Interdisciplinary focus;
 Authentic investigation;
 Production of learning artifacts and exhibits; and
 Collaboration.

In problem-based learning, students are expected to develop important learning skills

such as (1) critical thinking skills, (2) problem-solving skills. (3) and creativity. Problem-based
learning also allows the students to collaborate, work with a team, and gain leadership skills.
Problem-based learning also uses project-based approaches, discovery learning approach, and
experiment method.

Guided Practice

Observe classes and provide examples of problem-based learning activities that are used
by teachers in teaching various topics.

Topics Problem-based learning

 Create a story in which the characters go on a math
adventure, encountering various situations that require
Addition and Subtraction addition and subtraction. For example, they may need to
solve puzzles in order to unlock a treasure chest or assist a
character in reaching a destination. Students can work in
small groups to solve math problems from the story and
progress through the adventure.
Assign a different animal or plant to each group of
students, and challenge them to create a presentation about
Life Cycles the organism's life cycle. Students will be required to
conduct research, gather information, create visuals, and
present their findings to the class. This project teaches
about life cycles while also improving research and
presentation skills.
Present a scenario in which the community is facing a
challenge, and students must devise solutions based on the
Helping Community roles of various community members (e.g., firefighters,
police officers, doctors). Each group can represent a
different community member and brainstorm ways to help
solve the problem. This activity not only teaches about
community roles, but it also encourages collaboration and
critical thinking.
Encourage students to work in groups to create their own
stories. Each group is in charge of developing characters,
Story Elements (Characters, settings, and plots. The twist is that they must incorporate
Setting, Plot) specific vocabulary or grammar concepts taught in class.
Students can then share their stories with the class, and
classmates can offer feedback on language usage. This
activity combines language arts skills and creativity.

Provide a narrative observation report on how teachers are using problem-based learning in their
classes.

Subject: Mathematics
Topic: Addition
Observation:

In a math class, the pupils participated in a problem-based learning activity called "Math
Marketplace." They were given play money and tasked with shopping for items, calculating total
costs, and making purchases. The classroom was transformed into a marketplace, with stations
representing different items. The teacher encouraged critical thinking and provided support. The
activity effectively combined practical application of addition skills with real-world scenarios.

Subject: Science
Topic: Habitat
Observation:

Grade 2 science pupils was engaged in a problem-based learning activity focusing on animal
habitats and adaptations. The students were divided into groups and assigned specific habitats to
investigate. They collaboratively researched and presented their findings, demonstrating a deep
understanding of the interdependence between animals and their environments. The activity
effectively integrated science concepts, improving research and communication skills in a
collaborative setting.

Subject: English
Topic: Elements of the story (Characters, setting, plot)
Observation:
During English, the class incorporated problem-based learning through a creative story creation
project. Students were divided into small groups and given prompts to create unique stories.
They brainstormed characters, settings, and plot twists. The final step was presenting the stories
to the class, ensuring they incorporated key elements. This activity enhanced language arts skills,
fostered teamwork, imagination, and effective communication.

Processing

Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher use problem-based learning approaches?
Answer:
Yes, the teacher used problem-based learning approaches.

2. How do students respond to problem-based learning activities?

Answer:
Students typically respond positively to problem-based learning activities because they
are engaging, relevant, and enjoyable, promoting a deeper understanding of concepts through
hands-on and collaborative experiences.

3. What challenges are met by teachers in the implementation of problem-based learning?

Answer:
Teachers may face challenges when implementing problem-based learning, such as the
need for extensive planning, managing diverse student abilities, and transitioning to a more
facilitative role rather than traditional lecture-based instruction.
4. How does problem-based learning improve students’ learning?
Answer:
Problem-based learning enhances student learning by encouraging critical thinking,
collaboration, and the application of knowledge in real-world contexts, resulting in a deeper
understanding of concepts and better information retention.

Reflection

Write your reflection by completing the following statements:

I realized that:
Problem-based learning (PBL) is an instructional method that encourages active learning
by involving students in real-world problems, fostering critical thinking, and enhancing their
understanding of various subjects through interactive and relevant learning environments.

I believe it is essential to:

Implement problem-based learning into classrooms as it not simply improves
pupil's academic understanding but also fosters critical thinking, collaboration, and practical
application, preparing them for real-world challenges.

From now on, I am determined to:

Incorporate problem-based learning (PBL) strategies into your teaching approach or to
promote educational practices that emphasize active engagement, critical thinking, and real-
world application for students in order to improve their learning experiences.
Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________

Lesson 6-Digital Media Resources

Digital media is an ICT-based instructional resource used to improve instruction. This

lesson will help you in understanding digital media integrated in the teaching and learning
process. Specifically, the objectives of this lesson are the following:
 Discuss what is the use of digital media in teaching and learning
 Analyze how digital media can improve student learning; and
 Create media to support instruction

Educational Theory

Digital media is seen as a potential to transform the teacher’s pedagogical technique and
students’ learning process. Unlike traditional resources (printed texts and images), digital media
is more flexible since it can be modified and reproduced easily. Searching text from an e-book
for example is way lot easier compared to browsing each textbook page. It will also help them in
analyzing what is being taught and encourage them to think critically and creatively.

The following are some forms of digital media that can be used by teachers as resources
to enhance teaching and learning activities:
 Digital videos;
 Digital audios;
 Dogital images
 Presentations;
 E-books;
 Electronic documents
 Infographics;
 Social media;
 Video games;
 Webpages;
 Open Educational Resources (OERs); and
 Application software

Using digital media for teaching and learning requires skills and competency on the use
of ICT tools. Such much of digital resources are now available online, it is essential for teachers
to evaluate and validate first the digital media content to be used to make sure that it is
appropriate for the learner’s need.

Guided Practice

A. Preliminary Activity. Conduct a survey of digital media used by teachers in teaching

ang learning activities. Write your answers below
Below are the data I have gathered with the survey:

1. How frequently do you use digital media in teaching or learning activities?

Out of the five choices (Monthly, Weekly, Yearly, Daily, Never) the teacher chooses
daily.

2. Types of Digital Media Used (Check all that apply)

Out of the 3 choices (Interactive presentations, Online videos, Social media for
educational purposes) the teacher chooses all of them.

3. How effective do you find digital media in enhancing teaching and learning experiences?
Out of the 5 choices (Very effective, Somewhat effective, Neutral, Not very effective,
Not effective at all) the teacher chooses very effective.

B. Perform the following activities.

1. Create a short video clip for your Resource Teacher about a specific lesson using ICT
tools. Write your experience in creating the video in the space provided below:
Creating a video clip isn’t hard since I am not a first timer to navigate such thing but
what makes it hard is how I edit the clips so that it would look appealing and of course can
attract attention to the viewers so that while they are enjoying watching, they are learning as
well.

2. Prepare presentation slides for your Resource Teacher regarding a specific topic using
PowerPoint or other presentation softwares. Describe the process of creating
presentation slides.
The process of creating presentation slides includes defining the purpose and audience,
outlining content, choosing presentation software, designing slides with a consistent layout and
visuals, thoughtfully incorporating transitions and animations, reviewing and editing for clarity,
practicing and rehearsing delivery, gathering feedback, finalizing and saving the presentation,
and ultimately delivering it to the audience.

3. Visit the DepEd Learning Portal through https://lrmds.deped.gov.ph/k_to_12. Check

and observe how the learning portal is designed. Describe your experience in accessing
information from the porta. Write your own observation below.
As I scanned the portal I sense that the LRMDS is a web-based catalogue and online
archive for learning, teaching, and professional development resources. It consists of four (4)
integrated subsystems: (i) assessment and evaluation, (ii) development, acquisition, and
production, (iii) storage and maintenance, and (iv) publication and delivery, all of which are
designed to assist with greater dissemination and accessibility to educational, instruction, and
professional-development resources at the regional, division, and school levels.

4. Using Google or other search engines, look for Open Educational Resources online
and try to download an e-book. List down the websites where you downloaded the
materials below.
https://www.educatorstechnology.com/2022/10/best-9-free-websites-that-offer-free.html
https://www.free-ebooks.net/educational
https://unimelb.libguides.com/c.php?g=402863&p=2741323
Processing

Review the data you have gathered carefully. Answer the following questions:
1. How does digital media impact student learning?
Answer: Digital media has a positive impact on student learning by providing interactive and
engaging resources that cater to different learning styles, encouraging collaboration, and
increasing access to a wide range of educational content.

2. What are the advantages and disadvantages of using digital media in taeching and learning?
Write down your answers below:
Advantagess Disadvantages
Community building Fake news and misinformation
Communication and collaboration Addiction and distraction
Information and awareness Mental Health issues

Other comments:
It's important to always remember that the impact of social media varies depending on the
individual, context, and platform used. It may have a lot of advantages but not all things are
made free from disadvantages. So, teachers should always be aware of those things especially if
we are dealing with young minds.

Reflection

Write your reflection by completing the following statements:

I realized that:
Digital media, including social media, enhances education and communication through
improved learning opportunities and global connectivity, but also raises privacy, cyberbullying,
information overload, and misinformation, emphasizing responsible use.

I believe it is essential to:

Be aware that digital media, especially social media, requires a responsible approach,
including privacy, positive interactions, information evaluation, screen time management, and a
healthy balance, while staying informed about changing practices.

From now on, I am determined to:

Integrate digital media with a balanced and informed perspective, maximizing its benefits
for learning, communication, and connectivity while actively mitigating potential drawbacks. My
commitment includes engaging in responsible online behavior, protecting my privacy, and
staying informed about the changing digital landscape so that I can make informed decisions
about how to use it.
Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.

Signature of the FS Student: _________________________________

Date Accomplished: ________________________________________

Name and signature of the Resource Teacher: _____________________________________

Date signed: ____________________________