Professional Documents
Culture Documents
FS 2
FS 2
FS 2 1
We Remember
2. You will view on youtube 2 TEDx talks on “What makes a good teacher great” and
“The Power of a Teacher”.
Notice
1. Take note of the following:
Your Resource Teacher comments, facial expressions, gestures and actions in class
Students’ comments, facial expression, gestures and behavior in class
How your Resource Teacher relates to you?
The classroom proceedings
The classroom atmosphere – relaxed of threatening?
Analyze
1. From the PPTs, the Southeast Asia Teachers Competency Standards and the TEDx videos
that you viewed, what competencies does a great teacher possess?
* Based from the PPST, SATCS and TEDx, the competencies that a great teacher should
have are the following. He/she must be a good communicator and an active listener. A great
teacher knows when his/her learners struggle, and they're keen observer. A great teacher
loves to teach and love to learn, chill always, and demonstrate good behaviour in class. A
great teacher think like an adult and act as a kid. A great teacher isn't a teacher which means
a teacher should not just limit learning inside the classroom setting. A great teacher
understands that students has a life outside the school. A great teacher sings and make
themselves humble before students. They take risk and put aside their fear to try. Lastly, a
great teacher deeply understand their students.
2. Are these competencies limited only to professional competencies?
* These competencies are not limited to professional competencies because these can also
improve the personal growth of a teacher. As the personal competencies of a teacher
improves it is more on being professional.
3. For a teacher to be great, is it enough to possess the professional competencies to plan a
lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
* No, professional competencies are not enough to make an effective teaching and learning
process. It should start first on the personal competencies of a teacher in order to be great
such as being patient. If a teacher demonstrate only professional traits, he/she might not give
the proper treatment to his/her students or there must be something missing. The application
of personal competencies makes teaching become more effective. In planning, executing,
managing and assessing the class we should always make sure that it was aligned to the K-
12 curriculum competencies. We must create activities that is suited and helpful in achieving
learning outcomes, portrays/model good character in class which students can follow and
value. The essence of personal competencies matters because professional competencies are
linked on it.
Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
* The personal traits I possess is being creative, adaptable, great penmanship, good listener,
emphatic, passionate, disciplined, approachable, reflective,collaborative, open-minded,
good-learner, reliable, and good character. .For me, I still need to improve my
communication skills and patience.
Which professional competencies am I strongly capable of demonstrating?
* For me, the professional competencies I'll be strongly capable of demonstrating is the
mastery of the lesson, because once I know everything about the lesson, I'll be able to think of
strategies that is useful in teaching. Along with the different professional competencies, I
think I'll be able to demonstrate most of it by continuous practice and reflection. I will not
stop there, because learning is continuous.
In which competencies do I need to develop more?
* With the different personal and professional competencies of a teacher, for me I need to
develop more my patience and interpersonal skills. I also need to improve more my skills in
using different kind of technology so that I can create more engaging activities that promotes
fun and enjoyment for my students while learning. I still need to enrich my personal qualities
because that's the only way to become a great professional.
OBSERVE
1. In assisting my Resource Teacher, I observed that personal traits such as being
innovative, adaptable, resourceful and professional competencies like using different
methods and strategies in teaching students, application of differetiated activities and big
and small group works were least/ not displayed and as a result, students were/ class was
already used to the flow of their class discussion and activities. They already expect that they
will do the same method and that can result to decrease in motivation and boringness to the
learners.
REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by lack of materials to support the teaching and learning process, busy schedules of
the teachers caused of too much paper works, and the influence of traditional teaching
method.
PLAN
3. I would like to address this problem (mentioned in #2) by conducting an action research
on the impact of active learning methods in the classroom where students are the ones who
construct their own learning and teacher provides engaging activities to the learners.
ACT
a.) The main objective of my action research is to improve the teaching practices and
learning experience of the learners and provide intervention to the problems encountered by
the teacher.
Work On My Artifacts
Attach your reflections here.
Learning
FIELD STUDY 2 Episode
Embedding Action
FS 2 2
Research for
Reflective Teaching
Congratulations!!! You have done a good job. By doing so, you have assisted
your mentor and together you will journey towards becoming an action researcher.
Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s
find out what you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no. 1
research titles? Do the action research (AR)
titles imply problems to be solved? Yes ✓ * The problem on item no. 1 is that teacher
No ____ noticed that learners doesn't demonstrate
understanding the lessons during modular.
They're lacking in comprehension and giving
If YES, identify the problems from the title the right answers.
you have given. Answer in the space
provided. 2. Identified problem to be solved in title no. 2
4. What do you think did the author/s do with I think the author identified first the cause why
the identified problem as presented in their Grade 1 pupils in Macatoc Elementary School
titles? experience difficulty in reading. She gathered
data and analyze it, after that she have come up
with intervention or solutions to the problem
which is the use of various teaching strategies
that follows; Star Collection, Reading Buddy,
Pull Out Approach, Teacher Nanay, DEAR
(Drop everything and Read), FWAW (Five
Words a Week), APAD, Word Wall, and
MOBSW (Master of Basic Sight Words).
Analyze
Action research seems easy and familiar. Since teaching seems to be full of
problematic situations and that the teacher has a responsibility of finding solution for
everyday problem in school, hence teachers should do action research. This is an exciting part
of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
My Answer
Key Questions Choose from the options given. You may
check more than one answer
1. From what source do you think, did the Choices:
___ Copied from research books
✓ From daily observation of their teaching
practice.
✓ From difficulties they observed of their
authors identify the problems of their action
learners.
research?
___ From their own personal experience.
___ From the told experiences of their co-
teachers.
Choices:
✓ To find a solution to the problematic
situation
___ To comply with the requirement of the
2. What do you think is the teacher’s
principal
intention in conducting the action research?
✓ To improve teaching practice
✓ To try out something, if it works
___ To prove oneself as better than others
Choices:
___ Prepare me for my future job
___ Get good grades in the course
✓ Learn and practice being an action
3. What benefit do you get as a student in FS researcher
2 in understanding and doing action
✓ Improve my teaching practice
research?
✓ Exposure to the realities in the teaching
profession
✓ Become a better teacher everyday
Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that action research is useful in improving not just the school setting but also the
teaching practices of teachers. It was conducted by future teachers and the ones who's
already on the field in order to address problems and provide better teaching and learning
experiences. I learned that action research will have a great impact on the betterment of the
school and performance of the students according to the concept and problem being
observed. I also learned that as a teacher, I must be a keen observer so that I can identify
problems and conduct an action research about it for the purpose of improvement.
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes ✓ No ___. If yes, complete the sentence below.
I realized that as a future teacher, I must know how to conduct an action research so that I
could contribute on the improvement of the school. There's a need for me to become an
action researcher because it helps me to become a better teacher everyday, provide better
learning activities and address learning gaps that may arise to students.
OBSERVE
REFLECT
PLAN
What strategies, activities, and innovations can I employ to improve the situation or
solve the problem?
As a future action researcher I can plan for an appropriate intervention like the
integration of active learning through play, differentiated activities, small and big
group works,etc.
ACT
If I will implement my doable plan in the future, my title would be "The effects of
using differentiated activities and play in motivation and academic performance of
learners"
Work on my Artifacts
Your artifact will be an Abstract of a completed action research.
Learning
FIELD STUDY 2 Episode Understanding
AR Concepts,
FS 2 3
Process and
Models
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Use concept and processes of action research.
Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
Nelson, 2014.
Action research has been embraces in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school setting
to improve their effectiveness. Teacher Action Research (TAR) is a method for educational
practitioners (teachers, school leaders) to engage in the assessment and improvement of their
own practice. It is a tool to help classroom teachers consider their teaching methods or to
adopt a strategy in order to solve everyday problem in the school setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tichen, 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 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 are of
specialization.
3. What types of classroom action studies that I can 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?
Notice
What concepts have been emphasized in the task and infographics? Give at least four
1. Action Research is a cyclical process.
2. It has repeated action or process.
3. They have the same process but differs in the sequence.
4. Action Research could be done simply.
Since the 3 models are all action research, what are the common elements of the three?
Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
Analyze the components vis-à-vis only one model out of the 3 presented
If you choose to compare with model A-McNiff & Whitehead, 2006, here are the
components.
Title land Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations
If you choose to compare with model B- Nelson, O. 2014, here are the components.
Titles and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of action
ACT Implementation
Or if you choose the DepEd Model, 2017, here are the components
VII. Plan for Dissemination and Describe how the results will be shared
Utilization
What have you understood about the concept of Action Research and how will these be
utilized in your practice?
Reflect
As a future Teacher, is conducting an Action Research worth doing?
Yes
Why?
Doing an action research as a future teacher helps me to become a problem solver. It
helps me to become a better teacher everyday by providing solutions to the problems
that affects the teaching and learning experiences. Doing it will also improve my
personal and professional growth as I solve the problems that hindrances teaching
and learning.
OBSERVE
REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
A. Giving assessment before,during, and after the discussion as generalizations
B. Learners can easily understand the concept using that specific activities.
C. Teacher can integrate group works or peer teaching for the students to collaborate and
help each other to finish an activity.
PLAN
Now, that I am in FS2, I plan to make a plan for my solution to problem B because
frustrations in learning makes it difficult for a students to learn. It will impact their learning
once it is not addressed.
ACT
Action will come later, given enough time in FS 2 or during my Teaching Internship.
Work On My Artifacts:
Your artifact will be a full blown completed Action Research
0
Learning
FIELD STUDY 2 Episode Matching Problematic
Learning Situation
with Probable Action
FS 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Analyze teaching learning problems prevailing in the classroom.
List matching action as probable solution to teaching-learning problems.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Can you choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain
___________________________________________________________________________
The Problem is: The Action is:
Interesting, isn’t it? Now, you can assist you mentor by identifying observed problems in the
class and suggest actions to be done.
Notice
Difficulty in Conduct a Tutorial
Comprehension of
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Explain
A creative and innovative teacher can find one or more than one solution or answer to
the same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action research.
Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same science lesson for two weeks, yet no progress
was observed. This situation has been bothering Miss Fely.
ACT
Can you identify the most probable-teaching-learning problem/s in the class of Sir
Ryan?
a. _______________________________________________________________
_
b. _______________________________________________________________
_
Can you propose a solution to solve one of the problems that you have identified?
Scenario B:____________________________________________________________________________
Sir Ryan teaches in disadvantaged urban community. Most of his earners come
from families that are disrupted, either with single parents or with their guardians who stand
____________________________________________________________________________
only as parents. They are deprived of the necessary food, clothing and shelter.
REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better teacher?
Explain:
REFLECT
What changes do you want to achieve?
What strategies will you use to improve the situation?
What would be the title of your Action Research should you conduct the study?
Add: Solutions/Actions
Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.
II. Author/s:
III. Abstract
Learning
FIELD STUDY 2 Episode Preparing
The Learning
FS 2 5
Environment: An
Overview
Target Your Intended Learning Outcomes
At the end of this episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.
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
students for security and order, love and belonging, personal power and competence,
freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
Enter the classroom and become immediately engaged in the activity;
Distribute and collect materials;
Find out about missed assignments due to absence and how to make up for
them;
Get the teacher’s attention without disrupting the class and
Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or online classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and tem 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 result
but in different ways, so usually in practice both approaches are combined
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid).
Notice
Learning Environment 1:
What have you noticed of the display in the class bulletin board? What message of
theme does it convey?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What makes it attractive to the learners?
_____________________________________________________________________
Does it help in the learning process? ________ How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Learning Environment 2:
If the teacher is using a distance delivery of learning through the modules, where is
most likely the learning space of the students?
_____________________________________________________________________
___
Can you describe?
_________________________________________________________
How can you as a teacher help to make such environment conducive for learning?
___________________________________________________________________
Analyze
The examples above, describe two contrasting situations. The first shows that the
learners are in the same room or space while in the second, the learners maybe in different
learning spaces like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning environment 1or Learning Environment 2.
Explain your choice: Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reflect
Based on my noticing and analysis, I realized that
a._________________________________________________________________________
___________________________________________________________________________
b._________________________________________________________________________
___________________________________________________________________________
c._________________________________________________________________________
___________________________________________________________________________
What probable problem may result from the two situations of the learning
environment?
REFLECT
PLAN
Work on my Artifacts
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
Learning
FIELD STUDY 2 Episode Enhancing a
Face-to-Face
FS 2 6
Learning
Environment
Target Your Intended Learning Outcomes
At the end of this episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.
Analyze
What do you think brought the changes in the face-to-face learning environment now?
From the changes that you identify, choose one that you can do. How will you do it?
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will
enable the leaners to achieve better learning outcomes? ________ Explain your answer.
REFLECT
How would I solve the problem?
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
Work on my Artifacts
Visit a school, where the learning environment is face-to-face. Prepare a detailed
report describing the face-to-face learning environment in terms of the three components:
Physical Environment
Is the space inside the room more than enough for the learners to move about?
Does the room arrangement match with teaching-learning principles? Are
there several room arrangements in the school?
Are the visual displays attractive and do they stimulate learning?
Are the school premises safe and is the classroom space free from hazards?
Are learners comfortable in terms of light ventilation?
Psychological Environment
Are there sets of rules and procedures followed? What re these?
Are the sets of expectations that can motivate the learners to learn?
Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy
- Modelling of positive attitude, respect, behavior, constructive actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with each
other
Social Environment
Are there opportunities for positive interaction inside the classroom?
Are there outdoor activities that foster friendship, camaraderie and
cooperation?
How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Learning
FIELD STUDY 2 Episode Making On-line or
Virtual Learning
FS 2 7
Environment Safe
and Conducive
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Turn on your camera. Use kind words all Teacher and learners
the time. are dressed
appropriately.
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!
Notice
Unlike the traditional face to face classroom environment, online or virtual
environment is a bit difficult to manage. It is because Virtual Learning Environment (VLE) is
imaginary and not in the physical sense. It has no concerns or walls and it can be set up with
the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual class?
How did the students shows their active participation in the lesson?
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
Reflect
As a future teacher I feel that the on line learning environment can be safe if
I think that teaching in a virtual learning environment is
OBSERVE Identify the problems brought about by the on line learning environment.
PLAN
Work On My Artifacts:
Make a list of 10 websites where you can source references and instructional
materials for this episode. Place the list in the matrix like the one below. Share this with your
mentor.
Learning
FIELD STUDY 2 Episode Establishing My Own
Classroom Routines
FS 2 8
and Procedures in a
Face-to-Face/ Remote
Learning
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Establish my classroom routines and procedures before during and after classes in a
face-to-face or in remote learning.
Explain the classroom routines (what to do, how to do it, when to do it, and why
those need to be done).
Reflect on the basic questions when building my classroom routines and procedures
in the classroom and in remote learning.
List down some possible topics for action research on classroom routines and
procedures.
Use professional reflections and learning to improve practice.
2. What are the routines and procedures that I need to establish before, during and after my
classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom / remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom / remote learning?
6. What procedures must be followed by students who need to attend to personal necessities
in the classroom/online classes?
7. What rules must be set for students who finish task clearly/ and for those when cannot
complete work on time?
9. What procedures must be done when submitting homework / performance tasks in the
classroom / remote learning?
10. What procedures must be employed in movements into and out of the classroom/remote
learning?
Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do to help her/him in doing the classroom routines.
Complete the matrix for the routines that you can employ before, during and after classes in
the classroom/remote learning to ensure order and discipline in your classes. List down the
problems which you have encountered while implementing these routines.
Notice
After doing your classroom routines and formulating your procedures; state what you
noticed by answering the following questions:
How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?
How did your students respond to your classroom routines and procedures?
What was the feedback of your Resource Teacher on your classroom routines and
procedures?
What was the feedback of your Resource Teacher on your classroom routines and
procedures?
Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
Reflect
What insights have you gained while doing this learning episode?
OBSERVE
REFLECT
PLAN
4.(Based on my answers in nos: 1-3), the possible title of my action research on this
episode is
FS 2 9
Learning
Management Plan
A classroom management plan is a plan that a teacher designs that sets the
expectations for every student. The purpose of a classroom management plan is to make the
students accountable for their actions. Effective classroom management increases students’
success, enhances students’ academic skills and competencies and promotes social and
emotional development.
Schedule and Timeframes How will you organize your class schedule?
How will you keep your students to stay
focused and on task?
Classroom Structure, Design and How will you design your classroom to
Arrangement create an appropriate learning environment?
Classroom Safety Rules and Procedures How will you ensure the safety and security
of your students?
What rules will you formulate to safeguard
their protection?
Strategies for Rewards and Consequences What strategies will you employ for rewards
and consequences?
Teacher-Student Relationship
2. Why is there a need to utilize the information to create your classroom management plan?
3. What were the significant things that you notice when you were implementing your plan?
4. Were there items in your classroom/learning management plan which were not tailored to
the needs of your students? How will you improve on these?
Analyze
1. What elements in your classroom/learning management plan were mostly
followed/complied with?
2. What elements in your plan were the most difficult to implement? Why?
Reflect
What were your realizations after creating and implementing your classroom/remote learning
plan?
Write Action Research Prompts
OBSERVE
REFLECT
PLAN
ACT
4. Based on my answers from 1-3, the possible answer to my action research on this episode
is
Work on my Artifacts
Paste your Classroom / Remote Management Plan
10
0090
Learning
FIELD STUDY 2 Episode Writing My
Learning/Lesson
FS 2
Plan
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 the teacher 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 had provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalized instructional planning which
is vital to the teaching-learning process. Guidelines were formulated to assist the teachers in
planning, organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating 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
(subject)
learning outcomes. The modes of assessment must determine if the outcomes were attained at
the end of the lesson.
With all this information in mind, you are all set in writing your lesson plan. Based on
the instruction given by your Cooperating Teacher, prepare your lesson plan(s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan exemplars/lesson plan templates from your Resource teacher. If
not available, you can make use of the basic components of a lesson plan.
Learning Content
Learning Resources
Learning Procedures
The Department of Education has issued Department order 42s 2016, Policies
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating and managing the instructional process using
the principles of teaching and learning- D.O. 42.s.2016)
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives
Write LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. POCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning
Notice
1.
3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?
4. What were the best features/areas for improvement of your lesson/learning plans?
Analyze
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do this lesson on a face to face, modular or
through online learning.
Questions Answers
1. How did you arouse students’ interest?
What motivational techniques did you
indicate in your plan?
Questions Answers
2. How did you respond to the diverse types
of learners?
2.1 gender, needs, strength, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in different circumstances
2.5 from indigenous groups
3. What instructional strategies will you
employ in face to face or in a remote learning
delivery for this lesson? Explain.
Reflect
Why is lesson planning an integral part of the instructional cycle?
Write Action Research Prompts
OBSERVE
REFLECT
PLAN
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is
Learning
FIELD STUDY 2 Episode Delivering
My
FS 2 11
Lessons
It features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are geographically
remote from each other during instruction.
Home Schooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to
quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training.
Blended Learning
This refers to a learning modality that allows for a combination of a 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) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver
quality education to marginalized students and those at risk of dropping out in order to help
them overcome personal, social and economic constraints in their schooling.
LEARNING MODALITIES
On Campus
Teaching learning happens when all the students are in the same physical space.
On-Line
Teaching-Learning activities that are managed is an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
Preparation . . . . . . . . . . . .. . . .
1. Gaining Attention
2. Informing Learners
Instruction and ................
3. Stimulating Recall of Practice
Prior Learning
4. Present the Content
5. Provide Learning
Guides Assessment and
6. Elicit Performance Transfer
7. Provide Feedback
8. Assess Performance
9. Enhance Retention
Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson
is assigned to you. Consult your Resource Teacher if your plans are ready for implementation
or your assistance is needed in any part of the lesson.
Segments of Events of Strategies and Learning
Learning Instruction Activities Used resources /
Materials
Preparation 1. Gaining Attention
2. Inform Learning
Objectives
3. Stimulate Recall
of Prior Learning
Instruction and 4. Present the
Practice Content
5. Provide Learning
Guides
6. Elicit
Performance
7. Provide Feedback
Assessment and 8. Assess
Transfer Performance
9. Enhance
Retention
Notice
Using Robert Gagne’s Nine Events of Instruction, what did you notice in the
following segments of learning:
How did the students react to activities/ various elements to arouse their interest?
Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
How did the new learning relate with what they really know?
Did you notice some students who needed assistance? What did you do?
Did the students find difficulty in applying the theories/ concepts learned to real life?
What pieces of evidence can prove that the students had retention of learning?
Analyze
After planning your lesson(s) you may be requested by your Resource Teacher to
deliver the lesson(s). Your Resource Teacher will use the classroom observation sheet to
evaluate the delivery of your lesson(s). Schools use different tools in rating classroom/online
observations. Below is an example of a classroom observation form/sheet.
Areas of Strengths Areas of Improvement
1. Subject Matter Content
3. Rapport/Interaction with
the Students
Encourages active
participation.
Shows enthusiasm.
4. Teaching Methods and
Strategies
Employs cooperative/group
involvement in the classroom
and remote learning.
6. Classroom Management
Demonstrates leadership
ability; maintains discipline
and control.
7. Sensitivity to Students’
Needs
Exhibits sensitivity to
students’ personal culture,
gender differences and
disabilities.
Responds appropriately in a
non-threatening, pro-active
learning environment.
8. Support/Assistance to
Students
Shows self-confidence.
Maintains professional
distance and professional
appearance.
Reflect
Having implemented several lessons in your Cooperating School under the supervision of
your Cooperating Teacher, in what areas of the lesson do you need to improve?
Write Action Research Prompts
OBSERVE
REFLECT
PLAN
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research in this episode is
12
Resources and
FS 2
Instructional Materials
Notice
After you participated or assisted in using resources/instructional materials in
teaching-learning, described what you observed and experienced by answering the items
below.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
Analyze
What worked well during the activity using the resources/materials?
What would you have done differently? What would I change? What make it better next
time?
How does this connect with what you know about selecting and using instructional materials?
Reflect
3. What can I do to learn more about and practice the use of resources and instructional
materials?
OBSERVE
REFLECT
2. List at least three sources that you have read about this problem/challenge/area of
improvement
Resource or Reference about the Topic Key points/findings in what I read
PLAN
ACT
5. If you will conduct action research, what will be the title (Base this on your answers in nos.
1-3):
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
13
Learning
FIELD STUDY 2 Episode Utilizing
Applications (Apps)
for Teaching and
FS 2
Learning
Apps that I already know/have recently How can I utilize this in teaching – learning?
explored
How dos tis connect with that you know about selecting and using apps?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
Attach pieces of evidence of what you accomplished in this episode.
Notice
After you participated or assisted in the use of apps in teaching-learning, describe what
you observed and experienced by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
Analyze
What worked well during the activity using the apps?
What would you have done differently? What would I change? What will make it next time?
How does this connect with what you know about selecting and using apps?
Reflect
1. How ready am I organizing and using aps in the teaching-learning process?
OBSERVE
List at least three sources that you have read about this problem/challenge/area of
improvement.
Resource or Reference about the topic Key points/findings in what I read
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?
ACT
14
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Utilizing Learning
Management
Systems
FS 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
identify the components of an LMS as a virtual learning environment.
demonstrate skills in using a learning management system (LMS) as a
platform for teaching and learning. (PPST 4.5.1)
demonstrate positive attitude towards the use of technology tools. (ICT CST
7.1.2)
use professional reflection and learning to improve practice. (PPST 7.4.1)
Subject:
Lesson or Topic:
What tasks did you participate or assist in? fill out the table below.
What components or parts were present in Under these LMS components or parts, what
the LMS used by the teacher? tasks dis you participate/assist in?
Notice
After you participated or assisted in the LMS, describe what you observed and
experienced by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized?
What main components did you find?
2. How was the content taught or delivered? How were the learning activities arranged?
What strategies did the teacher or you use to help students attain the
objectives/outcomes?
Analyze
1. What do you think are the best features of the LMS that the teacher used? How did
these features help the students learn the content?
2. How did the teacher/or you use the LMS to implement the strategies/activities
planned?
3. How did this connect with what you know about LMS and TPACK?
4. What problem or challenges did the teacher/you or the students encounter in working
with the LMS? How did it/they affect the teacher/leaners? What part/s of the LMS do
you think can still be improved? How can this/these be improved?
Reflect
1. How ready am I organizing and using an LMS?
2. Enumerate the knowledge, skills and attitudes you already have to organize your
virtual earning environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research.
OBSERVE
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
On what theories/principles can this problem be anchored?
REFLECT
PLAN
ACT
If you will conduct action research, what will be the title (Base this on your answers
in nos, 1-3):
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
15
Learning
FIELD STUDY 2 Episode Utilizing Web-
Conferencing Apps
for Synchronous
FS 2
e-learning
1. Request your FS resource teacher to allow you to join his/her synchronous classes Have at
least two to three times to observe the classes, and at least two or more times to participate
and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom,
Skype, etc. If possible, request the teacher to demonstrate features of the web conferencing
app. 3. Ask the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you
notice, analyze and reflect very well.
Notice
After you participated or assisted in synchronous classes using a web-conferencing
app. described what you observed and experienced by answering the items below.
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.
Screen share
Reaction buttons
Spotlight
Polling
Recording
Others
Others
2. How was the content taught or delivered? How were the learning activities facilitated?
What strategies did the teacher or you used to keep the students engaged? How did the
students respond to the teacher? To the activities?
3. What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
Analyze
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use
the web-conferencing app to establish: (Describe in detail.)
Teaching Presence?
Social Presence?
Cognitive Presence?
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous
classes do you think can still be improved? How can this/these be improved?
Reflect
1. How ready are you in teaching an online synchronous class?
Teaching presence?
Social Presence?
Cognitive Presence?
3. What do you still need to learn in order to conduct an online synchronous class using a
web-conferencing app effectively?
This part allows you to synthesize or put together what you noticed, analyzed, and reflected
on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
List at least three sources that you have read about this problem/challenge.
Resource or Reference about them Topic Key points/findings in what I read
On what theory/principles can this problem be anchored?
OBSERVE
PLAN
2. If you will conduct an action research, what will be the title (Base this on your answers in
nos. 1-3):
ACT
FS 2 16
Learning
Notice
1. Take notice of:
the alignment of the different formative assessment tasks used with the learning
outcomes.
the students' participation, behavioral response, comments in assessment
tasks.
how the students assess their own progress our own feelings and thoughts as
you assisted your CT:
- formulate the formative assessment tasks.
- Administer formative assessment tasks.
Analyze
Did the formative assessment tasks help students master what they were expected to
learn?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
Was students' response to formative assessment exercises favorable or unfavorable?
Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
What was the effect of students assessing their own progress on their motivation to
learn?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
Reflect
How would attainment of learning outcomes be affected if there were no formative
assessments nor self-assessments?
OBSERVE
1. One thing that went well in the development use /administration of formative assessment
tasks (assessment for learning) is
2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is
REFLECT
ACT
To ensure that formative and self-assessment processes serve their purpose, to help students
learn, I will learn from other's best practices by researching on
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action research
on
Work On My Artifacts:
Compile activities/techniques in formative assessment and in self-assessment used by your
FS Resource Teacher in the classes you observed. Include your annotations/improvements on
the assessment tasks,
Add other activities/techniques that you have researched on. e.g. TED Talks on assessment.
17
Learning
FIELD STUDY 2 Episode Using Traditional and
Authentic Types of
Assessment for
FS 2
Formative and
Summative Purposes
Notice
1. Take notice of:
The alignment of the different assessment task/s both paper-and-pencil (traditional)
and non-paper –and-pencil tests (authentic) used to assess the learning outcomes.
The quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/ assessment tasks development.
The students’ comments/ reaction /response/behavior while doing both traditional and
authentic assessment tasks
The CT’s comments/ reaction /response/behavior while giving both traditional and
authentic assessment tasks
The assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
Your own feelings and thoughts as you assisted your CT:
- formulate the assessment task
- administer the assessment
Analyze
1. Are the assessment tasks aligned with the learning outcomes?
2. Did teacher make use of both traditional and authentic assessment tasks?
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
4. Were the assessment tasks for formative purposes also used for summative purposes? Why
or why not?
5. Where were assessment results students better – in the results of traditional or authentic
assessment?
6. Which assessment activity/ activities did the students like more? like least? Why?
Reflect
How can I make the assessment-process more meaningful to and more acceptable to
students?
OBSERVE
1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are …
2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are …
REFLECT
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on…. or view video on….
PLAN
FS 2 18
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Interpret scores correctly
Compute grades based on DepEd’s grading policy
Report grades to parents meaningfully.
Notice
1. Take note of:
The individual student’s scores in relation to established criterion of success or
cut-off score;
Parents’/guardians’ participation and comments during Card-Giving Day /
Parents’-Teachers’ Conference
Your own feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC
Analyze
1. What are the teaching implications of the students’ test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’/comments were most common during Card-Giving Day?
Reflect
What personal message do I get from these students’ scores, grades and
parents’/guardians’ PTC attendance and comments?
OBSERVE
REFLECT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that the students learn, I will read researches on … or view video on …
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on
Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents’/guardians’
comments during PTC and how these comments were addressed.
19
Learning
FIELD STUDY 2 Episode Writing an Initial
Action
FS 2
Research Plan
Planning is an important sill that every teache3r should have Just like lesson
planning, doing research requires a double plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.
Any research action plan should be placed in writing, just like a lesson plan.
This is what we are going to do.
Use the following steps of the model. Your answer to the Key Questions in each step
will guide you in making your plan.
Step 4: ACTION on the PLAN: This step will l be done during the Teaching
Internship for FS 2 if given the time. You may collaborate with your mentor or
your classmate.
Notice
Remember: Noticing is making sense of your observations and making interpretation to
adapt to the situation. It begins with paying attention that leads to interpretation and deciding
what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual
Action research. You will be able to assist your mentor to do similar research together.
Analyze
We said at the beginning that all teachers could make an Action Research. It is easy to do
it. Let’s try doing it. Today, you shall develop a Plan for our Action Research by following
the simple cycle. You will share your output with your mentor for an opportunity to work
together.
Topic you chose: (from the past episodes)
Episode number and Title:
Writing Action Research Prompt page:
Model A:
A. Observe/ Notice
What problem/ concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The slow learners are left behind.
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will be done?
Example response. I think most of the activities are very competitive. There are
always winners and losers. The smart students overrule the poor students thus often
they continue to be losers. With situation, I believe, that I should modify my
classroom strategy.
- Are methods, participants, data collection, time table considered in my Plan for
Action?
Write your own Plan of Action Research based on the key questions. You give more
details.
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
5. C Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
6. G. palmer. (2017) Cooprtive learning-Instructional Methods, Stategies and
Teachnologies, Granite pressbooks, pb. Chap .7
7. D. Johnson & R. Johnson (2017) Cooperative Learning. Universiy of Minnesota,
USA
Enter your own reading list
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed
research action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016)
models may be used depending on the advice of the mentor.
Now, to further elaborate on your Action Research Plan, use the DepEd template
below:
Remember to read the rubric in this episode to know your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action
research plan.
You can also watch this short video, explaining the parts of the DepEd Action
research template: HOW TO WRITE AN TACTION RESEARCH PROPOSAL? DedEd
Order No. 16, s. 2017- YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/
344608953_Improving_Attendance_and_Academic_Performance_Among_Grade_12_Studen
ts_through_Incentive-Based_Intervention
Proposed Title:
I. Context and Rationale Study Background
II. Action Research Question AR Questions
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)
Reflect
Remember: Reflection is a process of making sense one’s previous experience. Please take a
look on what you do in the classroom and think about why you do it. Recall things that you
have done in the previous segment. You may include your thoughts, feelings, reasoning
relating and reconstructions about it.
What knowledge, attitude, and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be skilled teacher-researcher?
Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan in
this episode. You will expand the answer that you have given and place in the template
below.
Proposed Title:
I. My Plan of Action:
II. My Reflection about the Problem
References:
Submitted by:
Name: ____________________________________ Degree Pursued: ________________
Name of Institution: _________________________________________SY___________
____________________________________
Signature of FS Teacher Above Printed Name