Field Study 2 Edited

1
Participation and Teaching 2

Name: _______________________________________________
Course: _______________________________________________
Field Study 2 Participation and Teaching Assistantship

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ORIENTATION NOTES for Field Study 2
What are the Field Study for?
Field Study 2
Where the future teacher assists and participates in guided actual teaching-learning
process. The conduct of action research begins in this course and concludes during
teaching internship.
As a Field Study student

What am I expected to learn and
develop?
Intended learning outcomes

- Refer to what you can do,
accomplish, achieve or become as
a result of a learning experience
LEARNING OUTCOME
- Is the heart of Outcome-
Based education or OBE
- The activities you and your
teachers will work on how
you will be assessed

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FIELD STUDY 2
Learning
THE TEACHER WE REMEMBER
FS 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
• Cite the personal qualities of an effective teacher
• State the professional competencies expected of a teacher
CLARIFY YOUR TASK
Before you embark on your one-semester journey in Observation and Teaching

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

• You will review the qualities of g0od teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers
Competency Framework and the Code of Ethics for Professional Teachers.
• You will view on youtube 2 TEDx talks on "What makes a good teacher great" and The
Power of a Teacher".

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REVISIT THE INFOGRAPHIC/S
CAREER STAGES OF TEACHERS

(Source: DepEd order no. 42, s.2017)
Career Stage 4 Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They
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are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create a lifelong impact in the lives of colleagues,
students, and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the Philippines
Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They
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manifest an in -depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem-solving and
optimize opportunities gained from experience career stage teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their earning and practice.
They continually seek development their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.
Career Stage 2: Proficient Teacher

Teachers are professionally independent the application of skills vital to the teaching and
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learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
Practitioners who continually consolidate the knowledge, skills, and
Practices of Career Stage 1 Teacher
Career Stage 1: Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching profession.
1
They have a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy. They possess the requisite knowledge, skills, and
values that support the teaching and learning process. They manage learning programs
and have strategies that promote learning based on the learning needs of their students.
They seek advice from experienced colleagues to consolidate their teaching practice.

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A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

for each career stage is given in DO 42, S. 2017 NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to act and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below.
state
herself/himself
community
as a person
higher
business authorities
Professional
Teacher
parents profession
school officilas
learner and other
personel

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Deepen and
Practice Master my Understand
broaden my
human teaching education
knowledge on
goodness in practice trends,
what I teach
my life and in policies and
my work curricula
Keep my self
know and
updated on
Know my self become a undestand local, national
and others better teacher what I teach and global
everyday developments
Joyful
Learner
Encourage engage the help my Know my

respect and
diversity
community student learn student
Use the most

Involve the
effective
community to Partner with Assess and teaching and
help my parents and give feedback learning
student learn caregivers on how my strategy
student learn
You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

makes a good teacher great? Azul Terronez TEDxSantoDomingo and the Power of a Teacher,
Adam Saenz. TEDxYale - youtube www.youtube.com>watch
Who is the great teacher?
A great teacher A great teacher

loves to teach understands that
and loves to students have a life
outside school
learn
A great teacher
thinks like an A great teacher
adult but act as sings
a kid
A great teacher
A great teacher
listen to
is chill
students
A great teacher
notices
students
struggle

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PARTICIPATE AND ASSIST
(Note to Student Teacher: As you participate and assist your FS Resource Teacher
in her daily task, please take note of what you are expected to give more attention to as
asked in the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/her daily task. Take the
initiative to offer your assistance. Don't wait for your Resource Teacher to ask for it.
NOTICE
Take note of the following:

• your Resource Teacher comments, facial expressions, gestures and
actions in class
• students comments, facial expressions, gestures and behavior in class
• how your Resource Teacher relates to yo
• the classroom proceedings
• the classroom atmosphere- relaxed or threatening?
ANALYZE
1. Are these competencies limited only to professional competencies?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. 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.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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

competencies?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Who are the teachers that we remember most?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
Which personal traits do I possess'? Not possess? Where do I need improvement in?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Which professional competencies am I strongly capable of demonstrating?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
In which competencies do I need to develop more?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Who are the teachers that we remember most?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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WORK ON MY ARTIFACTS
Attach your reflection here.

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EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs
Episode Improvement
Accomplished All observation One (1) to two (2) Three Four (4) or more
Observation questions/tasks observation (3).observation observation
Sheet completely questions/questions/tasks /questions/tasks /questions/tasks
answered/ tasks not answered not answered/ not answered/
accomplished. accomplished. accomplished. accomplished
Analysis All questions were All questions were Questions are not Four (4) or more
answered answered completely; answered observation
completely; answers are clearly completely; answers questions were not
answer are with connected to theories; are not clearly answered and
depth and are grammar and spelling are connected to connected to
thoroughly free from error theories; one to theories; more than
grounded on three grammatical four (4) grammatical
theories grammar spelling error /spelling error
and spelling are
free from error
Reflection Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear; supported supported by what were shallow; somewhat rarely supported by
by what were observed and analyzed supported by what what were observed
observed and were observed and and analyzed
analyzed analyzed
Learning Portfolio is Portfolio is reflected on in Portfolio is reflected Portfolio is not
Artifacts reflected on in the the content of the learning on in the content of reflected on in the
content of the outcomes; complete, well- the learning content of the
learning organized, very relevant to outcomes; complete, learning outcomes;
outcomes; the learning outcome well-organized, not complete, not
complete, well- relevant to the organized, not
organized, highly learning outcome relevant
relevant to the
learning outcome
Submission Submitted before Submitted on the deadline Submitted a day Submitted two (2)
the deadline after the deadline days or more after
the deadline
COMMENTS OVER-ALL RATING:
SCORE (BASED ON
TRANSMUTATION)
TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________
Signature of FS Teacher above Printed Name Date

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FIELD STUDY 2
Learning
EMBEDDING ACTION
FS 2
RESEARCH FOR
REFLECTIVE TEACHING

• Be familiar about action research as a reflective teacher
• Underscore the importance of doing action research
CLARIFY YOUR TASK
Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students
can do it together.
This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should take interest to know how students learn, wants to make innovations
in the curriculum and desires to improve teaching practice. In order to achieve these, a
teacher has to do action research on the everyday practical problems. These problematic
situations and observed discrepancies emerge between what is intended and what actually
occurs in the classroom

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Source: Kate Herbert-Smith IRIS connect
There is a general agreement among action research community that action research
is about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit
of continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain
and conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through
which practitioners like teachers, study their own practice to solve their personal or
professional practical problems. Further on, John Illiot in 1993 clarified that action research
is concerned with everyday practical problems experienced by the teachers, rather than the
theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and
students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known
simply as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their
quality and effectiveness. The processes of observation, reflection and inquiry lead to action
that makes a difference in teaching and learning. It bridges doing (practice) and learning
(study) and reflection (inquiry).

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You must have experienced in your past subjects, doing some activities or accomplishing
tasks similar to an action research. These are activities that required you to do Reflection and
Make Action or the other way around. Schon (1987) distinguishes Reflection in Action or
Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action Research. Now is the opportunity
for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a List of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the different Completed Action Research Titles
Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your
mentor as reference.
Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author/Authors
Ex. Differentiated Instruction in Teaching Mary Joy Olicia

English for Grade Four Classes

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NOTICE
Based on your activity on Making 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.
research titles? Do the action research
(AR) titles imply problems to be solved? 2. Identified problem to be solved in title no.
Yes
No __________
3. Identified problem to be solved in title no.
If YES, identify the problems from the title 4. Identified problem to be solved in title no.
you have given. Answer in the space
provided. 5. Identified problem to be solved in title no.
2. What interpretation about action Title of the Action Research:

research __________________________________
can you make out of your answer in __________________________________
Question No. 1?
From the title, I think, the study
3. Write the Title and your interpretation of __________________________________
the study from the title. __________________________________
4. What do you think did the author/s do I think the author/s ...
with the identified problem as presented in
their titles?

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

Choose from the options given.
You may check more than one answer
1. From what source do you think, Choices:

did the authors identify the problems Copied from research books
of their action research? From daily observation of their teaching practice.
From difficulties they observed of their learners.
From their own personal experience.
From the told experiences of their co-teachers.
2. What do you think is the teacher's Choices

intention in conducting the action To find a solution to the problematic situation
research? To comply with the requirement of the principal
To improve teaching practice
To try out something, if it works
To prove oneself as better than the others
3. What benefit do you-get as a Choices:

student in FS 2 in understanding and Prepare me for my future job
doing action research? Get good grades in the course
Learn and practice being an action researcher
Improve my teaching practice
Exposure to the realities in the teaching profession
Become a better teacher everyday
4. In what ways, can you assist your Choices:

mentor in his/her Action Research By co-researching with my mentor
Activity? By assisting in the design of the intervention
By assisting in the implementation of the AR
By just watching what is being done

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REFLECT
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that
____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________
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
_________________________________________________________________
_________________________________________________________________
___________________________________________________________

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Your artifact will be an abstract of a completed action research.

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Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

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FIELD STUDY 2
Learning
UNDERSTANDING AR
FS 2
CONCEPTS, PROCESS
AND MODELS

• Use concepts and process of action research
• Identify sample models of AR such as of DepEd , 2017;
McNiff and Whitehead 2006, and Nelson, 2014
CLARIFY YOUR TASK
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition
of action research. Anchored on the idea of inquiry by John Dewey several other authors
have advanced the concept of action research. Action research is a type of inquiry that is:
• practical as it involves making changes to practice.
• theoretical as it is informed by theory and can generate new insights.
• concerned with change and improvement.
Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own Classroom and school

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setting to improve their effectiveness. Teacher Action Research (TAR) is a method for
educational practitioners (teachers, school leaders) to engage in the assessment and
improvement of their own practice. It is a tool to help classroom teachers consider their
teaching methods or to adopt a strategy in order to solve everyday problem in the school
setting.
Here are some questions and answers that you need to know
1. What are the Core Characteristics of AR (Titchen, 2015)?
• Systematic - Like any form of research, it follows a system.
• Rigorous it has rigor, meaning a strict adherence to the rules of empirical studies.
• Reflective - It follows a continuous reflection and action.
• Situational it is more specific to the location (school) circumstances (teaching and
learning, etc.).
• Participative AR can be participative where teachers and learners are co-
researchers.
• Future-oriented - It seeks solution to the current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?

• AR can help me to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
• AR can help me learn more about a wider range of research methods that I can
use in the future.
• AR can provide me more space to think deeply about the issues that confront
teaching and learning.
• AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
• AR can help me develop new knowledge which is directly related to my area of
Specialization.
3. What types of classroom action studies that can I engage in?

• Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?)
• Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?)
• Enhancing new understanding of learners. Example: What happens when
students get demotivated?
• Teaching a new process to the students. Example: How can I teach third graders
to do reflection?

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MODELS and GUIDE in CONDUCTING ACTION RESEARCH

• McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE identify the problem.

1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles I leaned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process.)
1 What do I hope to achieve? What do I intend to change for the
better?
2 Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3 What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
• Nelson, O 2014 Model
OBSERVE identify The Problem
1. Based on observation and noticing, what problematic situation
prevails in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles leaned before are the problems anchored?
REFLECT 1. What do I hope to achieve? What do I intend to change for the
better?
2. Reflect (Reflection continues all through out the process.)
Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2 How will I gather data or information?
3. What sense or meaning do I get out of the data?

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• Department of Education (DO 16) 2017 MOdel

Action Research Key Action Research Process
Components
I. CONTEXT AND RATIONALE ldentifying the Problem
1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS What problem/question am I trying to solve?
4. What do I hope to achieve?
III.PROPOSED INNOVATION, Proposed Plan

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

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

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

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

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Both Action Research Processes above are supported by the two AR Models which will be
presented next

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ACTION RESEARCH IS A DYNAMIC PROCESS ANCHORED ON REFLECTION ACTION

CYCLE OF OBSERVING REFLECTING, ACTING, EVALUATING AND MODIFYING
Figure 1. An Action-Reflection Cycle as Basis for Action Research

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

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You are now ready to participate!

Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
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 and Whitehead, 2007 here are the
components
Title and Author of the Action Research
OBSERVE Entry form your sample AR
REFECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations

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If you choose to compare with Model B-Nelson O. 2014, here are the components
Title and Author of the Action Research
OBSERVE Entry form your sample AR

REFECT Reflection
PLAN Plan of Action
ACT Implementation
If you choose the DepEd Model 2017, here are the components
Title and Author: (the same as your entry in model A)
Key Component Action Research Process

I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Describe Innovation/ Intervention Strategy
Intervention Strategy
IV. Action Research Method Describe Action Research Methods
a. Participants/other source of
data
b. Data gathering Methods
c. Data analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write Cost estimate
VII. Plan for Dissemination and Describe how the result will be shared
Utilization
VIII. References Write at least three references
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? Why?

27

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

28
FIELD STUDY 2
Learning MATCHING
PROBLEMATIC
FS 2
LEARNING SITUATION
WITH PROBABLE
ACTION

• Analyze teaching learning problems prevailing in the
classroom
• List matching action as a probable solution to the teaching-
learning problems
CLARIFY YOUR TASK
Matching Problematic Learning Situations with Probable Actions as Solution

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

29
A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problems in teaching-learning.
Figure 2. Word that Represent Common Teaching-Learning Problems identified by Filipino

Teachers (Felimon, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution

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What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problems identified
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION. n

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
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:
Difficulty in Conduct a Tutorial

Comprehension of

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Can you also choose letter B: Show video lesson as a SOLUTION for the same
PROBLEM?
Explain ______________________________________
Difficulty in Show video lesson

Comprehension of
What about letter C as a SOLUTION to the same PROBLEM? Why? ________________

_______________________________________________________________________
Difficulty in Make learning task to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observe problems in the
class and suggest actions to be done.
NOTICE
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 researcher.

32
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.
• Can you identify, Miss Fely's problem?

• Can you find a solution to solve her problem?
Give your two suggestions.
a.
b.
• What solution can solve Miss Fely's problem?
How?
Are they matched with the problem?
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand
only as parents. They are deprived of the necessary food, clothing and shelter
• Can you identify the most probable teaching-learning problem/s in the class of
Sir Ryan?
a.
b.
• Can you propose a solution to solve one of the problems that you have
identified?
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?

33
Explain:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
II. Author/s:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study

34

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

35
FIELD STUDY 2
Learning
PREPARING THE
FS 2
LEARNING ENVIRONMENT:
AN OVERVIEW

• Revisit the concept of learning environment in the context
of the teaching and learning situation.
CLARIFY YOUR TASK
Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that

supports student learning. It is a self-contained area where teacher teaches and children learn.
In the classroom are chairs or tables for students and a front table for the teacher. This a traditional
face-to-face classroom. Most often the students should face the teacher as the chairs are
arranged that way. But as teaching deliveries changed to enhance learning, modification in the
seating arrangement evolved and more opportunity for the learners to move about for cooperative
learning was addressed.
A conducive learning environment should have the following characteristics:
• Flexibility There is opportunity to have small groups, movable walls.
• Openness - Learning corners/areas which could be shared.
• Access to resources Audio-visual materials are ready and open for use.
36
• Physical classroom Space is clean and safe.

• Psychological atmosphere - It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students
for Security and order, love and belonging, personal power and competence, Freedom and
fun.
2. Create a sense of order. For example, teacher should teach students how to
• enter the classroom and become immediately engaged in the activity,
• distribute and collect materials
• find out about missed assignments due to absence and how to make up for
• them;
• get the teacher's attention without disrupting the class and
• arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized and

celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive results but in
different ways, so usually in practice both approaches are combined

37
Face-to face Learning Environment On-line Learning Environment
• Time is set • Anytime, anyplace

• Self-contained classroom, anywhere
discussion, activities occur • Time • Synchronous or
inside the room. Passive • Place asynchronous classes
listening • Teacher’s role • Teacher moderates and
• Teacher prepares • Student’s role facilitate learning
instructional activities and • Content • Creates different learning
choose content • Evaluation environment
• Facilitates F2F learning. process • Creates the multimedia
Leads and guides the educational content.
learners
• Learners and teacher
engage in personal
communication
Learning environment can be traditional F2F, virtual (on-online) or a combination (hybrid)
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

38
2. Small Group Discussion

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
NOTICE
Learning Environment 1:
• What have you noticed of the display in the class bulletin board? What
message or theme does it convey'?
___________________________________________
_______________________________________________________________
_________________________________________________________
• 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 help as a teacher to make such environment conducive for

39
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 1 or Learning Environment 2
Explain your choice: Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Based on my noticing and analysis, I realized that
a.__________________________________________________
b.__________________________________________________
c.__________________________________________________

40
In not less than 300 words, write an essay on the tonic: My Conducive Learning
Environment"
“My Conducive Learning Environment:
By: ___________________________

41

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

42
FIELD STUDY 2
Learning
ENHANCING A
FS 2
FACE-TO FACE
LEARNING
ENVIRONMENT

• I must be able to assist in the preparation of the traditional
face-to face learning environment
CLARIFY YOUR TASK
Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet
at a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time
Some of the advantages of a face-to-face learning environment for the students are:
• less distraction and more concentration than when studying at home or
elsewhere;
• greater understanding and real world examples from teachers and classmates;
• greater chance of completing course work by doing it in the classroom space
• learn more easily and more comfortably in familiar, traditional classroom
situation;

43
• access more relevant information from teachers and classmates interactions

and
• greater opportunity to connect and socialize, network and solve problems
together with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.

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

44
Given the concepts and the infographic, how can you participate and assist in a face-to f
learning environment?
_______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
ANALYZE
What do you think brought the changes in the face-to-face learning environment now?

45
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
From the changes that you 1dentined, choose one that you can do. How will you do it?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
REFLECT
Do you think making the learning environment conducive for a face-to-1ace classroom will
enable the learners to achieve better learning outcomes?
Explain your answer.

_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
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 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 and ventilation?
Psychological Environment
• Are there sets of rules and procedures followed? What are these?
• Are there sets of expectations that can motivate the learners to learn?

46
• Are these observables in the classroom?

• Classroom atmosphere based on trust, cooperation and empathy
• Modeling of positive attitude, respectful behavior, constructive actions
• Avoidance of ridicule, sarcasm, superiority in the classroom
• Opportunities for learners to share their experiences and learning with each other
Social Environment
• Are there opportunities for positive interaction inside the classroom?
• Are there outdoor activities that foster friendship, camaraderie and cooperation?
• How are individual needs and differences considered?

47

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

48
FIELD STUDY 2
Learning
ESTABLISHING MY OWN
CLASSROOM ROUTINES
FS 2
AND PROCEDURE IN
FACE-TO-FACE
/REMOTE LEARNING

• 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.
CLARIFY YOUR TASK
Establishing My Own Classroom Routines and Procedures

(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don't just make the life of the teacher easier. They save valuable classroom time.

49
Efficient routines make it easier for students to learn and achieve more. Establishing routines
early in the school year enables you to run your daily activities run smoothly; ensures that you
manage time effectively; helps you maintain order in the classroom; makes you more focused in
teaching because you spend less time in giving directions/instructions; and enables you to explain
to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best
to record videos and to post these in the learning management system so students may watch
them over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distractions both for synchronous and asynchronous
participation.
Submission of task
and Requirements
Movement into
Use of washroom and out of the
classroom
Some Routines and Procedures

Transitioning to Checking of
group work Attendance
Classroom
Line formation
greetings
Others when Getting supplies

deemed necessary and materials

50
To ensure that I can carry out/perform my tasks efficiently and effectively participating and assisting
my cooperating teacher in establishing routines and procedures, in the classroom or in remote learning, I
must be guided by the following questions:
1. How will I gain student attention in the classroom /remote learning?

2. What are the routines and procedures that I need to establish before, during and after my
classes 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 early/ and for those who cannot complete
work on time?
8. What procedures must be observed for tardiness / early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in the
classroom/ remote learning?
10. 1What 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.
_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

51
NOTICE
Alter doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
• How did you feel after employing your classroom routines and establishing your
procedures in the classroom/ remote learning?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• How did your students respond to your classroom routines and procedures?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• What was the feedback of your Resource Teacher on your classroom routines and
procedures
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Was there a change in the classroom environment/ teaching-learning process after

you have implemented your classroom routines and procedures?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• What was the feedback of your Resource Teacher on your classroom routines and
procedures?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

52
ANALYZE
1. What factors/ conditions prompted you to establish those classroom routines and
procedures?
_________________________________________________________________________
_________________________________________________________________________
2. Was there a marked improvement in classroom management after employing your

classroom routines?
_________________________________________________________________________
_________________________________________________________________________
3. Did the teaching -learning process improve? Justify your answer,

_________________________________________________________________________
_________________________________________________________________________
REFLECT
What have you gained while doing this Learning episode?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

53
Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the
reasons for these.

54

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

55
FIELD STUDY 2
Learning
CREATING MY
FS 2
CLASSROOM/REMOTE
LEARNING
MANAGEMENT PLAN

• explain the importance of my classroom management plan.
• enumerate the components of my classroom management plan.
• write my classroom management plan.
• use professional reflections and learning to improve practice.
CLARIFY YOUR TASK
Creating My Classroom/ Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan 1s to make the students
accountable for their actions. Effective classroom management increases students" success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management

56
1 Classroom Design: This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care, respect
and sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in class.
This will ensure fairness and consistency in dealing with the students. This also includes the
rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class.
This will make the students to stay on time and on task.
5. Organization. This refers to the systematic arrangement of files and records and keeping them
organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content.
Tailoring your techniques to the subject, grade levels and nature of the learner is really important.
7 Communication: Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student teacher relationship.
Source:
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-keyelements-
for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be designed.
Each teacher has its own unique style of management to meet class needs, although the same elements
are found consistently. In order for a classroom management plan to be successful, the students must
have a complete understanding of each of the guidelines. At the same time, teachers must follow their
plan to ensure that the learning environment is safe, friendly, secured and non-threatening whether in the
classroom or in remote learning.
Components Of Classroom Guide Questions

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

classroom/ remote learning management?
Philosophical Statement
What set of criteria and/or standards will you set to
judge the quality of your classroom/ remote learning
environment?
What classroom rules and procedures will you formulate

Classroom Rules and Procedures
to ensure discipline and order in your class?
How will you treat every student in your class?

How will you interact with them?
Teacher-Student Relationships
How will you ensure good interaction between and
among students and superiors?
How will you organize your class schedule?

Schedules and Timeframes
How will you keep your students to stay focused and on
task?

57
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
How will you ensure the safety and security of your

Classroom Safety Rules and students?
Procedures What rules will you formulate to safeguard their
protection?
What strategies will you employ for rewards and

Strategies for Rewards and consequences?
Consequences
These are the steps in creating your classroom/ remote learning Management Plan
Steps in Designing Classroom Management Plan
Creating the Plan
Improving the Plan Implementing the Plan
Monitoring the Plan

58
After realizing the different elements and steps of a classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars to guide you in
creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan
• State your plan positively.
• Use simple specific terms.
• Use measurable and observable behaviors.
• Convey expected behaviors.
My Classroom Management Plan
Philosophical Statement
Classroom Rules and Procedures
Teacher -Student Relationships

59
Schedules and Timeframes
Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences

60
NOTICE
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noted?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Why is there a need to utilize the information to create your classroom management
plan?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What were the significant things that you noticed when you were implementing your
plan?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Were there items in your classroom /remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ANALYZE
1. What elements in your classroom/remote learning management plan were mostly

followed / complied with?

61
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What elements in your plan were the most difficult to implement? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
REFLECT
What were your realizations after creating and implementing your classroom
/remote learning management plan?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
To further enrich my knowledge on designing my classroom/ remote management plan,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (Include books, websites, you tube videos and the like and share these
to your peers.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________

62
Paste your Classroom/ Remote Management Plan

63

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

64
FIELD STUDY 2
Learning
WRITING MY LEARNING
FS 2
/LESSON PLAN

• explain the importance of lesson/ learning plans.
• write learning/ lesson plans using the specified learning competencies
reflections, and effective communication skills.
• revise the lesson/ learning plans based on the feedback given by the
Resource Teacher
• cite some problems encountered in writing lesson/ learning plans.
• use professional reflection and learning to improve practice.
CLARIFY YOUR TASK
Writing My Learning/ Lesson Plans
Lesson Plan Learning Plan - This refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction.
Lesson plans consist of essential components such as learning outcomes, learning content,
resources and procedures. An effective lesson plan has a great impact on the teaching- learning
process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: detailed, semi detailed and brief.
Some schools design their own lesson plan template which includes their vision, mission, goals
and core values.

65
The Department of Education has provided templates for Detailed Lesson Plan (DLLP)
and Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital
to the teaching- learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in 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 learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end
of the lesson.
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNING LEARNING LEARNING

OUTCOMES CONTENTS RESOURCES PROCEDURES

66
With all these information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan exemplars / lesson plan templates from your Resource Teacher. If
not available, you can make use of the basic components of a lesson plan.
LESSON Plan in __________________

(Subject)
Grade/Year Level ______________
Learning Outcomes
Learning Content
Learning Resources
Learning Procedures

67
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 by using9
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School Grade Level

Teacher Learning Area
Time & Dates Quarter
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
Il. 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
V. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
skills #2
E Developing mastery (Leads to Formative
Assessment 5)
G. Finding practical applications of
Concepts and skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-
preparation

68
for-the-K-to-12-basic-education-program/
DAILY LESSON LOG (DDL)
School Grade/Year Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/objectives
Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
Learning
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Resource (LR) portal
B. Other Learning Resources
D. PROCEDURES
A. Review previews lesson or presenting a new
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of 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)
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about the
lesson
H. Making generalizations and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for application or remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter which my principal
or supervisor can help me Solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.

69
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-
preparation
for-the-K-to-12-basic-education-program/
NOTICE
1. What difficulties did you meet in writing your lesson/ learning plans?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
2. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/ learning plans?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
3. 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?

70
2. How did you respond to the diverse types

of learners?
2.1 gender, needs, strengths, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in difficult 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.
4. Was the language used appropriate to the

level of the students? Explain your answer
briefly.
5. What types and levels of questions did you

formulate? Are they of the higher order
thinking skills (HOTS)? Write two (2)
examples.
6. What instructional resources will you use?

Why? Cite the possible online resources that
you can utilize whether done in the classroom
or in remote learning?
7. Are your modes of assessment aligned

with your learning outcomes and activities?
Cite a specific example.
8. Will your performance tasks ensure the

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

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

face, how are you going to do it remotely?

71
REFLECT
Why is lesson planning an integral part of the instructional cycle?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
To further enrich my knowledge in writing my learning lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help me in
these activities. (Include books, websites, you tube videos and the like and share these to your
peers.)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

72
Realizing the various skills that you need to master in preparing the learning/lesson
plans, which are the most difficult? The easiest to write? Conduct a simple survey from among
your peers by requesting them to answer this simple questionnaire.
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level of
difficulty of doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
4- 3- 2- 1- not
very difficult moderate difficult
difficult in difficulty
1. Stating learning outcomes
2. identifying learning resources to be
used
3. Sequencing the lesson in an
engaging and meaningful manner
4. Planning specific learning activities
5. Identifying strategies to be used
6. Formulating higher order thinking
questions (HOTS)
7. Integrating lesson concepts to real
life situations
8. Integrating values in the lessons
9. Formulating assessment tools
10. Identifying performance tasks
11. Giving assignments
12. Planning for lesson closure
synthesis
13. Others
(please specify)

73
Paste one (1) lesson plan and write your simple reflection.

74

75

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

76
FIELD STUDY 2
Learning
FS 2
DELIVERING MY LESSONS

• explain the importance of lesson/learning plans.
• execute my lessons/demonstration lesson well.
• apply all the given suggestions of my Resource Teacher.
• demonstrate the ability to teach two or more lessons or subjects using
appropriate teaching competencies and multiple teaching strategies.
• reflect on the instructional process to improve quality of instruction.
• use professional reflection and learning to improve practice
CLARIFY YOUR TASK
Delivering My Instruction
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content' and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy

77
The process of instructional delivery involves applying a repertoire of instructional

strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities that
will support students to develop the skills, knowledge and understandings required to achieve the
intended learning outcomes (ILOs). Which will be assessed. The delivery of instruction must also
be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department ofEducation.
Distance Learning
Teachers to a learning delivery modality where learning takes place between the teacher and the learners
who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows leaners to use self- learning modules (SLMs)
in print or digital format/electronic copy, whichever is applicable in the context of the learner and other
learning resources like Learner's Materials, textbooks, activity sheets, study guides and other study
materials.
Online Distance Learning

It features the teacher facilitating learning and engaging learner’s active participation using various
technologies accessed through the internet while they are geographically remote from each other during
instruction.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal access to quality basic
education through a home-based environment to be facilitated by qualified parents, guardians or tutors
who have undergone relevant training.
Blended Learning
This refers to a learning modality that allows for a combination of face-to-face and online distance learning
(ODL), face-to-face and modular distance learning (MDL), face-to-face and TV/Radio-based Instruction
(RBI), and face-to-face learning and a combination with two or more types of distance learning.
Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are both physically present
in the classroom and there are opportunities for active engagement, immediate feedback and soci0-
emotional development of learners.
Alternative Delivery Modes (ADM)

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within
the confines of the formal system that allow schools to deliver quality education to marginalized students
and those at risk of dropping out in order to help them
Overcome personal, social and economic constraints in their schooling.
Source/Reference:
https://www.teacherph.com/deped-earning-aeilvery-modalities/Learning Delivery Modalities for
School Year 2020-2021. DepEd order No. O11, S. 2020, Revised Guidelines on Alternative Work Arrangement

78
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
INSTRUCTIONAL PROCESS
PLANNING INSTRUCTION
DELIVERY OF INSTRUCTION
ASSESSMENT OF LEARNING

79
After you have written your lesson plan, confer with your Resource Teacher on how you
can participate / assist in delivering instruction in one of his/her classes. The Robert Gagne's Nine
Events of Instruction, will guide you to implement the various steps well.
Robert Gagne's Nine Events of Instruction
Preparation
• Gaining attention
• Informing learners
• Stimulating recall
of prior learning
Instruction and
Practice
• Present the
content
• Provide learning
guides Assessment and
• Elicit performance Transfer
• Provide feedback
• Assess
performance
• Enhance retention
Source: https://www.google.com/search?qFgagnes+9+eventsS+of+instruction&oq=&aqs=chrome.5.69i5
9i45018.655958457j0j15&sourceid=chrome&ie=UTF-8

80
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 Resources

Learning Instruction Activities Used 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 the activities/ various elements to arouse their interest?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

81
• How did the new learnings relate with what they really know?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Did you notice some students who needed assistance? What did you do?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Did the students find difficulty in applying the theories/ concepts learned to real life?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• How did your students react to your feedback?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• What pieces of evidence can prove that the students had retention of learning?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ANALYZE
After planning your lesson(s) you may be requested by your Resource Teacher to deliver
the lesson(s). Your Resource Teacher will use a classroom observation sheet to evaluate the
delivery of your lesson (s) Schools use different tools in rating classroom/ online observations.
Below is an example of a classroom observation form/sheet.

82
Areas of Strengths Areas of

Improvement
1. Subject Matter Content
• Demonstrates depth and breadth of
the subject matter
• Shows mastery of the subject matter
2. Organization of the lesson
• Presents subject matter
sequentially and logically
• States clear learning outcomes
• Synthesizes main points
• Meets class at scheduled time
• Regularly monitors classroom on-line
course
3. Rapport/ Interaction with the Students
• Holds interest of students
• Is respectful, fair and impartial
• Provides immediate feedback
• Encourages active participation
• Interacts with students
• Shows enthusiasm
4. Teaching Methods and
Strategies
• Utilizes relevant teaching
methods/ strategies
• Uses learning aids, materials,
and technology
• Employs cooperative /group
involvement in the classroom
and remote learning
• Uses examples that are simple,
clear, precise, and appropriate
• Stays focused on and meets
stated learning outcomes
5. Presentation of the lesson

• Establishes online course
• or classroom environment
• conducive to learning
• Maintains eye contact
• Uses a clear voice, strong
• projection, proper enunciation
• Has a good command of the
• language
• Uses language within the level
of students
6. Classroom Management
• Begins and end classes on time

83
• Uses time wisely

• Attends to course interaction
• Demonstrates leadership ability;
• maintains discipline and control
• Maintains effective classroom
• and e-platform management)
7. Sensitivity to Students' Needs

• Exhibits sensitivity to students
• personal culture, gender
• differences and disabilities
• Responds appropriately in a
• non-threatening, pro-active
• learning environment
8. Support /Assistance to
Students
• Assists students with academic
problems
• Clarifies points in the lessons
• which are not clear to the students
• Allots time for questions
• Comments
9. Personal Competencies
• Shows self-confidence
• Maintains professional distance and
professional appearance
10. Physical Aspects of the

Classroom
• Oversees the physical
attributes of classroom (light,
ventilation, acoustics)
• Checks number of students in
attendance
• Checks layout of room,
distractions, if any
• Lists any observations on how the
physical aspects of the classroom
affected content delivery
Source: https://www.isu.edu pdis faculty-staff-docs

84
Overall impression of teaching effectiveness:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
REFLECT
Having implemented several lessons in your Cooperating School under the supervision of
your Cooperating Teacher, in what areas of the lesson do you need to improve?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
To further enrich my knowledge on delivering my instruction whether in the classroom or

in remote learning, these are some of the online resources which will help me in these activities.
(include books, websites, you tube videos and the like and share these to your peers.)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

85
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and
the like)

86

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

87
FIELD STUDY 2
Learning
SELECTING NON-DIGITAL OR
FS 2
CONVENTIONAL RESOURCES AND
INSTRUCTIONAL MATERIALS

• Show skills in the selection, development and use of a variety of teaching
and
learning resources, to address learning goals.
• show skills in the positive use of non-digital/conventional resources and
materials for student engagement in teaching and learning.
• demonstrate positive attitude towards the use of resources and instructional
materials.
• use professional reflection and learning to improve practice
CLARIFY YOUR TASK
We choose the most appropriate or suitable resources or instructional materials based on

our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be resourceful in tapping non-
digital or conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale's Cone of Experience. It is a classic model articulating the different types of

88
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional materials, which remain to
be relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3)
Dramatic Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8)
Radio/ Recordings/ Still Pictures; (9). Visual Symbols and (10) Verbal Symbols.
According to Dale, "The cone device is a visual metaphor of learning experiences, in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences." As such, the Cone of Experience can be seen more as a
continuum, not just a hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive which involves movement and physical manipulation, 2. cone
which involves pictures and images; and 3. Symbolic, which involves symbols like letters and
numbers. Both the teachers and students make representations of knowledge. The teachers,
when they teach or impart knowledge, and by learners when they show or demonstrate what they
have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance,
during the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio,
and printed modules. Situation and context challenge teachers to choose the best instructional
materials considering the limitations. As you work on this episode, remember that you take the
role of an FS student now participating and assisting in the work of selecting non-digital or
conventional resources and instructional materials. You are not simply a detached observer, but
you are now a participant as well. You are more involved in the tasks, becoming more and more
a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can
be a new way of doing things? Then focus on finding out the answers to these questions. That as
a teacher, you can always find ways to do things better and more effectively. Also, aim to develop
the confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will
prepare you to perform well in this episode. Go FS student, go!

89
DALE OF CONE OF EXPERIENCES AND EXAMPLES OF RESOURCES AND MATERIALS
Text and Verbal Symbols
Audio Recordings/Photos • written words that represent Pictures/Visual Symbols

an object, an idea
• Recorded lectures • reviewer note • Charts
• Audio books • selected readings • Graphs
• Maps
• Drawings
VERBAL
Exhibits VISUAL/ Motion Pictures/TV

PICTUES
• Painting exhibits AUDIO • Biography movies
• Photo gallery RECORDINGS • Greek Mythology movies
• Career fair PHOTO • Documentaries
• Educational TV
MOTION PICTURES/ TV
EXHIBITS
Demonstration FIELD TRIPS Field Trips

• How to cook bibingka
• Zoo
• How to use the microscope DEMONSTRATIONS
• Museum
• How to wash hands properly
• Factory
DRAMATIZED EXPERIENCES
CONTRIVED EXPERIENCES
DIRECT AND PURPOSEFUL
EXPERIENCES
Contrived Experience
Direct Purposeful Experiences Dramatized Experiences
• Model of the brain
• Tree planting • Dramatic play
• Mock-up of a car
• Work with puzzles • Pantomime
• Simulation of the courtroom
session • Performing an experiment • Puppet
• games • Running a fund drive • Tableau

90
SELECTING RESOURCES AND INSTRUCTINAL

MATERIALS: SOME POINTS TO CONSIDER
• Has accurate and

meaningful content
• Aligns to the learning
objectives/outcomes of the
lesson
• Elicits students’ interest and
engagement
• Is inclusive and free from
cultural bias
• Is developmentally
appropriate
• Foster critical
thinking/aesthetic
appreciation
• Allows collaboration among
learners
• Flexible for group or self-
study
• Time and cost efficient

91
The Proper Use of Instructional

Materials (IM)
PREPARE YOURSELF
•
•
Be clear on your lesson’s learning outcomes
Have a plan on how you will use the IM
1
• Formulate the questions you will ask
• Determine how will you assist learning
Prepare your students
• Capture the students’ interest and attention

2 • Communicate the intended learning
outcomes
• Provide scaffolding questions to guide them
• Communicate how their learning be assess
Present Material
3
• Ensure that you have the steps well-planned
out
• Ensure that everyone has good visual and/or
auditory access to IM
Follow-up • Be ready to answer the students questions
• Encourage students to interact in sharing

4 their experiences with the IM, their feedback
and insights
• Assess the attainment of the learning
outcomes
References: Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido)

92
1. Consult your FS Resource Teacher about this episode. Let your teacher know that the
task for this episode is for you to assist the teacher by providing suggestions on
resources and materials that the teacher can use in delivering a lesson on a specific
topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You
will also need the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or
conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
4. Fill out the table below.
Subject: Grade Level:

Topic:
Learning Objectives/Outcomes
Resources/ Instructional What is the use or purpose of Explain why you selected the
Materials you plan to utilize in resource/material? Describe resource/material based on the
the lesson. how you will use the resources/ guide points mentioned above.
materials to attain the learning
objectives/outcomes

93
5. As the situation would permit, try out the resources/materials with the students. Be sure
to follow the steps on using instructional materials found in the Infographics section of
this Episode.
NOTICE
After you participated or assisted in using resources/instructional materials in teaching-

learning, described what you observed and experienced by answering the items below.
1. How did your prepare for this activity?
____________________________________________________________________
______________________________________________________________
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate
your experience as you participated and assisted.
____________________________________________________________________
______________________________________________________________
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
____________________________________________________________________
______________________________________________________________
4 Describe how the students responded and participated.

_____________________________________________________________________
_______________________________________________________________

94
ANALYZE
What worked well during the activity using the resources/materials

_____________________________________________________________________
_______________________________________________________________
What part can be improved?

_____________________________________________________________________
_______________________________________________________________
What would you have done differently? What would I change? What will make it better next
time?
_____________________________________________________________________
_______________________________________________________________
How does this connect with what you know about selecting and using instructional
materials?
_____________________________________________________________________
_______________________________________________________________
REFLECT
1. How ready am I in selecting and developing resources/instructional materials in the

teaching-learning process?
_____________________________________________________________________
_______________________________________________________________
2. What do I still need to learn to select and develop resources/instructional materials n

teaching effectively?

95
____________________________________________________________________
______________________________________________________________
3. What can I do to learn more about and practice the use of resources and instructional
materials?
____________________________________________________________________
______________________________________________________________
Attach pieces of evidence of what you accomplished in this episode.

96

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

97
FIELD STUDY 2
Learning
UTILIZING
FS 2
APPLICATIONS (APPS)
FOR TEACHING AND
LEARNING

• Select applications that are most appropriate to the different aspects or the
teaching-learning process to address learning goals.
• Show skills in the positive use of applications for student engagement in
teaching and learning.
• demonstrate positive attitude towards the use of technology tools.
• use professional reflection and learning to improve practice.
CLARIFY YOUR TASK
An app, (a shorter way of saying application) is a kind of software which can be installed
in various gadgets a desktop, laptop, smartphone, and tablet. There are thousands of apps, each
with specific functions. A wide range of functions among others includes, ordering food, getting a
ride, getting a date, doing bank transaction and even praying and meditating. Now, there are
those that are directly useful for teaching and learning which can be referred to as educational
apps. Whether the class is face-to-face, blended, or fully online, a vast number of apps can truly
enhance the teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective, efficient,
and equally important, more fun and satisfying for both the teacher and the students, the teacher

98
can use apps in the different stages of planning, preparation, implementation and assessment.
Teachers use apps to prepare high-impact presentations that help them deliver content. Teachers
also use apps to motivate students to participate, resulting in greater and more enjoyable
engagement. Apps are also used to assess, document and report performance and achievement.
Your task in this episode is to demonstrate your skills in choosing and using appropriate
applications, enhancing both the delivery of content and the learning and mastery of the students.
You will accomplish this as you participate and assist in your Resource teacher’s class. Whether
the class is purely online or blended, carefully observe how the teacher utilizes apps for e-
learning.
An excellent guide for choosing applications to enhance teaching and learning is the
Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns
applications to four essential levers. The apps' selection considers what attributes the students
will develop, student motivation, tapping higher-order thinking skills as articulated in Bloom's
taxonomy and at what level the app will be used in the SAMR Model. You will recall this from your
previous technology class and surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility. It
is also most likely that you have experienced learning using many of these apps as a student.
The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google
docs, Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example,
there are hundreds of apps for preschoolers or kindergarteners, like storybooks apps, alphabet
and numbers apps, etc. At the same time, there are apps for math, reading, and science for
primary, intermediate and secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective teaching and
learning. You are inching closer to shifting the role from being a student to being the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice
what is going well? Or what can be missing what can be improved? What can be a new way of
doing things? Then focus on finding out the answers to these questions. This is to develop in you
the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things
better and more effectively. Also, aim to develop the confidence to try and initiate to continuously
improve your skills.
Revisit the Padagogy wheel infographics that follow. The links and QR codes are provided.
Once you have downloaded, enjoy exploring what powers these apps have by clicking their icons
directly from the Padagogy wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!

99
The Padagogy Wheel Model
"With Allan Carringtons Padagogy Wheel Model, teachers have an at-hand reference that
ties apps to specific learning outcomes directly connected to modern pedagogies and theories.
They can easily sit with the wheel during lesson planning to find tools that will best aid their
students or use them during class time to extend or deepen learning towards a specific 21sSt-
century skill or content area. This connection of theory, practice, and application make the
Padagogy Wheel an invaluable resource that should be on the wall of every classroom.
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Padagogy wheel for
Android or Apple apps. Once you open the PDF, you will see that all the apps are already hot-
linked. You can readily explore by clicking on the icons. For Android they connect to the Google
Play site. For Apple iOS they connect to the web preview pages and will open your iTunes.
For Apple http://bit.ly/AppleENGV5Screen
For Android
http://bit.ly/AndroidENGV5Screen

100
THE ART OF
Choosing apps for teachers
Developmental Appropriateness
Is the app’s content appropriateness for the intended age group?

Does it have an age-appropriate interface?
Does the design appeal to the intended level?
INFORMATION SOURCE
A very good visual on how to evaluate educational apps to use in your class, educational Technology and Mobile Learning educators technology.com
Apples official guide to teaching with apps(techtaught.com)

101
Before you participate and assist in tasks related to apps, first enumerate the apps you already
know and have probably tried. Explore the Pedagogy Wheel and learn at least five more.
Fill out the table below.
Apps that I already know/have recently How can I utilize this in teaching-learning?
explored
Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for teaching
and learning.
2. Ask the teacher how you can participate or assist in work involving the use of
• applications in one or more of these tasks:
• preparing materials,
• doing a motivational activity
• delivering a lesson,
• engaging the learners to respond
• giving an assignment,
• making learners practice a skill,
• making the learners collaborate and
• managing the class-checking of attendance.
The more opportunities to observe, participate and assist, the better.

102
Level/Grade of the
Class:_________________________________________________________
Lesson/Topic:___________________________________________________
Apps you plan to utilize in the What is the use or purpose of Explain why you selected
lesson. using the app. Describe how the app, based on the five
you or the teacher will use criteria of developmental
each. appropriateness, motivation,
instructional design,
engagement and accessibility
Attach pieces of evidence or what you accomplished in this episode.

103
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,
Describe how you or the teacher utilized the apps, narrate your experience as you
participated and assisted,
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ANALYZE
What worked well during the activity using the apps?
What part can be improved?
What would you have done differently? What would I change? What will make it better next time?
How does this connect with what you know about selecting and using apps?

104
REFLECT
1. How ready am I in organizing and using apps in the teaching-learning process?

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

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What can I do to learn more about and practice the use of educational apps?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

105

106

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

107
FIELD STUDY 2
Learning
FS 2
ASSESSING FOR, AS
AND OF LEARNING

• distinguish among assessment for learning, assessment as learning and
assessment of learning.
• cite ways of dong assessment for learning and assessment as learning.
• explain the effect of assessment for learning and assessment as learning on
summative assessment.
CLARIFY YOUR TASK
You are expected to observe how assessment for learning and assessment as learning
are implemented in the teaching-learning process.

108
Three phrases on assessment that we have met in our Assessment courses are
assessment for learning, Assessment as learning and assessment of learning. Assessment for
learning is more known as formative assessment while assessment of learning is called
summative assessment.
Several authors claim assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning an assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
Assessment for learning als0 referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase "assessment for learning "we
assess to ensure learning. That is why while instruction is in progress, it is wise for the teacher to
check
If students are learning or not learning what is expected of them. If students are found not to be
learning what they are expected to learn, right there and then, remedial steps are taken through
formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.
I HAVE A
I am
QUESTIO
N working
fine!

109
The phrase “assessment as learning" implies that assessment itself is already an

opportunity for learning. It is learning by itself, indeed, when students engage in self-assessment
reflect on their own assessment results and make necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of learner agency which

means that the learner is ultimately responsible for his/her own learning for nobody can do the
learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning are
given below:
1. Do I set my own
learning target 2. Do I monitor
based on the my learning
learning outcome progress in
that teacher relation to my
presents at the learning target?
beginning of the
lesson?
3. Am I content
with how I am 4. Any adjustment
progressing? / remedial
Why or why not? measure that I
have to take for
learning to the
maximum and
optimum?

110
Assessment as learning also refers to self-assessment, The learner assesses his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given below
STUDENTS SELF-ASSESSMENT RUBRIC

111
To understand better formative assessment, let's compare it with summative

assessment.
See Figure below.
FORMATVE
ASSESSMENT SUMMATIVE
For Staff ASSESSMENT:
• To monitor student For Staff
learning BOTH: • To measure whether a
• To ascertain progress. • Are ways to student has met
• To check Assess student learning
Understanding Learning & • outcomes, and to what
• To teach responsively. • Are opportunities extent at the end of a
to give and unit of study
For Students
receive feedback • To make further
• To evaluate their own • Are ways. To
learning improvements in future
evaluate the
• To build knowledge effectiveness of iterations.
• To identify strengths and teaching For Students
weaknesses. • To understand their
• To continually improve overall performance in a
learning unit of study.
• To target learning • To understand whether
they have met the
learning outcomes, and
to what extent, at the
end of a unit of study
Formative and Summative Assessment Compared
(Note to Student Teacher: As you participate and assist your CT in doing formative assessment
and in helping students engage in self-assessment, please take note of what you are expected
to give more attention to as asked in the next step of this Learning Episode
(NOTICE).
1. Assist your CT in the conduct of formative assessment:

2. Offer your assistance to students to engage in self-assessment through your CT.

112
NOTICE
Take notice of:

• The alignment of the different formative assessment tasks used with the learning
outcomes.
• The student’s participation, behavioral response, comments in the formative 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
1. Did the formative assessment tasks help students master what they were expected to
learn?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
2. Was students' response to formative assessment exercises favorable or unfavorable?

Why?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
3. Did the conduct of formative assessment and self-assessment affect students' attainment
of learning outcomes? How?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________

113
4. 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?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

114
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

115

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

116
FIELD STUDY 2
Learning USING TRADITIONAL
AND AUTHENTIC TYPES
FS 2
OF ASSESSMENT FOR
FORMATIVE AND
SUMMATIVE PURPOSES

• determine if an assessment task is aligned to the intended learning outcome.
• evaluate traditional and authentic assessment tasks in the light of the principles
of test construction.
• identify a problem related to traditional and authentic assessment for an action
research.
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of learning

content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome
to assess, the assessment task that teacher formulates can be a traditional assessment task or
an authentic assessment task.

117
CLARIFY YOUR TASK
You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Revisit
Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with leaning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Content/ Teaching- Assessment

Learning
Subject Learning
Outcomes activities Tasks
Matter
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning outcomes

118
There are many ways of classifying assessment but one basis of classifying 1s the nature
of the assessment task required of learners, whether the assessment task is done through paper-
and- pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment).
Traditional Authentic
assessment/ assessment/ non-
Paper-and-pencil Paper-and-pencil
test test
Types of
Assessment
Task
Figure 4. Types of Assessment according to kind of task required of a learner
Paper-and-pencil test/ traditional assessment makes use of two types of test according to mode
of answering: the supply type and the selected-response type.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 5. Types of Paper-and-pencil test/Traditional Assessment

119
Types of Paper-and-Pencil Test / Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-pencil
tests are given below.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 6. Example of Selected-Response type of test
Supply-response Supply-response
type type
Supply-response
Supply-response
type
type Supply type
Figure 7. Examples of Supply-response type of paper-and-pencil test

120
Authentic assessment or non-paper-and pencil test is done by requiring learners to come up with
a product or demonstrate a process as proofs of authentic learning. Examples of products are
given in Figure 8. Examples of processes are given in Figure 9.
Product Process
assessment Authentic assessment
Assessment
Task
Figure 8. Types of authentic assessment
Poems, essays,
Projects in
song competition,
art work Examples of Science, TLE, Math
Product
Assessment
Figure 9. Examples of product assessment

121
Focusing the
microscope
Dance
performance in Micro teaching
P.E. Examples of
Process
Assessment
Figure 10. Examples of process assessment
Portfolio falls under authentic assessment. A portfolio is a purposeful collection of selected

Significant samples of student work accompanied by clear criteria for performance which prove
student effort, progress or achievement in a given area or course. It is a direct evidence or
learning. It is not a mere collection of a student's work nor a mere work folder which serves as a
receptacle for student's work. It is an intentional collection of students' work guided by learning
outcomes accompanied by the student's reflections.
Among the three types of portfolios given below, the assessment/evaluation portfolio is the
one that relates to our concern on assessment of learning. An assessment/evaluation portfolio
can come in an electronic/digital (e-portfolio) or in manual form.

122
Assessment/
Evaluation
Portfolio/
e-portfolio
Development Best work/

/Growth showcase/display
Portfolio/ Portfolio/
e-portfolio Types of e-portfolio
Portfolio/
e-portfolio
Figure 11. Types of Portfolios
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If, on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used to
access product
or process
Figure 12. Types of Scoring Rubrics

123
Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your Cooperating Teacher's lesson plans for the week. This may also be done face-to-face
or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, and supervise students as they
do assessment tasks.
NOTICE
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 task 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 tasks.
- administer the assessment.

124
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? 1like least? Why?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________

125
REFLECT
How can I make the assessment process more meaningful to and more acceptable to students?

126
Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/ improvements on the assessment tasks.

127

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

128
FIELD STUDY 2
Learning
GRADING AND
FS 2
REPORTING

• interpret scores correctly.
• compute grades based on DepEd's grading policy.
• report grades to parents meaningfully.
Introduction
It is said that students should not study only for scores nor grades. Students should study
most of all for learning. It is possible for students to obtain high scores and good grades but did
not really learn that much. What is ideal is for students to get high scores and good grades
because they really learned a lot.
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring
and screening for scholarships. So grades have pragmatic value. Therefore, it is best that
students work for good grades that genuinely reflect level of mastery.

129
CLARIFY YOUR TASK
In this Episode, you will interpret scores correctly, Compute grades based on the DepEd
grading system and report grades to parents /guardians during Parents - Teachers' Conference.
Norm and criterion-referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a

student's performance against a criterion of success which is the predetermined standard. In
criterion-referenced assessment, each student's performance is compared directly to the
predetermined standard, without considering how other students performed in the assessment.
Criterion-referenced assessment often use "cut scores" to place students into categories
such as basic," "proficient," and "advanced." Here is an example: The teacher's intended learning
outcome is "to solve at least eight out of ten problems on fractions correctly". Student A is able to
solve ten (10) out of ten correctly, Student B, eight (8) problems and Student C, five words (5). It
is obvious that only Students A and B were able to realize the predetermined standard as stated
in the intended learning outcome, "solve at least 8 out of 10 words correctly." The performance
(score) of each student is compared against a standard of success set by the teacher. It is not
compared against the performance of the other students.
Norm-referenced assessment. In norm-referenced assessment we compare a student's

performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example is
comparing the performance of Grade 6 pupils in Reading in a particular school system to the
performance of nation-wide group of Grade six pupils in Reading.

130
The meaning of a norm-referenced score is derived from a comparison of students’ Scores

against other students' scores (as stated in the scores of the norm group) while the meaning of a
Criterion-referenced score is derived from comparing students' scores with established criterion
of success. The norm-referenced score will not tell you whether a student met, exceeded, or fell
short of the standard of proficiency. It is the criterion-referenced score that will tell you whether or
not a student met the established standard of success or proficiency.
The DepEd Grading System

Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education
Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the
DepEd is contained in the said DepEd Orders.
Reporting Students' Progress and Grades to Parents
Students' progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.
Report Card. The Report Card is a standard method of reporting students' progress and grades
to parents. See sample report card for junior and senior high school from the Department of
Education.

131

132
For a more meaningful reporting of students' progress, the meaning of grades is given.
The DepEd gives the following grade interpretation:
Descriptors Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectation Below 75 Failed
Report cards convey letter grades like A, B, C, D and F sometimes with +or - so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in
Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The DepEd
Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao, Maka-
bansa and Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student's progress and achievement (McMillan, 2007). These written reports may include the
student's performance on tests and quizzes, projects, oral reports... They also can include
information about the student's motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.
See Figure 13 for a sample written progress report.

133
Parent-Teacher Conferences. Durham (2006) asserts that parent-teacher conferences

an opportunity." The education of the learner is the primary responsibility of parents. In this task
of educating children. Parents are assisted oy the benefit of children then it is best for teachers
and parents to come together to discuss their children S progress. Parent-Teacher Conferences
are a perfect avenue for this purpose
It has been a practice of schools to set aside a day for Report Card distribution which is
the same opportunity for parents and teachers to confer regarding their Child's performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for
card-giving and parent-teacher conference/s. Parents are busy and can't just be there
at the school's beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate
picture of a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer
the parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading, Have a dialogue
not a monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent-teacher conference should only
be the parent's child. Never compare the child with other students.
8, End with an encouraging note in the same way that you began with a positive note. 1t
not the end of the world.

134
Reporting
Schools schedule Card Getting Day and Parents- Teachers' Conference (PTC) which are
an opportunity for parents and teachers to discuss about, students' performance and grades to
make sense of scores and grades. Unfortunately, based on observation, not all parents can attend
PTC and most often it is the parents of students with problematic performance that can't come for
PTC.

135
(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
Scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked
in the next step of this Learning Episode (NOTICE).
• Confer with your Resource Teacher about scoring students assessment tasks, grade
computation and reporting. This may also be done face-to-face or online
• Ask your Resource Teacher what you can do to assist him/her in the scoring or student’s
grade computation and preparation for reporting in the Parents-Teachers Conference.
NOTICE
Take notice 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?

136
REFLECT
What personal message do I get from these students' scores, grades and parents
guardians PTC attendance and comments?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

137
Compile samples of scoring and grade computation that you did. The tests and products/
portfolios that you score and 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.

138

Episode Improvement
and spelling are
free from error
analyzed analyzed
relevant to the
learning outcome
the deadline
SCORE (BASED ON
TRANSMUTATION)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________ ________________

139
FIELD STUDY 2
Learning
WRITING AN INITIAL
FS 2
ACTION RESERCH
PLAN

• write an initial Action Research Plan.
CLARIFY YOUR TASK
Developing an Initial Action Research Plan
A good plan is half of the work done" goes a saying,

Planning is an important skill that every teacher should have. Just like lesson planning, doing
research requires a doable 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.
The ultimate goal of doing action research 1s to improve teacher's practices in order to
Action research action plan should be place in writing just like a lesson plan. This is what we are
going to do.

140
The first four episodes of this FS workbook helped you learn the important purpose and
the process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. While you
assisted and participated, the episode questions guided you to notice, analyze and reflect on your
experiences. You also identified issues and problems or areas of improvement and then thought
of interventions, innovations, or strategies to address them (Action Research Prompts).
You are now ready elaborate or expand these action research prompts.
In this final episode, your task is to write an initial action research plan. Any research action
plan should be planned and written well. Put together what you learned about action research
and all the insights you gained in working on the past FS 2 episodes
Let us revisit our Action Research Model. As a beginner, use the model of Nelson, O (2014) as
your basis for developing an initial plan for action research.
Plan Act
The Action
Research
Cycle
Reflect Observe
As you become more skillful in action research, you may like to use the McNiff and Whitehead 2014
or DepEd DO 16 2017 models.

141
We said at the beginning that all teachers can 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.
Use the following steps of the model. Your answer to the Key Questions in each step, will guide
you in making your plan.
Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
o What common problem have I observed and noticed?
o Can I translate the problem into questions?
o Why is the problem important to me as a future teacher?
o Why is the problem important to the learners?
o What have I read and learned about this problem in my previous courses?
o What do references say about the problem?
Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is done all
throughout the action research process.
Key questions:
o Is there a way to solve the identified problem? How will I do it?
o Is looking for a solution or answer to the problem worth doing?
o Will solving the problem improve my teaching practice? How?
o Will it improve my skill as a researcher and reflective teacher?
Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
o What probable action will I make? Will my intervention be doable?
o How will I describe my intervention, innovation, or actions to address the identified
problem?
o How long will it take to implement the intervention, action or innovation?
o With whom shall I work with?
o Will the result be of use? How?
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or in FS
2 if given the time. You may collaborate with your mentor or your classmate.

142
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 also be able to assist your mentor to do similar research together
In the past episodes focusing on the key aspects of teaching and learning, you have
answered the Action Research Writing prompts. Go back to these, and choose which episode
topic you would like to work on as you write an action research plan.
Here are the episodes and the pages where you can find them. Review each Action
Research Writing Prompt and choose one to work on to elaborate in this episode.
Episode Title
1 The Teacher We Remember
Embedding Action Research for Reflective Teaching

2
Understanding AR Concepts, Processes and Models
3
Matching Problematic Learning Situation with Probable Action
4
Preparing the Learning Environment: An Overview
5
Enhancing a Face-to-Face Learning Environment
6
Making On-Line or Virtual Learning Environment Safe and Conducive
7
Establishing My Own Classroom Routines and Procedures in a Face-to-
8 Face/Remote Learning
Creating My Classroom/ Remote Learning Management Plan

9
Writing My Learning/ Lesson Plans
10
Delivering My Lessons
11

143
Selecting Non-Digital or Conventional Resources and Instructional

12 Materials
Utilizing Applications (Apps) for Teaching and Learning

13
Utilizing Learning Management Systems
14
Utilizing Web-Conferencing Apps for Synchronous E-Learning
15
Assessing FOR, AS and OF Learning
16
Using Traditional and Authentic Types of Assessment for Formative and
17 Summative
Grading and Reporting

18
Writing an Initial Action Research Plan
19
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: ______________________________________________________

144
Model A:
Activity 1: Developing an Initial Research Action Plan
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.
Write your own observed/ noticed classroom problem here: ___________________________

__________________________________________________________________________
__________________________________________________________________________
____
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
____
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will it 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 this situation, I believe, that l should modify my classroom strategy.
Write your reflective response to the problem you stated: ___________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
C. Plan for Action

145
Key questions:
• What will I do as a teacher to solve the problem?
• How will I describe my intervention, innovation, or actions to the identified problem
• How long will it take to introduce the intervention?
• With whom shall I work?
• What materials do I need?
• Are methods, participants, data collection, time table considered in my Plan for
Action?
Example Response: My plan is to introduce cooperative learning in the classroom. I create a

mixed ability grouping with fast, average and slow learners in their activities. I will rotate the
leadership in the group, so that each one will have a chance. The bright will assist or help the
slow ones. I will try this out for eight weeks. I think I can work alone with my students. I need
only tables and chairs or if not available, arm chairs arranged in circles will be an alternative.
Write your own Plan of Action Research based on the key questions. You give more details.
__________________________________________________________________________
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146
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies, and
Technologies. Granite pressbooks. pb.Chap.7
3 D. Johnson & R. Johnson (2017) Cooperative Learning. University 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 your mentor.
Now, to further elaborate on your Action Research Plan, use the Dep Ed template below:
Remember to read the rubric in this episode to know how 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 ACTION RESEARCH PROPOSAL? DepEd 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 Students through_Incentive-Based Intervention

147
Model B
Action Research Proposal
Name:
Propose Title:
I. Context and Rationale Study Background

148
II. Action Research Questions AR Questions
III. Proposed Innovation, Intervention Strategy Described Innovation/

Intervention/Strategy

149
IV. Action Research Methods (Described Action Research Methods)

a. Participants
b. Data gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan (Summarize Action Research Work Plan)

150
VI. Cost Estimate (Write cost estimate)
VII. Plan for Dissemination and Utilization (describe how the results will be shared)

151
VIII. References (write at least three references)
REFLECT
Remember: Reflection is a process of making sense of one's previous experience. Please take
a look at 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 was your experience in writing the action research plan?
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 a skilled teacher-researcher?

152

153
JOB WELL DONE!

Remember, you will be reflecting back on how you can conduct an Action Research in the
different topics that you will be able to participate and assist.
Good luck to all Enjoy your journey to becoming a Reflective Teacher Practitioner!

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1

Participation and Teaching 2

Field Study 2 Participation and Teaching Assistantship

ORIENTATION NOTES for Field Study 2

What are the Field Study for?

As a Field Study student

Intended learning outcomes

Field Study 2 Participation and Teaching Assistantship

CLARIFY YOUR TASK

Before you embark on your one-semester journey in Observation and Teaching

Let's buckle down for work!

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

CAREER STAGES OF TEACHERS

Career Stage 4 Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Career Stage 2: Proficient Teacher

Career Stage 1: Beginning Teacher

Field Study 2 Participation and Teaching Assistantship

A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

The Southeast Asia Teachers Competency Framework is also given below.

Field Study 2 Participation and Teaching Assistantship

Encourage engage the help my Know my

Use the most

You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what

A great teacher A great teacher

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

Take note of the following:

1. Are these competencies limited only to professional competencies?

2. For a teacher to be great, is it enough to possess the professional competencies to

Field Study 2 Participation and Teaching Assistantship

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

4. Who are the teachers that we remember most?

Which professional competencies am I strongly capable of demonstrating?

In which competencies do I need to develop more?

Who are the teachers that we remember most?

Field Study 2 Participation and Teaching Assistantship

Attach your reflection here.

Field Study 2 Participation and Teaching Assistantship

EVALUATE PERFORMANCE TASK

TRANSMUTATION OF SCORE TO GRADE/RATING

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Doing Action Research: An Overview

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

Source: Kate Herbert-Smith IRIS connect

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

Here is what you will do.

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

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia

Field Study 2 Participation and Teaching Assistantship

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

Field Study 2 Participation and Teaching Assistantship

Key Questions My Answer

1. From what source do you think, Choices:

2. What do you think is the teacher's Choices

3. What benefit do you-get as a Choices: