Field Study Observation 2

There are various components of teaching, and it is essential
for teachers to comprehend the most crucial qualities and how to

combine them in the classroom. The main responsibility of a teacher
is not to impart knowledge, but rather to establish relationships
with the learners and make them feel valued and safe. When an
educator is able to do this, they should concentrate on teaching,
but teaching is more than just giving the students information and
a list of facts. We must make an effort to involve our students as
teachers. There are numerous ways to include learners, and each
teacher has a unique strategy for doing so in their classroom.
I realized how important it is to be able to engage students

through my field experience, and I witnessed what a classroom looks
like when students are not engaged. My fieldwork has aided in my
reflection on student participation and how I would incorporate the
experience into my educational philosophy. I gained a lot of insight
into what it's like to not be a student in a classroom during my
field experience. When you are assisting students and witnessing a
teacher rather than when you are the one in need of assistance, you
have a different perspective. For some reason, I believed that since
I was not a student, I would have a unique perspective on the
interesting things that teachers did that students were unaware of.
My viewpoint has since shifted to emphasize that most of the
extracurricular activities are handled by the students themselves
and that teachers don't typically have much free time while the
students are in school. I experienced what it was like to be around
10th graders once more. I am aware that my patience needs
improvement, but I believe that during the course of the semester,
I improved in my ability to be more patient with children. The time
I spent with various students and the stories I heard from them was
enjoyable.
Thus, Field studies provide students with the opportunity to
engage in first-hand experiences that foster critical thinking,
long-term memory, transferability, favorable attitudes toward
science, a love of nature, and a piqued interest in the subject
matter. When students actively participate in the field study's
planning and execution, their cognitive development and motivation
are also improved. Both secondary and elementary pupils can take
advantage of these advantages. Field research is useful for teachers
as well. The trips expand the scope of learning by providing "good
lessons" that are uncommon in the classroom. The site inspections
and pre-trip orientation are crucial components for a teacher.
Conducting any study can be hindered by the scheduling of excursions,
administration's assistance, the required hours of the organization,
and other teachers' collaboration.
Teaching is a noble profession that comes with a lot of
responsibility and duty to students. In addition to teaching and
imparting knowledge, teachers inspire and motivate students to
achieve their goals and take important steps in their lives.
Providing a sustainable quality of education is indeed a great
challenge for every educator. Hence, in able for both learner-
centeredness and differentiated teaching to be practiced in a
learning environment the educator must apply their teaching
competencies and appropriate attitude that caters the inclusive type
of education for it recognizes all student's entitlement to a
learning experience that respects diversity, enables participation,
removes barriers, anticipates and considers a variety of learning
needs and preferences.
As a 21st century educator, my teaching philosophy is to
establish an inclusive learning environment where students can reach
their maximum potential. The following inclusive approaches in
teaching can be used to implement such teaching pedagogy in order
to maintain a healthy learning environment in a classroom setting
and as well as to accommodate the academic needs of the learners.
To begin, instructors should think about a range of techniques to
structuring their course content and select one that best serves
their student demographics. Second, instructors can test their
implicit prejudice, ensure equitable access for all students, and
even enrich classroom communication by developing and maintaining
their awareness and understanding of diverse racial and
socioeconomic aspects in their classes. Additionally, instructors
can ensure that course content and materials, including books,
lecture examples, images in PowerPoint presentations, and case
studies, represent a diverse range of persons and perspectives. This
allows all students to visualize themselves in a variety of learning
contexts.
In particular, inclusive teaching starts with a number of
questions: why do certain students appear to participate more
frequently and learn more quickly than others? What role does student
identity, ideology, and background have in their degree of
engagement? Finally, how may course and instructional designs
support full participation and accessibility for students of all
types? For mastering inclusive teaching methodology, instructors
might study a number of examples and solutions.
Bicol University Tabaco Campus
Tayhi, Tabaco City
AY 2022-2023
Field Study 2: Participation and Teaching Assistantship
Name: ALYSSA MAE OTID Course & Block: BSED-Science 4B
Learning LEARNING EXPERIENCE:

Experience 1 PREPARATION OF INSTRUCTIONAL MATERIALS
Students of the 21st century are considered to be highly visual and manipulative
learners. They learn best if they have direct learning experiences of the teaching-learning
process. They find the learning experiences meaningful of they are supplemented with
instructional materials for their reading, listening, viewing, and, creating activities.
Prepares FS2 Students for PPST: Intended Learning Outcome:

Domain: Curriculum and Planning Prepare instructional materials to
Strand: Teaching and learning resources support teaching and learning
including ICT engagement.
Experiential Tasks Reflection Trigger

1.1 Exposure
Defining Instructional Materials for
Various Purposes in the Classroom.
1.2 Participation
Gathering Instructional Materials from
Various Resources  How can the teacher’s use of
1.3 Identification instructional materials stimulate
Planning for Utilization of Materials for meaningful and lasting learning?
Actual Use
1.4 Internalization
Preparing Instructional Materials for
Actual Teaching and Learning
1.5 Dissemination
Utilizing Instructional Materials for
Specific Objectives/Activities.
PARTICIPATION
Confer with your cooperating teacher the materials he/she wants you to prepare.
Remember, when creating instructional materials, it is essential to make sure all students
can access them. Therefore, instructional materials must be carefully planned, selected,
organized, refined and used.
1. Identify the types of print materials and audio-visual media needed for various
purposes in the classroom.
Instructional Materials Purpose for Use
Print materials are widely available and
simple to use for teachers. Because
teachers and students are already familiar
Print Materials: Readings, Syllabus, with these print materials, using them does
Lesson/Assignment files, Rubrics, Handouts not necessitate extensive
orientation/training. When teachers feel the
need to edit and revise, they can easily do
so in print materials.
The main advantage of using digital media
in education is that it can boost student
engagement. Furthermore, it assists
Digital Media/Recorded Lectures students in working through difficult
(Audio/Video): Movies/TV Clips/YouTube,
Podcasts, Screencast, TEDx Talks, etc. concepts with multiple resources. Digital
instruction also aids in the presentation of
difficult topics that are frequently difficult to
comprehend.
A course introduction video is an effective
way to establish a personal tone while
highlighting the course's key goals, themes,
or expectations. Your course introduction
Course Introduction Video
video, which is intended to be viewed at the
start of the semester, can cover any of the
following topics: How does the course fit
into a broader curriculum or major?
Presentation Materials (Lecture Notes, When students create creative and
PowerPoint, Prezi, Adobe Captivate) interesting slides to illustrate their talk, they
help to generate innovative ideas. The use
of presentation aids makes for a much more
interesting presentation, and creating such
aids can help students develop confidence.
Keeping a record of the guest's appearance
will allow the class to refer to the expert's
Expert Interviews, Guest Speaker Recordings comments throughout the term, as well as
future classes to benefit from the guest
expert's contribution.
Case studies are stories that are used to
demonstrate the application of a theory or
concept to real-world situations. Cases can
Case Studies/Scenarios be fact-driven and deductive, with a correct
answer, or context-driven, with multiple
solutions possible, depending on the goal
they are meant to fulfill.
According to studies, using games in the
classroom can boost student participation,
foster social and emotional learning, and
encourage students to take risks. According
Educational Games
to one study, the popular multiple-choice
quiz game Kahoot improved students'
attitudes toward learning and increased
their academic scores.
Simulations encourage critical and
evaluative thinking. They encourage
students to consider the implications of a
Simulations scenario because they are ambiguous or
open-ended. The situation feels more real,
which encourages learners to interact more
actively.
Visualization allows for faster
communication and the creation of a unified
and comprehensive tool for everyday
Visualizations: Illustrative Pictures, Graphics,
communication. This paper discusses the
Interactive Data
significance of visualization as an essential
component not only in student knowledge
acquisition but also in lifelong learning.
Aside from privacy and accessibility
concerns, requiring students to use third-
Third-Party Tools and Software party tools requires them to learn yet
another tool and manage yet another
account. Instructors can help reduce
cognitive overload associated with learning
new software by utilizing IU-supported
tools.
Provide students with real-world scenarios
to help them learn. Provide opportunities for
Role-Playing critical peer observation. Learn skills used
in real-world situations (negotiation, debate,
teamwork, cooperation, persuasion)
Blogging can help to break down classroom
walls and provide invaluable experiences
for both students and teachers. Students
Expert Blogs
can develop a sense of understanding and
tolerance, and they can learn a lot about the
world in which they live.
Using OER materials instead of traditional
textbooks can significantly reduce course
Open Educational Resource (OER): material costs for both teachers and
Textbooks, Online Articles, Audio or undergraduate students. As a result, this is
Videoclips, Links o Online Resources, a sustainable model for undergraduate
Databases, Examples: Simulation learning that has the potential to improve
the quality of the teaching and learning
process.
Instead of visiting individual websites, RSS
feeds can help users get updates and
information from multiple sites in one
Websites/Really Simple Syndication (RSS)
convenient location. Another advantage is
feeds
that, unlike signing up for a website's email,
RSS does not require the user to submit
contact information.
2. Gathering Instructional Materials from Various Sources

Start gathering from various sources of all the needed instructional materials by your
Cooperating Teacher. Have a checklist of the inventory resources that you will use in
assisting your CT.
Instructional Materials Sources
1. Electromagnetic Waves | https://www.youtube.com/watch?v=CQV8P
Grade 10 Science DepEd WRBhDc
MELC Quarter 2 Module 1
2. Applications of https://www.youtube.com/watch?v=vBdcB-
Electromagnetic Waves | fDGcM
Grade 10 Science DepEd
MELC Quarter 2 Module 2
3. Effects of Electromagnetic https://www.youtube.com/watch?v=Q3m-
Waves | Grade 10 Science RraIn1A
DepEd MELC Quarter 2
Module 3
4. Lesson 2: A Brief History of https://www.youtube.com/watch?v=l7hfF7ub
EM Wave G1M
5. Electromagnetic Spectrum - https://www.youtube.com/watch?v=FrfcjNTa
Basic Introduction pCU
6. Electromagnetic Spectrum https://www.youtube.com/watch?v=KWQitt-
Explained - Gamma X rays kDFE
Microwaves Infrared Radio
Waves UV Visble Light
7. Frequency, Wavelength, and https://www.youtube.com/watch?v=nwlhAXk
the Speed of Light zjj0
8. How To: Find Wavelength / https://www.youtube.com/watch?v=flxbmIJ3
Frequency QQ4
9. Properties of Images formed https://www.youtube.com/watch?v=g_5_4Kt
by a Plane Mirror amf8
10. What are the Laws of https://www.youtube.com/watch?v=OrobTD
Reflection of Light? EYs2M
3. Create an Accessible Site for Online Materials

Create your own google site that will serve as site for your course material. Share the
link to your CT and students. Organize and add different online materials like (video
presentation or PowerPoint) to your google site and make sure that it is accessible.
Paste the link of your google site here:
https://sites.google.com/bicol-u.edu.ph/science-10/home
REFLECTION:
We can all agree that getting hands-on experience is the best education, and
internships provide students with just that. I believe that high-quality internships are
crucial for developing important skills that cannot be learned in a classroom. Working for
someone else, as opposed to working for yourself as you do in college, requires distinct
abilities such as multitasking, communicating, learning to deal with diversity, and dealing
with deadlines.
Having the opportunity to assist my cooperating teacher in preparing instructional

materials made me value the art of teaching. It made me appreciate the efforts of our
educators to integrate learning techniques through the use of visual aids just to provide a
high-quality education that imparts knowledge, skills, abilities, and learning competencies
in a way that they can successfully grab students' attention by using inventive
presentation templates. When introducing a visual aid, most teachers promote some
amount of class discussion, but we need to go further. We can encourage discussion on
how the visual aids in understanding the course material. Hence, this is a great chance
to examine common misunderstandings of the subject matter. It's also a good opportunity
to point out any conceptual blind spots or common sources of confusion. It's not enough
for a graphic to grab students' attention; it also needs to increase their level of
engagement. I've come to know that matching visual aids to course content is a deliberate
process that is more difficult than I initially thought. By paying close attention, we can
make sure that our visual aids serve as windows into the structure and goal of our lessons.
Therefore, understanding the process of how knowledge and information are

transmitted through teaching is challenging. For the most part, learning is not an
easy process for most students. To ensure that the greatest number of students are
learning from lectures given at school, tactics like visual aids are required. For a teacher,
it is imperative that every student is moving forward at the same rate.
Tayhi, Tabaco City
AY 2022-2023
Learning LEARNING EXPERIENCE:

Experience 2 ASSISTING IN PREPARING BULLETIN BOARD
AND LEARNING STATION DISPLAYS
Another way of assisting your CT is using your own creativity in making

effective, attractive and powerful bulletin board and learning station displays. Listen to
your CT’s instruction on how you can assist him/her make bulletin board displays and
structure learning stations. Remember the various uses and importance of bulletin board
displays and learning stations as you assist your CT.

Domain: Learning Environment Assist in making creative and
Strand: Management of classroom interactive bulletin board and
structure and activities learning station displays.

2.1 Exposure
Getting Ready with Materials for Making
Classroom Displays
2.2 Participation
Identifying Appropriate Instructional
Materials for Bulletin Board and Learning  What is a good bulletin board
Station According to Purpose and learning station?
2.3 Identification
Determining the Guidelines in Structuring
for Bulletin Board and Learning Station
According to Purpose
2.4 Internalization
Making a Layout of Bulletin Board and
Learning Stations
2.5 Dissemination
Instructional Display Making
3.1 EXPOSURE
Getting Ready with Material for Making Classroom Displays
List down the materials you will be needing in structuring the proposed bulletin board
and learning stations.
1. Cartolina
2. Scotchtape
3. Double-sided tape
4. Printed materials
5. Printed designs
6. Bulletin board
7. Glue
8. Class list (Printed)
9. Class Schedule (Printed)
10. Groupings (Printed)
11. Class Officers and HRPTA Officers (Printed)
12. Science Trivia (Printed)

3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin Board and Learning Station to
Purpose
Work with your Cooperating Teacher as regards to appropriateness of the materials

you intend to use. List down the purpose of the displays that you will be assisting your
CT to work for.
Bulletin Board Purpose/s

 Mini Library A classroom library offers a wide range of
advantages and can focus on different
things than the general school library
does. While still allowing for self-selection,
a classroom library is specially curated for
the reading and interest levels of that
particular class. Teachers can
accommodate their students with texts
that will set them up for success in reading
because they are aware of the reading
levels of the books in their classroom. This
encourages recreational reading and
provides an opportunity for a student to
share with others what they are reading.
 Learning Centers/Stations Learning stations are physical locations
found in a classroom setting that aid in
answering or accommodating some of the
student’s questions or concerns in a
certain learning area.
 Science Corner The Science Corner keeps teachers up to
date with the tools and materials available
for their science classes. It also helps
teachers keep track of what isn't available
so they can easily do something.
3.3 IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board and Learning Stations
Check your readiness in assisting your Cooperating Teacher in structuring bulletin

board displays by considering the following guidelines.
Easy on My Part There will be Problems

on My Part
1. I will assist in structuring 
the bulletin board displays
simple yet emphasizing the
desired central theme.
2. I will assist in 
structuring our bulletin
board always updated.
3. I will see to it that our 
bulletin board displays
purposeful.
4. I will assist to make our 
bulletin board displays
engaging to the learners.
5. I will assist in structuring 
our bulletin board displays
catchy and meaningful
REEXAMINING YOUR ASSISTING TASK:
While you were helping your CT in the preparation of your bulletin boards and learning
stations, what problems have you encountered in trying to make your bulletin boards and
learning stations appropriate to the learners?
3.4 INTERNALIZATION
Making a Layout of Bulletin Board and Learning Stations
Knowing the purpose, the theme, and available materials that you can use to assist
your CT, make a layout of the bulletin board displays and other learning stations. Ask
your CT’s Stamp of approval for your layout designs.
A. Sketches/Layout for Bulletin Board

B. Sketches/Layout for Learning Stations
3.5 DISSEMINATION
Instructional Display Making
Having assisted your Cooperating Teacher in making bulletin board displays, make
your own plan in putting up a bulletin board display once you become a teacher yourself.
Growth Portfolio Entry No. 3
My Bulletin Board Plan for the Opening of the School Year
For the opening of the school year, I will build an eye-catching bulletin
board consisting of important concepts that will be discussed for the next school
year by our cooperating teacher. So, in order for this to be possible, we asked for
our CT’s permission and ask her for the list of lessons that will be discussed for
the following grading as well as the calendar of activities that are related to the
subject matter. We will also put designs relevant to the topic and put additional
information that will give aid in sustaining the learners’ curiosity about the
subject matter. And lastly, we asked the class for their suggestions that will be
beneficial and adequate for making the bulletin board.
REFLECTION:
Every student will get more interested if the bulletin board is appealing. Teachers
should make an effort to make engaging bulletin boards that introduce new ideas.
Students that prefer the visual aspect of learning will benefit from bulletin boards. Before
introducing a new subject to the class, teachers should adorn the boards to generate
interest. Students will start to become more curious, which will increase their likelihood of
paying attention to the instruction.
Since one of our assigned tasks was to make a bulletin board, we were greatly
challenged how to come up with a unique way of putting up concepts, ideas, and
information on the bulletin board. But, with the help of our cooperating teacher we were
able to generate a clearer scheme of our planned construction of the bulletin board. The
highlight of our bulletin board was displaying great student work that might inspire pupils
to work more. Every student's work should be highlighted by the teacher at some time
during the academic year. To have their work showcased, students will be encouraged to
complete tasks more effectively. Students gain a sense of pride, ownership, and incentive
to keep producing work that is deserving of attention after seeing their work put on a
bulletin board. Additionally, concepts that have already been addressed in class can be
reviewed via bulletin boards. Before an exam or at the end of a unit, the material might
be reviewed. To help pupils recall previously covered content, use bulletin boards.
Students will appreciate seeing a board with all the knowledge they have already
acquired. Students are encouraged by the usage of bulletin boards for reviewing earlier
ideas as they become aware of how much they have learned.
Thus, students can learn crucial concepts, methods, and skills by using bulletin
boards. They not only highlight significant facts, but they also adorn the walls of our
classroom with charming artwork.
Tayhi, Tabaco City
AY 2022-2023
.
Name: ALYSSA MAE B. OTID Course & Block: BSEd Science 4B
Learning
Experience 3 ASSESSING LEARNERS’ PERFORMANCE
Teachers teach to make students learn. Assessing the learning progress of every
student is always supported by data from the results of their learning outputs. Teachers
employ varied ways to evaluate students’ progress and are faced with a lot of paper works
relative to students’ learning outputs. Being faced with various tasks, your Cooperating
Teacher needs your assistance in checking the students learning output.
Prepares FS2 Students for PPST: Intended Learning

Domain: Assessment and Reporting Outcome:
Strand: Monitoring and evaluation of Assist in assessing learning
learner progress and performance
achievement

3.1 Exposure
Defining the Parameters of Learners’
Performance
3.2 Participation
Familiarizing with Rubrics or Scoring
Guides  What important role do rubrics
3.3 Identification play in assessment?
Recognizing the Importance of Good
Assessment Practices
3.4 Internalization
Categorizing Learning Outputs
3.5 Dissemination
Snapshots of My Assessing of Learning
Performance
3.1 EXPOSURE
Defining the Parameters of Learners’ Performance
Make a table of the Learning Performance that your Cooperating Teacher would
like you to assess. List down the part of the output assigned to you.
Timetable for
Learning Performance Part to Correct
Checking/Correcting
1. Jingle-Making about  Accuracy and 12:30pm-5:00pm
EM waves Completeness of (December 1, 2022)
content (40%)
 Presentation/
Choreography
(20%)
 Cooperation &
effort of the group
(20%)
 Creativity and
resourcefulness
(20%)
 TOTAL (100%)
2. Reporting on EM  Organization of the 12:30pm-5:00pm

waves content (15%) (November 25, 2022)
 Accuracy and
Completeness of
content (15%)
 Language skills and
pronunciation (10%)
 Presentation (10%)
 TOTAL (50%)
3. Slit-and-Slide Activity  Use of Scientific 12:30pm-5:00pm
Principles or (October 20, 2022)
Approaches (15%)
 Quality of Display
(15%)
 Creativity and
Innovativeness of
work (10%)
 Presentation (10%)
 TOTAL (50%)
3.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Rubric as a terminology in education refers to the scoring guide used by the

teachers in evaluating the quality of students’ written or oral performance or output.
Rubrics usually include evaluation criteria, quality definitions for those criteria at particular
levels of achievement and a scoring strategy (Wikipedia).
Study very well the rubrics used by your Cooperating Teacher in evaluating the
quality of students’ constructed responses to questions especially essays.
Take note of the evaluative criteria for scoring the learning outputs both for written
works and performance tasks.
Activity
1. Do you find using or having a rubric/scoring guide useful when you checked
students’ learning outputs? Why?
 Using or having a rubric/scoring guide is useful when checking the students’
learning outputs since it provides standards or degrees to which a certain
learning outcome has been achieved or not by the students.
2. List down advantages of having rubrics in checking students’ learning output.
 1. It improves the feedback to students.
2. It makes scoring easier and faster.
3. It helps the students understand the teachers’ expectations.
4. Inspire the students to perform better.
5. It makes the scoring more accurate and consistent.
3.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practices
Having a table of the learning outputs that you checked and record the assessment
practices that you employed in assisting your Cooperating Teacher in correcting students’
learning outputs.
Time Allotted for

Good Assessment Practices
Checking
Learning Output
Date Date
Did I Do the Following? YES NO
Given Finished
1. Jingle-Making 1. Used rubrics as guide in

about EM waves Dec. 1, Dec. 1, checking 
2022 2022
2. Reviewed scores given

2. Reporting on Nov. 25, Nov. 25, in each item based on 
EM waves 2022 2022 criteria
3. Slit-and-Slide Oct. 20, Oct. 21,
Activity 2022 2022 3. Recounted scores 
3.4 INTERNALIZATION
Categorizing Learning Outputs
Go over the Learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories
Written Performance
Learning Outputs Formative Summative
Works Tasks
1. Slit-and-Slide 
2. Group Quiz Bee 
3. 1st Periodical Exams 
4. 2nd Diagnostic 
Exams
5. 1st Homebased 
Learning Activity
6. 2nd Homebased 
Learning Activity
7. 1st Summative 
Assessment
8. Reporting on EM 
Waves
9. Jingle Making about 
EM Waves
10. Images in Plane 
Mirror Output
Presentation
3.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing students’

learning performance, make an impression on your personal view (snapshots) on how
important are rubrics in assessing learning performances.
My Experience on the Importance of Rubrics

in Assessing Students’ Learning Performance
By serving as a sort of road map for students, rubrics increase transparency in

the grading process. They detail every detour the instructor made on their path to
determining the final grade. Rubrics speed up the grading process while helping to
make grading criteria clear when evaluating others.
It takes time and effort to develop a thorough, well-thought-out rubric, but the
effort is worthwhile. When used properly, rubrics offer a number of advantages. They
have been demonstrated to improve student performance, increase student awareness
of their learning process, and assist instructors in quickly and consistently grading
assignments from one student to the next. Numerous studies have also demonstrated
that using rubrics helps students produce better work in the end and consequently learn
more as a whole. Students can learn important information from rubrics about how well
a particular learning outcome has been accomplished. They give students specific
feedback that highlights their strengths and areas for development. This feedback can
be a tool for students to improve their skills. As they evaluate their own work and
processes to see how it compares to the standard outlined in the rubric, students are
encouraged to reflect on their own thinking and perhaps consider their own standards
for what constitutes "good." Teachers help students develop their higher-level thinking
skills by using rubrics.
In essence, rubrics serve as both a teaching and learning tool with the potential
to improve student learning outcomes and uphold the integrity of the assessment.
REFLECTION:
Teachers are better able to keep the main learning targets front and center when
they select instructional approaches and create learning environments that enable
students to attain these outcomes when they have clearly expressed their expectations
for student learning in the form of a rubric.
Throughout our field observations, we are required to evaluate each student's

performance and learning activities. It is imperative to think carefully about the appropriate
way to measure the learning you want your students to attain given the importance of
assessment in student learning. Grading, learning, and incentive should all be
incorporated into your students' assessments. Well-designed assessment techniques
offer useful data regarding student learning. They reveal what the kids have learned, how
effectively they have learned it, and where they have had difficulty. You can answer the
question with the help of good judgment. Therefore, a teacher is more likely to be
consistent in his or her evaluations if he or she makes use of common criteria while
evaluating each student’s output or performance. Since the important criteria are
repeatedly brought to the reviewer's attention through a rubric, the teacher is less likely
to apply the criteria differently to each student, which helps to anchor judgments.
Additionally, when there are several raters (such as in big lecture sessions where
teaching assistants serve as graders), the consistency is likely higher when they all use
the same specific performance standards.
Although well-designed rubrics increase the validity and reliability of the evaluation
process, their true worth resides in furthering the teaching and learning process.
However, the existence of a rubric does not imply that the evaluation task is
straightforward or unambiguous. The best rubrics give teachers and evaluators the
freedom to draw from their expert knowledge and use it in ways that prevent personality
differences or the limitations of human information processing from impacting the rating
process.
Tayhi, Tabaco City
AY 2022-2023
LEARNING EXPERIENCE:
RECORDING LEARNER’S ASSESSMENT RESULTS
Having accurate factual and up to date record keeping of learners’ academic
output is a very important part of teachers’ role. Teachers’ need to keep effective
assessment records of every student so that they can have accurate judgments about
their students’ progress. Moreover, these records are important to parents so that they
can have clear understanding of their children’s learning progress and achievement in
school. A student teacher needs the experience of how proper recording of academic
outputs and performance tasks is done by the teacher. Follow strictly of your Cooperating
Teacher while you help in recording learners’ assessment results.
Prepares FS 2 Student for PPST: Intended Learning

Domain: Assessment
Outcome:
Strand: Communication of learners’ Accurate recording of
needs, progress and achievement to key Learners’ assessment result
stakeholders
4.1 Exposure
Collecting and safekeeping of
Academic Outputs and Performance Tasks  How important is accurate
4.2 Participation recording of learners’
Getting acquainted with learners’ Outputs performance?
and Performance Tasks
4.3 Identification
Collecting, Organizing, and Recording
Practices of Learners’ Performance Outputs
4.4 Internalization
Recognizing the importance and Difficulties
in Recording Learning Outputs and
Performance Tasks
4.5 Dissemination
Preparing and Recording Strategies
4.1 EXPOSURE
Collecting and Safekeeping of Academic Outputs and Performance Tasks
Assist your Cooperating Teacher in checking the accuracy of entering in the class
record of the students’ academic outputs and performance. Follow your CT’s guidelines
on how to keep and safeguard the students’ learning outputs.
ACTIVITY
List down your CT’s guidelines or instructions on how you will collect, sort, and
keep the students’ outputs.
1. Make a list of the methods you've chosen to use for data collection so you can
refer to them later.
2. Create a special folder or portfolio for each student. Each portfolio can contain
records that serve as evidence of students' academic achievement. These
documents might include tests and quizzes.
3. Utilize various data collection techniques to obtain a comprehensive picture. You

might try to compile data from your personal observations, information from a
formal screener, and details from other instructors who taught your students the
previous year. Quality is ultimately more important than quantity, so if you can only
obtain one type of data consistently, do so.
4. Keeping records is a great way to stay on top of your year's collected students’
outputs. Create a master calendar so you can see your student’s progress in their
class activities, assessments, and performance tasks for the year at any time.
When you have a manual you can use in later years, you'll be glad you did this.
5. For administrators, students, and parents of the school, a disorganized teacher

can be a pain. Attempt to stay on top of your tasks by taking effective notes, making
lists, and documenting everything. This will free up your thoughts so you can focus
on the more important task of instructing your class. Your well-thought-out plans
can ensure consistency and dependability.
4.2 PARTICIPATION
Getting Acquainted with Learners’ Output and Tasks
Organize your list of learners’ output by recording them in the given categories.
Categories
Classes Learning Performance Tasks
Outputs/Activities
SECTION:  Group Quiz Bee  Slit-and-Slide
10-Harmony  1st Periodical  Jingle Making about EM Waves
Exam  Images in Plane Mirror Output
 2nd Diagnostic Presentation
Exams
 1st Homebased
Learning Activity
 2nd Homebased
Learning Activity
 1st Summative
Assessment
10-Honesty  Group Quiz Bee  Slit-and-Slide
 1st Periodical  Jingle Making about EM Waves
Presentation
 2nd Diagnostic
Exams
 1st Homebased
Learning Activity
 2nd Homebased
Learning Activity
 1st Summative
Assessment
10- Humility  Group Quiz Bee  Slit-and-Slide
Presentation
 2nd Diagnostic
Exams
 1st Homebased
Learning Activity
 2nd Homebased
Learning Activity
 1st Summative
Assessment
10-Generosity  Group Quiz Bee  Slit-and-Slide
Presentation
 2nd Diagnostic
Exams
 1st Homebased
Learning Activity
 2nd Homebased
Learning Activity
 1st Summative
Assessment
10-Gratitude  Group Quiz Bee  Slit-and-Slide
Presentation
 2nd Diagnostic
Exams
 1st Homebased
Learning Activity
 2nd Homebased
Learning Activity
 1st Summative
Assessment
4.3 IDENTIFICATION
Collecting Organizing and Recording Practices of Learners’ Performance
Outputs
A teacher must be a good housekeeper of students’ records. It is a key
responsibility of every teacher to accurately monitor and record students’ performance
output. Therefore to keep the tasks manageable and less time consuming part of the
teacher’s good housekeeping skill is to design systematic way of collecting and organizing
learners’ performance output.
Assist your Cooperating Teacher in organizing the collection of students’ learning
outputs by putting them in their designated collection station. Follow strictly and double
check your compliance to your CT’s instruction.
 Storage or drawer pocket
 Pocket folder
 Deep basket
 Color code filing system
 Homework / pocket collection station
 Others
From your own class list, record the learning outputs and performance tasks submitted
by the students. Double check your record before you hand it over to your CT. Arrange
the learning outputs by names or class number for easy recording as instructed by
your CT.
Learning Outputs Performance Tasks
OUTPUT #1: PERFORMANCE TASK #1:

 Group Quiz Bee  Slit-and-Slide

 1st Periodical Exam  Jingle Making about EM Waves

 2nd Diagnostic Exams  Images in Plane Mirror Reporting
OUTPUT #4:
 1st Homebased Learning
Activity
OUTPUT #5:
 2nd Homebased Learning
Activity
OUTPUT #6:
 1st Summative Assessment
4.4 INTERNALIZATION
Recognizing the Importance and Difficulties in Recording Learning Outputs
and Performance Tasks
What are the challenges you encountered in assisting your Cooperating Teacher
in recording students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording

of Students’ Learning Outputs
1. Some of the students forget to put the necessary information on their

learning outputs such as their name and section.
2. It is sometimes tricky to record outputs when there are students with the
same surname or first name.
3. There are students who do not submit or comply on time making it

difficult to easily compile and organize the learning outputs.
4. Some students complain about their lost output which was already
returned to them since they were asked to make a compilation of their
outputs.
5. Sometimes handwritings are not clear enough making it hard to evaluate

or check the outputs of the students.
6. The information gathered by the students from online sources is

incorporated into assignments by copying and pasting it without
ensuring that it is accurate and then submitting it to their teacher.
7. Traditional exams don't provide the chance to assess student

performance in a constrained amount of time.
8. Due to the short amount of time spent with the students, it is difficult to
fully evaluate their knowledge and skills and get to know them well.
9. The evaluation requires a lot of work and time, and it takes a while.
10. It is challenging to tell if the assignment was made by the student or not.
4.5 DISSEMINATION
Preparing and Recording Strategies
From the experiences and challenges you have encountered, make your own plan
of preparing and recording strategies relative to your future students’ academic outputs
and performance tasks.
Growth Portfolio Entry No. 4
My Strategies in Recording My Future Students’ Learning
Outputs and Performance Tasks
1. Make a master calendar so you can view your student’s progress at any time
throughout the year in regard to their performance tasks, assessments, and
class assignments. You'll be happy you did this when you have a manual you
can refer to in the future.
2. Make a unique portfolio or folder for each student. You can keep records that
show proof of students' academic performance in each portfolio. Tests and
quizzes may be among these documents.
3. You must complete several evaluations to track your student's academic

development. Although you don't have to grade them, you do need a way to
assess their accomplishments. Grades make it simpler. If necessary, you can
also return student work with only feedback.
4. The areas where students need more assistance or additional instruction to

succeed are identified by frequent evaluations.
REFLECTION:
Keeping records is a crucial component of a teacher's job. In order to teach and

improve the learning process, schools and teachers keep records. Effective records must
be kept by teachers for each student. It enables a reevaluation of the relationship between
teacher and student on the part of both parties. There will be nothing to build on the
development of the student without a well-maintained system of record keeping for exam
and test performance. Records give each student a long-term profile of their
achievements. The teacher is able to determine which students require additional
assistance, direction, and support by maintaining regular records.
Assisting our cooperating teacher in recording assessment results was one of the
most crucial tasks that were assigned to us during our field observations. Record keeping
is a challenging role for teachers, especially for us who are future educators since it
makes it possible for us to organize, plan, and develop the ideal learning environment for
every child. Record keeping is a useful tool for both teachers and learners to use to set
goals, assess students, track their contributions to the classroom as a whole, and update
parents and students about their progress over time. Keeping tabs on our students
through routine note-taking and in-class observations. Parents may receive information
via classroom record-keeping. So that they, too, can see particular illustrations of student
development throughout the year. Teachers and administrators are able to evaluate
student achievement on a bigger scale thanks to the exchange of information from
anecdotal notes, field notes, or other types of record keeping. As educators, we must
improve as much as we can in order to
To get to know the students in our classes, we make observations and document
them. We may then build on the children's strengths, meet their needs, and further their
development using these observations and data.
Tayhi, Tabaco City
AY 2022-2023
Learning PARTICIPATING IN MAINTAINING
Experience 5 INSTRUCTIONAL ROUTINES
The main objective of this Field Study 2 is to expose and to provide student
teachers with some authentic hands-on participation in the teaching-learning experience
in the classroom. Engaging student teachers in classroom practices will help them with
gradual development of practical knowledge and wisdom that they bring along when they
become teachers.
Successful teaching-learning events have always been every teacher’s dream yet
not all of them become successful especially If the subject or content area is difficult or
less interesting for some learners.
Your task as a student teacher is very crucial in participating in your Cooperating
Teacher’s challenge of making the learners gain academic content.

Domain: Learning Environment Recommend an appropriate
Strand: Management of classroom classroom structure and display
structure and activities for promoting learning.

5.1 Exposure
Knowing and Understanding Instructional
Routines
5.2 Participation
Observing Instructional Routines at Work
5.3 Identification
Doing Instructional Routines
5.4 Internalization  How do instructional routines
Reflecting on the Usefulness of contribute to the students’
Instructional Routines learning of content areas?
5.5 Dissemination
Creating Instructional Routines for Useful
Teaching-Learning
5.1 EXPOSURE
Knowing and Understanding Instructional Routines
You might have noticed that your Cooperating Teacher has activities or routines in
which students are asked to be familiar with. These are practices initially taught to the
students, constantly practiced until they become part of the classroom structure during
the teaching-learning events. Instructional routines are research-based, interactive
modes intended to engage students and increase their chances of successful learning by
reducing the effort required to learn a procedure that otherwise may vary by the day,
teacher, or lesson (Mussman, 2017).
Here are some definitions of instructional routines:
 Instructional or tasks enacted in classrooms that structure the relationship between

the teacher and the students around content in ways that consistently maintain
high expectations of student learning while adapting to contingencies of particular
instructional interactions (Kazemi, Franke, & Lampert, 2009).
 Instructional routines refer to all the elements of teaching/learning events other
than the specific content to be taught and the specific materials used in teaching
(LEARNNet).
You can research other books or sources to widen more your knowledge and
understanding of instructional routines.
5.2 PARTICIPATION
Observing Instructional Routines at Work
Observe carefully the different instructional routines taking place in the classroom
during teaching-learning engagements. List them down and start rehearsing on how you
will participate with your Cooperating Teacher in doing those instructional routines. Pay
close attention on how your CT models the routines.
List of Instructional Routines at Work
1. Class Discussion- Class discussions are yet another way for students to impart
knowledge to one another. The teacher test students' knowledge and learn which
students understand the concepts and to what extent as they take turns speaking about
the topic.
2. Cooperative Learning- When students collaborate, they learn more effectively.

Create tasks that demand cooperation and mutual learning from the students. With the
aid of this routine, the teacher develops critical thinking, communication, problem-
solving, and other skills throughout the process of the students.
3. Addressing Mistakes- Students find it much more meaningful to address errors

when there is a larger context. Creating a learning environment in the classroom where
making mistakes is encouraged will help students feel less intimidated by subjects they
may find difficult.
4. Inquiry-Guided Instruction- Students participate in the learning process by posing

questions and working together to find solutions to the problems. The class can
collaborate to find the solution and report it. Students retain the ideas more fully and
more completely as they work to independently find the solutions.
5. Experiential Learning- Create opportunities for students to experience concepts in
action because they learn best through doing. Allow them to practice the ideas in a
secure setting. They should then consider what they learned from the experience and
reflect on it. Playful games, experiments, or simulations are a few examples of
classroom activities you could do to engage in experiential learning.
6. Modeling- It's crucial to demonstrate the proper procedure to students after

instructing them on what to do. No matter how clear your instructions are, it's a good
idea to demonstrate how you expect them to complete a task so they know exactly what
to do. This will be especially useful for your visually impaired students.
7. Lesson Objective Transparency- Telling your students what they should be

learning is preferable to letting them figure it out on their own. Clearly state the
objectives or goals of your lesson. You could write it on the board or announce it in
class. Just make it understandable to all of your students by keeping it straightforward.
They will then be aware of what they are aiming for and what they ought to know by the
end of the course. Additionally, this significantly lowers test-day anxiety for students.
8. Graphic Organizers- Students can view the information in a new way by using a
flow chart, Venn diagram, or web. In order to better understand the new concepts, this
aids in helping them organize the information in their minds.
9. Providing Feedback- Regular "group feedback" sessions based on trends you

notice in your students' work are also a great idea. It's frequently more advantageous
to design a lesson that specifically addresses that concept and discusses the trends
you've noticed in classwork as a whole if a significant portion of your students appear
to be having difficulty with it.
10. Student-Led Classroom- Students learn things that they otherwise wouldn't have
learned when they get to be the teacher for the day. Students could team teach or work
in groups to cover a new subject. You'll discover that not only will other students benefit
from their peers' distinctive perspectives on the material.
5.3 IDENTIFICATION
Doing Instructional Routines
Perform with your Cooperating Teacher (CT) in doing instructional routines. Here
are some common instructional routines which your CT might have been doing during
his/her class.
 Buzzing Bees
Students mimic the buzzing sound to find a partner in group discussion (specific
instruction will come from your CT).
 Think Pair Share
Students individually think about an issue, then refine or broaden understanding
through discussion with a partner and then share to the big class their common
understanding (specific and refinement of the routine will come from you CT).
 Warm Up Routine
Students share understanding of concept by taking turns and saying: You’re the
next __________ (name of student).
Add and master other instructional routines of your CT and guide the students who
cannot follow the routine.
Take the initiative to review with the class the routines and repeat the routines
whenever they are necessary.
REEXAMINING YOUR ASSISSTING TASK:
What are the problems you noticed why instructional routines failed to facilitate the
teaching-learning process?
 Instructional Routines fail to facilitate the teaching-learning process when the way
of addressing the needs of the learners is not being met. Whereas, the demands
of the classroom in the twenty-first century appear to be different from those of the
past. One significant distinction is that teachers are learning facilitators, and it is
their duty to develop curricula that help students build skills for academic programs
and, eventually, the workplace. The focus on a project-based curriculum that
promotes higher-order thinking abilities, effective communication, and technology
skills is another significant distinction. The requirement for effective collaboration
as a component of student learning has emerged as a common theme.
5.4 INTERNALIZATION
Reflecting on the Usefulness of Instructional Routines
From your participation task in implementing instructional routines, what do you

think are the functions of instructional routines in the academic success of learners? List
down at least five useful functions you personally observed and encountered.
Functions of Instructional Routines
1. Minimizes disruption to learning
2. Set certain learning expectations
3. Teach proper learning behavior in a classroom setting

4. Make the most of instructional time
5. Consistently maintain high expectations of student learning
5.5 DISSEMINATION
Creating Instructional Routines for Useful Teaching-Learning
Make your own samples of instructional routines that you can use as a future
teacher:
Growth Portfolio Entry
My Creative Samples of Instructional Routines
As a 21st century educator it is important that we are raising awareness of the

students' social and emotional well-being, it must come first in order to foster a positive
classroom environment. Learning should prioritize group discussions in the classroom.
Include periodic checks of the emotional state of the class in the learning instruction.
Additionally, defining behavioral expectations for each routine is necessary so that they
are developmentally appropriate, culturally responsive, positively stated, specific, and
observable. Hence, clear instructions will be given to the students and the learning
process will be more inclusive for every learner. Then, providing positive attention to
students when they effectively demonstrate the routines using praise or rewards could
also be an evident instructional routine. Since praise is a very simple and feasible tool
that can help to promote successful student behaviors in the classroom. The actions
focus on will become more prevalent. Finding ways to acknowledge students when they
exhibit positive classroom behaviors will therefore increase the likelihood that they will
continue to do so.
REFLECTION:
These instructional routines differ significantly from general classroom
management routines in that they are situated within the learning opportunity itself, giving
students a predictable framework for engaging with the content. General classroom
management routines are frequently designed to efficiently transition from one learning
opportunity to the next. Both the teacher and the students can move easily into and
through that part of the lesson when the structure of a particular section of the lesson
becomes more and more familiar over time.
As a 21st-century future educator, my experience in field study observation

allowed me to discover the importance of maintaining instructional routines inside the
classroom. Each routine's increasing predictability and familiarity assist students to
develop a bigger repertoire for solving unknown issues and boosts their self-assurance
in their ability to complete learning tasks and performances. This is especially helpful for
students who are uncertain about their ability to succeed in school at all. Hence, by
reducing the mental energy required to think about "what am I doing next," instructional
routines might help teachers and students access high cognitive-demand tasks. The
procedures to performing the activity might become automatic over time for both teachers
and pupils because it is routine and well-stated. This enables professors and students to
potentially focus more of their cognitive load on understanding each other's thinking and
the mathematics of the work at hand. Therefore, routines should give the teacher and
students a framework that fosters a vocabulary environment, encourages the use of a
variety of modalities and representations, and establishes ways for students to
successfully participate in discussions centered around those representations and the
underlying assumptions they represent.
Thus, materials for instruction are crucial because they aid the teacher and
students in avoiding an overemphasis on memorization and rote learning, which may
quickly take over a lesson. Resource materials give students the opportunity to engage
in hands-on learning that aids in the development of concepts and skills as well as a
variety of learning styles.
Tayhi, Tabaco City
AY 2022-2023
Field Study 2: Participation and Teaching Assistanship
Name: ALYSSA MAE OTID Course & Block: BSED SCIENCE IV B
Learning PARTICIPATING IN MAINTAINING MANAGEMENT

Experience 6 ROUTINES
Establishing predictable routines is a critical part of classroom management.

Keeping good management practices makes the class runs smoothly. A lot of behavioral
problems in the classroom can be attributed to the failure of the teacher to establish
management routins and failure of the students to follow them.

Domain: Learning Environment Establish management routines
Strand: Management of learner behavior for ensuring smooth functioning
Management of classroom structure and of the classroom.
activities

6.1 Exposure
Noting Down Classroom Management
Routines
6.2 Participation
Categorizing Classroom Management
Routines  What management routines do I
6.3 Identification need to establish to make a
Participating in implementing and BETTER classroom?
Maintaining Management Routines
6.4 Internalization
Reviewing Success and Failure of
Management of Routines.
6.5 Dissemination
Committing to Adopt Management
Routine Strategies for a Smooth Sailing
Teaching Learning Events
6.1 EXPOSURE
Noting Down Classroom Management Routines
Have a list of classroom routines being used or implemented by your Cooperating
Teacher in running the class smoothly. Observe very well the what, when, and how of
these routines.
My Notes of Classroom Management Routines
What Routine? When is it Done? How is it Done?
Examples:
Morning Rituals Before the first class  Saying pervently the
“Morning Office
Prayer”
 Greeting teachers and
classmates “Good
Morning”
 Leader saying aloud
present classmates by
row
Be clear about Before the first class  Don’t use gadgets
technology rules. during class hours
 Use of
phones/gadgets are
only allowed when an
activity involved
requires the use of
technology.
Ask students to highlight During the class  Recheck the papers if
their names before the name and section
turning in work. are included to avoid
conflict after checking
the worksheet or test
paper.
Attendance/Absent/Tardy Before the start of class.  Teacher asks the

procedures monitor if there are
any absent or late
students before
starting the class.
Transitions and moving After the class  The teacher asks the
in the classroom students to always
clean the room before
leaving after their last
class.
6.2 PARTICIPATION
Categorizing Classroom Management Routines
Classify the classroom routines that your Cooperating Teacher has been doing in
the teaching-learning events.
Before the Start of the During Teaching-Learning At the End of the

Learning Events Events Learning Events
 Morning Rituals  Ask students to  Transitions and

highlight their moving in the
names before classroom
turning in work.
 Be clear about  Behavior  Turning in

technology rules. management – assignments &
warning, action, late work
contacting
parents/referrals/infr
actions
 Attendance/Absent/  Group/Project work  Turning off

Tardy procedures electric fans and
lights
 Assigning classroom  Independent work  Proper Disposal

jobs time – asking for of trash
help
6.3 IDENTIFICATION
Participating in Implementing and Maintaining Management Routines
Do participating tasks of maintaining management routines. Rate your level of

success in participating to maintain management routines.
 Very Successful
Successful
Moderately Successful
Not Successful
REEXAMINING YOUR ASSISTING TASK:
What are some of the difficulties in maintaining management routines based on your
own personal experience?
1. Not Communicating Expectations Clearly- On the first day of school, teachers

should communicate their expectations to students. This includes sharing and reviewing
classroom rules and procedures, as well as the consequences for infractions. The
expectations for any routines that aid in learning, such as handling science equipment
or art supplies, should be clearly articulated. Some teachers choose to make class rules
in order for students to take ownership of their responsibilities. Signing and returning a
copy of the classroom rules to both students and parents can help with communication
and prevent problems later on.
2. Being Inconsistent- Most students, regardless of age, are acutely aware of how
consequences are administered in the classroom. This means that consistency is
extremely important. Students will perceive you as unfair if they notice you punishing
one student for an offense but not another. Consistency with rules communicates to your
students an equitable classroom environment.
3. Not Creating an Action Plan- Students who exhibit poor behavior are frequently
unsure of how to improve it. Teachers should develop action plans that clearly define
expectations and outline steps students can take to succeed.
4. Not Following Through- We've all met a teacher who constantly threatens students
with punishment but never follows through. It's one of the most common errors teachers
make. A teacher who fails to follow through on promised consequences risks not being
taken seriously. Students will quickly learn what they can get away with and will use that
knowledge to their advantage.
5. Not Establishing Relationships- Teachers can avoid classroom management

issues by developing relationships with their students. Students who have a positive
relationship with their teacher are less likely to misbehave. As a result, get to know your
students. Talk to them and meet with them individually. Find out what's going on in their
lives and see if you can assist them with any problems they may be experiencing.
Building relationships with students can go a long way toward creating a community in
the classroom.
6.4 INTERNALIZATION
Reviewing Success and Failure of Management of Routines
Recall your participation in maintaining management routines. Write your
successful and failure stories for your personal reflection and insights in the future.
My Success Stories in Managing My Difficulty/ Failure Stories in

Classroom Routines Managing Classroom Routines
During an assigned jingle-making activity our Last week our Cooperating Teacher was
Cooperating Teacher assigned each group not around. Hence, we three student
of the class to make a jingle out of the EM teachers are responsible in maintain the
waves lesson discussed. During the entire classroom well-organized. But, to our
period, Mrs. Cargullo allowed us (three surprise, some students are not behaving
student teachers) to roam around the class accordingly and we had to remind them
and help the students construct an idea of
from time to time to stay in their seats and
how are they going to present their own
not go out of the room to avoid unnecessary
jingle-making entry. We, student teachers,
suggested songs to different groups that are accidents. Unfortunately, some students
catchy for their entry and we also asked them are not following and not cooperating with
about their ideas on EM waves. After the the instructions given making it hard for us
class, our CT expected each group from the to keep the classroom well-organized. The
10-Generosity to perform next meeting. Then same difficulty was experienced in the
during the presentation, we are tasked to proceeding class, some students are using
rate the performance of every group together their phones at loud volumes, some
with our CT. Favorably, we witnessed an students keep on going out of the
amazing performance from each group and classroom, and some students are singing
we also enjoyed their amazing entries since loudly while the other class is having their
they presented them in a unique way. That lesson. Hence, it is important to leave
made us realize that students must be well- seatwork to the class so that they will be
guided in order for them to craft a more given something to work on instead of
detailed and well-organized performance
making unnecessary noises during the
task. Hence, assisted learning must be
entire period, and to also keep their focus
practiced to maintain management routines
during class activities. on the lesson that is being taught to them.
6.5 DISSEMINATION
Commiting to Adopt Management Routine Strategies for a Smooth Sailing
Teaching- Learning Events
Make your own samples of instructional management routine strategies that you
can use as a future teacher
My Compilation of Strategies in Management of Routines
1. Encourage initiative- Allow students to work ahead and deliver short presentations
to share take-away points to promote growth mindset and variety in your lessons. You
will almost certainly have some eager students in your classroom. Simply ask them if
they want to get ahead from time to time.
2. Avoid punishing the class- Address isolated discipline issues individually rather
than punishing an entire class, as the latter can harm your relationships with on-task
students and jeopardize other classroom management efforts.
Instead, in a friendly manner, call out specific students.
3. Offer praise- According to a recent research review and study, rewarding students
for good work improves academic and behavioral performance. Praise can inspire the
class, improve a student's self-esteem, and reinforce the rules and values you want to
see when it is genuine and references specific examples of effort or accomplishment.
4. Use non-verbal communication- To improve content delivery, use actions and

visual aids to help students focus and process lessons. These communication methods
underpin many differentiated instruction strategies and techniques. Running learning
stations, for example, allows you to deliver a variety of nonverbal content types by
dividing your classroom into sections through which students rotate. Videos,
infographics, and physical objects such as coin counting are examples.
5. Build excitement for content and lesson plans- This one works well regardless of
grade level: elementary, middle, or high school. Start lessons by previewing particularly
exciting parts to pique students' interest right away. As the bell rings and students begin
to settle, go over an agenda of the day's highlights with the entire class. These could
include group tasks, interesting content, and anything else that piques your interest.
REFLECTION:
As they learn and grow, students need structure and familiarity, routines and
processes in the classroom give them that. They will feel more secure and confident in
their everyday activities since they will know what to anticipate each day. A routine
encourages learning in younger children and makes them feel secure in their
surroundings, while it gives older children a sense of security and predictability. Routines
in the classroom are crucial for this reason.
As I recall my participation in maintaining management routines, I’ve encountered
certain difficulties that made me reflect on my ability to sustain an effective classroom
setting in the future. It made me realize that the success of the learning process is ensured
by proper classroom management and discipline. In the teaching-learning process,
classroom management is the key to making teaching and learning possible. It is the
teacher's responsibility to plan, and organize procedures and resources, arrange the
environment to maximize efficiency, monitor students' progress, and anticipate potential
problems. To maintain effective classroom management routines, the teacher must be
precise and clear in his directions to the students, as well as communicate effectively. In
this case, the teacher must establish behavioral and academic expectations for a class
and ensure that those expectations are met by students.
To sum up, good classroom management is important for students' success.
Without it, what they learn and how much they learn are in jeopardy. You may lessen
disruptions and confusion by making sure that regulations are stated properly and by
following processes every day. Students are encouraged to obey norms and is self-
regulation is promoted, allowing them to make better decisions and be more productive.
Setting rewards systems that focus on both effort and achievement.
Tayhi, Tabaco City
AY 2022-2023
Name: ALYSSA MAE OTID Course & Block: BSEd Science 4B
Learning
Experience 7
PARTICIPATING IN GUIDING LEARNERS DURING TRANSITIONS OR
GROUP ACTIVITIES
Maximum learning and productive use of instructional time do not always come
easy unless the teachers set guidelines to keep students focused and not restless, calm
and not noisy nor disorganized, and learning objectives are realized.

Domain: Learners Environment Outcome:
Strand: Support for learner participation Participate in implementing
Management of classroom smooth transition and group
structure and activities activities.

7.1 Exposure
Observing Transitions and Group
Activities
7.2 Participation
Walking Through the Transitions and
Group Activities  How can I smoothly guide my
7.3 Identification learners during transition or
Charting Transition and Group Activity by group activities?
Class Episodes
7.4 Internalization
Putting Transitions at Work
7.5 Dissemination
Making My Own Creative Transitions and
Group Activities
7.1 Exposure
Observing Transitions and Group Activities
Based on your observation of your Cooperating Teacher’s classes, write transitional

and group activities he/she has been doing.
 Before Starting the Lesson

Starts checking the class attendance and gives a quick recap of the previous
discussion
 During Lesson Proper

Asking questions related to the topic discussed and providing additional
information related to the lesson.
,
 After the Lesson Proper

Gives a brief summary of the lesson that was discussed and gives a home-
based learning activity.
 Before Recess or Lunch Break

Gives a quick reminder to maintain the cleanliness and orderliness in the room
before the next class.
 After Recess or Lunch Break

Starts to prepare instructional materials for the class discussion.
 Before Dismissal Time

Collecting assignments by group then lets the leader re-check if the submitted
outputs are complete.
7.2 Participation
Walking Through the Transitions and Group Activities
Learn by heart the different transitions and group activities you do in the classroom.
List down the transitions and group activities that your Cooperating Teacher does in the
classroom.
Transition and Group Activities
1. Encouraging Student Participation- When participation is actively encouraged

during lessons, students usually become more attentive and learn more. To help create
a learning environment that encourages students to participate and have a voice,
teachers should incorporate a variety of techniques into their lessons.
2. Setting Assessments- Exams and assessments track student progress and
evaluate what they have learned. Exams can demonstrate a student's proficiency in
any subject area while also letting teachers know which concepts are the most
challenging for their charges to grasp.
3. Giving a group quiz bee activity- Competition has a significant impact on students'
academic success. A group quiz bee can encourage students to be good competitors
to persevere, be persistent, tenacious, and excellent.
4. Providing learners with one-to-one support- In addition to instructing large groups
of students, teachers are also in charge of offering one-on-one assistance to students
as needed. This might entail serving as a personal tutor for your students or assisting
them in setting up any additional learning support they might need.
5. Providing engaging games every once in a while- Children can practice both what
they know and what they don't know through play. Through trial and error, they can
experiment to solve issues, figure out the most effective tactics, and develop new
confidence and skills.
7.3 Identification
Charting Transition and Group Activity by Class Episodes
Chart the transition and group activity strategies of your Cooperating Teacher.
A. Transition Songs
In every group activity, each group provides its unique group chant as a way of
representing its group. To help reduce the tension during group activities or group
quizzes, our cooperating teacher does a roll call to let the group present their amazing
chants and to make the group activity or group quiz more lively and engaging.
B. Transition Routines
During the group activities, our cooperating teacher will let the students do the counting
to group them according to their numbers. After identifying their group number they will
go to their respective groups and discuss the assigned task then work on it as a group.
And after finishing the task, every group will choose its own representative to present
their work and an evaluation will be made by the teacher for each group.
C. Group Activity Procedures and Guidelines
To begin the group activity, each group must reach a consensus on the group's task or
activity by talking about it. Write down or draw a summary of the group's understanding
of the issue or task. Talk about the strategy that the group plans to use to solve the
task. To generate ideas, plans, and tasks for your group, brainstorm. Then, start
working on the task and decide on a way of presenting it to the entire class. And lastly,
make the presentation unique and engaging.
Reexamining Assisting Task:
In my experience in participating or guiding the learners during the transition and

group activity, in what areas did I find some difficulties?
As a student teacher, it was difficult to encourage other group members to

participate in the group activity given that they have their own ideas, opinions, and way
of presenting themselves, that’s why it is important to give proper guidance and allow
every student to speak or raise their concerns. So to make the task easier and inclusive
for all, as a student teacher, I must explain the objectives of the activity to give more
clarification as well as address the concerns of every group member and I must listen
to their suggestion on how they would want to apply their ideas in the given task. Then,
give them adequate time to work on their assigned tasks and let them work at their own
phase and explore their potential in finishing the activity assigned to them. In that way,
I was able to learn how important the role of a teacher is in maintaining an engaging
and organized classroom setting during class hours. That a teacher must be sensible
in a lot of aspects to accommodate the learning needs of every student.
7.4 Internalization
Putting Transitions at Work
Together with your Cooperating Teacher, implement the transition and group activity
by class episodes. Make your own notes of progress in participating in this learning –
teaching task.
My Learning Progress Notes

Transitions can be divided into three categories: entering the classroom and
taking a seat, changing from one academic activity to another, and leaving the
classroom. Transitions are taught using clear and specific explanations,
understandable concepts, guided practice, and evaluation, just like any other academic
procedure.
In order to sustain a conducive learning environment, I’ve learned that it is
important to conduct a values analysis discussion about some current event or topic
concerning the class before the start of a discussion. Then, provide important key
points that will be helpful for future discussion of the topic, and asking questions to the
class relevant to the lesson is very necessary in order to check whether they already
have a piece of prior knowledge on the given topic. In addition, providing a set of
teaching techniques and learning instructions that will be adequate for every class
episode should be done by the teacher in order to ensure that students comprehend
the material being covered, develop fluency with it, and have the ability to apply what
they have learned to new situations they may encounter in the future, explicit instruction
uses a structured, systematic approach that places an emphasis on mastering the
lesson.
Now that I am knowledgeable prior to the routines I must implement in a
classroom setting, I believe that it is important to take note of how to improve the ways
of providing a set of routines and we must allow ideas and suggestions to come from
the students so that student-teacher learning will be addressed.
7.5 Dissemination
Making My Own Creative Transitions and Group Activities
Make your own creative transitions and group activities which you can use in the
future.
My Creative Transition and Group Activities

Transitions can be taught just like any other activity. In order to determine the
skills in which students are demonstrating strengths and weaknesses, we must first
observe the students. In order to ensure that the students understand what is expected
of them as well as to put these behaviors into practice, it is the teachers' duty to exhibit
or model appropriate behavior.
As a 21st-century future educator, I’ve learned that learning should not only
occur inside the 4 corners of the classroom but rather we can integrate it by giving
outdoor activities that will still incorporate academic tasks. Such as conducting
experiments in a science class where students are tasked to make use of resources
outside the classroom. Hence, This conceptualization views learning outside of the
classroom as an active process in which students engage with real-world issues, create
original hypotheses, test them against practical solutions, and collaborate with others
to make sense of their surroundings. No matter which set of disciplinary "lenses" we
were intending to use, when we do this, we encounter the world as a whole and are
compelled to engage in multiple modalities.
Thus, outside of the four walls of the classroom, teaching and learning
experiences have a number of advantages for both students and teachers. Students
have a more engaging learning experience that fosters their personal and social
development when they are required to put what they have learned "in the real world"
into practice.
REFLECTION:
I did discover how crucial the teachers are to the transition and group activities.
They act as the task's mentor, facilitator, and guide as well as throughout the entire
lesson. It is believed that teachers should not be the sages on stage but rather be a guide
on the side. However, given this fact, the teacher should also take care that students
should be in charge of their own learning. They should serve as a mentor, encouraging
and ensuring that every student participates and learns.
As I have observed a full session of class, I have identified different transition

routines and teaching strategies practiced by the teachers and it greatly aids in
maintaining an inclusive and interactive learning environment. First, the differentiated
instruction, every student who enters your classroom is unique. They come with a variety
of background experiences, beliefs, and interests. It should come as no surprise, then,
that students learn in a variety of ways. That is why differentiation is critical. Differentiation
provides each student with personalized learning strategies. It allows students to learn
content in the way that their brain learns best. Then, cooperative learning is another factor
from which many students can benefit and truly engage. It entails structuring the class
work in a small group format in which each group as a whole succeeds rather than just
individual students. Many students like this format because it helps to balance strengths
and support weaknesses. Some students may have an artistic mindset, while others may
be more outgoing, and still, others may be more academically inclined. When the
strengths of many students are combined, the overall product is often greater than what
could have been produced individually. And lastly, experiential learning is a cycle that
includes an experience, reflection, and review of the experience. Learners engage in an
experience, take time to reflect on it, and then engage in critical thinking. This thinking is
intended to give students time to draw conclusions and conceptualize the meaning of the
experience, and then they act on the students' conclusions as they put their learning into
practice. While this may appear to be a complicated process, it is so natural that many
people go through it without even realizing it. The more you use this teaching transitions,
the more comfortable your students will be with it and will naturally apply it to other
learning experiences.
Thus, teachers must be well-versed in a variety of teaching transitions and have a
multitude of these strategies at their disposal. This assists educators in engaging their
students and keeping their classrooms actively engaged in the learning process. What
role do teaching strategies play in classroom instruction and student learning, and what
are some effective teaching strategies that are currently being used in schools
Tayhi, Tabaco City
AY 2022-2023
Name: ALYSSA MAE B. OTID Course & Block: BSEd Science 4B
8
PARTICIPATING IN SUPERVISING LEARNERS IN CO-CURRICULAR
ACTIVITIES
Students do not only learn within the four walls of classrooms. There are programs
and learning experiences that complement in some ways to students’ learning in the
classroom. These are experiences connected to the academic curriculum. Therefore,
these are co-curricular activities because they are extension activities of the formal
learning experiences held outside the classroom or maybe outside of the school for
outside school sponsored activities.

Domain: Learners Environment Outcome:
Strand: Support for learner participation Make responsible supervision
of co-curricular activities.

8.1 Exposure
Familiarizing with Co-Curricular Activities
8.2 Participation
Identify Variations Among Co-Curricular
Activities
8.3 Identification  What character traits of a
Facilitating Supervision of Co-Curricular teacher do I bring when I
Activities supervise learners for their co-
8.4 Internalization curricular activities?
Planning for Appropriate and Responsible
Supervision and Co-Curricular Activities
8.5 Dissemination
Securing the Experiences Through
Insightful Sharing of Thoughts
8.1 Exposure
Familiarizing with Co-Curricular Activities
Observe students’ activities outside of the classroom.
1. Do they have activities after class hours? What are they?
 Student’s usually participate in student clubs and organizations,

volunteering, and sports teams that usually allow them to gain
new knowledge, learnings, and experiences that immersed them
to discover their own potentials and interests.
2. Do they have membership to various organizations/clubs? List down the different

academic, religious, socio-cultural, or special interest clubs.
 Yes, they have membership on various organizations and clubs

such as academic, sports, volunteering and other special
interest clubs.
3. Do they have regular meetings outside the regular class hours? Note them down.
 Yes, they usually have meetings outside the regular class hours
whenever they plan to conduct an activity and participation of
officers are required.
8.2 Participation
Identify Variations Among Co-Curricular Activities

Look back from your list of co-curricular activities. See how they vary in terms of time
schedule and activities.
List of Co-Curricular Time Schedule
Activities
 KPSEP  7:00 pm - 9:00 pm  November 18, 2022

(Friday)
 GEM  8:00 am – 10:00 am  November 19, 2022

(Saturday)
 SEG  10:00 am – 12:00 pm  November 19, 2022

(Saturday)
 KAFIL  12:00 pm – 1:00 pm  November 19, 2022

(Saturday)
 SAMAFIL  12:00 pm – 1:00 pm  November 19, 2022

(Saturday)
 RCYC  1:00 pm – 3:00 pm  November 19, 2022

(Saturday)
 History Club  1:00 pm – 3:00 pm  November 19, 2022

(Saturday)
 Humanista Club  1:00 pm – 3:00 pm  November 19, 2022

(Saturday)
 PVYFC  3:00 pm – 5:00 pm  November 19, 2022

(Saturday)
 ICT Club  3:00 pm – 5:00 pm  November 19, 2022

(Saturday)
 BKD  5:00 pm – 7:00 pm  November 19, 2022

(Saturday)
 BSP  7:00 pm – 9:00 pm  November 21, 2022

(Monday)
 GSP  7:00pm – 9:00 pm  November 21, 2022
(Monday)
 MHAPCE  7:00 pm – 9:00 pm  November 21, 2022

(Monday)
 411 Club  7:00 pm – 9:00 pm  November 22, 2022

(Tuesday)
 Sports & HOPE  7:00 pm – 9:00 pm  November 22, 2022

Society (Tuesday)
 Mathematics  7:00 pm – 9:00 pm  November 22, 2022

Club (Tuesday)
 ABMath Club  7:00 pm – 9:00 pm  November 22, 2022

(Tuesday)
 YES-O  7:00 pm – 9:00 pm  November 23, 2022

(Wednesday)
 TVL Club  7:00 pm – 9:00 pm  November 23, 2022

(Wednesday)
 RRC  7:00 pm – 9:00 pm  November 23, 2022

(Wednesday)
 SOLAR  7:00 pm – 9:00 pm  November 23, 2022

(Wednesday)
 PSYSC  7:00 pm – 9:00 pm  November 24, 2022

(Thursday)
 INSCITE  7:00 pm – 9:00 pm  November 24, 2022

Organization (Thursday)
 Grade 9 FCCO  7:00 pm – 9:00 pm  November 24, 2022

(Thursday)

(Thursday)

(Friday)
(Friday)
 Thread and  7:00 pm – 9:00 pm  November 25, 2022

Needle Club (Friday)

(Friday)
8.3 Identification
Facilitating Supervision of Co-Curricular Activities
Confer with your Cooperating Teacher his/her expectations on your participation
in the supervision of co-curricular activities. Take note of all her suggestions/ comments/
expectations and also remember the limitations that your CT sets relative to your
supervisory roles.
My Supervisory Roles in Co-Curricular Activities
Since it was just a class observation, I wasn’t able to participate in the

co-curricular activities, , but I have learned from my research that they serve
as a means of enhancing classroom lessons, give students the chance to put
their academic knowledge to use in the real world, and are therefore regarded
as an important component of a well-rounded education. Participation in
extracurricular activities may increase students' sense of engagement or
attachment to their school, lowering the risk of academic failure and dropout.
Making these activities accessible to students from all backgrounds becomes
a critical equity issue if participation in them can contribute to academic
success. However, without the support of the teachers, who act as the
students' activity supervisors, this would not be possible. Teachers should
develop their supervision skills because they are one of the most crucial
support systems for students during these activities.
My Limitations in my Supervisory Roles in Co-Curricular Activities
Since it was just a class observation, I wasn’t able to participate in the

co-curricular activities, , but I have learned from my research that they serve
as a means of enhancing classroom lessons, give students the chance to put
their academic knowledge to use in the real world, and are therefore regarded
as an important component of a well-rounded education. Participation in
extracurricular activities may increase students' sense of engagement or
attachment to their school, lowering the risk of academic failure and dropout.
Making these activities accessible to students from all backgrounds becomes
a critical equity issue if participation in them can contribute to academic
success. However, without the support of the teachers, who act as the
students' activity supervisors, this would not be possible. Teachers should
develop their supervision skills because they are one of the most crucial
support systems for students during these activities.
REEXAMINING YOUR SUPERVISORY ROLES:

What are some of the critical issues did I face, when I participated in
supervising the co-curricular activities of the students?
I may not able to supervise in a co-curricular activity but I’ve learned that
Teachers should develop their supervision skills because they are one of the most
crucial support systems for students during these activities. I've also discovered that
when it comes to organizing and carrying out extracurricular activities, teachers are
expected to carry out a variety of tasks. The execution of these activities involves the
school in a significant way. In the end, the choice of how to conduct activities rests with
the teachers or the school. A teacher can perform a variety of roles, including those of
planner, leader, innovator, director, organizer, manager, recorder, advisor, motivator,
communicator, and coordinator. Teachers may experience many difficulties while
carrying out such activities, but they shouldn't give up and should finish the assignment
with the assistance of school administrators.
8.4 Internalization
Planning for Appropriate and Responsible Supervision and Co-Curricular
Activities
When you become a teacher, what will be your plan to make sure that you will
accord your students with appropriate and responsible supervision?
As a future educator I should move around as necessary to guarantee that my

students receive appropriate and responsible supervision during co-curricular
activities. I should step in and try to troubleshoot when a problem arises. Additionally,
I need to start having good verbal and physical interactions with the students. This
entails speaking to the students in a calm, friendly tone while remaining close to them,
frequently addressing them by name, using the words please, thank you, and
welcome, kneeling or sitting at the child's level to speak and listen, and praising the
child for a new ability or accomplishment.
Throughout the activity, I should also provide children with warm and responsive
affection, which includes reassuring them of my support when they are upset, angry,
or hurt. I must be proactive and keep an eye on the kids during extracurricular activities
if I want to avoid issues and preventing issues from arising. I should also be providing
them with snacks, assisting them in unwinding, and encouraging them by reassuring
them of my confidence in them.
8.5 Dissemination
Securing the Experiences Through Insightful Sharing of Thoughts
When you participate with your Cooperating Teacher in the supervision of co-
curricular activities, and also with your CT’s giving you accompaniment, what are your
insights regarding the experience?
My Experience in Participating in the Co-Curricular Activities
with My Cooperating Teacher
Schools are crucial in helping students develop their sense of discipline. The
classroom learning process is where student discipline formation starts. The discipline
of students in the classroom is greatly influenced by the teacher. The teacher can set
a good example for students by leading by example in the classroom, enforcing the
school's rules, and holding them accountable for their responsibilities.
Extracurricular activities and teacher leadership are both crucial in the
development of discipline. Students can be instilled with certain values through
extracurricular activities. Because students will practice having a high level of discipline
and responsibility through extracurricular activities, students will become accustomed
to having them on a regular basis.
Teacher involvement in extracurricular activities has the potential to improve a
school's culture by fostering relationships between teachers and students, which is why
this is crucial for all parties involved in education. Hence, education stakeholders can
gain insight into teachers' perspectives, adjust extracurricular participation as
necessary, and make better use of the teachers who do participate.
REFLECTION:
Education is given to global learners with the goal of preparing them to deal with
the competitiveness of the present. The educational reforms of the twenty-first century
are not only intended to educate students in a variety of academic subjects but are also
intended to foster the overall development of the human psyche. Every school
emphasizes the importance of co-curricular activities in the educational process.
Extracurricular activities have favorable benefits on students' behavior, academic
performance, completion of their education, chances of becoming successful adults, and
social aspects.
As I view how outdoor school activities impact every student who participates in it,
developing various elements of personality development and holistic growth of children,
classroom education is supplemented with co-curricular activities. All facets of a student's
life, including their cognitive, emotional, social, moral, cultural, and artistic components,
are impacted by their extracurricular activities. Hence, proper guidance from the educator
is a must-have for students who participate in these activities since teachers are a source
of inspiration, and their jobs go beyond merely instructing students in a classroom.
Therefore, combining curricular and extracurricular activities is intended to make students
more professional, improving their academic performance as well as their personal and
professional lives. And I’ve also come to the realization that co-curricular activities are
crucial to a student's academic career because they frequently foster the social and
emotional skills that are linked to their motivation in learning. And additionally, co-
curricular activities support your learning by encouraging original ideas, enhancing your
interpersonal and organizational abilities, fostering the growth of your interests and
talents, and giving you the chance to unwind and engage in things you truly like.
Thus, Co-curricular activities place a strong emphasis on the development of the

mind, body, and spirit, all important aspects of education. It develops a student's capacity
for coordination and cooperation and propels them toward leadership roles. Activities
expose people to their personalities and aid in sociological and psychological change.
Tayhi, Tabaco City
AY 2022-2023
INTRODUCTION TO ACTION RESEARCH
You have just read through the 13 Learning Experiences. In your observations,
you must have encountered problems in the teaching-learning process. In all these, it has
been emphasized that you have role in assisting your Cooperating Teacher by
participating in the different learning experiences. One of your roles as a student teacher
is to help your CT do a careful study on how the classroom problems will be avoided,
minimized, or solved. Doing a careful study and analysis of classroom problems will
ultimately help improve learning outcomes. To be able to do this, you are expected to
observe keenly the major problems in the classroom, so you could do something, to
intervene within your capacity to address them.

Domain: Curriculum and Planning Prepare instructional materials to
Strand: Teaching and learning resources support teaching and learning
including ICT engagement.

9.1 Exposure
Reading an Example of Classroom-
Based Action Research
9.2 Participation
Analyzing the Sample Classroom-  Why is there a need to do
Based Action Research classroom-based action
9.3 Identification
Developing an awareness and research?
Understanding of the Different  What are the processes involved
Processes involved in Implementing a in the conduct of classroom-
Classroom-Based Action Research based action research?
9.4 Internalization
Identifying the Different Processes
involved in Implementing a Classroom-
Based Action Research
9.5 Dissemination
Sharing and Discussing the Processes and
the Important Concepts of Classroom-Based
Action Research
9.1 EXPOSURE
Reading an Example of Classroom-Based Action Research
Following is an example of a classroom-based action research material. Read
through it.
9.2 PARTICIPATION
Analyzing the Sample Classroom-Based Action Research
After reading an example of a classroom-based action research, answer the following
questions. Expound and discuss your answers.
1. What exactly is the classroom problem that Melinda wanted to help address or
solve?
 The unnecessary behaviors of the students during the Science remedial class of
Grade 5 such as talking and walking around the room, tapping desks with pens,
talking to seatmates, doing things other than aside tasks, and creating
unnecessary noise.
2. What processes helped Melinda to think of the possible causes why a problem
exists?
 By observing the behavior of the students during the remedial sessions she was
able to think of the possible causes of why a problem exists in the learning area.
3. What processes helped Melinda to think of an action, which if implemented, will

help address or solve the classroom problem?
 Melinda talked to her CT about her concern. Then, she was advised to go to the
library or search the internet to get ideas on how to best deal with a situation of a
similar nature.
4. What exactly was the action that Melinda wanted to implement?

 She wanted to implement proper guidelines and close monitoring of the activities
during the remedial sessions.
5. What was the expectation of Melinda regarding the effect of the action she wanted
to implement?
 She expected that the unnecessary behaviors during the remedial sessions will be
reduced and everyone in the class will be able to finish the assigned tasks.
6. What processes did Melinda employ to find out if her expectation regarding the
effect of the action is confirmed?
 Her first step was to inquire from her CT if there are existing guidelines for this
remedial class. So Melinda with the help of the CT and other student interns
developed the guidelines and the monitoring scheme for the conduct of the
remedial classes.
7. What are the results of the implementation of the action?

 There is a decreasing trend in unnecessary behaviors during the remedial
sessions. It may be because, with close monitoring, the learners were kept busy
with the tasks and did not have the time and opportunity to make noises.
8. What are the conclusions deduced from the classroom-based action research?
 It was concluded that the action and implementation of the use of guidelines and
monitoring pupils in the remedial sessions had a positive effect. The immediate
effect is a decrease in the noise level in the classroom. This is because the action
led to a decrease of the incidence of “noise” behaviors of the students which is
creating unnecessary noise during remedial sessions.
9.3 IDENTIFICATION
Developing an Awareness and Understanding of the Different Processes Involved in
Implementing a Classroom-Based Action Research
In reading the sample and in answering the preceding questions correctly, you
have actually gained awareness about the processes or stages of classroom-based
action research. You can view the whole process holistically through the conceptual
framework of action research presented below.
Diagnosing
Specifying Action
Learning Planning
Taking
Evaluating
Action
Following are some important points or requirements about each stage.

1. Diagnosing (Identifying/defining the classroom problem)
 Determining what the problem is all about
 Background and the rationale for doing the study
 Setting the research questions to be answered
 Setting the conceptual framework of the action research
2. Action Planning (Considering alternative courses of action)
 Looking for possible factors related to the problem
 Establishing alternative actions to solve the problem
3. Taking Action (Selecting a course of action)
 Deciding the “best” or most appropriate action to solve the problem
 Advancing expectations as to the effect of the selected action
 Implementing the action and gathering data during implementation
4. Evaluating (Studying the consequences of an action)
 Analyzing the data and looking at the effects of an action
 Analyzing if the data support the expectations advanced earlier or not
5. Specifying Learning (Identifying general findings)
 Reflecting on how the findings will improve education
 Reflecting on the contributions of the action research in improving
education
9.4 INTERNALIZATION
Identifying the Different Processes Involved in Implementing a Classroom-Based Action
Research
On the left column below are the significant stages of implementing an action research
based on the conceptual framework discussed previously. On the right column, describe
the processes applied by Melinda in her action research, corresponding to each
step/process.
Steps in the Conceptual Framework Corresponding Step or Processes in
Sample Action the Previously Presented Action
Research
a. Diagnosing (Identifying a  Melinda conducted an observation
problem) of the behavior of the students
during the remedial sessions.
b. Action Planning (Considering  She went to the library and search

alternative courses of action) the internet to get ideas on how to
best deal with a situation of a similar
nature.
c. Taking Action (Selecting a course  She developed the guidelines and

of action) the monitoring scheme for the
conduct of the remedial classes.
d. Evaluating (Studying  There is a decreasing trend in

consequences of an action) unnecessary behaviors during the
remedial sessions. It may be
because, with close monitoring, the
learners were kept busy with the
tasks and did not have the time and
opportunity to make noises.
e. Specifying Learning (Identifying  It was concluded that the action and
general findings) implementation of the use of
guidelines and monitoring pupils in
the remedial sessions had a
positive effect. The immediate
effect is a decrease in the noise
level in the classroom. This is
because the action led to a
decrease in the incidence of “noise”
behaviors of the students which are
creating unnecessary noise during
remedial sessions.
9.5 DISSEMINATION
Sharing and Discussing the Processes and the Important Concepts Related to
Classroom-Based Action Research
Together with your Cooperating Teacher, review, present and share the process of
implementing classroom-based action research. Take note of the important points and
concepts related to classroom-based action research. Come up with a list of these
important concepts.
Action research enables you to take control of your own professional development. You will
recognize the abilities, managerial style, and educational background required to bring about the
changes you desire as you investigate various solutions and are exposed to fresh perspectives.
The process begins when you identify a question or problem you want to address. Make sure
the problems you are asking are ones that you want to solve. Action research works best when you
have a personal investment. This can be a change you'd want to see implemented in your classroom
or it might be a challenge your colleagues and you would like to see resolved throughout your
classroom settings. Next, you now need to create a plan of action after identifying the issue, outlining
your vision for how to properly fix it, and reviewing the relevant literature. What exactly do you plan
to do? You should have come up with new tactics and strategies that you believe will lead to greater
results after conducting a brainstorming session and reading the relevant literature. Consequently,
prior to starting to carry out your plan of action, you must decide what data will be useful in
determining whether your strategy is successful and how you will gather that data. You can decide
what you want to accomplish with the help of your target performances. The process then moves on
to the analysis of your data and drawing of conclusions. You can improve your action plan by going
over the data collected during the collection process. Is the information you're gathering enough? If
not, you have the chance to change your strategy for gathering data. You can select attitudes and
behaviors to watch for during later observations using the data you analyzed. And lastly, do not
undervalue the importance of sharing your research with others, even though the ultimate goal of
your study is to encourage positive change in your classroom or schools. Sharing your findings with
others gives them the opportunity to use them to further their own efforts to improve student education
while also allowing you to reflect more deeply on the procedure and problem.
REFLECTION:
Action research needs to be taught to educators so they may use it for professional
growth. Many working instructors are unfamiliar with the idea of research. The idea of
performing their own in-class study seems to terrify them. Someone who is educated in
the process should give them formal instruction on how to develop and carry out their
own investigations, as well as how to apply action research to classroom settings. Until
one is really engaged in it, action research is frequently challenging to understand or
describe. When one actively participates in the process, it starts to make sense and
become evident.
The given example of classroom-based action research conducted by Melinda

showed the processes or stages involved in completing the study. To better understand
how to improve the teaching-learning process, conducting a study uses an iterative
method with five phases: diagnosing, action-planning, action-taking, evaluating, and
learning. In order to generate solutions in the action-planning phase, the diagnostic phase
must first identify the barriers to effective learning. The developed measures are
subsequently put into effect during the action-taking phase. The evaluation phase looks
at changes that have occurred as a result of the actions performed to see how they have
affected the success of learning. The incorporation of lessons learned and experiences
obtained during the learning phase leads to a better understanding of the success of the
study and solving the problem encountered in a classroom setting.
The real advantage of conducting action research in the classroom or at the school
is that teachers may actually drive their own professional development toward the areas
they want to focus on rather than having predetermined themes imposed upon them. This
enables the establishment of flexible professional development activities that can be
tailored to the requirements of a single educator or maybe even cooperative teams of
educators (e.g., teachers of students in the same grade, or teachers of the same content
area). Individualized and tailored professional growth and development through action
research might be focused on certain areas of weakness or areas recognized and
targeted for improvement.
LE 10 Searching Problems for Classroom-Based Action Research
This learning experience introduces you to the field of classroom-based action
research as a process that helps in the solution of classroom problems. Specifically, it
aims to make you understand the basic concepts about action research, and later, the
procesess that you must undergo to carry out a classroom-based action research.
In LE1 to LE13, you had the opportunity to participate and assist your Cooperating
Teacher in carrying our classroom activities. Out of these experiences, you might have
developed an awareness of classroom problems which bear on learners’ performance
and outcomes. Learning Experience 15 helps you understand how to detect the presence
of classroom problems, and to make decisions on the “best” or most appropriate action
to solve the problem. In essence, it introduces you to the processes and characteristics
of a more systematic and careful study of classroom problems.
Prepares FS S Students for PPST:
Domain 1: Content Knowledge and Pedagogy Your Intended Learning
Strand 2: Research based knowledge and principles of Outcome:
teaching and learning Identify problems in the classroom
Strand 5: Strategies for developing critical and creative and determine the “best” or the
thinking as well as higher-order thinking skills
“most appropriate” action that will
Domain 2: Learning Environment
help solve the problem.
Strand 3: Management of classroom structure and
activities
Your Experiential Tasks Your Reflection Triggers

10.1 Exposure
Reviewing the Previous Learning Experiences
and Classroom Observation Notes
10.2 Participation
Getting the feel of the Existence of a Classroom
Problem  How do I determine the
10.3 Identification existence of a classroom
Identifying a Classroom Problem
problem?
10.4 Internalization
Determining the “Best” Action to Solve the Problem  How do I determine the best
10.5 Dissemination
Sharing with Co-Student Teachers and CT on the action to solve a classroom
Problems Identified and Corresponding Action and problem?
Corresponding Action/s to Solve The
10.1 EXPOSURE
Reviewing the Previous Learning Experiences and Classroom

Observation Notes
Go over Learning Experiences 1 to 13. You may also want to review your
observation notes. Deduce from these, the observed classroom problem or difficulty.
List of Classroom Problems Observed
 Lack of student participation

 Student’s short attention span
 Inattentiveness of students during group activities
 Unnecessary behavior of students during class hours
 Student’s use of inappropriate language
Select one solution which you think you would be able to identify as classroom problem
based on your experience. Focus on one problem in one module only. Describe the
circumstances regarding the problem.
Description of the Problem:
Since unnecessary behavior of students during class hours are

crucial for our educators, it is necessary that proper classroom management
routines are regulated inside a classroom setting. Thus, it would be easier
for the teacher to address this type of problem.
10.2 PARTICIPATION
Getting the Feel of the Existence of a Classroom Problem
 Based from the situation you have identified in the Exposure part, state
your reason/s why you consider it a classroom problem.
Unnecessary behavior of students during class hours is considered as a

classroom problem since the way a student behaves can impact both her
learning capacity and the learning environment for other students.
Disruptive students that bully classmates, chat during class, or force the
teacher to interrupt lessons to discipline them can have a detrimental impact
on the entire classroom.
 Do you think that this problem needs a solution? If yes, give your
reason/s.
Yes, this problem needs a solution in order for an adequate learning

environment to exist as well as to address what guidelines should an
educator implement in order to address the behavioral problems of the
students.
 If not, what will happen if the problem is not solved?
If the behavioral problems of the students are not properly addressed low
academic performance caused by disruptive behavior frequently increases
the student's risk of failing in some way.
10.3 IDENTIFICATION
Identifying a Classroom Problem
One way of Identifying or defining a classroom problem is to conduct a gap

analysis. As the word “gap” suggests, it is an area characterized by the absence of
“something” that needs to be filled up or a weakness that needs to be strengthened. The
gap analysis will help you identify the more important problems that need solutions. In a
gap analysis, you should be able to have answers to the following questions:
1. What are the expectations in terms of standards or required learning

outcomes set by your school, or even by the education systems? (There are
many sources for this information.)
2. What are the actual or existing conditions regarding that standard or expected
learning outcome?
3. How big is the difference between actual/existing conditions and standard or
expectations?
Once you are able to establish the extent of the gap or determine how big the
difference is between actual conditions and expectations, you can now have a
feel or an idea of what the problem is. Below is an example of a Gap Analysis
in matrix form.
What is Required What are Comparison Between Action to Close or
(Standards/Expected Actual/Existing Actual/Existing Narrow Down the Gap
Learning Outcomes) Conditions Conditions and Between Actual/Existing
Standards/Required or Conditions and
Gaps Standards/What is
Required
1. Pupils must exhibit Among the Grade The required mastery There is need for
75% mastery of the 4 pupils in Pag- level of basic science teachers to accompany
basic science asa Elementary knowledge of the teaching the science
knowledge for Grade School, test Grade 4 pupils is way lessons or science
4 results reveal that below what is expected experiences with
the pupils of them in this grade. appropriate visuals and
achieved 40% of Evaluating the other assistive learning
the 75% required difference, it may mean materials. Hence, the
mastery of basic that there is a problem action would be to
science that needs to be search, prepare and use
knowledge. addressed, which is appropriate learning
non-comprehension of materials in teaching
the learning materials science lessons, for the
in this subject. concretization of science
concepts for better
comprehension and
performance. It is
expected that this action
will improve or increase
the Grade 4 pupils'
mastery level or science
concepts.
2. All pupils must be On the average, The non-participation There is need to
able to work 50% of the pupils rate in group activities implement an action that
cooperatively in group in a group activity is 50%. The non- will facilitate the helping
activities. contribute their participation rate is a or contributing behaviors
ideas to attain the problem that needs to of the pupils to group
objectives of the be addressed because, activities, by
group activity 50% do not participate implementing group
or contribute to group activity guidelines and
activities. monitoring.
3. By the end of the Four months There is a large To increase the
school year, all Grade before the end of percentage of the percentage of pupils who
1 pupils in Masipag the school year, pupils who cannot write can write their names by
Elementary School only 30% of the their names, four end of the school year,
should be able to write pupils are able to months before the end remedial lessons on
their names. write their names. of the school year writing should be
conducted 20 minutes
every day.
There are other ways to determine the presence of a classroom problem. One can
do observations of behaviors that indicate there are problems. Following are some
examples of such indicators.
a. A majority of the learners give wrong responses to the questions of the teacher.
b. Students do not actively engage in classroom activities.
c. Students are loud and rowdy inside the classroom.
d. Many students cannot read and comprehend the material read.
e. Most of the students do not exhibit mathematical skills
f. Students do not pay attention to the teacher.
g. The pupils score the lowest in the national examinations.
The above indicators show that there is an underlying classroom problem. It is

possible that at one point problems occurred simultaneously. As a student teacher whose
role is to help and support your Cooperating Teacher in implementing action research,
you may give assistance by prioritizing what problem/s to solve and in determining what
action would lead to the solution of the problem.
Making a decision on what problem/s to pursue first depends on certain conditions.
a. Is the need to solve the problems urgent?
b. What are the important reasons why the problem should be solved?
c. Is it a priority that the problem should be solved?
10.4 INTERNALIZATION
Determining the “Best” Action to Solve a Problem
Earlier it was mentioned that for a single problem, there could be many possible actions
to consider and finally select what specific action to take. To decide on the most
appropriate action to solve the problem, following are some questions you can consider
as guidelines:
a. Is the action doable? Can it be done within a reasonable period of time?

b. Is the action the “best” or the “most appropriate”? Will the action benefit all pupils
or a majority of them?
c. Is the action in keeping with educational or pedagogical principles?
d. Does the action have a sound theoretical basis?
Following are hypothetical examples of classroom problems. Notwithstanding careful

study, write the action you believe is the best or the most appropriate, for the
problem. Consider the criteria above.
Classroom Problem Suggested Action to Solve the Problem

1. Pupils low performance in Provide authentic problems that will
mathematics increase the student’s engagement with
math.
2. Poor reading ability of pupils Provide enrichment activities that will
enhance the reading capabilities of the
students and practice their vocabulary
skills.
3. Pupils shouting at the top of Create guidelines that will provide
their voices disciplinary actions on the students’
unnecessary behavior.
4. Frequent absences from Create a more positive school culture that
classes will cater the lack of student’s interest and
that will address personal problems being
dealt by the students and communicate
with them to provide a solution.
5. Students not paying attention Provide a cooperative type of a classroom
to the teacher student to encourage student’s class
participation.
6. Students sleeping in class Make a welcoming and encouraging
learning atmosphere that will encourage
students’ active class participation.
10.5 DISSEMINATION
Sharing with Co-Student Teacher and CT on the Problems Identified and

Corresponding Action/s to Solve Them
Together with your Cooperating Teacher and co-student teachers, discuss and list down
situations considered as classroom problems which could be solved by applying an
action. You may refer to the list of problems that you have written earlier. Discuss, Identify,
and share what actions to take to solve the problem/s.
List of Classroom Problems Possible Actions to Solve the Problem
1. Inattentiveness of students during 1. Make clear connections between

group activities effort and successful outcomes to help
students understand the relationship
between success and on-task
behavior.
2. Student’s short attention span 2. Provide range of activities since the
more variety of activities and tasks you
can include in your lesson plan, the
easier it is to provide something
engaging and relevant to your
students.
3. Unnecessary behavior of students 3. Provide proper classroom guidelines
during class hours to assist the behavioral problems of the
students and to establish a well-
disciplined learning environment.
INTERNALIZATION:
1. What difficulties confronted you while you were assisting your CT in the
preparation of instructional materials?
 The confusion in selecting instructional materials, the lack of student instructors'
expertise of the student field, and the time constraints on monitoring. It is crucial
to have basic knowledge regarding the professions that the student teacher taught
in order to build the material so that the student may understand it simply.
2. Write a short narrative about your success story in the preparation of

instructional materials (200-250 words)
As a teacher and future educator, I am knowledgeable that every one of my

students is an individual and that there are many elements that should be taken into
account while creating educational materials. Here are the contributing elements: a range
of user interests, aptitudes, backgrounds, cultures, languages, and levels of maturity.
Materials produced for student usage should be suitable for the discipline as well as the
age, stage of social development, level of aptitude, special needs, and learning
preferences of the target audience. The chosen materials should complement, enhance,
and support the school's curriculum while promoting informative, educational, and
leisurely reading, seeing, and/or listening. We all know that teachers use a range of
teaching tools, including handouts, slideshows, and textbooks, to improve the quality of
their courses. The value of instruction is directly impacted by the quality of those
materials. A teacher can benefit greatly from knowing where to find the greatest teaching
resources. Thus, the purpose of instructional materials, also known as educational
resources, is to advance students' knowledge, skills, and talents while also ensuring that
they are assimilating information and advancing their general growth and upbringing.
Additionally, it provides all students in a class with the chance to share experiences
necessary for new learning and aids in making learning more lasting by clarifying crucial
concepts to pique and maintain students' interests.
Reflection:
A severe lack of understanding of the nature of teaching and the attributes it

requires can be seen in the use of lesson observations to assess teaching quality. There
is no evidence to support the idea that learning can be proven to exist from a single
random lesson observation. Learning occurs in students' minds. What learning theory do
they adhere to? It may take weeks of engagement and classroom interaction for students
to realize some of the most crucial abilities and knowledge they are helped to gain.
However, the majority of quality-focused observations look for signs of 'learning' during
the lesson. This causes judgments of the students' "progress"—which students may or
may not have made—to be intrinsically subjective. Lesson observations can be skewed.
More effective strategies to enhance instruction and make it possible for efficient
quality monitoring include developing a culture of encouraging peer observations inside
a school, a climate of trust and openness, and encouraging a sense of mutual respect
and equality. Time should be given for teachers to watch their colleagues from other parts
of the school. It is possible to record notes and feedback, which helps foster a culture of
constructive, nonjudgmental progress. Teachers who receive quality observation training
also acquire greater self-reflective abilities, which are crucial for career advancement.
Hence, effective lesson observations take place when the observer and teacher have
strong, trustworthy connections that show in their discussion and high-quality feedback.
Thus, educators should be encouraged to discuss their own learning and how the
students are responding to the classes and activities with their charges in an open
manner. The most important thing is that educators strive to improve themselves, pay
attention to feedback, and think critically about their job. It is possible to set up procedures
to document this self-directed behavior. Silence and inactivity can become alarming in
the right circumstances. Comparing this to making judgements about lesson observation
that are subjective appear objective makes evaluation easier.
THE IMPACT OF COOPERATIVE LEARNING ON
BOOSTING STUDENTS' PARTICIPATION IN
GRADE 10
Proponents:
Alaurin, Mark Bryan B.
Burac, Angelo B.
Candaza, Mariel Q.
Candelaria, Lhar Julius B.
Ciruelos, James Vincent B.
Consorte, Maricris
Otid, Alyssa Mae B.
Bufa, John Rey
December, 2022
I. CONTEXT AND RATIONALE
As a teacher, have you ever had a class where kids are not paying attention and
are doing other things? Having inattentive pupils is a nightmare to deal with, especially
when the lesson is difficult and the students' concentration should be solely on the
subject. Some professors regard student inattentiveness as a simple problem in which
pupils are just bored and do not want to study. However, there is more to this condition
than meets the eye, and it can be caused by a variety of circumstances. Inattention can
be caused by a lack of motivation. Motivation is what drives our actions; without it, we
become disinterested in things. This can also be caused by physical factors. Some
inattentive conduct is caused by a physical or medical condition. If a youngster is sleep
deprived on a regular basis, they will struggle to stay awake and focused on information.
Overstimulation is another major cause of inattention. When there is too much going on
in the classroom, some students may get overwhelmed and lose their ability to
concentrate. Finally, boredom may indicate that they are simply uninterested. The manner
in which content is chosen and presented to students might influence their degree of
interest, and hence attentiveness.
The physical classroom setting is intended to encourage collaborative learning and
group work. To address the issue of inattentiveness, which occurs when children do not
complete their work, we can arrange for inattentive pupils to sit alongside more attentive
students so that positive peer influence can help the child focus better. This seating
configuration allows for small group activities to assist students break away from the
didactic teaching approach and apply what they have learnt in the session. One of the
proactive tactics that is useful to overcome inattention is to modify the tempo of the
classroom activities. To keep students actively involved in learning, a portion of the lesson
plan should include group work or activities that are demanding, interesting, and
meaningful, as well as adjusting the speed of the lesson to include students, help them
refocus, and motivate them to attempt. Small exercises can be created in between core
lessons to allow students to participate in group work and assimilate their information.
II. REVIEW OF RELATED LITERATURE (RRL)
Cooperative Learning (CL) has been defined as “a form of instruction where small
groups works together to achieve common goals” (Johnson & Johnson, 1994, p. 3). This
instructional strategy has been widely used in education and is seen as a powerful tool
for increasing student engagement and motivation (Slavin, 1995; Johnson & Johnson,
1994). Research on CL has shown that it can have positive impacts on students’
academic achievement (Hattie & Yates, 2013), self-esteem (Johnson & Johnson, 1989)
and social skills (Johnson & Johnson, 2014). Additionally, studies have also revealed that
CL can help to increase student participation in the classroom by providing opportunities
for collaboration and peer support among students (Gillies et al., 2017; Wang et al., 2016).
A number of studies have explored the effectiveness of cooperative learning as a
teaching strategy for boosting student participation among grade 10 students (Kolb &
Kolb, 2017; Zhu & Li, 2015). These studies have found that cooperative learning can help
to increase student engagement by providing opportunities for students to work together
and share ideas. Additionally, collaborative activities may also motivate students by
making them feel more responsible for their own learning (Kolb & Kolb, 2017).
Furthermore, cooperative learning has been shown to improve academic performance
among grade 10 students. For example, a study conducted by Tang et al. (2015), the
authors looked at the effects of cooperative learning on student participation and
academic performance in a Grade 10 mathematics class. They used an experimental
design and found that students who participated in cooperative learning activities showed
improved academic performance, increased motivation, and greater engagement with
their peers than those who did not participate.
Another study by (Dolby & Stronge, 2016) examined the impact of cooperative
learning on student achievement in a Grade 10 physical science class. The authors found
that students who participated in cooperative learning activities outperformed those who
did not by an average of 9%. Additionally, they noted that cooperative learning can be an
effective way to engage and motivate students in Grade 10 classrooms. This result is
supported by (Garrison et al., 2020) in which they evaluated the effectiveness of a
program called “Team Up for Success” which uses cooperative learning strategies to
improve student achievement in Grade 10 classrooms. The results showed that after one
year of implementation, there was a significant increase in academic performance among
participating students compared to non-participants. Additionally, the program was found
to have a positive effect on student engagement and motivation levels.
In addition, another study by Bui et al. (2015) looked at the impact of cooperative
learning strategies on Grade 10 student engagement in science classes. They used an
experimental design and found that cooperative learning strategies increased both
student participation and academic performance in science classes when compared to
traditional instruction alone. Moreover, they also observed increases in intrinsic

motivation among participants who engaged with these strategies as well as improved
attitudes towards science courses overall.
In terms of grade 10 students specifically, research suggests that cooperative
learning can be an effective way to engage them in learning and boost their participation.
Studies have found that CL can help to create an environment of trust, collaboration and
respect among students (Gillies et al., 2017; Wang et al., 2016). This type of atmosphere
is beneficial for grade 10 students as it encourages them to take risks and develop a
sense of ownership over their own learning (Wang et al., 2016). Additionally, research
has also revealed that CL can be effective in developing higher-order thinking skills in
grade 10 students (Hattie & Yates, 2013) which can lead to better academic outcomes.
III. RESEARCH QUESTIONS/HYPOTHESIS
Research Questions
This study generally aims to determine the impacts of cooperative learning on
boosting students’ participation in Grade 10.
Specifically, it seeks to answer the following questions:
1. Is there a significant relationship between cooperative learning and students’
participation?
2. What impacts does cooperative learning have on students' participation?
3. Does positive peer influence help the child to focus better in class?
4. What cooperative learning strategies can help the students to actively engage in
class?
Hypothesis (Null)
1 There is no significant relationship between cooperative learning and students’
participation.
IV. SCOPE AND LIMITATION
This study will focus on the impact of cooperative learning on boosting student's
participation in Grade 10. Specifically, it will examine how cooperative learning strategies
can be used to increase engagement and improve academic participation among
students in a grade 10 classroom setting.
The participants of this study were the Grade 10 students of Tabaco National High
School and does not include other grade levels. 20 selected grade 10 students will be the
desired number of respondents. The study will be conducted in the third quarter of the
academic year 2022-2023. Using a descriptive quantitative, the data will be gathered
using survey questionnaire. The survey questionnaire will include open-ended questions
related to the students' participation and how it is affected by cooperative learning. The
questions will be designed to measure the opinions of the participants on cooperative
learning, including their experiences and attitudes towards it.
Moreover, it will focus on how students’ participation is improved by utilizing
cooperative learning strategies and techniques, such as group work, peer-teaching
activities, and collaborative problem solving. The research will also consider the
effectiveness of these approaches in terms of increasing students’ motivation to
participate in class discussions, their engagement with course material, and their overall
academic performance.
V. CONCEPTUAL FRAMEWORK
The researchers’ purpose in this part is to show and discuss the basic concept or
idea through illustrations and texts. It will guide the researchers in gathering the data that
requires interviews and observations and will undergo analysis and interpretation to
answer the stated problem and develop an action plan.
The main objective of this action research is to determine the impacts of
cooperative learning on boosting Grade 10 students’ participation and develop an action
plan. Hence, the following system is illustrated in Figure 1, the conceptual paradigm of
the study.
The inputs are the impacts of cooperative learning on the students’ participation,
positive peer influence, and the cooperative learning strategies that help students actively
participate in the class.
The process includes distributing questionnaires with open-ended questions
related to the students' participation and how it is affected by cooperative learning. Then,
the data will be analyzed and interpreted by the researchers to answer the stated problem
and develop an action plan.
The output is an action plan to boost students’ participation in class. The action
plan is based on the collected, analyzed, and interpreted data from the respondents of
the study. To complete the process of this research, a feedback loop is included to
evaluate and reflect on the action implemented and to identify and point out the need to
address other areas for further research.

THE IMPACT OF COOPERATIVE LEARNING ON
STUDENTS’ BEHAVIOR IN GRADE 10
INPUT
Impacts of cooperative learning on students’ participation.
Positive peer influence.
Cooperative learning strategies that help students to

actively participate in the class.
PROCESS
Distributing questionnaires (open-ended questions)

Analysis and interpretation of the data.
OUTPUT
Action Plan on Boosting Students’ Participation
FEEDBACK
Figure 1. Conceptual Paradigm of the Study

VI. METHODOLOGY
This part deals with the discussion of sampling, data collection, ethical issues, and
plan for data analysis.
Sampling
To attain the purpose of this study, the researchers adopted purposive sampling
in selecting the study's participants. Purposive sampling, also known as subjective
sampling, is a non-probability sampling technique in which the researcher uses discretion
to select variables for the sample population. Therefore, the entire sampling process will
be based on the researcher's judgment and understanding of the situation given in this
case. For instance, since the researchers depended on their knowledge in choosing the
best-fit participants for systematic investigation, the researchers will select 20 students
from grade 10 students of Tabaco National High School to be the respondents of the
study.
Data Collection
To collect data for this study, the researchers will first send a letter of permission
to conduct a study to the principal of Tabaco National High School as well as the
chairperson of the science department. Upon receiving the approval, researchers will also
give a letter of consent to the chosen research participants to formally ask them to
become part of the study and explain to them that the data gathered from them will be
utilized in reference to the objectives of the study.

As far as data collection tools are concerned, the researcher will be utilizing open-
ended questionnaires. Open-ended survey questions are free-form survey questions that
allow respondents to respond in open-text format based on their complete knowledge,
feeling, and comprehension. With this, it aims to explore participants' thoughts, feelings,
and beliefs about a particular topic. On this, the researchers will be able to come up with
conclusions and recommendations for the study.
Ethical Issues
In this research the researchers will strictly follow the following core guidelines to
stablish a secured data resource:
1. On the anonymity of the students, the researchers will make sure that the grade
10 students who will participate in the research will not be able to match the
response with the participating students.
2. The researchers will also apply confidentiality in all respondents assuring a
secured data/response.
3. The researchers will also communicate with the teacher and the parent’s trough
an informed consent.
4. Efforts will be stablished to make sure that the cultural affiliations of the grade 10
students will be highly recognized and honored.
5. Students must voluntarily participate in the study.
6. The demographic profiling of the students will be kept private within the
researchers.
Plan for Data Analysis
Here are the researchers plan for the data analysis, with strict consideration on the
welfare of the respondents:
1. The researchers will organize the data and plot it on a table to have an easy and
clear data table.
2. Researchers will use qualitative data to construct conclusions based on the
student’s attitudes, behaviors, and feelings that required collecting qualitative data.
Most of this data will be in the form of descriptive text or short answer text.
3. The researchers will highlight relevant data and sections in the data gathered.
4. To further practice the confidentiality of the respondents, codes are to be used in
each participant. These codes are to be assigned by the researchers.
5. The researchers will use graphs if last possible, to allow visualization of the data.
6. Lastly, upon obtaining the data needed to push through the study, the researchers
will then interpret the data to arrive and address the researcher’s hypothesis.
VII. WORK PLAN
The researchers will follow the work plan in conducting the study.
Time
Activities/Strategies Persons Involved Resources
Frame
PRE-IMPLEMENTATION Researchers and Internet

December,
 Identifying the problem Cooperating Electronic Devices
2022
Teachers Bond Papers
 Drafting the action
research paper
 Constructing the
questionnaire with open
ended questions
IMPLEMENTATION
 Data gathering.
 Analyzing and
February Researchers,
interpreting the data
2023 – Cooperating Electronic Devices
gathered
March, Teachers, and Bond Papers
 Finalizing results and
2023 Respondents
findings
 Formulating
conclusions.
POST-IMPLEMENTATION
 Evaluating the results
and findings.
Researchers and
 Presenting the results March, Electronic Devices
Cooperating
and findings to the 2023 Bond Papers
Teachers
teachers.
 Submitting the paper for
checking.
VIII. COST ESTIMATES
The complete list of items as well as their associated costs is provided. The goods
and expenditures are appropriate for the for the financial needs of the action research.
The table from the tentative financial report is provided below.
TENTATIVE FINANCIAL REPORT
SUPPLIES AND MATERIALS

QUANTITY UNIT PRICE TOTAL COST
EXPENSES
1. Foods (Snacks) Php 500.00
2. Printing and photocopying

Php 500.00
during the research process
3. Research Production Php 1,000.00
4. Travel Expenses Php 500.00
5. Other materials Php 300.00
Total cost Php 2,800.00
IX. ACTION PLAN
This part presents the goal, program objective, and action steps to achieve the
aim of the study.
Goal: To determine the impacts of cooperative learning on boosting students’
participation in Grade 10.

Program Objective: The results of this study, along with the suggested cooperative
learning strategies, will be presented to the teachers at Tabaco
National High School, especially the Grade 10 teachers, to support
and recommend the use of cooperative learning practices/strategies
during the teaching-learning process. The results will also enable
the teachers to design new and different cooperative learning
strategies for boosting students’ participation and engagement that
contribute to their meaningful learning. Moreover, the published
output can also be used as basis for further study.
Action Steps:
Action Steps Time Frame Resources Desired Outcome:
Step 1: The researchers
- The researchers will will understand the
enumerate and identify the Observations significant
significant relationship conducted relationship
between cooperative February 2023 during the between
learning and student practice cooperative
participation. teaching. learning and
student
participation.
Step 2: The respondents
- The researchers will will actively
administer a questionnaire participate in the
on grade 10 students conduct of data
regarding their students’ gathering.

Printed copy of
participation and how it is February, The researchers
survey
affected by cooperative 2023 will identify the
questionnaire.
learning. Then, the data impacts of
will be analyzed and cooperative
interpreted to answer the learning on
given problem. students’
participation.
Step 3:
The students’
- The researchers will
participation will
finalize the results,
increase as the
findings, and the paper
The results teachers will utilize
itself. Then, it will be
gathered from cooperative
presented to teachers for March, 2023
the survey learning strategies
them to evaluate the
gathered. and techniques
results and findings. Some
such as group
suggested cooperative
work, peer teaching
learning strategies and
activities, and
techniques to the teachers,
such as group work, peer collaborative
teaching activities, and problem-solving.
collaborative problem-
solving will also be
provided.
X. REFERENCES
Dolby & Stronge, (2016). The effect of formal group skill instruction and role development
on achievement of high school students taught with cooperative learning.
Unpublished doctoral dissertation, Michigan State University
Garrison et al., (2020). Cooperative learning: Theory, research, and practice (2nd ed.).
Boston: Allyn
Gillies et al., 2017; Wang et al., (2016). The cooperative elementary school: Effects on
students' achievement, attitudes and social relations. American Educational
Research Journal, 32(2), 321-351.
Hattie & Yates, (2013). Research on cooperative learning and achievement: what we
know, what we need to know. Contemporary Educational Psychology, 21(4), 43-
69.
Kolb & Kolb, 2017; Zhu & Li, (2015). When and why does cooperative learning increase
achievement? Theoretical and empirical perspectives. (pp.145–173). New York:
Cambridge Univ. Press.

Johnson, D. & Johnson, R. (1994). Learning together and alone: Cooperative,
competitive, and individualistic learning (4th ed.). Boston: Allyn & Bacon
SLAVIN, R. E. (1995). When and why does cooperative learning increase achievement?
Tang et al. (2015). Cooperative learning and student achievement. In R. E. Slavin (Ed.),
School and classroom organization (pp. 129-151).
MRS. RICHELLE N. CHEUNGCUN MRS. ZENDLE ANN O. BARRAMEDA

Resource Teacher, Grade 7 Resource Teacher, Grade 8
MRS. TINA A. BALIZA MS. DANA MAE CLARIÑO

Resource Teacher, Grade 9 Resource Teacher, Grade 10
MRS. SHIRLYN C. CARGULLO

Resource Teacher, Grade 10
A teacher's duties extend beyond the four corners of the
classroom. It also includes communicating with the larger school
community, particularly parents and guardians, in order to
contribute to students' learning. I’ve also learned that
professional development is a life-long process that includes
assessing one's abilities. Taking previous knowledge and skills and
applying them to new ones. In order for growth to occur, you must
look back in time to see if there has been progressed. Learning and
development do not occur in a single day. As you get older, you
learn new things that help you grow as a person. Hence, the field
study was continuous learning and discovery of new things as a future
educator and it made me reflect on a lot of things not just in my
studies but also in the holistic aspect of life.
Aside from learning the fundamentals taught in schools, I gained

experience as a student-teacher. My cooperating teacher assisted me
with the completion of various school forms, the creation of a class
record, and other teacher-related activities through coaching and
mentoring. It made me realize how difficult teaching can be. It only
added to my respect for their efforts. Furthermore, I was permitted
to compute the performance level of every student and every class
handled by my cooperating teacher, construct a learning area and
bulleting boards, I also facilitated a group activity and helped
the students in forming a jingle-making entry, and I was able to
rate the performances of every group in the classes handled by my
cooperating teacher. This field study made me experience a lot of
things that I will definitely cherish and look back on once I entered
the teaching profession. It made me realize how hard and challenging
it is to mold and shape the minds of young learners, and it amazed
me that I am part of my student’s journey toward success in life. I
also learned to be more independent not just as a learner but as a
future educator. I was able to assess what area I need to make a
lot of improvements in, in what subject matter I excel, and what
should I do in order to maintain my learning competencies in order
to integrate it as I prepare myself for the teaching internship next
semester.
Overall, I am eternally grateful to my Cooperating Teacher who
helped us out through our Field Study journey, we were given proper
guidance and was coached very well to be an efficient educator for
the coming future. And I am also thankful to my co-observers who
also made this journey a lot more bearable. Lastly, to my students
who made this field study observation memorable.
THE SCHOOL ENVIRONMENT
ORIENTATION BEFOREE FIELD STUDY OBSERVATION
COMPUTATION OF MEAN AND PERFORMANCE LEVEL OF EVERY STUDENT
CONSTRUCTION OF BULLETIN BOARD AND LEARNING AREA
MAKING OF INSTRUCTIONAL MATERIALS
JINGLE-MAKING ACTIVITY IN EM WAVES
COMMUNITY WALK-INTERVIEW
LAST DAY OF FIELD STUDY OBSERVATION

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Field Study Observation 2

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There are various components of teaching, and it is essential

for teachers to comprehend the most crucial qualities and how to

I realized how important it is to be able to engage students

Field Study 2: Participation and Teaching Assistantship

Name: ALYSSA MAE OTID Course & Block: BSED-Science 4B

Learning LEARNING EXPERIENCE:

Prepares FS2 Students for PPST: Intended Learning Outcome:

Experiential Tasks Reflection Trigger

2. Gathering Instructional Materials from Various Sources

3. Create an Accessible Site for Online Materials

Having the opportunity to assist my cooperating teacher in preparing instructional

Therefore, understanding the process of how knowledge and information are

Name: ALYSSA MAE OTID Course & Block: BSED-Science 4B

Learning LEARNING EXPERIENCE:

Another way of assisting your CT is using your own creativity in making

Prepares FS2 Students for PPST: Intended Learning Outcome:

Experiential Tasks Reflection Trigger

Getting Ready with Material for Making Classroom Displays

8. Class list (Printed)

9. Class Schedule (Printed)

10. Groupings (Printed)

11. Class Officers and HRPTA Officers (Printed)

12. Science Trivia (Printed)

Work with your Cooperating Teacher as regards to appropriateness of the materials

Bulletin Board Purpose/s

Determining the Guidelines in Structuring Bulletin Board and Learning Stations

Check your readiness in assisting your Cooperating Teacher in structuring bulletin

Easy on My Part There will be Problems

Making a Layout of Bulletin Board and Learning Stations

A. Sketches/Layout for Bulletin Board

Instructional Display Making

Growth Portfolio Entry No. 3

My Bulletin Board Plan for the Opening of the School Year

Name: ALYSSA MAE B. OTID Course & Block: BSEd Science 4B

Prepares FS2 Students for PPST: Intended Learning

Experiential Tasks Reflection Trigger

2. Reporting on EM  Organization of the 12:30pm-5:00pm

Rubric as a terminology in education refers to the scoring guide used by the

Time Allotted for

1. Jingle-Making 1. Used rubrics as guide in

2. Reviewed scores given

2. Group Quiz Bee 

3. 1st Periodical Exams 

Having experienced assisting your Cooperating Teacher in assessing students’

My Experience on the Importance of Rubrics

By serving as a sort of road map for students, rubrics increase transparency in

Throughout our field observations, we are required to evaluate each student's

Field Study 2: Participation and Teaching Assistantship

Name: ALYSSA MAE OTID Course & Block: BSED-Science 4B

Prepares FS 2 Student for PPST: Intended Learning

Experiential Tasks Reflection Trigger

3. Utilize various data collection techniques to obtain a comprehensive picture. You

5. For administrators, students, and parents of the school, a disorganized teacher

Learning Outputs Performance Tasks

OUTPUT #1: PERFORMANCE TASK #1:

OUTPUT #2: PERFORMANCE TASK #2:

OUTPUT #3: PERFORMANCE TASK #3:

Challenges Encountered in Assisting the Recording

1. Some of the students forget to put the necessary information on their

3. There are students who do not submit or comply on time making it

5. Sometimes handwritings are not clear enough making it hard to evaluate

6. The information gathered by the students from online sources is

7. Traditional exams don't provide the chance to assess student