Edfs 2 Portfolio

Cavite State University
Don Severino de las Alas Campus

Indang, Cavite
COLLEGE OF SPORT PHYSICAL EDUCATION AND RECREATION
PARTICIPATION AND TEACHING ASSISTANTSHIP

FIELD STUDY 2
EDFS 22
AMADEO NATIONAL HIGH SCHOOL
AMADEO, CAVITE
SUBMITTED BY:
AGAO, SHESSA ANGELICA
ARCILLA, GENMARK
ARTIAGA, JELIAN B.
BASTON, JANN LOYD
DALMACIO, MAUREEN MAE
LUNEZA, KIANA MARIE J.
MACERIANO, JOYCE
NIEBRES, MARK JOVEN
SILADAN, MARK ANTHONY
CLARK A. COSTA
EDFS 22- Teacher
1
TABLE OF CONTENTS
Table of Contents—-------------------------------------------------------------------------2
Acknowledgement—------------------------------------------------------------------------3
Learning Experience 1—------------------------------------------------------------------4
Learning Experience 2—-----------------------------------------------------------------13
Learning Experience 10—---------------------------------------------------------------58
Documentation—--------------------------------------------------------------------------78
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ACKNOWLEDGEMENT
The preparation of this important document would not be possible without the
support, hard work and endless efforts of a large number of individuals. We would like
to express our sincerest gratitude to the following people who willingly and generously
contributed to the success of this paper.
First and foremost our Almighty God for his guidance for letting us overcome
our hardships and struggles to communicate with each other and enable us to cope up
every misunderstanding we had every day and for showering us His wisdom and
knowledge every now and then.
We are particularly grateful to Mr. Clark A. Costa, our FS22 professor, for this
opportunity that enables us to meet other teachers and students and allows us to
explore the field of teaching. Additionally, we would like to convey our profound
appreciation to him whose unwavering guidance and mentorship have played an
integral role in enabling us to effectively meet and fulfill the necessary requirements of
this challenging endeavor.
We would also like to extend our heartfelt gratitude to the Teachers and School
Head, Mr. Philip Xyrone Garcia, Cherry P. Montoya, Clarissa B. Fernandez, Maria
Cristina V. Causaren, Sir Popoy, for their invaluable guidance and profound insights
that were generously imparted to us throughout the completion of this comprehensive
observation and assistantship. Their unwavering support and significant contributions
have unquestionably enhanced the depth and breadth of this paper.
To my dearest BPED 4-5 team Amadeo National High School, for being mindful
to others and giving all their best to cooperate in each task that is given. To everyone
who becomes everyone’s support system during the process of this document.
Most Especially to Amadeo National High School, for welcoming these soon to
be teachers and extending their full support along the process of our assistantship and
observation journey, and for giving ideas and insights about the world of teaching.
Finally, to our families and friends who always give their endless support -
morally, financially, and never forget to extend their hands during the process of
making this document successful.
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LEARNING EXPERIENCE 1
PARTICIPATING AND ASSISTING IN SEARCHING FOR INSTRUCTIONAL

MATERIALS
1.1 EXPOSURE
EXAMINING INSTRUCTIONAL MATERIALS FROM THE SCHOOL’S RESOURCES

OR THROUGH TECHNOLOGY OR DIGITAL RESOURCES
Make a checklist of the sources where you can get the appropriate instructional
materials for your assigned subject/s.
LIST OF WEBSITE AND

SCHOOL MATERIALS TECHNOLOGY SHORT
SUBJECT RESOURCE AND SHORT OR DIGITAL DESCRIPTION
S DESCRIPTION RESOURCES OF THE
INSTRUCTION
AL
MATERIALS
Music Sheet Music: Television MusicTheory.ne

Access to
Printed or Laptop t : This website
music
digital scores Powerpoint Provides
teachers and
of musical interactive
instructors
composition for lessons,
Sheet music
various exercises, and
and music
instruments tools for
theory books
and ensembles learning music
performance. theory,
including
note
identification,
ear training,
and chord
construction.
4
Arts Museums Sketch book: Digital Editing
Libraries portable pad Software:
with blank Applications
pages for Adobe Lightroom
drawing, or GIMP help
sketching, and artists enhance
taking notes. and manipulate
photographs or
scanned
traditional
artwork.
Physical Sports Balls: Online Workout

Education equipmenCov Different types videos: Platform
ered of ball such as Youtube
Court Open soccer balls,
space basketballs,
Ovals volleyballs,
and softballs are
essential for
various sports
activities and
games.
Health textbooks, Health Television HealthTeacher

educational Education Laptop (healthteacher.c
websites Curriculum Powerpoint om): A
and Guides: comprehensive
educational Comprehensiv platform
videos. e guides providing digital
outlining the lessons,
curriculum for activities, and
health. resources to
support
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educators in
teaching health
education,
promoting
healthy
behaviors.
1.2 PARTICIPATION
IDENTIFYING THE PURPOSES OF THE INSTRUCTIONAL MATERIALS
Confer with your Resource Teacher the materials he/she wants you to prepare. Identify
the types of print materials and audio-media needed for various purposes in the
classroom.
INSTRUCTIONAL MATERIALS PURPOSE FOR USE
Books-They can provide in depth

1. Print (Books, Magazines, Newspaper, knowledge on specific topics,tell stories,
Poster, charts) short experience or offer guidance and
self help advice.
Magazines-often cater to specific
interests and demographics.
Newspaper- they provide current and
relevant new stories, editorial, opinion
pieces, and future articles.
Poster- use for advertising raising
awareness providing instructions.
Charts- can be used for educational
purposes data analysis, comparison and
decision making.
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are commonly used for teaching and
2. Chalkboards/ Boardwork learning.
to facilitate learning by providing

3. Models, Globes, Maps, Realia visual,tangible and interactive tools that
support comprehension and spatial
awareness and practical application of
knowledge in different fields.
to inform,entertain,and educate the

4. Audio-Media (Analog tape, cassettes, public of various forms of
digital CD’s) communications. is to serve as a vehicle
for communication dissemination,
entertainment, education and societal
influence.
to entertain, educate, document,

5. Videotapes, Films, Videodiscs communicate and express artistic ideas.
to provide entertainment, information and

6. Television communication to a wide audience.
to improve efficiency, enhance

7. Technology-driven (websites, convenience, foster communication and
YouTube videos) connectivity and facilitate information.
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1.3 IDENTIFICATION
CONSIDERING THE DIFFERENT PRINCIPLES IN SELECTING INSTRUCTIONAL

MATERIALS
While searching for your RT’s instructional materials, have yourself guided by the
following principles in selecting instructional materials (Bruno,2004). Check whether
you have searched adhere to the given principles.
Yes No
a. Principles of Appropriateness ( appropriate and aligned with the

standards and competencies and to the intended learning objectives /
and level of the learners)
b. Principle of Authenticity (present accurate, up to date and

defendable information) /
c. Principle of cost (economical and easy to manipulate) /
d. Principe of Interest (power to encourage creativity, and /

Imaginative response among the learners
e. Principle of Organization and Balance (clarity and in

accordance with the principles of learning such as reinforcement or /
transfer)
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1.4 INTERNALIZATION
A. Get from your RT all the suggestions and the forms of assistance he/she needs
from you during the actual use of instructional materials.
Checklist of Using Instructional Materials
1, Reserve necessary materials and

equipment from the AV room
2. Practice operating the equipment
3. Preview PowerPoint Presentation
4. Preview and edit video and movie clips
B. Search for your RT’s needed instructional Materials, fill out the table below to serve
as your guide in searching and preparing instructional resources.
GROWTH PORTFOLIO ENTRY
Listing Instructional Materials According To Purpose
Learning Subject Purpose for Possible

Year Objectives Matter the Instructional
Level Instructional Resources
Materials
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GRADE 7 Understand the Nutrition The purpose of MELCs ,
importance of during instructional BOOKS, and
nutrition during adolescence materials in Health
adolescence Nutrition ; health Government
Identify the Helpful eating education is to Agencies.
nutritional needs of guidance facilitate
adolescents effective
Explore the impact teaching and
of nutrition on learning,
growth and promote
development accurate
Promote healthy health
eating habits information,
develop
practical skills,
foster critical
thinking, and
empower
individuals to
make informed
decisions
about their
health and
well-being.
1.5 DISSEMINATION
PRESENTING APPROPRIATE INSTRUCTIONAL MATERIALS ALIGNED WITH

MELC’s
A. Guided by the Most Essential Learning Competencies (MELC’s) and the learning
objectives of the subject matter given to you, provide your Resource Teacher with the
List of Resources that you have searched.
List of Instructional Materials Aligned with MELC’s
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Subject Matter MELC’s List of Resources
● Nutrition ● identifies the right foods

during ● Books, MELCs and
Adolescence during adolescence Government Health
● ● follows
Nutrition: Healthful Eating the appropriate Agencies.
Guidelines nutritional guidelines for
adolescents for healthful
eating
● explains the need to
select food based on the
nutritional needs during
adolescence
● follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods
to eat describes the
characteristics, signs and
symptoms of malnutrition
and micronutrient
deficiencies
B. Write your short reflection on how teaching a certain lesson can be better because
the teacher uses appropriate instructional materials.
Better This Time with Appropriate Instructional Materials
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By using appropriate instructional materials, teachers can create an
engaging and effective learning environment that caters to students' diverse needs,
promotes active learning, and enhances understanding and retention of content.
CHALLENGES ENCOUNTERED IN PARTICIPATING AND ASSISTING TASK
A. Difficulties Relative to Application of Principles in Assisting for Appropriate

Instructional Materials
In assisting your RT to search for appropriate instructional materials, what are

the challenges have you encountered in applying the different principles in selecting,
instructional materials? How did you confront difficulties? As a future teacher, you may
conduct a study on the main problems faced by teachers in searching for appropriate
materials.
Selecting instructional materials can present challenges when applying different

principles. One challenge is ensuring availability and access to suitable resources,
especially when limited by budget or technology constraints. Another challenge lies
in aligning materials with curriculum and standards, ensuring they cover required
content and learning objectives.
B. Problems met in Integrating Technology and Digital Media in preparing

Instructional Materials
What are the most common concerns and challenges did you experience when you
integrated technology and digital media in assisting you RT in the preparation of
instructional materials? It is worth to investigate further the effects of technology and
digital integration on student management.
One of the most common concerns is the potential for increased screen time and
its impact on students' health and well-being. Balancing technology use with other
activities and promoting healthy digital habits becomes essential.
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PARTICIPATING AND ASSISTING IN PREPARING BULLETIN BOARD AND

LEARNING STATION DISPLAYS
2.1 EXPOSURE
GETTING READY MATERIALS FOR MAKING CLASSROOM DISPLAYS
List down the materials you will be needing in structuring the proposed in bulletin board
and learning stations.
1. Bulletin board paper or fabric
2. Posters, charts, or visuals related to the theme or topic
3. Push pins, staples, or adhesive for attaching materials
4. Scissors, rulers, and tape for cutting and securing materials
5. Bulletin board borders, cutouts, or stickers for additional decoration
6. Art supplies or craft materials
7. Task cards or instruction card
8. Writing utensils, paper, or notebooks
9. Cabinet where they can place their activity, and Arts and crafts that are made
by students.
10.File folders or binders for storing worksheets or activity sheets.
2.2 PARTICIPATION
Work with your RT as regards to appropriateness of the materials you intend to use.
List down the purpose of the displays that you will be assisting your RT to work for.
Bulletin Board Purpose/s
the purpose of a mini library is to provide

Mini Library access to books and resources, promote
reading and literacy, support learning
and personal development, foster
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community engagement, and enhance
well-being
The purpose of a learning center is to

Learning Centers/ stations provide a dynamic and interactive
learning environment that supports
active, independent, and collaborative
learning.
the purpose of a science corner is to

Science Corner create a dedicated space that fosters
scientific curiosity, inquiry, and
exploration. It aims to inspire a love for
science, develop scientific skills, and
provide students with opportunities to
engage actively in the scientific process.
2.3 IDENTIFICATION
DETERMINING THE GUIDELINES IN STRUCTURING BULLETIN BOARD AND

LEARNING STATIONS
Check your readiness in assisting your RT in structuring bulletin board displays by

considering the following guidelines
Easy on my part There will be problems

on my part
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●
1. I will assist in structuring
the bulletin board displays
simple yet emphasizing
the desired central theme
●
our bulletin board to keep it
always updated
●
3. I will see to it that our
bulletin board displays are
purposeful
●
4. I will assist to make out
bulletin board displays
engaging to the learners
●
our bulletin board displays
catchy and meaningful
2.4 INTERNALIZATION
MAKING A LAYOUT OF BULLETIN BOARD AND LEARNING STATIONS
Knowing the purpose, theme, and available materials that you can use to assist your
RT, make a layout of the bulletin board displays and other learning stations. Ask your
RT’s stamp of approval for your layout designs.
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Sketches/ layout for Bulletin board
CHALLENGES ENCOUNTERED IN PARTICIPATING ASSISTING TASK
CRITICAL REFLECTION ON THE IMPACT OF GOOD CLASSROOM STRUCTURE
What have you observed regarding the students’ reactions to the new structure and
displays in their classrooms structure to students’ learning? It is good research study
for teachers to identify indicators about classroom structure that impact students’
learning performance.
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PARTICIPATING AND ASSISTING IN MAINTAINING INSTRUCTIONAL

MATERIALS
3.1 EXPOSURE
KNOWING AND UNDERSTANDING INSTRUCTIONAL ROUTINES
Attend and pay attention to your RT while he/she gives orientation on instructional
routines. Have a list of classroom routines being used or implemented by your RT in
running the class smoothly. Observe very well the what, when, and how of these
routines.
My Notes of Instructional Materials
What Routine? When is it Done? How is it Done?
Example: Morning rituals Before the First Class Saying fervently the
“Morning Offering Prayer”
Greeting teacher and
classmates “good
morning”
Leader saying aloud
present classmates by
now.
Review of the previous Asking questions about the

After the morning rituals.
topic. previous topic “what is your
previous topic all about?
motivational Before the lesson proper Presenting some ice

activities/icebreaker such breaker on the slides so
as guess the picture, that the students can
jumble words, 4pics answer them.
1word and etc.
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Lesson proper
Motivational Start with asking questions
materials/icebreaker. about their insights about
the topic,
and then proceed to
discussing the topic.
Evaluation After the lesson proper Asking questions about

their insights about the
topic that they discussed.
Assessment Before the class ends. Giving Quizzes or

activities
Monitoring the Implementation of Classroom Routines
Assist your RT in the implementation and monitoring of the following classroom

routines and check the students' level of compliance. The students’ level of compliance
will serve as your guide in assisting your monitoring the implementation of the routines.
Level of Students’ Compliance

CLASSROOM ROUTINES
Always Seldom Never
comply comply comply
1. Raising hands properly /
2. Lining up for checking of seatwork

and assignments /
3.Greeting visitor
/
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4. Passing papers and notebooks /
5. Using class pass for going out of

the room /
6. Observing the proper listening

procedure /
7. Working in small group /
8. Following teacher’s hand signals /
9. Observing movements during

activities /
10. Turn on video cameras /
11. Turn on computer audio /
12. Mute microphones when not /

reciting /
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13. Use raise hand button to ask
questions /
14. Use chat box for encoding

answers /
15. Use appropriate/required

wallpaper or virtual background /
3.2 PARTICIPATION
OBSERVING INSTRUCTIONAL ROUTINES AT WORK
A. Observing carefully the different instructional routines taking place in the classroom
during teaching-learning engagements. List down and start rehearsing on how you will
participate with your Resource Teacher in doing those instructional routines. Pay close
attention on how your RT models the routines.
List of Instructional Routines at Work
 Daily routines ( Greetings, Attendance, Prayer )

 Classroom management
 Review of the previous lesson
 Motivational activities
 Lesson proper
 Application
 Assessment/Evaluation
 Assignment/Reminder
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B. Write down below the effective classroom routines that your RT usually employs.
 Set good expectation

 Consistent schedule
 Smooth discussion
 Start with a simple ice breaker
 Encourage active participation
 6. Effective classroom management
3.3 IDENTICFICATION
DOING INSTRUCTIONAL ROUTINES
For Face to face-to-face classes
Perform with your RT in doing instructional routines. Here are some common
instructional routines which your RT might have been doing his/her class.
1. Buzzing Bees
Students mimic the buzzing sound to find a partner in a group discussion
(specific instruction will come from our RT).
2. Think- Pair and 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
your RT).
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3. Warm-up Routines (Who’s the next?)
Students share understanding of concept by taking turns and saying: you’re
the next ______________ (name of the student).
3.4 IDENTIFICATION
REFLECTING ON THE USEFULNESS OF INSTRUCTIONAL ROUTINES
A. From your participation task in implementing instructional routines, what do you

think are the functions of instructional routines in the academic success of the
learners? List down at least five useful functions you personally observed and
encountered.
Functions of Instructional Materials
1. Consistency and Predictability - Instructional routines provide a consistent and

predictable structure to the learning environment.
2. Time Management and Efficiency: Instructional routines help manage time

effectively by providing a framework for organizing lessons and activities.
3. Skill Development and Mastery: Instructional routines provide repeated

opportunities for students to practice and reinforce skills.
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4. Active Engagement and Participation: Instructional routines encourage active
engagement and participation among learners.
5. Instructional routines - provide a scaffolded learning experience, gradually

building students' knowledge and skills.
B. Recall your participation in maintaining instructional routines. Write your successful

and failure stories.
Personal Reflection
My success stories in Managing My Difficulty in Managing

Instructional routines Instructional Routines
Instructional routines are a continuous

Managing instructional routines has
learning process that requires flexibility,
been a journey of growth and learning for
reflection, and a student-centered
me. From the initial challenges of
approach. It is through these challenges
maintaining engagement and structure to
that I have developed as an educator
the eventual moments of success, I have
and have been able to create more
found joy in navigating the complexities
effective and engaging learning
of classroom management.
experiences for my students.
One particular success story that stands

out is when I implemented a new
instructional routine that encouraged
student collaboration and
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participation. Despite initial hesitation
and resistance, I saw a gradual shift in
my students' attitudes and involvement.
Witnessing their increased enthusiasm
for learning and their improved
performance in class was incredibly
rewarding.
Through this experience, I learned the

importance of patience and flexibility in
managing instructional routines. It taught
me that persistence and open-
mindedness are key in finding the right
approach that works for both myself and
my students.
Overall, my success stories in managing

instructional routines have illuminated
the power of adaptability and creativity in
the teaching process. Each small victory
has reinforced my belief in the
transformative impact of effective
instructional routines on student
learning.
CHALLENGES ENCOUNTERED IN PARTICIPATING ASSISTING TASK
A. Instructional Routines for an engaging Teaching-Learning Episodes.
What are the problems that you notice why sometimes Instructional Routines fail to
facilitate teaching-learning engagements? Work on an action plan that you will
implement in the future after reflecting in the effects of instructional routine
management to students’ learning progress or success.
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Instructional routines may fail to facilitate teaching-learning engagements due to
various reasons, such as lack of student engagement, insufficient clarity or
structure in the routine, mismatch between the routine and students' needs and
learning styles, inadequate support or resources for implementation, and
inflexibility in adapting the routine to evolving classroom dynamics. Additionally,
poor communication, lack of teacher enthusiasm, and ineffective assessment of
student progress can also hinder the success of instructional routines. Flexibility,
student-centered approaches, clear communication, and ongoing reflection are
essential in addressing these challenges and fostering meaningful teaching-
learning engagements.
B. Classroom Routines and Students’ Behavior
In your experience of assisting to establish classroom routines, were there instances

of class disruptions due to the students' behavior? How did you manage to improve
students’ behavior through your established classroom routines? Consider the
problem on the relationship of students’’ behavior and teachers’ procedure as one of
the interesting topics for Action Research.
I manage the emotions during discussions because I find it very difficult to deal
with the behavior of the students because they all have distinct attitudes and
behaviors. You should set limits and exercise a great deal of patience in order to
manage their responses.
C. Exploring Management Routine Competencies
Recall your participation in maintaining management routines. You may wish to

conduct an exploratory study on the competencies of teachers in maintaining
management routines as your future research interest.
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Management routine competencies refer to the essential skills and abilities that
managers need to effectively carry out their daily tasks and responsibilities. These
competencies are foundational to successful management and encompass a range
of areas including communication, leadership, decision-making, problem-solving,
and interpersonal skills. Here are some key competencies that managers should
focus on developing and honing in their routine.
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PARTICIPATING AND ASSISTING IN CONDUCTING ASSESSMENT PRACTICES
4.1 EXPOSURE
IDENTIFYING VARIOUS ASSESSMENT MATERIALS
List down the various assessment materials that your Resource Teacher uses in the
different learning modalities.
Traditional Face-to-face Distance Learning Blended learning
quiz (paper and pen) class discussion (video

performance task presentation, powerpoint
activities (group activity) presentation on laptop or
class discussion TV)
group project (3D of food recitation
pyramid)
observation of behavior
and attendance
recitation
4.2 FAMILIARIZING WITH RUBRICS OR SCORING GUIDES
Take note of the evaluative criteria for scoring the learning outputs both for written
works and performance tasks.
Answer the following;
1. Do you find using or having a rubric/scoring guide useful when you check
students’ learning outputs? Why?
Yes, using a scoring guide may be quite useful for evaluating students' learning results.
It provides standards for assessing their work, ensuring impartiality and consistency
throughout the evaluation process. Furthermore, a rubric assists students in
understanding the criteria and standards for their assignments, allowing them to self-
evaluate and improve their performance. In essence, incorporating a rubric or scoring
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guide encourages transparency, impartiality, and constructive feedback in the
assessment of students' learning outcomes.
2. List down advantages of having a rubrics in checking students’ learning

output.
Using a rubric to assess students' work offers advantages. Firstly it brings clarity by
providing criteria for evaluating their outputs. This ensures that both students and
teachers have an understanding of what's expected. Secondly it promotes
consistency by ensuring that assessments are fair and uniform for everyone thus
minimizing the potential for biases in grading. Thirdly it facilitates feedback as teachers
can provide constructive comments to help the students to improve. This allows for
identification of areas where they excel and areas where they need to focus on growth.
Fourthly it encourages self assessment as students can evaluate their work against
the established criteria promoting metacognition and a deeper understanding of their
performance. Additionally rubrics assist in goal setting as they enable students to set
targets based on an understanding of expectations and how to achieve scores. Lastly,
having an act as a tool by providing students with a roadmap, towards success and
inspiring them to strive for excellence.
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4.3 DISSEMINATION
SNAPSHOTS OF MY ASSESSING OF LEARNING PERFORMANCE
Having experience assisting your Resource teacher in assessing students’ learning

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

Performance
Assessing students’ learning performance is an essential aspect of education, and

providing effective feedback to students is crucial for their academic growth. Rubrics
play a significant role in this process as they provide clear and specific criteria for
evaluating students' work. This essay will discuss the importance of rubrics in
assessing students’ learning performance, focusing on how they contribute to
fairness, transparency, and the enhancement of student learning.
One of the primary reasons for the importance of rubrics in assessing students’
learning performance is the clarity and transparency they offer. Rubrics outline the
specific criteria and expectations for assignments, projects, or assessments,
providing students with a clear understanding of what is expected of them. This
transparency ensures that students are aware of the standards against which their
work will be evaluated, reducing confusion and ambiguity. As a result, students can
focus on meeting the defined criteria, leading to more accurate and consistent
assessment outcomes.
Rubrics also contribute to fairness and consistency in the evaluation process. By

clearly articulating the criteria for assessing student work, rubrics help eliminate
subjective biases or arbitrary judgments. Teachers and evaluators can use rubrics
to evaluate student performance consistently, ensuring that all students are
assessed against the same standards. This promotes fairness in grading and
minimizes the potential for favoritism or discrimination. Additionally, rubrics facilitate
effective communication between teachers and students, as both parties have a
shared understanding of the assessment criteria.
29
Furthermore, rubrics support the provision of constructive feedback to students,
guiding them toward improvement. When students receive their assessed work
along with the rubric, they gain valuable insights into their strengths and areas for
development. The detailed criteria in the rubric allow students to identify specific
areas where they excelled and areas that require further attention. As a result,
students can use the feedback provided through the rubric to reflect on their
performance, set goals for improvement, and make necessary revisions, leading to
enhanced learning outcomes.
Moreover, the use of rubrics encourages student engagement in the learning

process and promotes self-assessment. When students are familiar with the
assessment criteria outlined in the rubric, they can take more ownership of their
learning and gauge their progress effectively. Rubrics empower students to self-
assess their work before submission, aligning their efforts with the established
standards. This reflective practice fosters a sense of responsibility and
accountability, as students strive to meet the outlined criteria and take pride in their
accomplishments.
In conclusion, the importance of rubrics in assessing students’ learning performance

cannot be overstated. Rubrics promote clarity, transparency, fairness, consistency,
feedback, and student engagement. They serve as valuable tools for both educators
and students, facilitating a structured and objective evaluation process while
encouraging continuous improvement. By utilizing rubrics, educational institutions
can enhance the quality of assessment practices, contributing to the overall success
and development of students. Therefore, integrating rubrics into the assessment
framework is imperative for promoting effective learning and fostering academic
excellence.
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PARTICIPATING AND ASSISTING IN CONDUCTING INTERVENTION ACTIVITIES
5.1 EXPOSURE
LISTING LEARNERS WHO EXHIBIT ACADEMIC, SOCIAL, AND BEHAVIORAL

STRUGGLE
LEARNING STRUGGLES
Student Academic Social Behavioral Psychologic Digital

al Divide
Does not Cannot keep Feeling Often loses

Example Lacks want to attention nervous or internet
1. basic math mingle with during classes tense during contactivity
Student skills, can’t classmates Goes out of the oral during
A count Wants to be classroom presentation online or
numbers alone most of open virtual
from 1- 10 the time classes
5.2 PARTICIPATION
GETTING ACQUAINTED WITH INTERVENTION STRATEGIES
Familiarize yourself with some intervention activities being done by your Resource
Teacher. Add to the list other intervention activities that your RT uses in his or her
class. Consider in your list of interventions, the strategies during Flexible Learning
modality. (Face-to-face and online virtual classes
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INTERVENTION STRATEGIES
1. Repeat instruction more than once.

2. Repeat your Resource Teacher's questions to learners.
3. Give more examples.
4. Read with the learners his/her instructions.
5. Move around to see if learners are all engaged.
6. Sit with learners who cannot follow instructions.
7. Stand close to students who always misbehave
8. Maintain eye contact with all students.
9. Shake head indicating disapproval to students who are misbehaving.
10. Put a gentle hand upon the shoulder of students who are misbehaving.
11. Change students' location or seating arrangement.
12. Assist learners who cannot follow instructions.
13. Give review lessons to students who have difficulty in understanding the
lessons,
14. Give remedial classes after class hours to students who have learning
difficulties.
15. Give differentiated activities.
16. Send via online additional enrichment activities.
17. Create chat room for students who have questions.
18. Review the teachers' PowerPoint presentation to selected students who further
explanation from the teachers.
19. Virtual conferences with parents (synchronous or asynchronous)
20. Direct parents to see their children's performance and teachers' comments
using e-learning system (example: ClassDojo, efront, e-model)
Other Intervention Activities

___________________________________________________________
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5.3 INTERNALIZATION
LEARNING INSIGHTS FROM PARTICIPATING IN THE CONDUCT OF

INTERVENTION ACTIVITIES
Having participated in doing intervention activities for the learners, make a short
insights on the learning that you need to keep with you as future teacher interventionist.
My Personal Learning of a Teacher Being an Interventionist
As an interventionist a teacher plays a role in recognizing and addressing the needs

of students, by monitoring the progress of students offering support and
implementing customized strategies a teacher acting as an interventionist can assist
students in overcoming obstacles to learning and reaching their maximum potential.
This proactive approach helps create a nurturing and inclusive learning environment
ensuring that every student receives the assistance to excel both academically and
personally. With their dedication and commitment to intervention teachers have the
power to make an impact on the growth and success of their students.
5.4 DISSEMINATION
PARTICIPATING IN DOING INTERVENTION ACTIVITIES
Make a daily checklist of your participation in doing intervention tasks.
My Participation with my RT in Conducting Intervention Tasks
DATE
January 5, Making eye contact with all the students.

2024
January 5, Give more examples.

2024
January 5, Repeat your Resource Teacher's questions to learners.

2024
33
TEACHERS INTERVENTION ACTIVITIES
What are some of the challenges you saw with the students that needs intervention
activities from the teacher? Name one intervention activity that you want to further
study relative to its effectiveness in addressing students’ learning needs.
In my experience, some of the obstacles I've seen in kids that need teacher
assistance include difficulty with reading fluency, comprehension, and arithmetic
problem-solving skills. Furthermore, some students may struggle with attention
and focus, causing difficulties with remaining on track and finishing homework.
Differentiated teaching is one intervention activity that I am really interested

in learning more about. This strategy entails adapting instructional techniques and
resources to meet the various learning requirements of pupils. Teachers can give
tailored support that supports a variety of learning styles, talents, and interests by
adjusting instruction's content, procedure, and outcome. I feel that greater
investigation of the effectiveness of varied education in targeting students'
specific learning requirements would be useful in enhancing my ability to support
diverse learners effectively.
34
PARTICIPATING AND ASSISTING IN PREPARING CLASS ACTIVITIES
6.1 EXPOSURE
GETTING FAMILIAR WITH TEACHING AND LEARNING ACTIVITIES
Have a list of learning activities that your Resource Teacher uses both his/her face to
face classes, pure online and blended learning modality. Include resources from
DepEd Commons and other online platforms that your RT uses for his/her class
activities.
Subject Area:_HEALTH_ Teaching Learning Activities
Most Essential Learning Face-to-face Online Blended

Competencies
identifies the right foods quiz (pen and

during adolescence paper)
explains the need to select 3D food pyramid
food based on the nutritional
needs during adolescence
follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat describes the
characteristics, signs and
symptoms of malnutrition and
micronutrient deficiencies
6.2 PARTICIPATION
IDENTIFY THE RESOURCES AVAILABLE FOR BOTH FACE-TO-FACE AND

HOME-BASED LEARNING
Fill in the table with class activities and resources available for use.
35
Subject/learning Learning Resources
Discipline
Face-to-face Online Blended
Nutrition during Books,

Adolescence MELCs and
Nutrition: Healthful Government
Eating Guidelines Health
Agencies.
6.3 ACCOMPLISHING ACTIVITIES FOR LEARNERS VARIED INTEREST AND

MULTIPLE INTELLIGENCES
Review Howard Gardner’s definition and description of Multiple Intelligences then list
learning activities that are sensitive to the needs and learning styles of the following
types of learners.
TYPES OF LEARNING INSTRUCTIONAL ACTIVITIES

INTELLIGENCES
Public speaking, spoken poetry, debate

1. Verbal- Linguistic or group discussions.
Mathematical problem-solving.
2. Logical- Mathematical
Visualizing stories, art projects, puzzle

3. Spatial- visual solving and pattern recognition.
Dancing, Role play, Physical

4. Bodily- kinesthetic fitness/activities and developing skills.
Singing, music/lyrics composition,

5. Musical rhythm pattern, multimedia projects,
music analysis, instruments exploration.
36
Group report/presentation, team sports,
6. Interpersonal role playing, brainstorming, group study.
Journal, self-reflection paper.

7. Intrapersonal
Field trip, nature photography,

8. Naturalistic gardening, nature observation.
6.4 INTERNALIZATION
PROVIDING INSIGHT ON FACTORS THAT CONTRIBUTE TO SUCCESSFUL

CLASS ACTIVITIES
1. What are the basis of your Resource Teacher in the preparation of class activities?
The preparation of the resource teacher according to my observation is that they

make a ppt of their topic and include examples like pictures so that the student can
quickly understand.
2. What are the evidence of your Resource Teacher’s success in preparing class
activities?
The success of our Resource Teacher in preparing class activities can be evidenced
through various indicators. An effective Resource Teacher's success may be
demonstrated by the engagement and enthusiasm of students during the activities,
the achievement of learning objectives, positive feedback from both students and
regular classroom teachers, and the adaptability of the activities to meet the diverse
needs of students. Additionally, successful resource teachers often incorporate
creativity, innovative teaching methods, and leverage available resources to create
meaningful and interactive learning experiences. And also, their success may vary in
the scores of their students after taking the quizzes.
37
6.5 DISSEMINATION
ANALYZING THE IMPORTANCE OF CLASS ACTIVITIES TO TEACH THE

LEARNING COMPETENCIES
Observing and doing personal research on teachers investing time and effort in
thinking for appropriate learning activities, write your reflection on the importance of
selecting class activities that are aligned with the attainment of the competencies on
the Most Essential Competencies (MELC’s).
My Takeaways on the Importance of Activities Aligned with the flow of MELC’s
Aligning activities with the flow of MELC's (Most Essential Learning Competencies)
is crucial for optimizing students' learning experiences. By designing activities that
are aligned with the MELC's, educators can ensure that they are addressing the
most essential skills and knowledge that students need to acquire. This alignment
helps in maintaining a focused and coherent educational experience for students,
guiding them towards mastering the core competencies identified in the curriculum.
When activities are aligned with the flow of MELC's, teachers can effectively scaffold
students' learning, providing opportunities for them to gradually build upon their
existing knowledge and skills. This approach promotes a structured progression
through the curriculum, allowing for a more seamless and integrated learning
journey. Furthermore, aligning activities with the MELC's helps ensure that
instructional time is optimized, as educators can prioritize the most critical
competencies and design activities that directly support their mastery.
Overall, the importance of activities aligned with the flow of MELC's lies in their ability
to provide a clear path for students' learning, promote coherence in instruction, and
prioritize the development of essential competencies, ultimately contributing to a
more impactful and meaningful educational experience.
38
SUPERVISING CLASS ACTIVITIES
What are some of the critical issues that you faced when you participated in
supervising the class activities of the students?
You can identify factors that affect supervisory practices of class activities in your
participating school as an action research topic.
The challenges and problems I encountered in supervising the class is that the other
seats are made of wood and have been eaten by termites, so they are rotting and
they have a first aid box, but the first aid boxes are not complete. There are boxes
but they do not have any medicines in them.
39
PARTICIPATING IN LESSON PLANNING FOR AN EFFECTIVE –TEACHING

ENGAGEMENTS
7.1 EXPOSURE
GETTING ACQUAINTED WITH THE STAGES INSTRUCTIONAL PLANNING
REVIEWING DOCUMENTS
Looking at the tedious stages of planning for successful teaching and learning
engagements, what are the different documents that teachers must be very familiar
with in the preparation of instructional plans.
1. Pre-Lesson Planning a. The teacher's guide

b.The student's book
c.The workbook
d. The CD or Flash
2. Lesson Plan Writing a. _______________________________

b. _______________________________
c. _______________________________
d. _______________________________
3. Assessment of Learning a. _______________________________

b. _______________________________
c. _______________________________
d. _______________________________
40
7.2 IDENTIFICATION
CITING DIFFICULT PARTS IN LESSON PLAN
All effective teachers prepare teaching plan following the format required by the
learning institution and public school teacher are provided with the required template
for their Detailed Lesson Plan (DLP) format which is also downloadable from the
internet ( D.O. 42,s.2016)
SAMPLE LESSON PLAN FORMAT 1
Instructional Planning is the process of systematically planning, developing, and

managing the instructional process by using principles of teaching and learning (
D.O. 42,s.2016)
School Amadeo National Highschool Grade level 7
Teacher Cherry Montoya Learning Area Health
Time and Date 10:30AM-11:30AM Quarter 2
I. OBJECTIVES
The learner demonstrates understanding

A. Content Standard of nutrition for a healthy life during
adolescence.
The learner makes informed decisions in

B. Performance Standards the choice of food to eat during
adolescence.
41
1. Identify the right food during
C. Learning adolescence. H7N-llb-c-21
Competencies/Objectives ( Write the LC 2. Value other Essential Nutrients and its
code for each Functions.
3. Develop/practice life skills on healthy
food to cope with changes during
adolescence
II. CONTENT
III. LEARNING RESOURCES
Health 7, Quarter 2 – Module 1, MELC

A. References Based
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
laptop, projector, activity sheets

4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURE
A. Reviewing the previous lesson or Review/Warm-up

presenting the new lesson
Motivation: “Wish upon a Fairy

B. Establishing the purpose of the lesson Godmother: Directions: Imagine that
42
there is a Fairy Godmother who can give
you the food you wish to eat every day.
Write them it down on a clean piece of
paper
ACTVITY: “What is it?”

C. Presenting examples/entances of 1. The class will be divided into 2 groups.
new lesson 2. Everyone will observe and follow
House Rules and Regulations during
group work
.3. Each group will select a leader and
reporter
4. They will be given five minutes to finish
the task.
5. Group presentation
o for today, we are going to talk more and

D. Discussing new concepts and discuss about……. WHAT DO YOU
practicing new skills number 1 THINK?
-NUTRITION DURING ADOLESCENCE
-FIVEFOODGROUPS
-OTHER ESSENTIAL NUTRIENTS AND
ITS FUNCTIONS-HEALTHY EATING
TIPS
HEALTHY EATING TIPS:1. Limit sugar

E. Discussing new concepts and and salt.2. It is not what you eat, it is how
practicing new skills number 2 you eat. Moderation is the key.3. Eat
clean and safe food.4. Do not skip
meals.5. Add calcium for bone health,
protein for energy and fiber to stay fit.6.
Add colorful fruits and vegetables.7. Eat
healthier carbohydrates and whole
grains.
43
Cancer Causing food to avoid:
F. Developing mastery (Leads to https://www.youtube.com/watch?v=yVV
formative Assessment 3) uiE-FkUE
1. Processed Meat
2. Alcohol
3. Very hot Beverages
4. Salt preserved Item5. Fried food
ANALYSIS
G. Finding practical application of 1. What food should you avoid or limit?
concepts and skills in daily living 2. What are the healthy drinks for
adolescent?
3. Why do adolescent needs healthy food
and good nutrition?
ABSTRACTION:Let us now recall the

H. Making generalization and abstraction following healthy food and good nutrition.
of the lesson Please say HEALTHY FOOD or GOOD
NUTRIENT. Raise your hand if you know
the answer.
APPLICATION Let us go back to what

I. Evaluating learning you have wished earlier to your fairy
godmother. Read again what you have
written. After reading the selection,
complete the statements below and write
them on
1 whole piece of pad paper.1. I
discovered that the foods I wish to eat are
________________________________
_________.
2. I learned that as an adolescent, I need
toeat
________________________________
________
44
ASSIGNMENTI Directions: List down all
J. Additional activities for application or the foods and drinks you ate for
remediation breakfast, snacks, lunch, and dinner
yesterday. Indicate also where you eat
your meal in the column for source. Study
your list and check if you followed the
nutritional guidelines for a balanced diet.
Do this activity in your notebook
V. REMARKS List down all the foods and drinks you ate
for breakfast, snacks, lunch, and dinner
yesterday. Indicate also where you eat
your meal in the column for source. Study
your list and check if you followed the
nutritional guidelines for a balanced diet.
Do this activity in your notebook
Answer the following questions: 1. Do

VI. REFLECTION you eat meals regularly? 2. What did you
discover about the food you eat? 3.
Where do you usually eat your meals? 4.
Were you able to follow most of the
nutritional guidelines? 5. What do you
plan to do now
45
SAMPLE LESSON PLAN 2
CONTENT
STANDARD
LEARNING
COMPETENCIES
PERFORMANCE
STANDARD
Specific Learning
Outcomes Explore Firm-up/ Deepen Transfer
A. Preliminary A. Lesson A. Application

A. Topic Activities Discussion
B. Specific B. Review/Drill B. Learning B. Evaluation

Objectives Activities /Assessment
Strategies
C. Values C. Motivation C. Values

Integration Integration
D. Generalization
D. Reference
7.3 INTERNALIZATION
OBSERVING PRACTICE TEACHERS IN THEIR FINAL DEMONSTRATION

TEACHING
A. As you join your Resource Teacher in the pre-observation conference and observing
demonstration teaching of Practice Teachers, record your observation using
evaluation sheet for Classroom Observation
Rating 3 for often Practiced, 2 for Seldom Practiced, 1 for not Practiced
I. Planning and Preparation of Instruction
46
1. The teacher has lesson plan/Learning plan
that is aligned with curriculum standards and 3
competencies.
2. The teacher’s plan has provision for different

activities that address learners varied interest 3
and learning styles.
3. The teacher’s plan includes appropriate

instructional resources and use of technology 3
4. The teacher’s plan incorporates varied

assessments to measure students’ 3
performance of standards, competencies and
21st century skills
5. The teachers ‘s plan uses varied strategies

for active and engaging student learning 2
II. Classroom Management
1. Teacher has materials, supplies and

technology equipment ready for instructional 3
activity
2. Teacher has established set of rules and

procedures that govern the handling of 3
instructional routines
3. Teacher monitors the behavior of the

students at all times 2
4. Teacher keeps student on track and

maximize use of allocated learning time 2
5. Teacher models and promotes positive and

respectful interactions 3
47
7.5 DISSEMINATION
REFLECTING ON THE IMPORTANCE OF LESSON PLANNING ENGAGEMENTS
In observing and practicing with your RT in the daily conduct of classes while attending
demonstration classes and in listening during pre-observation conferences, what
insights have you gained in the preparation of Lesson Plan instruction? Write your
reflection based on the given thesis statement.
Successful Planning Equals Successful Teaching and Students Learning
It is preferable to have a scheduled lesson for multiple reasons. Among them is the
fact that a lesson plan facilitates concentration. It is very easy for a lesson to get
completely sidetracked or derailed in a classroom full of kids, with their short
attention spans and natural desire to disrupt everything. If you are lucky enough to
have brought your map with you, it will help you, the teacher, steer the lesson back
on course. I apologize for confusing the automobile and train metaphors there.
Children are also aware of when an instructor is unsure about what to do. They will
attack if you display even the slightest hint of weakness.Children are highly
responsive to regularity and structure, which can be provided via lesson planning.
In addition to helping you and the students stay on course, a lesson plan has
additional benefits outside of the actual classroom. You can monitor issues and
progress with lesson planning. When you use scheduled lessons, you can review
everything you've taught later since you have actual documentation of it. You can
adjust the lesson plan if students aren't understanding a certain concept, which
enables you to grow from your own errors and blunders. When students master a
particular topic, you can analyze the lesson to see what aspects of it were most
effective. You don't have to do it by memory; you may begin to learn how to be a
better teacher overall and for each specific class.
48
IDENTIFYING PROBLEMS OR CHALLENGES IN CLASSROOM TEACHING AND

LEARNING AND DETERMINING ACTIONS TO ADDRESS THEM
8.1 EXPOSURE
REVIEWING ACTUAL EXPERIENCES ON THE NATURE OF CLASSROOM

PROBLEMS
Samples of classroom problems have been provided for you. Some of these are
recommendatory in nature; some in question from but nevertheless, imply an existing
problem.
LE Problem/Challenge/ Difficulty
1. Develop a flowchart to systematize gathering of resources.
Do a survey of possible sources of materials/ resources for teaching.
Need to develop one’s own instructional materials for a specific

purpose/learning topic.
Do research on the kind of instructional materials related to the

dominant learning style of pupils/students.
Do research on the kind of engagement students’ exhibit given

particular instructional materials.
Problems met in integrating technology and digital media in preparing

instructional materials.
49
2. Critical reflection on the impact of good classroom structure.
Getting the attention of the class. Some students did not listen
Lack of student centered activities, like they can’t express too much
about their feelings and opinions.
Lack of communication to students.
8.2 PARTICIPATION
ADMINISTERING A SIMPLE OBSERVATION TOOL LOOKING FOR BEHAVIORAL

INDICATORS OF THE EXISTENCE OF A PROBLEM
A. Below is a guide to help you observe the identified behaviors of the students in the
classroom. It suggested that you do your observation on a single subject for three days.
Subject: Health Date & time of Observation: January 2024 (7:30am - 8:20am)
Students Behaviors: Put check opposite the behaviors that you observed.
1. Students not paying attention to the teacher Understand the lesson
2. Students talking to classmates Student listen carefully
3. Students not doing tasks given by the teacher Student participate to the
task.
4. Students giving wrong answers. Student answer the
question correctly
5. Students are restless Student are restless
50
6. Others ( Please Specify) None
B. After conducting the observation, write a short essay about your thoughts on
what could be the problem of difficulties existing in the classroom. You can also
describe the physical environment of the classroom during observation.
 During my observation in grade 7, the difficulties may exist when the student is
not interested in the lesson. Some students are not paying attention to their
seatmates. It's hard for me as a teacher if I am the one who teaches them.
Because not all the teachers are as effective as always.
C. Make a list of situations and students’ behaviors gathered from your

observations which represent problem in the classroom.
Classroom Situations Students’ Behavior
teacher starts teaching Students not paying attention
Teacher randomly asking question Student short attention span
Teacher angry for not doing the The student always stand up
instructions
Student not seating properly
8.3 IDENTIFICATION
SIFTING THROUGH THE DIFFERENT LEARNING BEHAVIORS OBSERVED TO

DETERMINE “PROBLEMS” IN LEARNING THAT NEED TO BE ADDRESSED
Your next task is to brainstorm with your RT, and determine which of the
problems are very significant needing immediate actions or intervention. Put an
asterisk (*) before the problem which you consider as significant. In you
brainstorming, be guided by the following points or questions.
51
1. What student behaviors tend to disrupt activities inside the classroom?
 too much aggressiveness, excited that's why they did not pay attention to the
activity instruction.
2. What problem is created by student behaviors like talking to classmates as

lesson is going on?
 they can distruct the teacher lesson,and also their classmate.
3. If students are restless inside the classroom, what could this mean?
 They can catch up the lesson and also they can make any noise or distraction
theyre fellow student.
8.4 DETERMINING THE DIFFICULTY OR EASE IN SOLVING PROBLEM AS WELL

AS THE APPROPRIATE ACTIONS TO APPLY ON THEM
Using the same table found in the 8.3 identification, try to determine the
appropriate action for each problem or difficulties. Two examples are given.
Action/ Intervention to
Mitigate/ Solve the
Source Problem/Challenge/Difficulty
problem
Develop a flowchart to explain the flowchart to

systematize gathering of systematize the IM’s
LE Review (1.1)
instructional materials
Students are coming from a exercise, put a lot of

certain area/district are restless activities so they can
Observation (1.2)
inside the classroom. How participate
restlessness inside the
classroom.)
observation (1.3) students attention span calling there name

many times.
52
8.5 DISSEMINATION
SHARING THE LIST OF IDENTIFIED PROBLEMS IN THE CLASSROOM AND

DISCUSSING THE ACTIONS NEEDED TO SOLVE THESE PROBLEMS TOWARDS
IMPROVEMENT OF STUDENT LEARNING
Came up with a poster containing a list of classroom problems which could be

solved more effectively using action research. Present your RT and to your
fellow student teachers for their comments or suggestions.
Students not paying attention
Student short attention span
The student always stand up
Student not seating properly
53
INTRODUCTION TO CLASSROOM BASED RESEARCH
9.1 EXPOSURE
A. From the above discussions, what significant lessons have you learned about
classroom-based action research?
I discovered that doing action research is an essential part of developing into a

competent educator who cares about both the professional development of
themselves and their pupils. Action research is essential for pinpointing the
shortcomings in the teaching-learning process. Additionally, it can assist us in
comprehending what is going on in our classroom and identifying modifications that
enhance instruction. By doing this, we will be able to respond to questions and offer
answers for the issues we face in the field.
B. Survey the literature or search the internet for the similarities between Action
Research and Academic research.
Similarities Differences
Both types of research results are of a shared

involve systematic ownership
A. Action Research
investigation and analysis
of a topic
Both types of research focuses on the creation of

require a rigorous and new ideas, perspectives,
B. Academic
scientific approach, and arguments
including the use of
empirical data and
experimentation
54
9.2 PARTICIPATION
ANALYZING A SAMPLE CLASSROOM-BASED ACTION RESEARCH
B. After reading the example of the classroom-based research, answer the following
questions. Expound and discuss your answer.
1. What exactly is the classroom problem that Melinda wanted to address and solve?
 She wants to address student attention span and she can do it by putting a lot
of activities to get the attention of the student.
2. What processes helped Melinda to think of possible causes why ?
 because the teacher only focuses on the lesson, not on the student. That's why
students are less attention .
3. What processes helped Melinda to think of an action, which, if implemented, will

help address or solve the classroom problem?
 This process may help her to be more effective teacher facilitator to the student.
4. What exactly was the action that Melinda wanted to implement?
 Setting guidelines and monitoring the remedial lessons
5. What was the expectation of Melinda regarding the effect of the action she wanted
to implement?
 Melinda thinks there will be more opportunities for pupils' learning results to
gradually get better.
6. What processes did Melinda employ to find out of her expectation regarding the
effect of the action is confirmed?
 Before the actual remedial lesson began, Melinda read the directions to the
students.
 While the remedial session was in progress, Melinda strolled about and offered
each student.
 Melinda assisted any student who was struggling with the assignment.
55
 Melinda made sure to keep an eye on what each learner was doing toward the
end of the session was carrying out.
7. What are the results of the implementation of the action?
a. The noise made by people "talking and walking around the classroom" is
trending downward. Actions from the first to the sixth remedial session. A
reduction in the frequency of other "noise" behaviors were also seen. It could
be as a result of careful observation, The assignments kept the students
occupied, and they were deprived of time and opportunities to create a sound.
b. At the conclusion of the session, the students successfully finished the work
that was given to them. It used to be that they couldn't finish in the allotted time.
Additionally, with supervision and direction on challenging assignments, maybe
the students comprehended improved what they were working on, which in turn
inspired them to complete their assignments.
c. Melinda and the observer both reported that the noise level decreased during
the way remedial classes are run. This results from the decline in the quantity
of disruptive habits of students from the first to the sixth day.
8. What are the conclusions from the classroom-based action research?
 Melinda predicted that keeping an eye on students' behavior during

remediation sessions would improve their performance. Melinda anticipates
that monitoring will ultimately result in better learning outcomes, such as
completing the given tasks by the end of the session.
MATCHING PROCESS ACTIVITY
Steps in the conceptual Framework Corresponding Step or Processes in the

Sample Action Previously Presented action research
56
assistant teacher was observing the
A. Diagnosing (identifying a problem)
class and found out there were a
monitor/television is not positioned
correctly
B. Action Planning ( considering

alternative courses of action)
assistant teacher will talk to their CT
about their concern and CT
advise to go to the library, visit some of
the teachers or school personnel, so she
C. Taking Action (Selecting course of did
Action)
D. Evaluating (studying a consequence

then found a solution and asked
of an action)
permission to the
CT to try it and so they did
E. Specifying Learning (Identifying

general findings)
observed if the class had improved or
not .
concluded that the solution she

established through library research and
asking advice from
School personnel was successful.
57
SEARCHING PROBLEMS FOR CLASSROOM-BASED ACTION RESEARCH
10.1 EXPOSURE
REVIEWING THE PREVIOUS LEARNING EXPERIENCES AND CLASSROOM

OBSERVATION NOTES
A. Go over your LE 1 to 7. You may also want to review your observation notes.
Deduce from these, the challenges or problems you encountered in the classroom
during your participation and assisting tasks.
List of Classroom Problem Observed
Not all classrooms have trash bins

Narrow classrooms
Improper placement of LED TV
B. Select one situation which do 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

Upon entering different four walled classrooms, we observed that there is an
improper placement of the television. Some televisions were place in front, some
were on the left side, some were on the upper center of the chalkboard.
58
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.
Television is one of the most crucial things in the classroom nowadays, it is used
almost every time. Teachers utilize the convenience of using it, however, some of it
is not fairly placed for the students to see it clearly. It should be in the proper place
so that the students have the same distance of looking at the television since most
of the lessons are presented in it. It affects the student’s interest in learning the
lesson, the students might lose interest.
Do you think that this problem needs a solution? If yes, give your reason/s.
Yes, it should be given a solution since it’s for the learner, and we are in the learner-
centered approach. It is their right to learn, that’s why we must consider this problem
to be given solutions.
If not, what will happen if the problem is not solved?
If the problem is not solved, it falls on the teacher's techniques in teaching. The
teacher must give alternatives to still provide learning equality to the students. As a
teacher, these matter are observed especially when students start to lose interest
in listening.
59
10.3 IDENTIFICATION
IDENTIFYING A CLASSROOM PROBLEM
Do a gap analysis for the Hypothetical Problem cited below. Follow the procedures
needed to do it.
Ms. Cruz, a math teacher in grade 4 noticed that her pupils are not performing as well
as the previous pupils. She is worried that at this grade, her pupils generally should be
performing better. She also noticed that across subject matter, her students performed
lowest in fractions. Discuss with the group member how you should go about with
group analysis.
Expected Actual/ Existing Comparison Action to Close

Learning Outputs Condition Between the Gap
Expected and
Actual
Every student is The required There is a need for

required to mastery level of the a teacher to
Individual solving
participate in each students does not facilitate
drills
drill given by the meet the expected individually while
teachers. outcomes percent solving the
of the standard. problem in each
drill.
This will enable The required The teacher came

students to discuss mastery outcomes up with a way that
Pair activity
their opinions 80% while students students improve,
about the activity got 50 % still, students need
improvement rating to improve their
compared to the solving skills to
individual solving meet the expected
drills. learning outcome.
Allow students to Not all students are To increase the

collaborate with able to solve the number of students
Group activity
other student for fraction problem. who solve
60
them to learn from fractions, group
each others by activity will help as
discussing each their remedial
possibility to come lesson for the
up with a solution students to discuss
where did they got
wrong and what
part is hard.
10.4 INTERNALIZATION
DETERMINING THE BEST ACTION TO SOLVE PROBLEM
To decide on the most appropriate action to solve the problem, following are 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?
Classroom Problems Suggested Actions to solve the

Problems
1. Pupils low performance in Group activity

mathematics
2. Poor reading ability of pupil Allow students to read during the

discussion or have reading sessions
61
3. Pupils shouting at the top of their Flash something on the television that
voices can
4. Frequent absences from classes Visit the student home, ask how they are
living.
5. Students not paying attention to the Flash something on the television that
teacher could disturb them from not paying
attention.
6. Student sleeping in class Make your class lively.
62
DETERMINING THE BEST ACTION
In the activity presented in 10.3 Identification a problem cited was low performance
in mathematics. Discuss in group (face to face or through chat group) what possible
reasons why this is happening. In other words, what are the possible reasons why
there is this problem?
Ex. Pupils are not interested in math.

Pupils do not study their lessons.
Student different learning strategies
Every student has a different way of learning. According to Howard Gardner, there
are 7 Multiple intelligences, the students with low performance in mathematics might
not be good at logical or mathematical learning strategies.
Discuss in the group which possible above cited causes of low math performance
contributed most to the problem. Why? Cite the literature that you reviewed that
helps you determine this. List down your references.
Mathematics Anxiety
Negative attitudes towards mathematics reflect children's prior experiences with

mathematics (Dowker et al., 2016), affect students' conceptual understanding of
mathematics (Chan & Reynolds, 2022;Dowker et al., 2019), and can negatively
affect mathematics achievement
63
Decide what action to implement for that which significantly caused the problem.
Do not Pressure the students.
Some students can’t focus due to the pressure given by the teacher and classmates.
It is essential to foster discipline and be humble in mathematics class. What I mean
is that if other students easily solved the problem or understand it well, ask the other
if they find it difficult and do not move to the next lesson while leaving other students
hanging from the last lesson. This will help them to cooperate and have motivation
to learn.
10.5 DISSEMINATION
SHARING WITH CO-STUDENTS TEACHERS AND RT THE PROBLEMS

IDENTIFIED AND CORRESPONDING ACTIONS TO SOLVE THEM
Together with your resource 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.
ARRAY OF CLASSROOM PROBLEMS AND POTENTIAL
COURSE OF ACTIONS
List of Classroom Problems Possible Actions to solve the

problems
64
Shakey chairs Hire a constructions worker to fix the
shaky chairs
Place the television at the upper center

Improper television placement
of the chalkboard
Empty first Aid boxes

Put medicine for common scratches.
65
WRITING A CLASSROOM-BASED ACTION RESEARCH PROPOSAL
11.1 EXPOSURE
FAMILIARIZING ONESELF WITH EXAMPLES OF COMPLETED CLASSROOM-

BASED ACTION RESEARCH
Find out how similar or different are the sample action research from the action
research models found in LE 10. While this exercise is about developing familiarity with
classroom-based action research, it is nevertheless important because it prepares you
to write an action research proposal.
Title Of Sample Description Of Commonalities In

Classroom-Based Stages/Parts And Stages/ Parts Across
Action Research Features Of Classroom- Samples
Based Action Research
“LED TV MONITOR IN This classroom-based This classroom-based

THE CLASSROOM: A research came from research has similarities to
PROPER PLACEMENT observation inside the the study of Rebecca F.
OF TV MONITOR INSIDE classroom. This is needed Averion et.al. students of
THE CLASSROOM” to take immediate action Department of Education,
to provide better learning Benjamin B. Esguerra
material for students Memorial National High
during the discussion. School, Taytay, Rizal,
Philippines entitled “LED
TV IN THE CLASSROOM:
IT’S ACCESSIBILITY AND
EFFECTIVENESS IN THE
PHILIPPINES''. According
to Michigan Health
System (2010), Light-
emitting diodes (LED)
television (TV) as part of
66
technology and an audio-
visual media became one
of the common learning
resources or tools used
inside the classroom to
disseminate the lesson.
But somehow, we need to
make sure the placement
of LED TV is in good
placement inside the
classroom to make sure
that all of the students can
see the monitor.
67
11. 2 PARTICIPATION
DETERMINING THE CHARACTERISTICS AND PARTS OF A COMPLETED

CLASSROOM-BASED ACTION RESEARCH
Together with your co-student teacher, describe in your own words, the classroom-
based action research which you have chosen (from among the three samples) for
presentation. Describe in greater detail the steps or processes the researcher or author
has done each part. Then discuss and get reactions from your co-student teachers.
Remember this is a completed action Research.
The chosen classroom-based action research is entitled “LED TV MONITOR

IN THE CLASSROOM: A PROPER PLACEMENT OF TV MONITOR INSIDE THE
CLASSROOM”. This classroom-based research came from observation inside the
classroom. This is needed to take immediate action to provide better learning
material for students during the discussion. In order to provide immediate actions,
we need to plan the steps on how to solve that problem. First, we need to discuss
with my co-student teachers if we observe the same situation inside the classroom.
Second is, we need to talk to the coordinated teachers if they also observe the same
situation, if they see that some students are not able to see what flash in the screen
monitor because the placement of the LED TV is in the blind spot for the students at
the back of the class. Lastly, we need to talk to the principal of the school and raise
this concern or the problem that we observe. To solve this problem, the LED TV
needs to be placed in front of the class at the center part to be able to see and make
the presentation on the screen readable for all the students. This classroom-based
research is helpful and beneficial for all the students for having a better learning
using the technology in this 21st century education.
68
WRITING AN EXAMPLE OF AN ACTION RESEARCH
Write an action research proposal. Be sure to do any of the following to help you
conceptualize better your action research proposal.
· Review the challenges or problems you encountered in LE 1-7 for possible topics
for action research.
· Search the internet for other topics
· Discuss with your group mates and present to them your proposal
· Read examples of action research done.
· Read on themes of learning
WRITING AN ACTION RESEARCH PROPOSAL
“LED TV MONITOR IN THE CLASSROOM: A PROPER PLACEMENT OF TV

MONITOR INSIDE THE CLASSROOM”
This action research aims to surface the effects of placement of LED TVs in
classrooms using a mixed method of quantitative analysis to assess teachers'
acceptability, qualitative phenomenology to describe the essence of teachers' lived
experiences, and phenomenography to structure the impact of LED TVs on students'
learning.
Schools and educational institutions are continually looking for the finest
technological solutions to live up to the promise of improved educational results as
they become more aware of the possibilities of new technology (Abuhmaid, 2014).
According to Groove (2014), it plays a significant role in the teaching and learning
process. Light-emitting diodes (LED) televisions (TVs), as a component of
technology and audio-visual media, have emerged as one of the most widely utilized
educational resources or tools inside the classroom for lesson dissemination,
according to Michigan Health System (2010).
69
The primary problem that the student teachers observe in the classroom is the
improper placement of LED TV monitors. The observers aim to find an immediate
solution by coordinating with the teachers and school principal. This would be action
by putting the LED TV in the right placement in front of the class at the center to be
able to make it readable and clear for the students what is flashing on the screen.
This would be a huge help for the students, especially those at the back of the
classroom, to have a better understanding and make the lesson easier to understand
because they can follow what the teacher discusses over the screen monitor.
11.5 SHARING AND PRESENTING AN ACTION RESEARCH PROPOSAL
Together with your Resource Teacher and co-student teacher, present your sample
action research proposal. Compare your action research proposal with your co-student
teachers and share your insights on your finished output.
My Insights On My Action Research Proposal
As a student, we’ve experienced the same scenario about the classroom-

based research that we propose. We’ve experienced the hassle of not seeing clearly
what is flashing on the screen, not participating in the class because we can’t follow
the teacher on what she/he discusses. That’s why we easily identify what is the
primary problem that we need to take immediate solutions inside the classroom. As
an observer who sit at the back of the class, it’s hard for the students to see what is
flashing on the screen because the placement of LED TV is either in the front of the
class but at the counter part, or at the center of the class but place at the top of the
table we’re the students at the back is hardly to see what’s on the screen. That’s why
it will affect the learning of the students.
As an observer who conducted this classroom-based action research, it is a

huge help for teachers to observe, identify, and realize why some students are low
on participation in the discussion because maybe this study is one of the factors.
70
That’s why we encourage and seek help in school to take immediate action on this
problem. It gives satisfaction to the student teacher observer if this problem is
addressed immediately for the better learning of the students.
71
UNDERSTANDING AND ANALYZING THE NATURE OF VARIABLES OF THE

RESEARCH PROCESS, INCLUDING CLASSROOM-BASED ACTION RESEARCH
12.1 EXPOSURE
READING THE LITERATURE ABOUT CONCEPTS, CONSTRUCTS, AND

VARIABLES, THEIR DIFFERENCES AND DEFINITIONS
Go to the library and read a book on research. Look for three to five definitions of the
term variable and write them here. Share what you have found with your classmates.
LED TV Monitor: A flat-panel display utilizing Light Emitting Diode (LED)

technology to provide high-quality visuals, typically used for educational purposes in
this study.
Proper Placement: The strategic positioning and arrangement of the LED TV

monitor within the classroom environment to optimize visibility, engagement, and
educational effectiveness.
Educational Technology: The integration of technological tools, such as LED TV

monitors, to enhance the learning experience and facilitate effective communication
in the educational environment.
12. 2 PARTICIPATION
READING THE LITERATURE ON RESEARCH STUDIES AND CLASSROOM-

BASED ACTION RESEARCH FOR A CLEARER UNDERSTANDING OF THE
IMPORTANT TERMS RELATED TO THE VARIABLES
Pair with a classmate. Read a research study preferably from a research journal. You
may also consult the website of the department of education. Fill out correctly the
information asked for.
1. Title, year and author of research
72
 LED TV IN THE CLASSROOM: IT’S ACCESSIBILITY AND EFFECTIVENESS
IN THE PHILIPPINES, 17th July 2020, Averion, R. F, Caleja H. B. F., &
Zapanta V. M.
2. Variable/s Studied as Called from the write up/Title
 This study intends to surface the effects of using LED TV in the classroom
utilizing a mixed method of quantitative to analyze teachers’ acceptability;
and qualitative through phenomenology to describe the essence of the
live-experienced of teachers; and phenomenography to structure the effect
of LED TV in the learning of the students. Through validated researcher
acceptability survey questionnaire, semi-structured interview guide, focus
group discussion anchored in the Unified Theory of Acceptance and Use
of Technology and Technology Acceptances Model (Kolog et al., 2015), and
the richness of the data gathered, this study surfaced that the use of LED TV
in the classroom is an effective and useful educational-technological tool, for it
creates various effects both to teachers and students. With the use of LED
TV, teachers became competent, confident, and effective teachers
3. Variable/s and type
 Utilizing a mixed method, quantitative research approach is to analyze

teachers’ acceptability on the LED TV in the classroom, utilizing the
descriptive survey that analyze, interpret, compare, identify the trends and
relationships of the determinants (Salaria, 2012) which in this study we
used the Unified Theory of Acceptance and Use of Technology and
Technology Acceptance Model (Kolog et al., 2015); and qualitatively research
approach through phenomenology (Wojnar & Swanson, 2007) to describe the
essence of the live-experienced of teachers and phenomenography
Marton,1981,cited by Varvarigou, Hallam, Creech & McQueen,2013) to
structure the effect of LED TV in the learning of the students.
73
12.3 IDENTIFICATION
READING A CLASSROOM-BASED ACTION RESEARCH AND IDENTIFYING THE

VARIABLES AND THEIR LEVELS
Write down your observations about the levels of the variables cited in the examples
above.
 The variables cited above are related to our classroom-based action research.
Our study entitled “LED TV MONITOR IN THE CLASSROOM: A PROPER
PLACEMENT OF TV MONITOR INSIDE THE CLASSROOM” is using a mixed
method of quantitative analysis to assess teachers' acceptability, qualitative
phenomenology to describe the essence of teachers' lived experiences, and
phenomenography to structure the impact of LED TVs on students' learning.
Also utilizing the descriptive survey that analyze, interpret and identify the
learning ability of the students with the use of improper placement of LED TV
monitors.
APPLYING THE PROCESS OF DEFINING VARIABLES UNDER STUDY IN ONE’S

OWN CLASSROOM-BASED ACTION RESEARCH
A. Define conceptually the following (you may consult source materials
1. Misbehavior in the classroom:
 Disruptive actions or behaviors that hinder the learning environment, such as

talking out of turn, not following instructions, or causing disturbances.
2. Attitudes towards Mathematics:
 Attitudes towards Mathematics: Individual perspectives and feelings regarding

the subject of mathematics, including preferences, likes, or dislikes
3. Learning:
 The process of acquiring knowledge, skills, and understanding through study,

experience, or teaching
74
B. Define operationally the following (you may have your own reference)
1. Attitude toward Studying:
 Observable behaviors and expressions that indicate a student's approach,

interest, and disposition towards academic studies.
2. High – Motivation for Achievement:
 Demonstrable enthusiasm, persistence, and effort towards accomplishing

academic goals and excelling in educational pursuits.
3. Low socio-economic status
 Measurable categorization of individuals or families based on factors such as

income, education, and occupation, indicating limited financial resources and
social standing.
12.5 DISSEMINATION
RENDERING A REPORT ON A CLASSROOM-BASED ACTION RESEARCH

FOCUSING ON THE VARIABLES STUDIED
What are the variable/s studied in this action research?
What are the levels of each variable studied?
VARIABLES LIST OF VARIABLES
Placement of the LED TV Monitor INDEPENDENT VARIABLES
DEPENDENT VARIABLES
75
Do the same approach and process in determining the conceptual and operational
definitions of the variables and their levels of, and other key terms in the study. This is
especially so If the write-up does not provide explicit definitions of variables.
Variable/level of the Variable
1. Conceptual Definition:
 The study explores the theoretical underpinnings and principles associated

with determining the optimal positioning or arrangement of LED TV monitors
within a classroom setting. It aims to conceptualize how the physical placement
of these monitors influences factors such as classroom dynamics, student
engagement, and academic performance, with the goal of identifying the most
effective and efficient arrangement for enhancing the learning environment.
2. Operational Definition:
Independent Variable: Placement of the LED TV Monitor
 Operational Definition: The specific locations and orientations of the LED TV

monitor within the classroom, including variations such as front-facing, back-
facing, left, right, and center placements.
Dependent Variables:
a. Classroom Engagement
 Operational Definition: Quantifiable measures of student involvement,

participation, and interaction with the learning material, assessed through
observation, surveys, or participation metrics.
b. Student Attention
 Operational Definition: Measurable indicators of students' focused and

sustained attention during classroom activities, gauged through observational
methods or attention-tracking tools.
c. Academic Performance
76
 Operational Definition: Objective assessment of students' academic
achievements, considering factors such as test scores, grades, and completion
of assignments.
3. Conceptual Definition:
 This study delves into the theoretical framework and underlying principles
associated with determining the most effective arrangement of LED TV
monitors within a classroom setting. The conceptual exploration focuses on
how the strategic placement of these monitors impacts the overall learning
environment, student engagement, and academic outcomes. It aims to uncover
the theoretical foundations guiding decisions about where and how to position
TV monitors for optimal educational effectiveness.
4. Operational Definition:
Independent Variable: Placement of the LED TV Monitor
 Operational Definition: The tangible and specific locations and orientations of

the LED TV monitor within the classroom, including variations such as front-
facing, back-facing, left, right, and center placements.
Dependent Variables:
a. Classroom Engagement
 Operational Definition: Quantifiable measures of student involvement, active

participation, and interaction with the educational content, assessed through
direct observation, surveys, or engagement metrics.
Academic Performance
 Objective evaluation of students' academic achievements, including test

scores, grades, and completion of assignments, providing concrete metrics for
educational success.
 These operational definitions clarify how researchers will precisely measure
and assess the variables involved in the study, providing a basis for data
collection and analysis.
77
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Cavite State University

Don Severino de las Alas Campus

COLLEGE OF SPORT PHYSICAL EDUCATION AND RECREATION

PARTICIPATION AND TEACHING ASSISTANTSHIP

Learning Experience 1—------------------------------------------------------------------4

Learning Experience 2—-----------------------------------------------------------------13

Learning Experience 3—-----------------------------------------------------------------17

Learning Experience 4—-----------------------------------------------------------------27

Learning Experience 5—-----------------------------------------------------------------31

Learning Experience 6—-----------------------------------------------------------------35

Learning Experience 7—-----------------------------------------------------------------40

Learning Experience 8—-----------------------------------------------------------------49

Learning Experience 9—-----------------------------------------------------------------55

Learning Experience 10—---------------------------------------------------------------58

Learning Experience 11—---------------------------------------------------------------66

Learning Experience 12—---------------------------------------------------------------72

PARTICIPATING AND ASSISTING IN SEARCHING FOR INSTRUCTIONAL

EXAMINING INSTRUCTIONAL MATERIALS FROM THE SCHOOL’S RESOURCES

LIST OF WEBSITE AND

Music Sheet Music: Television MusicTheory.ne

Physical Sports Balls: Online Workout

Health textbooks, Health Television HealthTeacher

IDENTIFYING THE PURPOSES OF THE INSTRUCTIONAL MATERIALS

INSTRUCTIONAL MATERIALS PURPOSE FOR USE

Books-They can provide in depth

to facilitate learning by providing

to inform,entertain,and educate the

to entertain, educate, document,

to provide entertainment, information and

to improve efficiency, enhance

CONSIDERING THE DIFFERENT PRINCIPLES IN SELECTING INSTRUCTIONAL

a. Principles of Appropriateness ( appropriate and aligned with the

b. Principle of Authenticity (present accurate, up to date and

c. Principle of cost (economical and easy to manipulate) /

d. Principe of Interest (power to encourage creativity, and /

e. Principle of Organization and Balance (clarity and in

Checklist of Using Instructional Materials

1, Reserve necessary materials and

GROWTH PORTFOLIO ENTRY

Listing Instructional Materials According To Purpose

Learning Subject Purpose for Possible

PRESENTING APPROPRIATE INSTRUCTIONAL MATERIALS ALIGNED WITH

GROWTH PORTFOLIO ENTRY

List of Instructional Materials Aligned with MELC’s

● Nutrition ● identifies the right foods

GROWTH PORTFOLIO ENTRY

Better This Time with Appropriate Instructional Materials

CHALLENGES ENCOUNTERED IN PARTICIPATING AND ASSISTING TASK

A. Difficulties Relative to Application of Principles in Assisting for Appropriate

In assisting your RT to search for appropriate instructional materials, what are

Selecting instructional materials can present challenges when applying different

B. Problems met in Integrating Technology and Digital Media in preparing

PARTICIPATING AND ASSISTING IN PREPARING BULLETIN BOARD AND

GETTING READY MATERIALS FOR MAKING CLASSROOM DISPLAYS

1. Bulletin board paper or fabric

2. Posters, charts, or visuals related to the theme or topic

3. Push pins, staples, or adhesive for attaching materials

4. Scissors, rulers, and tape for cutting and securing materials

5. Bulletin board borders, cutouts, or stickers for additional decoration

6. Art supplies or craft materials

7. Task cards or instruction card

8. Writing utensils, paper, or notebooks

10.File folders or binders for storing worksheets or activity sheets.