Blept Review Fs Ar Ced

BLEPT REVIEW
FIELD STUDY
and
ACTION RESEARCH
BEN JACOB Y. LARGUEZA
Lecturer - RSU Santa Maria Campus
TOS
LEARNING COMPETENCIES:
1. Documentation of Experiential Learning
i. Describe authentic experiential learning from field study and actual classroom
immersion as a prospective teacher.
ii. Demonstrate skills in teaching assistantship and guided mentored classroom teaching.
iii. Prepare portfolio on process of learning behavior, motivation, classroom management
and assessment from direct observation of teaching learning episodes in an actual
school environment.
iv. Demonstrate reflective thinking and teaching.
2. Action Research
i. Demonstrate ability to identify teaching-learning problems and offer recommendations
based on research.
FIELD STUDY
EXPERIENTIAL LEARNING
• Experiential Learning Theory (ELT) defines learning as ’the process whereby
knowledge is created through the transformation of experience. Knowledge results
from the combination of grasping and transforming experience’.
• It emphasizes the importance of experience and its role in the learning process
(learning-by-doing and reflective thinking)
Examples:
1. Growing a garden
2. Field Trips (Zoo excursions)
FIELD STUDY
PHILOSOPHICAL ROOTS OF ELT
PRAGMATISM
• It is a classical philosophy which believes that the essence of an idea comes from
the consequence of its test or practice; if it works, the idea is true or good, if it
doesn’t, the idea is false or bad. It is called experimentalism (Pierce), practicalism
(James), and instrumentalism (Dewey).
FIELD STUDY
PHILOSOPHICAL ROOTS OF ELT
PROGRESSIVISM
• It is a contemporary educational theory that views that change, not permanence, is
the essence of reality.
• It declares that education is always in the process of development.
• The essence of education is a continual reconstruction of experience.
QUESTIONS:
Education is a continuous process. This a belief of a _________.
A. Perennialist
B. Existentialist
C. Essentialist
D. Progressivist
QUESTIONS:
Humanities are gradually replaced by technical courses that
bear practical consequences. This shows that curricular
direction is toward:
A. Perennialism
B. Essentialism
C. Pragmatism
D. Existentialism
FIELD STUDY
KOLB’S MODEL OF EL
CONCRETE EXPERIENCE (CE)
• This is the action phase. Students are
encouraged to try-out the action and
have a new experience
FIELD STUDY
REFLECTIVE OBSERVATION (RO)
• This is the observation phase.
Students are encouraged to
intentionally reflect on their
experience from multiple
perspectives and the factors involved
(e.g. environment, stakeholder,
context, outcomes)
FIELD STUDY
ABSTRACT CONCEPTUALIZATION (AC)
• This is the integration phase. Students
are encouraged to integrate the
experience (action and result) into
existing knowledge schemas and with
existing theory. As a result, a new
concept is formed and can be applied
to future experience(s).
FIELD STUDY
ACTIVE EXPERIMENTATION (AE)
• This is the hypothesizing and trial
phase. Students are encouraged to
hypothesize what will happen and try
the action out by making decisions
and solving problems.
FIELD STUDY
EXPERIENTIAL LEARNING COURSES (ELC)
• This refers to the collective program of Field Study and Teaching Internship courses.
• It is a year-long engagement that supports that supports authentic experiential
learning from field study and actual classroom immersion of the prospective
teachers.
• The following are the ELCs:
a. Field Study 1: Observations of Teaching-Learning in Actual School Environment
b. Field Study 2: Participation and Teaching Assistantship
c. Practice Teaching/Teaching Internship
FIELD STUDY
ALIGNMENT AND BASES OF THE EXPERIENTIAL LEARNING COURSES
A. Philippine Professional Standards for Teachers (DepEd Order No. 42, S. 2017)
• It is a framework for teacher quality and teacher development.
• It shall be used as a basis for all learning and development programs for
teachers to ensure that teachers are properly equipped to effectively
implement the K to 12 Program.
• It comprises 7 Domains and 37 Strands.
FIELD STUDY
PPST DOMAINS
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional
7. Personal Growth and Professional Engagement Development
FIELD STUDY
PPST DOMAINS
1. Content Knowledge and Pedagogy
a. Content knowledge and its application within and across curriculum areas
b. Research-based knowledge and principles of teaching and learning
c. Positive use of ICT
d. Strategies for promoting literacy and numeracy
e. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
f. Mother Tongue, Filipino and English in teaching and learning
g. Classroom communication strategies
FIELD STUDY
PPST DOMAINS
2. Learning Environment
a. Learner safety and security
b. Fair learning environment
c. Management of classroom structure and activities
d. Support for learner participation
e. Promotion of purposive learning
f. Management of learner behavior
FIELD STUDY
PPST DOMAINS
3. Diversity of Learners
a. Learners’ gender, needs, strengths, interests and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness and talents
d. Learners in difficult circumstances
e. Learners from indigenous groups
FIELD STUDY
PPST DOMAINS
4. Curriculum and Planning
a. Planning and management of teaching and learning process
b. Learning outcomes aligned with learning competencies
c. Relevance and responsiveness of learning programs
d. Professional collaboration to enrich teaching practice
e. Teaching and learning resources including ICT
FIELD STUDY
PPST DOMAINS
5. Assessment and Reporting
a. Design, selection, organization and utilization of assessment strategies
b. Monitoring and evaluation of learner progress and achievement
c. Feedback to improve learning
d. Communication of learner needs, progress and achievement to key
stakeholders
e. Use of assessment data to enhance teaching and learning practices and
programs
FIELD STUDY
PPST DOMAINS
6. Community Linkages and Professional Engagement
a. Establishment of learning environments that are responsive to community
contexts
b. Engagement of parents and the wider school community in the educative
process
c. Professional ethics
d. School policies and procedures
FIELD STUDY
PPST DOMAINS
7. Personal Growth and Professional Development
a. Philosophy of teaching
b. Dignity of teaching as a profession
c. Professional links with colleagues
d. Professional reflection and learning to improve practice
e. Professional development goals
QUESTIONS:
Complete the analogy: School heads: National Competency-
Based Standards for School Heads Teachers:
___________________________.
A. Professional Philippine Standards for Teachers
B. National Competency-Based Teacher Standards
C. Philippine Professional Standards for Teachers
D. National Competency-Based Teaching Standards
QUESTIONS:
What domain in the Philippine Professional Standards for
Teachers emphasizes the need to collaborate with the
various stakeholders?
A. PPST Domain 2
B. PPST Domain 3
C. PPST Domain 4
D. PPST Domain 6
QUESTIONS:
What is the appropriate teaching-learning strategy to
respond to cultural diversity among learners?
A. Variety of teaching and assessment methods
B. Use of comparative assessment tools
C. Group entire class homogenously
D. One set of teaching-learning methods
FIELD STUDY
B. Competency Framework for Southeast Asian Teachers of the 21st Century
(CFSAT 21)
• It contains a list of 11 competencies that serve as a guide in identifying the
instructional design of capacity-building programs of SEAMEO INNOTECH in
general and flexible e-learning programs for teachers in particular.
C. Licensure Examination for Teachers (LET) Competencies

FIELD STUDY
D. Program Outcomes from CHED Memorandum Order Nos. 74-80, 82 s. 2017
• These are the policies, standards, and guidelines for the following programs:
• No. 74 - Bachelor of Elementary Education (BEEd)
• No. 75 – Bachelor of Secondary Education (BSEd)
• No. 76 – Bachelor of Early Childhood Education (BECEd)
• No. 77 – Bachelor of Special Needs (BSNEd)
• No. 78 – Bachelor of Technology and Livelihood Education (BTLed)
• No. 79 – Bachelor of Technical-Vocational Teacher Education (BTVTed)
• No. 80 – Bachelor of Physical Education (BPEd)
• No 82 – Bachelor of Culture and Arts Education (BCAEd)
FIELD STUDY
POLICIES AND LEGAL DOCUMENTS RELEVANT TO THE EXPERIENTIAL LEARNING
COURSES
• DO No. 03, s. 2007 – Guidelines in the Deployment of Pre-service Teachers on
Experiential Learning: Field Study and Practice Teaching
• JCDMO 1, s. 2021 – Policies and Guidelines on the Deployment of Pre-Service
Teachers for Field Study and Teaching Internship
• CMO 30, s. 2004 – Revised Policies and Standards for Undergraduate Teacher
Education Curriculum
• CMO 74-80, 82, s. 2017 - Policies, Standards, and Guidelines for Teacher Education
Programs
FIELD STUDY
POLICIES AND LEGAL DOCUMENTS RELEVANT TO THE EXPERIENTIAL LEARNING
COURSES
• CMO 104, s. 2017 - Revised Guidelines for Student Internship Program in the
Philippines (SIPP) for All Programs
• RA 8371 - The Indigenous Peoples’ Rights Act of 1997
• DO 14, s. 2020 - Guidelines on the Required Health Standards in Basic Education
Offices and Schools
• DOH AO 2020-0015 - Guidelines on the Risk-Based Public Health Standards for
COVID-19 Mitigation
FIELD STUDY
ACRONYMS & KEY TERMINOLOGIES
• Classroom-Based Action Research (CBARs) – are research studies conducted by
PTs in their teaching internship. The CBARs may only focus on a specific teaching-
learning process identified by the PTs.
• Coaching and Mentoring - are the support processes to prepare Field Study
students and practice teachers in the experiential learning program
• Field Study Students (FSS) – are pre-service teachers taking their Field Study
courses in a partner or laboratory school of a TEI
• Flexible Learning - is the program by CHED that encompasses the different
delivery modalities for teaching and learning in the new normal
QUESTIONS:
Why is there a need to do action research?
A. To get promoted
B. To be recognized in the field
C. To improve teaching practice
D. To comply with the requirements
QUESTIONS:
After doing action research, what do you need to do?
A. Publish the research
B. Utilize the research
C. Document the research
D. Create more research
FIELD STUDY
ACRONYMS & KEY TERMINOLOGIES
• Learning Delivery Modality (LDM) - refers to the program that describes the
different teaching-learning modalities by basic education schools such as online
instruction (synchronous/asynchronous), radio-based and television-based
instruction, and other modalities
• Most Essential Learning Competencies (MELCs) – modified basic education
curriculum released by the Department of Education to address the present
educational dilemma
• Resource Teachers (RTs) – are the educators being observed by the FSS in a
partner or laboratory school of a TEI
FIELD STUDY
SELECTION OF COOPERATING SCHOOLS
A. Field Study
1. All basic education schools
B. Practice Teaching
1. above average performing school in academics
2. has master teachers/ effective and accessible teachers who can provide mentoring
3. managed by full-time and competent administrator
FIELD STUDY
SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS/MENTORS
A. Field Study
1. Any teacher in the Field Study Cooperating School
B. Practice Teaching
1. has at least three years of teaching experience
2. performs satisfactorily in the performance appraisal
3. is a major of the learning area the student teacher will practice in
4. willing to take responsibility for training and mentoring
5. has been (or is) a demonstration teacher at the least, on the school level
6. is a regular teacher
FIELD STUDY COURSES
I. Field Study 1: Observations of Teaching-Learning in Actual School
Environment
• The core of FS1 is observation.
• A portfolio shall be required.
Field Study 1 students (FSS) observe mainly the following:

1. Learners
2. Environment
3. Teachers
FIELD STUDY COURSES
Environment
A. Learner Diversity: Developmental Characteristics, Needs, and Interests
I. Physical
• Gross-motor Skills, Fine-motor Skills, and Self-help Skills
II. Emotional
• Moods and temperament, Expression of feelings, Emotional independence
III. Cognitive
• Communication Skills, Thinking Skills, Problem-solving Skills
IV. Social
• Interaction with Teachers, with Classmates/ Peers; Interests
FIELD STUDY COURSES
Environment
B. The School Environment
I. Physical environment conducive to learning has consistent practices that:
• keep the school safe, clean, orderly, and free from distraction;
• maintain facilities that provide challenging activities; and
• address the physical, social, and psychological needs of the students.
• Office of the Principal • Audio-Visual/Learning Resource Center
• Library • Science Laboratory
• Counseling Room • Gymnasium
• Canteen/Cafeteria • Auditorium
• Medical Clinic • Outdoor/Garden
QUESTIONS:
Why is there a need to be familiarized with the school's
facilities?
A. To know where you can work and rest
B. To tell where you can be located during rest periods.
C. To enable you to know where to go when instructed
D. To ensure that you know where to get the needed
instructional resources
FIELD STUDY COURSES
Environment
C. Other focuses of Classroom Observations
• Subject Matter Content • Support/Assistance to Students

• Presentation of the Lesson • Classroom Management
• Organization of the Lesson • Sensitivity to Students’ Needs
• Teaching Methods and Strategies • Physical Aspects of the Classroom
• Rapport/Interaction with the • Personal Competencies
• Students
FIELD STUDY COURSES
II. Field Study 2: Participation and Teaching Assistantship
• The core of FS2 is participation and assistantship.
• A portfolio shall be required.
• A CBAR shall be required to start in this course and conclude during the
internship.
Field Study 2 students participate and assist mainly in the following:

1. Preparation of IMs and Bulletin Boards
2. Assessment of Learning
3. Classroom Management
QUESTIONS:
Why is there a need to assess your students’ learning?
A. To promote learning
B. To promote students
C. To rate teacher's performance
D. To complete the records of the school
FIELD STUDY COURSES
A. Designing Display Boards
• Display boards are presentation materials for communicating information and
knowledge on different subjects, news, events, schedules, activities, also the vision-
mission goals, and values that a school upholds.
Four General Purposes of Display Boards
1. Decorative – offers visual stimulation and appeal to aesthetics
2. Informational – used as a strategy to readily disseminate information
3. Motivational – encourages students to perform better and have greater confidence
4. Instructional – call for response and participation through interactive displays
FIELD STUDY COURSES
B. Classroom Assessment
C. Classroom Management and Routines
• Classroom management refers to the wide variety of skills and techniques that
teachers use to ensure that their classroom runs smoothly, without disruptive
behavior from students.
• Classroom routine is a set of procedures for handling both daily occurrences (e.g.,
taking attendance, starting a class period, or turning in assignments), and minor
interruptions of instruction.
QUESTIONS:
Which term refers to established ways of managing a
classroom to ensure an organized and systematic structure?
To meet your Cooperating Teacher(s)School Facilities
A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline
QUESTIONS:
When is the best time to establish classroom routines?
A. At the start of the school year
B. At the start of each class
C. During class discussion
D. At the end of the year
QUESTIONS:
These things can be routinized EXCEPT
A. Stop him/her.
B. Ignore him/her.
C. Talk to him/her personally.
D. Request him or her to go to the room.
FIELD STUDY COURSES
TIPS FOR PROVIDING CLASSROOM STRUCTURE
1. Rules and expectations must be given on the first day.
2. Set high expectations and explain its importance.
3. Hold students accountable for their actions.
4. Keep your rules clear and simple.
5. Be prepared to adjust.
6. Be the primary model for your students when it comes to structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image.
TEACHING INTERNSHIP
III. Teaching Internship
• This is a one-semester full-time teaching internship in basic education schools
either in-campus or off-campus using a clinical approach under the mentorship
of a cooperating teacher.
TEACHING INTERNSHIP
Key People in Teaching Internship
1. Teacher Education Institution - refers to higher education institutions offering
teacher education programs
2. College Supervisors – are the faculty members assigned by the TEI to monitor,
supervise, and evaluate the FSS and PTs in their experiential learning courses
3. Cooperating School - refers to the TEI partner school where Field Study and
Teaching Internship is undertaken
TEACHING INTERNSHIP
Key People in Teaching Internship
4. Cooperating Teachers (CTs) - are the selected educators who act as coaches and
mentors of PTs in their teaching internship program at the partner or laboratory
school of a TEI
5. Practice Teachers (PTs) - are pre-service teachers having their teaching internship
programs in a laboratory school of a TEI or in a partner cooperating school
TEACHING INTERNSHIP
Phases of Teaching Internship
1. Orientation Sessions
2. Observation and Building Relationships
3. Onsite Tasks
4. Final Demonstration and Accomplishing Exit Forms
5. Evaluation of Teaching Internship
TEACHING INTERNSHIP
• First Orientation – It is conducted in the TEI by the College Supervisor and
the following are discussed:
• Subject requirements
• TEI’s Teaching Internship Policies
• CHED Policies and Terms
• Conduct of Discipline of Interns
• Schedules of dialogue and conferences
TEACHING INTERNSHIP
• Second Orientation – It is conducted by the Cooperating School and
Cooperating
• Principal and the following are discussed:
• CS Vision, Mission, Goals, and Core Values
• School Rules and Policies (student’s attendance, school activities)
• Expectations of Interns
• A school tour of the facilities is conducted to familiarize the school environment.
TEACHING INTERNSHIP
• Third Orientation – It is conducted by the Subject Area Coordinator /
Cooperating Teacher and the following are discussed:
• CS Vision, Mission, Goals, and Core Values
• Content of the subject area, lesson exemplars, grading system, subject
requirements
• Forms to accomplish.
QUESTIONS:
Why is there a need to conduct orientation sessions for
Teaching Internships?
A. To avoid future problems
B. To make the practice teachers ready
C. This is a requirement of the school
D. To establish a harmonious relationship with the school
QUESTIONS:
Which must be the most important aspect to be included in
the orientation?
A. School Facilities
B. Graduate attributes
C. Vision, Mission, and Goals of the School
D. Do's and don'ts in Teaching Internship
TEACHING INTERNSHIP
2. Observations and Building Relationship
• Cooperating Teacher(s) shall request you to observe his/her classes in
order that you will become familiar with the classroom routines, subjects,
teaching strategies, etc.
QUESTIONS:
Why are observations done during the first week of
internship?
A. To know your students in class
B. To meet your Cooperating Teacher(s)School Facilities
C. To allow the practice teacher to be immersed in the
class
TEACHING INTERNSHIP
3. Onsite Tasks - These include the following:
• assisting in teaching-related tasks
• checking of seat works and performance tasks
• assisting in accomplishing of school forms
4. Final Demonstration and Accomplishing Exit Forms
5. Evaluation of Teaching Internship
QUESTIONS:
Why are observations done during the first week of
internship?
A. To know your students in class
B. To meet your Cooperating Teacher(s)School Facilities
C. To allow the practice teacher to be immersed in the
class
QUESTIONS:
Why do we need to do an exit clearance?
A.For compliance
B. For record purposes
C. For a graceful exit
D. For accountability purposes
TEACHING INTERNSHIP
Focus of Classroom Observation
1. Teaching Approach – a set of principles, beliefs, or ideas about the nature of
learning that is translated into the classroom (Ex. teacher-directed, student-
centered, constructivist, collaborative, whole-child, etc.)
2. Teaching Strategy – a long-term plan of action designed to achieve a
particular goal (Ex. discovery teaching, PBL, etc.)
3. Teaching Method – a systematic or procedural way of achieving short-term
learning objectives (Ex. simulation, demonstration, direct instruction etc.)
4. Teaching Technique – a well-defined procedure in applying the method
TEACHING INTERNSHIP
Creating Instructional Materials
• Instructional Materials are tools used in instructional activities. They assist
teachers in facilitating the teaching-learning process.
TEACHING INTERNSHIP
Kinds of Instructional Materials
1. Print - books, dictionaries, encyclopedias, newspapers
2. Non-print - microscope slides, models, rocks, field visits
3. Electronic - slide presentations, videos, AR, VR, live content
TEACHING INTERNSHIP
Teachers’ Criteria for Determining the Quality of Instructional Materials (Buglar,
et.al.)
1. Accuracy
2. Depth of Knowledge
3. Engagement
4. Support
QUESTIONS:
What must be the primary consideration in preparing your
instructional materials?
A. the learners
B. the learning content
C. the cost
D. the objectives
QUESTIONS:
You prepared a PowerPoint presentation on verbs for your
English class, however, there was a power cut-off, which
should you do?
A. Go to another lesson.
B. Give a seatwork instead.
C. Use the available materials in class.
D. Borrow learning materials from another teacher.
QUESTIONS:
To instill cost-saving devices, what must you do, while
preparing materials for the school activity?
A. Get sponsors.
B. Collect from your class.
C. Use less materials and props.
D. Use indigenous materials.
QUESTIONS:
What does research show on the use of ICT?
A. It ensures interactive classes.
B.It is costly.
C. It is accessible.
D. It is easy to use.
TEACHING INTERNSHIP
Designing Differentiated Class Activities
1. Classroom Diversity - It is a classroom with learners of all abilities and
backgrounds.
2. Differentiated Instruction – It is the provision of multiple learning options in the
classroom so that learners of varying interests, needs, abilities, and needs can
take in the same content appropriate to their needs.
3. Mainstreaming is the inclusion of learners with special needs into general
educational settings or regular schools (IBE-UNESCO, n.d.).
TEACHING INTERNSHIP
Classroom Strategies for Varied Types of Learners
1. Verbal-Linguistic (Word Smart) - conducting interviews, writing poetry, writing
essays, radio newscasts, conducting debates, making acrostics, conducting
speech choir, writing stories
2. Logical-Mathematical (Number Smart) - solving puzzles, making analogies,
creating visual diagrams, playing with blocks and shapes, writing solutions,
solving mysteries, creating timelines, manipulating computer programming
activities
3. Interpersonal (People Smart) - Think-Pair-Share, using board games, conducting
simulations, conducting role-playing, cooperative games, literature circles
TEACHING INTERNSHIP
4. Intrapersonal (Self Smart) - reciting a declamation, giving personal opinions,
rewriting a story from their POV, using learning journals, reciting a monologue,
answering What if? questions
5. Musical (Music Smart) - creating a parody, composing simple songs, community
singing, creating raps of Math concepts, making up song memory devices
6. Visual-Spatial (Art Smart) - making comic strips, conducting a virtual gallery,
using graphic organizers, putting up an exhibit, map reading
TEACHING INTERNSHIP
7. Bodily-Kinesthetic (Body Smart) - making comics playing human scrabble,
having a walking gallery, dramatic re-enactments of historical or literary events,
learning folk dances that represent different cultures, using charades to act out
parts of speech
8. Naturalist (Nature Smart) - having nature trips/walks, categorizing species in the
natural world, collecting items from nature, maintaining a community garden,
hosting a nature clean-up event
QUESTIONS:
Ms. Rufo is teaching in a multi-grade class. What materials
must she employ?
A. Less-costly materials
B. Electronic materials.
C. Differentiated materials
D. Commercially-made materials
QUESTIONS:
Which activities allow the learners to explain and discover the
learning concepts through their application in the real-world
context?
A. Musical activities
B. Performance tasks
C. Hands-on activities
D. Real work activities
TEACHING INTERNSHIP
Accomplishing School Forms
1. SF 1: School Register - Master list of class enrollment
2. SF 2: Daily Attendance Report of Learner - - Recording of attendance, absence, or
tardiness
3. SF 3: Books Issued and Returned - List of books (by title) issued to/returned by
learners
4. SF 4: Monthly Learner’s Movement and Attendance - Enrollment count,
transferred in/out and dropout by grade level (Summary of SF 2)
5. SF 5: Report on Promotion and Level of Proficiency - List of promoted/retained
by class
TEACHING INTERNSHIP
Accomplishing School Forms
6. SF 6: Summarized Report on Promotion and Level of Proficiency - Number of
promoted/retained by grade level (Summary of SF 5)
7. SF 7: Inventory of School Personnel - List of school personnel with basic profile
and teaching load/assignment
8. SF 8: Learner Basic Health Profile - Per learner assessment of Body Mass Index
9. SF 9: Learner Progress Report Card - Individual academic, behavioral, and
attendance report by quarter (formerly Form 138)
10. SF 10: Learner’s Permanent Academic Record - Individual academic record by
quarter and SY (former Form 137)
QUESTIONS:
What form is needed for a student to transfer to another
school?
A. School Form 1
B. School Form 2
C. School Form 8
D. School Form 9
QUESTIONS:
What form contains all the individual academic records by
quarter and SY (simplified and standardized from former
Form 137)?
A. School Form 2
B. School Form 3
C. School Form 8
D. School Form 10
TEACHING INTERNSHIP
Building Networking and Linkages
1. Community Linkages
A. Educational Stakeholders are persons who have a vested interest in the success
and welfare of a school or education system.
• This includes all parties that are directly affected by the success or failure
of an educational system, as well as those indirectly affected.
TEACHING INTERNSHIP
• Community-based stakeholders (the public; not associated with
particular schools or districts as employees or students); are composed of
parents and guardians of students, government officials and groups,
lawmakers, professional groups or specialists in several disciplines,
business and industry groups, civic groups, local governing or school
boards, and textbook publishers
TEACHING INTERNSHIP
• School-Based stakeholders include school staff (non-teaching personnel:
school administrators, resource specialists, counselors, social workers,
health-care providers); teachers, and students.
TEACHING INTERNSHIP
B. Parent-Teacher Conference is a meeting between a learner’s parent/s and
teacher/s to discuss the child’s academic performance and other ideas for
improvement.
QUESTIONS:
Why is there a need to conduct Parent-Teacher
Conferences?
A. To meet all the parents in your class
B. To keep them updated on all the school activities
C. To help their children in their academic performance
D. To foster better relationships among the various
stakeholders
TEACHING INTERNSHIP
2. Professional Advancement
• RA 10912 - Continuing Professional Development Act of 2016
• Continuing Professional Development (CPD) is a mandatory requirement
for the renewal of a Professional Identification Card.
• The required number of CPD units is 45 units.
• In-house training and capacity-building activities of government agencies
and corporations, including local government units and private employers
shall be credited and considered as CPD compliance.
QUESTIONS:
Why is there a need to design the Individual Personal and
Professional Development Plan (IPPDP)?
A. For compliance and requirement purposes
B. To be used for reference purposes
C. To make you highly and globally competitive
D. To guide you in your personal and professional
advancement
QUESTIONS:
What law underscores the need to continuously advance in
the Teaching Profession?
A. Republic Act No. 7836
B. Republic Act No. 7877
C. Republic Act No. 10627
D. Republic Act No. 10912
TEACHING INTERNSHIP
Conducting Demonstration Lessons
Demonstration Teaching is a planned lesson taught to a group of students or to a
group of adults posing as students to assess your teaching abilities and skills.
A Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for the lesson. It contains a
detailed description of the steps a teacher will take to teach a particular topic.
TEACHING INTERNSHIP
Designing the Teaching Internship Portfolio
• A portfolio is purposeful documentation prepared by FSS and PTs that showcase
their learning experiences in the experiential learning courses.
• The online or softcopy version of the said documents is referred to as electronic or
e-portfolio.
TEACHING INTERNSHIP
Designing the Teaching Internship Portfolio
Parts of an Internship Portfolio

1. Introduction 7. Experiences, Pieces of evidence, and
2. Acknowledgements Reflections on the PPST Domains
3. Curriculum Vitae of Practice Teacher 8. Teaching Philosophy
4. Certificate of Completion
5. Professional Readings
6. Weekly Journals
QUESTIONS:
What is a student's portfolio?
A. A collection of investments
B. A collection of learning artifacts
C. A collection of learning resources
D. A collection of assessment strategies
QUESTIONS:
Why is a learning portfolio important?
A. For grading purposes
B. To comply with requirements
C. To track students' achievement
D. For exhibit and demonstration purposes
QUESTIONS:
How do you keep a systematic portfolio?
A. Compile as needed.
B. Have a record as required
C. Have a good filing system
D. Collect from open online sources
QUESTIONS:
Why do teachers use portfolio?
A. To grade students
B. To provide context for evidence
C. To use in quality assurance mechanisms
D. To help one reflect and improve on one's teaching
QUESTIONS:
How do you rate students' portfolio?
A. Checklist
B. Rating scale
C. Interview
D. Scoring Rubric
QUESTIONS:
What is the most important use of narrative report?
A. To keep for future use
B. For systematic assessment
C. To document the stay of practice teachers
D. To account for all the teaching experiences
QUESTIONS:
How do you account for your teaching experiences?
A. Collaborate with your peers
B. Consult your College Supervisor
C. Interview your Cooperating Teacher
D. Record all your narrative experiences
QUESTIONS:
Why is there a need to evaluate Teaching Internship?
A. To enrich the curriculum
B. To change school operations
C. To improve the delivery of Teaching Internship
D. To promote better relations among the school
community
ACTION RESEARCH
CONCEPTS AND PERSPECTIVES
• Action Research is characterized as research that is done by teachers for
themselves.
• Action Research allows teachers to examine their own classrooms, instructional
strategies, assessment procedures, and interactions with student-learners to
improve their quality and effectiveness.
• Action Research is the process of systematically testing new ideas in the classroom
or school, analyzing the results, and deciding to implement the new idea or begin
the process again with another idea.
ACTION RESEARCH
NEEDS AND DEMANDS FOR ACTION RESEARCH
• Who can be an action researcher? - Any teacher who intends to:
• understand more about teaching and learning;
• develop teaching skills and knowledge; and
• take action to improve student learning.
ACTION RESEARCH
RESEARCH CONSTRAINTS
1. Time constraint 6. Difficulty in identifying topic or problem
2. Lack of research competence 7. Financial constraint
3. Lack of research interest 8. Lack of reading initiative
4. Lack of confidence 9. Complexity in gathering data
5. Lack of statistical skill 10. Lack of administrative support
ACTION RESEARCH
TYPES OF ACTION RESEARCH
1. Individual Action Research – done by one teacher-researcher
• Identified problem: single classroom issue
• Support system: supervisor, co-teacher/s, parents
• Expected effects: instruction, assessment change
2. Collaborative Action Research – done by two or more teacher-researchers
• Identified problem: single issue or a common problem
• Support system: supervisor, community, parents, organizations
• Expected effects: curriculum, instruction, assessment, policy
ACTION RESEARCH
TYPES OF ACTION RESEARCH
3. School-Wide Action Research – involves the whole school administration, faculty,
and/or personnel
• Identified problem: school problem or area of collective interest
• Support system: school commitment, leadership, partners
• Expected effects: school restructuring, policy change, program evaluation
4. District-Wide Action Research – involves the whole district administration, school
heads, and/or personnel
• Identified problem: district issue or organizational structure concerns
• Support system: district commitment, leadership, partners
• Expected effects: allocation of resources, policy change, structure evaluation
ACTION RESEARCH
VARIETIES OF ACTION RESEARCH
1. Diagnostic - researcher steps into an existing problem and diagnoses the
situation
2. Participatory - data is used to make recommendations for the resolution of the
problem
3. Empirical - conclusions are exclusively derived from concrete, verifiable evidence
4. Experimental - conducted with a scientific approach using two sets of variables
and a hypothesis
ACTION RESEARCH
ACTION RESEARCH VS. FORMAL RESEARCH
ACTION RESEARCH FORMAL RESEARCH

Develop and test theories for wide
GOAL Solve problems of local concern
population
Opinions of researcher are NOT considered
SOURCES OF DATA Opinions of researcher are considered as data
as data
SAMPLING TECHNIQUE Purposive samples Random samples with large population
RESEARCH DESIGN Flexible, quick time frame Rigorous, done over long periods
APPLICATION OF RESULTS Practical significance Theoretical significance

Driven by results, hypothesis-testing and
OUTPUT Driven by intervention
findings
Entails general truth and universal
CONCLUSIONS Covers only specific context and locale
knowledge and theories
Horizontal mapping with findings,
RECOMENDATIONS Stated in one paragraph or brief paragraph
conclusions, and SOP
ACTION RESEARCH
ACTION RESEARCH PROCESSES AND PROCEDURES
1. Identify the problem
2. Define an intervention
3. Apply intervention and collect data
4. Analyze data and findings
5. Take action based on results
6. Share finding
ACTION RESEARCH
RESEARCH PROPOSAL VS. RESEARCH REPORT
RESEARCH PROPOSAL RESEARCH REPORT
communicates a researcher’s plan for a

communicates results and what was done
study
states the analysis of data, findings,
states what will be done
implications, and conclusions
denotes future actions denotes past actions
both use third person pronouns to maintain formality of the paper
ACTION RESEARCH
RESEARCH FUNDAMENTALS
1. Introduction
• It must be written in at least 1 or 2 pages and must contain the following:
problem, supporting data, previous related studies, significance of the
study, statement of purpose and impact, connection of the problem to the
researcher
ACTION RESEARCH
2. Research Questions
• A good problem is characterized as one which:
• is of great interest to the researcher;
• is useful to the concerned people in the field;
• is novel and timebound; and
• has no ethical or moral impediments
ACTION RESEARCH
3. Hypothesis
• A hypothesis is a statement of expectation or prediction that will be
tested by research.
Types of Hypotheses
• Null - predicts no effect or relationship between variables
• Alternative - states research prediction of an effect or relationship
ACTION RESEARCH
4. Scope and Limitations of the Study
• The scope and delimitations identify the extent, boundary, or coverage of
the study in terms of subjects, objectives, facilities, areas, time frame,
issues
• The limitations define the constraints or weaknesses that are not within
the control of the researcher; those that are not expected to be covered
by the study. (Zulueta & Costales, 2005)
ACTION RESEARCH
5. Significance of the Study
• This expresses the value or importance of the study or the contributions
of the results.
• Beneficiaries are arranged according to the degree of significance to
them.
6. Research Designs
• Research Designs are plans and procedures that include detailed
methods of data collection and analysis.
ACTION RESEARCH
Kinds of Research Designs
1. Qualitative - requires the collection of narrative data and utilizes an inductive
reasoning approach
2. Quantitative - requires the collection of numerical data and utilizes a deductive
reasoning approach
3. Mixed Method - combines both quantitative and qualitative types of data
ACTION RESEARCH
Kinds of Research Designs
1. Qualitative - requires the collection of narrative data and utilizes an inductive
reasoning approach
2. Quantitative - requires the collection of numerical data and utilizes a deductive
reasoning approach
3. Mixed Method - combines both quantitative and qualitative types of data
ACTION RESEARCH
Methods/Strategies of Qualitative Design
1. Ethnography - describes interactions between people in cultural and social
settings
2. Case Study - in-depth study of individual activities, people, or groups
3. Phenomenological Studies - explores and focuses on people’s experience of a
phenomena
4. Narrative Research - studies individual lives and asks subjects to provide stories
about their lives, which is then retold into a narrative chronology
ACTION RESEARCH
Methods/Strategies of Quantitative Design
1. Experimental Research - uses a scientific approach towards manipulating one or
more control variables and measuring their defect on the dependent variables
2. Non-Experimental Research - describes a phenomenon simply as it stands, or a
relationship between two or more variables, all without any interference
ACTION RESEARCH
Methods in Mixed Method
1. Sequential - may begin with a qualitative interview for exploratory purposes and
follow by quantitative survey method for generalization
2. Concurrent - converging or merging qualitative and quantitative methods
3. Transformative - using the theoretical lens as an overarching perspective
ACTION RESEARCH
7. Presentation, Analysis, and Interpretation of Data
• It is the manner of organizing and reporting collected data, while
analyzing and interpreting them. Presentation can be done using tables,
graphs, charts, etc.
ACTION RESEARCH
8. Conclusions and Recommendations
• Conclusions are the valid outgrowth of the findings you would like to
share together with your research statement.
• Recommendations include suggestions to future researchers who would
like to pursue investigations related to the same problem.
ACTION RESEARCH
8. References and Appendices
• References are listings of sources of materials that are alphabetically
arranged.
• Appendices are questionnaires, letter/s of transmittal, legal documents,
and supplementary materials, referred to or have been cited in the study.
ACTION RESEARCH
DATA COLLECTION TOOLS
1. Observations - watching people, events, or noting physical characteristics in
their natural setting
2. Anecdotal Records – detailed descriptive narrative recorded after a specific
behavior or interaction occurs
3. Field Notes – similar to anecdotal records, except that they include impressions
and interpretations
4. Ecological Behavior Descriptions – Behavioral ecology is the study of behavioral
interactions between individuals within populations and communities, usually in
an evolutionary context
ACTION RESEARCH
5. Diaries – personal accounts regularly
6. Interviews – a qualitative research method that relies on asking questions in
order to collect data and in-depth information
7. Focus Group Discussions – a discussion of a selected group of people on a given
topic or issue, facilitated by a professional, external moderator.
8. Checklists – structured observations or evaluation of performance or artifact
9. Tests – highly quantitative tools that bring more reliable results
10. Survey Questionnaires – used for collecting data in survey research; includes a
set of questions that explore a specific content
ACTION RESEARCH
11. Authentic Assessment – measurement of demonstrated skills and competencies
through rubrics
12. Portfolio
13. Documentary Analysis – interpretations of recorded materials (student grades,
faculty evaluation, enrollment records)
14. Narratives – transcribed testaments about individuals’ lives
15. Projective Techniques – doodles, and graphical sketches to be interpreted by
psychometricians or other concerned professionals
ACTION RESEARCH
Principle of Triangulation
• It is the usage and employment of multiple sources of data in order to establish
trustworthiness or consistency of the facts.
• Example: Teacher-researcher utilized checklists, field notes, and survey
questionnaires as data collection tools in his study.
ACTION RESEARCH
ETHICS IN ACTION RESEARCH
• Research ethics are moral principles that guide researchers to conduct and
report research without deception or intention to harm the participants of the
study or members of the society as a whole, whether knowingly or unknowingly.
ACTION RESEARCH
ETHICS IN ACTION RESEARCH
Four Types of Ethical Practices
• Ethics of Hope - AR must ensure concern for the broad range of needs of
students and the school community.
• Ethics of Caring - AR must take into prime consideration the general welfare of
both students and teachers.
• Ethics of Openness - AR participation, purpose, and intent must be made known
to all involved.
• Ethics of Responsibility - Teacher-researchers must be committed to principled
action.
ACTION RESEARCH
ACTION RESEARCH REPORTING AND SHARING
Improving Research Culture
• Teacher-researchers, upon conclusion of their action research may share their
findings by:
• collective sharing with other schools and districts
• collaborating with a school admin to explore changes
• conducting seminars with parents and teachers
• conducting in-house pieces of training in schools
• publishing and presenting papers
QUESTIONS:
What is the first step the teacher should take in carrying out
a research?
A. Identify the problem
B. Gather data
C. Advance hypothesis
D. Formulate tentative solution
QUESTIONS:
Which of the following is the most natural and effective way
to inculcate a culture of research among students?
A. Add funds for research laboratories.
B. Employ research experts
C. Increase number of units for research classes
D. Relate research to lifelong learning
QUESTIONS:
What is the appropriate aim of action research in school?
A. Advance the physical sports program
B. Identify leaders in school clubs
C. Resolve current issues in the school
D. Blame students for bullying and other misdemeanor
QUESTIONS:
What kind of problems do action research address?
A. Potential problem on school finance
B. Cognitive problem on pedagogy
C. Practical and resolvable problems
D. Speculative problems on teaching
QUESTIONS:
When a student gathers data or information and arrives at a
conclusion, what process of research is followed?
A. Induction
B. Implication
C. Deduction
D. Experiment
QUESTIONS:
How is action research conducted in a school?
A. By asking advisers to do research
B. By collaboration by teachers
C. By doing it once in a while
D. By one teacher alone
QUESTIONS:
Mrs. Briones, a Division Schools Superintendent would like to determine
the performance in mathematics of the students in her division and so
identifies their least mastered competencies as inputs in coming up
with immediate and appropriate intervention. What type of action
research does Mrs. Briones intend to conduct?
A. Classroom action research
B. School action research
C. District-wide action research
D. Departmental action research
QUESTIONS:
How can you make your action research beneficial to
teaching and learning?
A. Results will lead to your promotion.
B. Results will lead to more researches.
C. Results will give you prestige as a researcher.
D. Results will lead to improvement of instruction.
QUESTIONS:
The following are objectives of action research except ______.
A. Improve education practice
B. Respond to the call of 21st Century Learners
C. Improve teachers own craft
D. Satisfy curiosity
QUESTIONS:
What is the first step in doing action research?
A. Read literature on the topic.
B. Search for open online resources.
C. Interview stakeholders on an issue.
D. Look for problematic situations that prevail in the
classroom
QUESTIONS:
What kind of sources do critical thinkers rely on for attaining
truth or resolving problems?
A. credible
B. biased
C. vested interest
D. opinionated

Blept Review Fs Ar Ced

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Blept Review Fs Ar Ced

Uploaded by

Copyright:

Available Formats

BLEPT REVIEW

C. Licensure Examination for Teachers (LET) Competencies

Field Study 1 students (FSS) observe mainly the following:

• Subject Matter Content • Support/Assistance to Students

Field Study 2 students participate and assist mainly in the following:

Parts of an Internship Portfolio

ACTION RESEARCH FORMAL RESEARCH

SAMPLING TECHNIQUE Purposive samples Random samples with large population

APPLICATION OF RESULTS Practical significance Theoretical significance

RESEARCH PROPOSAL RESEARCH REPORT

communicates a researcher’s plan for a

You might also like