Field 2

Study
Participation and Teaching
Assistantship

Field Study 2
Learning Episode 1: The Teacher We Remember

Objectives:
 1. Articulate a personal philosophy of teaching that is learner-centered (7.1.1)

2. Demonstrate behaviors that uphold the dignity of teaching as a profession by

exhibiting qualities such as caring attitude, respect and integrity. (7.2.1)

3. Demonstrate an understanding of how professional reflection and learning can be

used to improve practice. (7.4.1)

4. Demonstrate motivation to realize professional development goals based on the

Philippine Professional Standards for Teachers. (7.5.1)

Activity 1: Click this link https://www.youtube.com/watch?v=FXaLGt460e4 to watch

the video and understand what makes a great teacher great.

Activity 2: After watching the video, try to identify a teacher you know who
possesses the qualities of a great teacher that you consider to be your
model teacher. Post the picture of your model teacher in the box and
supply the needed date in the matrix.

1. Name of the Teacher

2. Length of service
 3. Qualities that make the
teacher a great teacher

4. How did this teacher

influence you?

Activity 3: Interview the teacher via messenger and post the screen shot of your
conversation in the box.
The following are the guide questions during the interview:
 What do you like most about teaching?
 What is your teaching philosophy?
 How do you motivate your students to become active learners in your
classroom?
 What is the greatest success you've had with teaching?
 What qualities make a great teacher?

Activity 4: After watching the video and interviewing your model teacher, write your
reflection below.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Field Study 2
Learning Episode 2: Writing My Learning/ Lesson Plan
Objectives:
 1. Prepare developmentally sequenced teaching and learning process to meet
curriculum requirements. (4.1.1)
2. Identify learning outcomes that are aligned with learning competencies. (4.2.1)
3. Demonstrate knowledge in the implementation of relevant and responsive
learning programs. (4.3.1)
4. Seek advice concerning strategies that can enrich teaching practice. (4.4.1)
5. Show skills in the selection, development and use of a variety of teaching and
learning resources, including ICT, to address learning goals. (4.5.1)

ACTIVITY 1: Paste a picture of your future student inside the box and answer the
following questions found in the matrix.

What am I Who am I How will I teach? How will I know if the students
teaching? teaching? understand?

Lesson planning is a necessary first step in implementing the teaching learning

process. Creating a lesson plan with clearly defined learning objectives, goals, and
 measuring progress toward these goals is vital to ensuring students benefit as much as
possible from weekly lessons. 
Instruction: Make a Lesson Plan based on the learning competencies of the lesson.
You may ask an example of a lesson plan from your critic teacher or you may use the
template below.
Lesson Plan in ________________________
Grade/Year Level: _____________________
Activity 2
Activity 3

An objective or state
ment of learning goal
s:

Subject Matter:

Materials needed:

The procedure and in

structions:

A method of assessin
g student progress to
ward objectives:

Any homework assig

nments
Instruction: Make a Detailed Lesson Plan based on the learning competencies of the
lesson. You may use the template below.
Detailed Lesson Plan in ________________________
Grade/Year Level: ____________________________

Objectives:
Subject Matter:
Procedure/Learning Activities:
Teacher’s Activity Student’s Activity

Activity #4: PMI Matrix

Instruction: Answer the following question inside the matrix.

PLUS MINUS INTERESTING

What’s best in making a What is quite difficult in What struck you most in making
lesson plan? making a lesson plan? a lesson plan?
Reflection:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Source:
https://modelteaching.com/wp-content/uploads/2019/08/Backwards-Design-Lesson-Planning-Template-
SAMPLE.pdf
 Field Study 2
Learning Episode 3: Snippets in Preparing Action Research
in the Classroom

Objectives: At the end of this episode, students must be able to:

1. identify issues that can be starting point of their Action Research (AR);
2. list possible topics for AR based on practice and inquiry;
3. use sample model of AR as suggested from scholarly authors; and
4. prepare a drafted plan for AR aligned to the major degree program /
specialization.

CONCEPT BUILDING

Action Research means different things to different people,

and some writers hold limited views as to what counts as action
research (Creswell, 2008). It addresses a specific, practical
issue and seeks to obtain solutions to a problem. Thus, action
research is a systematic procedure done by teachers (or other
individuals in an educational setting) to gather information
about, and subsequently improve, the ways their particular
educational setting operate, their teacher, and their student
learning (Mills, 2000). Lucas et. al. (2021) stated that action
research bridges doing (practice) and learning (study) and
reflection (inquiry).

Activity 1
Inquiry begins with situations that are problematic, confusing, uncertain and conflicting and so
does Action Research. Sometimes it helps to use a variety of questions as starting points to
identify an issue you would like to research (Caro-Bruce, 2000):

I would like to improve ________________________________________________________

___________________________________________________________________________
__________________________________________________________________________.

I am really curious about _______________________________________________________

 ___________________________________________________________________________
__________________________________________________________________________.

Something I think would really make a difference is __________________________________

___________________________________________________________________________
__________________________________________________________________________.

Something I would like to change is ______________________________________________

___________________________________________________________________________
__________________________________________________________________________.

What happens to student learning in my classroom when I _____________________________

__________________________________________________________________________?

How can I implement ___________________________________________________________

___________________________________________________________________________?

How can I improve ____________________________________________________________?

MINDFUL THINKING
Reflection and the Process of Action Research
When an individual engages in reflection on their actions or experiences, it is typically for the
purpose of better understanding those experiences, or the consequences of those actions to
improve related action and experiences in the future. Reflection in this way develops
knowledge around these actions and experiences to help us better regulate those actions in
the future. The reflective process generates new knowledge regularly for classroom teachers
and informs their classroom actions.
Examples of Action Research Topics

 Flexible seating in 4th grade classroom to increase effective collaborative learning.

 Structured homework protocols for increasing student achievement.
 Developing a system of formative feedback for 8th grade English.
 Using music to stimulate creative writing.
  Virtual peer engagements to improve student empowerment in the classroom
 Using exercise balls as chairs for better classroom management.
Activity 2
After inquiring based from your personal experiences, observations anchored on queries or
relevant encounters, be able to share three (3) Action Research Topics aligned to your degree
of specialization. Reason it out.

Topic 1:
____________________________________________________________________________
Reason(s) why this topic: ______________________________________________________
____________________________________________________________________________

Topic 2:
____________________________________________________________________________
Reason(s) why this topic: ______________________________________________________
____________________________________________________________________________

Topic 3:
___________________________________________________________________________
Reason(s) why this topic: ______________________________________________________
____________________________________________________________________________

THEORY CHECKING

All research, at its core, is for the purpose of generating new knowledge and contributing to
the knowledge base of educational research. Action researchers in the classroom want to
explore methods of improving their pedagogy and practice. So, what types of classroom action
studies that I can engage in:

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

Planning
I am not comfortable with the textbook we are using. A lot of the material is irrelevant to the
students’ needs, but it is the only book available. What can I do? I can’t change the book. Shall I
change my way of using it? Perhaps I’ll try paired work with my students.

Acting
I show the students how to ask and answer questions with each other to make the material
relevant to themselves. We try this out in class.

Observing
I sit with various pairs and listen. I tape record their conversations (I got their permission to do
so previously). I keep my own field notes.
Reflecting
They seem to be enjoying this, but now they wander from the material in the text. I need to get
this material across.

Planning
I could get the students to develop an interview technique. A could ask B questions based on
the material. I wonder would that make the material more relevant? I need to involve them more
actively.

Acting
They record their conversations. There are not enough tape-recorders to go round, so they work
in fours, taking it in turns to listen and talk. At the end of the two sets of interviews they listen
and comment on individual recordings.

Observing
They really enjoy this. And they seem to be sticking to the text in creating their questions and
answers.

Reflecting
I need to think whether I am right in teaching the content through the process. I think I am but I
need to check. I’ll ask my head of department who has agreed to act as my critical friend
through the research project. Should I aim to do this with other classes? I am worried about the
practical difficulties – too much noise? Not enough tape-recorders. Perhaps these questions are
the beginning of another aspect of my original enquiry.
Activity 3
Out of the three (3) topics presented in Activity 2, be able to use one, analyse the components
and indicate it based on the matrix below:

Topic:
________________________________________________________________________

Key Components Indicate here based on your chosen AR

OBSERVE (The Problem)

REFLECT (Reflection)

PLAN (Plan of Action)

ACT (Implementation)

PUT INTO WRITING

Preparing a drafted plan for Action Research will allow you to undertake an Actual Action
Research. Rest assured that your critic teacher will be with you as co-author to help you in
realizing your study and shall be considered your mentor in this research journey.

Activity 4

ACTION RESEARCH PROPOSAL (Field Study 2 Workshop purposes)

Names of Students:

Proposed Title:

I. Context and Rationale (Study Background)

II. Action Research Questions (AR Questions)

III Proposed Innovation, Intervention Strategy (Describe in details)

IV. Action Research Methods (Describe the following)
a. Participants / Others sources of Data
b. Data Gathering Methods
c. Data Analysis Plan

V. References

References:
Clark, J.S. Porath, S., Thiele, J. and Jobe, M. (2021, March 18). Action Research.
https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt1/
Creswell, J.W. (2008). Education Research: Planning, Conducting and Evaluating Quantitative
and Qualitative Research (3rd Edition). Pearson Prentice Hall.
Kemmis, S. and McTaggart, R. (1998). The Action Research Planner. (3rd Edition). Waurn
Ponds: Deakin University Press.
Lucas, M.R., Borabo, M.L., Bilbao, P.P, and Corpuz, B.B. (2021). Field Study 2: Participation
and Teaching Assistantship. Lorimar Publishing Inc
Mc Niff, J. and Whitehead, J. (2012). Action Research: Principles and Practice (2nd Edition).
Routledge: London and New York.
Mills, G.E. (2000). Action Research: A Guide for the Teacher Researcher. Pearson Education
Inc.
 Field Study 2
Learning Episode 4: Delivering My Lessons
Objectives:

At the end of the episode, the students will be able to:

1. Demonstrate understanding of the range of verbal and non-verbal

classroom communication strategies that support learner understanding,
participation, engagement and achievement. (1.7.1)

2. Demonstrate knowledge and understanding of differentiated teaching to suit

the learners’ gender, needs, strengths, interests and experiences. (3.1.1)

3. Apply teaching strategies that develop critical and creative thinking, and/or
other higher-order thinking skills. (1.5.1)

Activity 1:

Read the various Learning Delivery Modalities from the Department of Education.
Which of these would you adapt in your class in the future and why?

The learning delivery modality that I because…

will use in my class is…
Activity 2:
Watch the video of actual classroom teaching demonstration by clicking the link:
https://www.youtube.com/watch?v=sP9m4TfrC0c.
Using Robert Gagne’s Nine Events of Instruction, write down your observations in the
following segments of learning:

 How did the students react to the activities/various elements to arouse their
interest?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

 Were the students focused when the teacher was stating the learning objectives at
the beginning of the lesson?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

 How did the new learning relate to what the students already know?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

 Did the teacher notice some students who need assistance? What did she do?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

 Did the students find difficulty in applying theories/concepts learned to real life?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 How did the students react to the student’s feedback?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 What pieces of evidence can prove that students had retention of learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Activity 3:

Using the lesson plans you have written in Episode 10 and have them checked by
your subject specialist, you are now ready to deliver the lessons.

As a group, you need to come up with two (2) teaching demonstrations such as:

A. Virtual teaching demonstration

B. Recorded teaching demonstration

Please be guided by the rubric for teaching demonstration for evaluation. (Please
see next page)
 TEACHING DEMONSTRATION EVALUATION SHEET
Course, Year and Section: __________ S.Y. 2021-2022

Criteri
a: 5= Excellent; 4= superior;
3= Very Good; 2=Good;
1=Fair

 
Names of Students

1 PERSONAL ATTRIBUTES  
2 Well poised                  
3 Properly groomed                  
4 Health and physical condition                  
5 Enthusiasm, vitality and dynamism                  
6 Self-confidence                  
  LESSON PLAN
7 Physcial quality of lesson plan                  
8 Identification of learning competencies                  
9 Organization of the lesson contents                  
10 Objectives expressed in S-M-A-R-T theme                  
Congruence of objectives, presentation and
11 evaluation                  
12 Completeness of the plan                  
  LINGUISTIC AND EXPRESSIVE SKILLS      
13 Mastery of the language of instruction                  
14 Diction and pronunciation                  
15 Voice-modulation                  
16 Speech-enhancing gestures/expressions                  
17 Free from distracting mannerism                  
18 Sense of humor                  
UTILIZATION OF INSTRUCTIONAL
  MATERIALS    
19 Appropriateness of for the activity given                  
20 clear, neat, and attractive                  
Reflective of teacher's creativity and
21 resourcefulness                  
22 Utilized properly and effectively                  
  DIRECTING TEACHING AND LEARNING      
 23 Makes effective introduction and motivation                  
24 Gives clear directions and explanation                  
25 Have mastery of the subject matter                  
26 Strategies are well- planned and executed                  
Asks appropriate and different types of
27 questions                  
28 Handles wrong answer tactfully                  
29 Provides varied learning tasks                  
30 Gives incidental teaching if necessary                  
31 Provides positive reinforcement                  
Guides students in summarizing main
32 ideas/concepts                  
33 Conducts written evaluation efficiently                  
34 Present homework/agreement properly                  
Total                  

Interpretation Guide:

4.21-5.00 = Excellent; 3.41–4.20 = Superior; 2.61- 3.40 = Very Good; 1.81- 2.60 = Good; 1.00 –1.80 = Fair

Evaluator:
___________________________

Reference list:
1. Demo teaching in Science 10. https://www.youtube.com/watch?v=sP9m4TfrC0c .
Retrieved October 5,2021.
2. DepEd Order No. 11,s.2020, Revised Guidelines on Alternative Work Assignment.
https://v.www.teacherph.com/deped-learning-delivery-modalities/Learning
Modalities for School Year 2020-2021.

3. Gagne’s Nine Events of Instruction.

https://thepeakperformancecenter.com/business/learning/business
training/gagnes-nine-events-instruction . Retrieved October 5, 2021.
4. Lucas, M.R., Borabo, M.,Bilbao,P.,Corpuz,B.( 2021). Field Study 2- Participation
and Teaching Assistantship. Lorimar Publishing Inc. Borabo,M. (2018).Teaching
Internship. Lorimar Publishing
 Field Study 2
Learning Episode 5: Selecting Non –digital or Conventional
Resources and Instructional Materials

Intended Output: Showcase Portfolio

At the end of this Learning Episode, student must be able to:
 Show skills in the selection, development and use of variety of teaching
and learning resources to address learning goals (4.5.1)
 Demonstrate understanding of research-based knowledge on the variety
of non-digital/conventional resources and instructional materials. (1.2.1
 Show positive skills in showcasing the use of non-digital/conventional
resources and materials for student engagement in teaching and learning
Activity 1: Click the following link below to watch the video about Guidelines for
making Portfolio, Features and Principles of Portfolio and Portfolio Design Ideas.
Link for your guide
1. Guidelines for Making Portfolio
https://www.youtube.com/watch?v=lqDiwPW1-G8
2. Features and Principles of Portfolio Assessment
https://www.youtube.com/watch?v=USkVgiJIRa0
3. Portfolio Design Ideas
https://www.youtube.com/watch?v=l9ujr1rXG3c

Activity 2: After watching the video. Consider the following guide points below in
preparing you showcase portfolio.
Guide points to consider:
1. Consider the time and cost –efficiency.
2. Select the best artefacts that showcase different Non –digital or
Conventional Resources and Instructional Materials.
3. Utilize recycled materials in making your portfolio. Be Creative and
resourceful.
 4. Keep in mind that thoughtful reflection as articulated in this portfolio is a key
to success
5. Don’t forget to proofread!

Activity 3: Start making your showcase portfolio based on the rubric below.
Rubrics Suggestions:
Sample 1
5 POINT RUBRIC

Level Description
Outstanding Well written and very organized. Excellent grammar
mechanics. Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of
the topic.
Value: 5

Level Description
Good Writes fairly clear. Good grammar
mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 4

Level Description
Fair Minimal effort. Minimal grammar
mechanics. Fair presentation.
Few supporting details.
Value: 3

Level Description
Poor Somewhat unclear. Shows little effort. Poor grammar
mechanics. Confusing and choppy, incomplete
sentences.
No organization of thoughts.
Value: 2
 Level Description
Very Poor Lacking effort. Very poor grammar
mechanics. Very unclear.
Does not address topic.
Limited attempt.
Value: 1

Sample 2
 Sample 3

Skills 5 4 3 2 1
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate little or no
conscious and thoughtful basic limited understanding of the
reflection thorough understanding of understanding of understanding of writing prompt and
understanding of the the writing prompt the writing the writing prompt subject matter. This
writing prompt and and the subject prompt and the and subject matter. reflection needs
the subject matter. matter. subject matter. This reflection revision.
This reflection can needs revision.
be
used as an
example for other
students.
Use of Use specific and Use relevant Use examples Use incomplete No examples from the
convincing examples examples from the from the text to or vaguely text are used and claims
textual from the texts texts studied to support most developed made in your own writing
evidence studied to support support claims in claims in your examples to are unsupported and
and claims in your own your own writing, writing with only partially irrelevant to the topic at
writing, making making applicable some support claims hand.
historical insightful and connections connections with no
context applicable between texts. made between connections
connections texts. made between
between texts.
texts.
Language Use stylistically Use language that Use basic but Use language that Use language that is
sophisticated is fluent and appropriate is vague or unsuitable for the
use language that is original, with language, with a imprecise for the audience and purpose,
precise and evident a sense of basic sense of audience or with little or no
engaging, with voice, awareness voice, some purpose, with little awareness of sentence
notable sense of of audience and awareness of sense of voice, and structure.
voice, awareness purpose, and the audience and a limited
of audience and ability to vary purpose and awareness of how
purpose, and sentence some attempt to to vary sentence
varied sentence structure. vary sentence structure.
structure. structure.
Conventions Demonstrate control Demonstrate Demonstrate Demonstrate Demonstrate little or no
of the conventions control of the partial control of limited control of control of the
with essentially no conventions, the conventions, the conventions, conventions, making
errors, even with exhibiting exhibiting exhibiting frequent comprehension almost
sophisticated occasional errors occasional errors that make impossible.
language. only when using errors that do comprehension
sophisticated not hinder difficult.
language. comprehension.

References:
1. Lucas, Maria Rita D. “Field Study 2- Participation and Teaching Assistantship”.
LORIMAR Publishing Inc. 2021.
2. https://owlcation.com/academia/How-to-Create-a-Teaching-Portfolio
3. https://www.youtube.com/watch?v=lqDiwPW1-G8
4. https://www.youtube.com/watch?v=USkVgiJIRa0
5. https://www.youtube.com/watch?v=l9ujr1rXG3c
 Field Study 2
Learning Episode 6: Utilizing Applications for Teaching
and Learning

Objectives: At the end of this episode, the students will be able to:
4. Identify and select appropriate applications that will address learning goals
5. Show skills in the positive use of application for student engagement in
teaching and learning
6. Demonstrate positive attitude towards the use of technology tools

Activity 1:
Enumerate the apps that you already know and tried. You may explore Padagogy
Wheel and learn more with this link https://www.teachthought.com/technology/the-
padagogy-wheel/ . Fill out the table below.

Apps known and recently explored How can it be used in teaching-learning?

Activity 2: Watch the video about Best Apps for Online Teaching 2020. Click the link
https://youtu.be/i0MtvMNmWuk . Fill out the table below

Apps you want to utilize What is the purpose of Explain why you
in the lesson using the app? selected the app based
on 5 criteria
(appropriateness,
motivation, instructional
design, engagement
and accessibility)

Activity 3: After you participated or assisted in the use of apps in teaching-

learning activity, describe what you observed.

1. Describe how you or the teacher utilized the apps. Narrate your experience as
you participated or assisted
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What worked well during the activity using the app?

____________________________________________________________
 ____________________________________________________________
____________________________________________________________

3. What part can be improved?

____________________________________________________________
____________________________________________________________
____________________________________________________________

4. What will make it better?

____________________________________________________________
____________________________________________________________
____________________________________________________________

5. How does this connect with what you know about selecting and using apps?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Activity 4.
Using your knowledge in educational apps, create an educational vlog about a topic/
lesson of your choice. You may use this link for reference
https://www.smilebox.com/blog/how-to-make-educational-videos/ .
Links:
1. https://www.teachthought.com/technology/the-padagogy-wheel/
2. https://youtu.be/i0MtvMNmWuk
3. https://www.smilebox.com/blog/how-to-make-educational-videos/
Reference:
1. Lucas, M.R., Borabo, M.,Bilbao,P.,Corpuz,B.( 2021). Field Study 2- Participation
and Teaching Assistantship. Lorimar Publishing Inc.
2. Lucido, P.I Educational Technology 2. Lorimar Publishing Inc.
 Field Study 2
Learning Episode 7: Utilizing Learning Management System

Objectives:
1. Identify the components of LMS as a virtual learning environment
2. Demonstrate skills in using a learning management system (LMS) as a
platform for teaching and learning. (4.5.1)
3. Demonstrate positive attitude towards the use of technology. (7.1.2)
4. Use professional reflection and learning to improve practice. (7.4.1)

Activity 1: Create an advertisement/infomercial.

 Pick one LMS that you're interested in.
 Identify the various components of the LMS you've chosen.
 Use a 2-3 minutes video to create an advertisement.

Activity 2. Create a graphic organizer.

 Choose 1 LMS
 Make a graphic organizer that shows how to use the chosen LMS in
the proper order.

Activity 3. Create your own TPACK

 Evaluate your Technological, Pedagogical and Content Knowledge

(TPACK) as a future teacher in your field of specialization. Using a
Venn diagram, create your own TPACK representation.

See : https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-
used-in-the-classroom/
Field Study 2
 Learning Episode 7: Utilizing Web -Conferencing Apps for
Synchronous E-Learning

Objectives:
1. Identify features and functions of web conferencing applications that
are useful to instruction
2. Demonstrate skills in using a web conferencing app for synchronous
teaching and learning. (PPST 4.5.1)
3. Demonstrate positive attitude towards use of technological tools (ICT
CST 7.1.2)
4. Use professional reflection and learning to improve practice (PPST
7.4.1)
What to do?
1. Choose 1 web conferencing app
2. Conduct a micro teaching class using the chosen web conferencing app.

Do the succeeding activities

Activity 1
Mock Parent-Teacher Conference/ Mock IEP Conference (SPED)
or Micro Teaching utilizing the different Web Conferencing app for
synchronous e- learning

Reflection on the proceeding and the best features of a web conferencing

app used.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Reflection:
Using the chosen web conferencing app, how else would you better establish the
following:
1. Teaching Presence
2. Social Presence
3. Cognitive Presence
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 Field Study 2
Learning Episode 8: Assessing FOR, AS and OF Learning

Objectives: At the end of Episode 16 the students will be able to:

1. Distinguish among assessment FOR, AS and OF learning.
2. Cite ways of doing assessment FOR and AS learning.
3. Explain the effect of assessment for learning and assessment as learning on
summative assessment.

Activity 1:
Enumerate the difference between assessment FOR, AS, and OF learning, to learn
more check this link https://www.youtube.com/watch?v=Atiuuy-7fBA Fill out the table below.

Assessment FOR Assessment AS Assessment OF

Activity 2:
Watch the video about assessment FOR and AS learning. Click the link
https://www.youtube.com/watch?v=2Kes8wZxlpY&t=27s . Fill out the table below. Cite
ways on how assessment FOR and AS can be done.

Assessment FOR Assessment AS

Are the results of the assessment of learning affected by the implementation of

assessment for learning?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Activity 3:
https://www.youtube.com/watch?v=RlYK4M7G10Q After you watch the video from the
activity no. 2. Answer the following question.

1. Did the formative assessment task help students master what they were
expected to learn?
____________________________________________________________
____________________________________________________________
____________________________________________________________
 2. Was students’ response to formative assessment exercises favorable? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. Did the conduct of formative assessment and self-assessment affect students’

attainment of learning outcomes? Why?
_____________________________________________________________
_____________________________________________________________
______________________________________________________________

4. What was the effect of students assessing their own progress on their motivation
to learn?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Links:
3. https://www.youtube.com/watch?v=Atiuuy-7fBA
4. https://www.youtube.com/watch?v=2Kes8wZxlpY&t=27s
3. https://www.youtube.com/watch?v=RlYK4M7G10Q

Reference:
3. Lucas, M.R., Borabo, M.,Bilbao,P.,Corpuz,B.( 2021). Field Study 2- Participation
and Teaching Assistantship. Lorimar Publishing Inc.
4. Lucido, P.I Educational Technology 2. Lorimar Publishing Inc.
 Field Study 2
Learning Episode 9: Using Traditional and Authentic Types
of Assessment for Summative Purposes

At the end of this episode, students must be able to:

1. determine if an assessment task is aligned to the intended learning outcome;
2. select and evaluate assessment tools used in the learning environment;
3. reflect on the importance of knowledge and skills in the use of different
assessment tools;
4. express one’s views on the use of different forms of assessment; and
5. identify a problem related to traditional and authentic assessment for an action
research

Introduction

The basic premise of Outcome-based teaching-learning (OBTL) is that the teaching and
learning activities (TLAs) and assessment methods (AMs) are constructively aligned
with the intended learning outcomes (ILOs) of the subject matter/content.
chtl.hkbu.edu.hk
Depending on the learning outcome to assess, the assessment task that the teacher
formulates can be a traditional assessment task or authentic assessment task.

Activity 1

Click the link https://www.youtube.com/watch?v=AGMF5x-idnM to revisit the basic

concepts that you have learned about traditional and authentic assessment tools of
outcome-based teaching learning. After watching the video, show/draw a Venn diagram
to compare traditional assessment with authentic assessment.

Activity 2
Interview via online or face to face (if permits) with teacher/s either handling modular or
online classes in your locality. Ask and study teacher’s lesson plan for the week. Focus
on the ILO and evaluation part of the lessons. (Teacher’s class observation (CO)
conducted quarterly under DepEd can be an option for an observation).

1. Are the assessment tasks aligned with the learning outcomes?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Did teacher make use of both traditional and authentic assessment tasks?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Were the assessment tasks for formative purposes also used for summative
purposes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. Where were assessment results students better – in results of traditional or

authentic assessment?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. Which assessment activity/activities did the students like more? Like least? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 3
Based on the results of observation conducted in Activity 2, make your reflection on how
to make assessment process more meaningful to and more acceptable to students.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 4
Assessment of some relevant problems with possible solutions.

Identify a problem related to traditional and authentic assessment for action research
according to your field of specialization.

Field of specialization:
______________________________________________________________________

1. The specific subject/topic:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Assessment tools used in the present topic.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Evaluation of assessment tasks. (Requirement not met in light of the principles of

test construction)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Your proposed solution to improve assessment practices.

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____

References:

Hong Kong Baptist University. Outcome-based Teaching and Learning.

https://chtl.hkbu.edu.hk/main/teaching-and-learning/obtl/

Silmser, L.M. (2021. Traditional and Authentic Assessments.

https://www.youtube.com/watch?v=AGMF5x-idnM

Lucas, M.R., Borabo, M.,Bilbao,P.,Corpuz,B.( 2021). Field Study 2- Participation and

Teaching Assistantship. Lorimar Publishing Inc.

TEC, DepEd, Ched. (2009).Experiencial Learning Courses Handbook.

 Field Study 2
Learning Episode 10: Grading and Reporting

Objectives:

1. Interpret scores correctly

2. Compute grades based on DepEd’s grading policy.
3. Report grades to parents meaningfully

Activity 1

 Confer with a teacher about scoring student’s assessment task, grade

computation and reporting using the guide questions.

 Interview a teacher using the questions.

1. What are the teaching implications of the students’ test scores and grades?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. In what subjects did students perform best? Poorest?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. How was the Parent-Teachers’ Conference attendance of parents and

guardians? What does this imply?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What parents/guardians’/comments were most common during card-giving day?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Activity 2: Mock Parents-Teachers’ Conference

1. Create a mock Parent teachers conference.