INTRODUCTION

The Field Study II : Participation and Teaching Assistantship is our biggest

stepping tone towards effective teaching. This subject introduces us to the realities of
teaching practices and teacher-student interactions.
Academic engagement has been challenged today due to the pandemic
which still affects our education system up to these days. However, with the aid of
this subject, I was still able to acquire the necessary insights that a future teacher
should have. In fact, the subject already includes topics about virtual learning so it
prepares us to cope with the new mode of learning.
Reading the book and internalizing everything discussed in it is quite a
struggle due to lack of actual engagement but, I was thankful that we were still given
an opportunity to immerse in actual schools. I was assigned in San Francisco
National High School to observe the actual school environment and the distance
learning method.
I have understood the importance of establishing an effective learning
environment either in actual or virtual classes by crafting effective teaching routines,
procedures and materials for both traditional and on-line learning.
Generally, FS II prepares us to be an effective and efficient educator who can
strategize with creativity and flexibility.

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 TABLE OF CONTENTS

FIELD STUDY 2 Participation and Teaching Assistantship

Introduction ………………………………………………………………………………1
Learning Episode 1: The Teacher We Remember ……………………………. 3 - 5
Learning Episode 2: Embedded Action Research ……………………………. 6 - 8
for Reflective Teaching
Learning Episode 3: Understanding AR Concept, …………………………... 9 - 11
Processes and Models
Learning Episode 4: Matching Problematic Learning ……………………… 12- 17
Situation with Probable Action
Learning Episode 5: Preparing the Learning Environment: ………………. 18 - 21
An Overview
Learning Episode 6: Enhancing a Face-to-Face …………………………….. 22 - 24
Learning Environment
Learning Episode 7: Making On-line or Virtual Learning ………………….. 25 - 27
Environment Safe and Conducive
Learning Episode 8: Establishing My Own Classroom …………………….. 28 - 29
Routines and Procedures in Face-to-Face/Remote Learning
Learning Episode 9: Creating my Classroom/Remote ……………………... 30 - 33
Learning Management Plan
Learning Episode 10: Writing My Learning/Lesson Plan ………………….. 34 - 44
Learning Episode 11: Delivering My Lessons ……………………………….. 45 - 52

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FIELD STUDY 2
LEARNING EPISODE 1: The Teacher we Remember

 ANALYZE

1. From the PPSTs, the Southeast Asia Teachers Competency Standards and
the TEDx videos that you viewed, what competencies does a great teacher
possess?
PPST:
 Know what to teach and hoe to teach it.
 Maintain a learning-focused environment.
 Respond to learner diversity.
 Plan and design effective instruction.
 Use a variety of assessment tools to inform and enhance the
teaching and learning process.
 Establish community relationships and uphold professional
ethics.
 Engage in professional reflection and assume responsibility for
personal professional learning.
SEATCS:
 Knowing and understanding what to teach.
 Helping students learn.
 Engage the community.
 Becoming a better teacher every day.
TEDx:
 “A great teacher loves to teach and loves to learn”
 “A great teacher is chill”
 “A great teacher thinks like an adult but acts as a kid”
 “A great teacher understands that students have a life outside
school”
 “A great teacher notices when students struggle”
 “A great teacher listens to students”
 “A great teacher sings”

2. Are these competencies limited only to professional competencies?

 These competencies are not limited to professional competencies
because I believe it can be acquired by people who are not
professional however teachers should possess these competencies
because it is needed so that they can perform their duties as effective
educators.

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 3. For a teacher to be great, is it enough to possess the professional
competencies to plan a lesson, execute a lesson plan, manage a class,
assess learning, compute and report grades? Explain your answer.
 I think professional competencies are not enough for a teacher to be
great, though possessing professional competencies is a great
advantage for a teacher. He/she can plan and execute a lesson,
manage a class, assess learning and compute and report grades
though it does not mean that he/she is a great teacher. A great teacher
must have personal qualities that is admired by his/her students that
influence and impacted the life of the students.

4. For a teacher to be great, what is more important – personal qualities or

professional competencies?
 I think both of them is significant to be a great teacher. Possessing
professional competencies, a teacher is able to provide the knowledge
needed by the learners and having personal qualities, a teacher is able
to touch the heart of his/her students that will help him/her to
understand and take care of his/her students.

5. Who are the teachers that we remember the most?

 The teacher we remember the most is the teacher who has personal
qualities such us being understanding of the student’s situation,
listening to the student’s grievances, helping the students when they
are struggling and they taught us life lessons that we have brought till
this day and we apply it into our lives.

 REFLECT

1. Which personal traits do I possess? Not possess? Where do I need

improvement in?
 I have patience, I am broad minded and I am a good listener too.
However, I don’t think if I can be adaptable or flexible enough in
dealing different kind of situations and students so I need to improve
my adaptability and flexibility in order to be an effective teacher.

2. Which professional competencies am I strongly capable of demonstrating?

 I think I am capable of demonstrating my capability in designing a good
lesson plan to meet the students’ needs.

3. In which competencies do I need to develop more?

 I think I have to develop or improve my capability of identifying the
students’ needs since I don’t have any experience yet in teaching. I
might encounter diverse of students so I must develop strategies to
leverage my student’s diversity.

4. Who are the teachers we remember most?

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  We remember the teacher who shows professionalism in the class.
They are teachers who are very effective in making a specific subject
matter easy to understand. They’re also equipped with personal
qualities that is admirable that serves as good example to the students.

 CHECK FOR MASTERY

1. A
2. A
3. D
4. B
5. C

 WORK ON MY ARTIFACTS

Attach your reflections here.

In this episode I have identified the professional competencies and the

personal qualities that a teacher needs to possess and I also identified the
personal qualities and professional competencies that I lack. I need to
improve these qualities and competencies so that I can be great teacher that
will be remembered by my students in the future.

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FIELD STUDY 2
LEARNING EPISODE 2: Embedding Action Research for Reflective Teaching

 PARTICITPATE AND ASSIST

Making a list of Completed Action Research Title by Teachers in the Field
1. Make a library, or on-line search of the different Completed Action Research
Titles Conducted by Teachers.
2. Enter the list in the matrix similar to the on below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to
your mentor as reference.
Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Author/Authors
Titles
Ex. Differentiate Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1. Improvement of Grade 8 Low Elisa L. Baguio
Performing Students in Mathematics
through ICT
2. Improvement of Reading Fe K. Zuniga
Comprehension of Grade III Pupils Gemma S. Barrantes
through Reading Program
3. Enhancement of Learners’ Academic Rhodaline G. Dizon
Performance in Conflict-Affected Areas
through Strategic Intervention Materials
4. Improvement of Grade 10 Learners’ Henriguito C. Tepacia
Performance in English through
Computer-Aided Instructions
5. Improvement of Grade 8 Learners’ Jeanny M. Abejero
Performance in Science through ICT
Integration

 NOTICE
Based on your activity on Making a List of Completed Action Research Titles, let’s
find out what you have noticed by answering the following questions.
Questions Answer
1. What have you noticed about the 1. Low Performing Students in
action research titles? Do the action Mathematics
research (AR) titles imply problems to
be solved? Yes____ No____ 2. Reading Comprehension of Grade lll
Pupils

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 3. Learners’ Academic Performance in
Conflict-Affected Areas
IF YES, identify the problems from the
title you have given. Answer in the 4. Grade 10 Learners’ Performance in
space provided. English

5. Grade 8 Learners’ Performance in

Science
2. What interpretation about action Title of the Action Research:
research can you make out of your Improvement of Grade 8 Low
answer in Question No. 1? Performing Students in Mathematics
through ICT

3. Write the Title and your interpretation From the title, I think, the study is
of the study from the title. conducted because the teacher wanted
to help or improve the Grade 8 students
who have difficulty in the mathematics
subject and the way to help the
students and the teacher to teach this
subject matter is by teaching it with the
help of ICT.
4. What do you think did the author/s do I think the author did conduct a
with the identified problem as presented research about the identified problem in
in their titles? her title and this problem is the reason
why she came up with the formulation
of her title. The action research is
formulated because the author wanted
to address the problem she identified
and observed.

 ANALYZE
Action research seems easy and familiar. Since teaching seems to be full of
problematic situation and that the teacher has a responsibility of finding solution for
everyday problems in school, hence teacher should do action research. This is an
exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and
interpreted in the previous activity.
Key Questions My Answer
Choose from the options given. You may check
more than one answer
1. From what source do you Choices:
think the authors identify the ____ Copied from the research books
problems of their action / From daily observation of their teaching
research? practice.
/ From difficulties they observed of their
learners.
/ From their own personal experiences.

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 / From the told experiences of their co-
teachers.
2. What do you think is the Choices:
teacher’s intention in conducting / To find solution to the problematic
the action research? situation.
____ To comply with the requirement of the
principal
/ To improve teaching practice
/ To try out something, if it works
____ To prove oneself as better than others
3. What benefit do you get as a Choices:
student in FS 2 in understanding / Prepare me for my future job
and doing action research? ____ Get good grades in the course
/ Learn and practice being an action
researcher
/ Improve my teaching practice
/ Exposure to the realities in the teaching
profession
/ Become a better teacher everyday
4. In what ways, can you assist Choices:
your mentor in his/her Action / By co-researching with my mentor
Research Activity? / By assisting in the design of intervention
/ By assisting in the implementation of the
AR
____ By just watching what is being done

 REFLECT
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
 I learned that action research is a method of systematic enquiry that
teachers undertake as researchers of their own practice. The purpose
of action research is to learn to through action then leads on to
personal or professional development.

2. Have you realized that there is a need to be action researcher as a future

teacher? YES / NO__. If yes, complete the sentence below.
 I realized that a teacher must be an action researcher because there
might be situations that will be problematic to the school, students and
teachers so a teacher must be a problem solver to address these
possible problems. Being an action researcher will not only benefit the
teacher because it will help to improve the school and most importantly
the students.
 CHECK FOR MASTERY

1. B 5. B
2. A

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 3. B
4. C
FIELD STUDY 2
LEARNING EPISODE 3: Understanding AR Concepts, Process and Models

 NOTICE
What concepts have been emphasized in the task and infographics? Give at least
four.
1. Observe
2. Reflect
3. Act
4. Plan
Since the 3 models are all for action research, what are the common elements of the
three?
The common elements of the 3 models of action research are: observing,
reflecting, acting, evaluating and modifying.

 REFLECT
As a future teacher, is conducting an Action Research worth doing?
 Yes
Why?
 It is worth doing action research because it will help me to learn how to
improve my practice as a teacher in the future in terms of teaching
methods, classroom management, preparation of learning environment
and etc.
How can AR be useful for every classroom teacher?
 AR can be useful for every classroom teacher by means of enabling
the teachers to reflect on what they would like to change in the
classroom to have a better learning outcome.

 OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many
questions that I raised in my mind. These include

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 a. How will the students can be active in completing their worksheets in time
whether its virtual or printed learning?
b. How does the teachers deal with the distance learning?
c. How does the students deal with the distance learning?
 REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. How to motivate the students to submit their worksheets in time?
b. How to keep the effectiveness of teaching and learning in distance learning?
c. How to help the students struggling with the distance learning?

 PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem B
because I am going to assist my resource teacher so I have to learn how teachers
deal with the distance learning, I need to know what strategies they did to continue
the effectiveness of learning despite of the new normal so that I can be a help for my
resource teacher and also to the students.
 ACT
My action will come later, given enough time in FS 2 or during my Teaching
Internship.

 CHECK FOR MSATERY

Direction: Check from the choices, what answer/s respond to the question correctly
and put an X if otherwise.
1. Action research requires a teacher to be:
/ observant of what is happening in the classroom.
/ asking oneself of how to improve teaching.
/ following the daily routine all the time.
/ finding ways on how children should learn better
X blaming learners for their inability to learn.
2. There are many ways of doing action research which follow a cyclical
process. The process include:
/ observe, reflect, plan, act
X observe, plan, act, reflect
X reflect, act, plan, observe
X plan, observe, act, reflect
X modify, observe, plan, reflect
3. As an action researcher, I will be developing my skill as a person who is
/ systematic
/ reflective
/ rigorous
/ futuristics

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 / situational
4. On which of the following would you choose to conduct an Action Research.
Why?
/ Teaching a new process to the students. Why? Because the students might
get confuse in the new process and they might get difficulties in adapting in
the new process.
5. Which of the following relates closely to what action research is?
/ used to address practical problems in the classroom
/ refers only to everyday life of the learners
/ allows teacher to study their own classroom
/ brings theories and practices together

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FIELD STUDY 2
LEARNING EPISODE 4: Matching Problematic Learning Situation with
Probable Action
 PARTICIPATE AND ASSIST
What five problems have you identified from the words that you have encircled?
Make a statement. Write in the space below.
The problems I identified are:
1. Technology- I see technology as a problem because not all of the students have
access in technology like gadgets so they can’t cope up with the online mode of
learning.
2. Connectivity- some college students are from remote areas so they don’t have
strong connectivity.
3. COVID- it’s the root of the multiple problems today.
4. Motivation- some students are not motivated to study because of the new
modes of learning.
5. Discipline- some students are not responsible for their responsibilities and just
relying their parents to do their tasks.

Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?

Make a Choice for you ACTION.

A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you choose letter A. Conduct a Tutorial. So you have identified the
SOLUTION that matches the PROBLEM which is Difficulty in Comprehension.
The problem is: The Action is:

Difficulty in
Conduct a Tutorial
comprehension

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Can you also choose letter B: Show video lesson as a SOLUTION for the same
PROBLEM? Explain.
By viewing video clips, the students will build background knowledge and can help
them comprehend text by providing visual images for unusual topics.
The problem is: The Action is:

Difficulty in comprehension Show video lessons

of___

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

Making learning tasks are solution for comprehension difficulty because it will allow
the students to be engage in activities so the students are able to learn in the
process.
The Problem is: The Action is:

Difficulty in Comprehension Make learning tasks to

of improve comprehension

Interesting isn’t it? Now, you can assist your mentor by identifying observed
problems in the class and suggest actions to be done.

 NOTICE
What have you noticed of the problem identified above? Can there be more than
one solution to the problem? Explain
 There can be more than one solution to the identified problem because
the students have different needs based on their capability and abilities
so a teacher must find every possible solution to address the problems
faced by his/her students.

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A creative and innovative teacher can find one or more one solution or answer to the
same problem. Each solution matches with the problem. The more solutions
identified to choose from, the better for an action researcher.

 ANALYZE
Let us try to look into the following scenarios in the daily life of the teacher. This
scenario might also be similar to the class you have observed and noticed.

Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has
forty learners in her class. One half of them cannot classify animals into vertebrates
and invertebrates. She has been repeating the same science lessons for two weeks,
yet no progress was observed. This situation has been bothering Miss Fely.
Can you identify, Miss Fely’s problem?
 The problem is one half of Miss Fely’s students cannot classify animals into
vertebrates and invertebrates. She has been repeating the same science
lesson for two weeks, yet no progress was observed.

Can you find a solution to solve her problem? ____ Give your two suggestions
a. Try other teaching format like build in time to walk around and let the
students to observe.
b. Avoid yes or no questios; let the students to reflect and to think more.

What solution can solve Miss Fely’s problem?

How?
 In my opinion, both suggested solutions are effective. Try other teaching
format like build in time to walk around and let the students to observe.
Through that way, all the students who cannot figure out a topic will be
given a chance to observe and they’ll have a chance to reflect from that
observation and I think observation outside can help to understand science
topics.

Are they matched with the problem?

 Yes, and it is definitely effective.

Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his

learners come from families that are disrupted, either with single parents or with their
guardians who stand only as parents. They are deprived of the necessary food,
clothing and shelter.
Can you identify the most probable teaching-learning problem/s in the class of Sir
Ryan?
a. Poor performance of the students because of financial problems.
b. It is hard for the students to focus on the class because of problems at

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 home.

Can you propose a solution to solve one of the problems that you have identified?
 If I could give more support like food, donation from other teachers, I would,
and I will also tell to the Barangay officials about the problems and ask the
embedded programs they are planning to solve that problem. It is very
important to help the students because it will affect their future.

 REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you become a better teacher?
Explain:
Finding out the student’s background is part of teacher’s job, their needs and
the things that might affect their development. I think it would be better for a class to
run smoothly if the teacher does a background check from the beginning to find out
the needs of each students, also have assessment to see the capabilities and
abilities of the students, learn the learning strategies that the teacher will use and
learn the things they don’t already know that need to be mastered.

 WRITE ACTION RESEARCH PROMTS

Using any one example of problems in this activity, answer the AR prompts that
follow.

OBSERVE
What problematic situation prevails in the classroom?
 The students struggle to focus on their studies because of financial and
personal problems and it affects their learnings.
REFLECT
What changes do you want to achieve?
 I want my class to be more productive and eager to learn more and explore
learning at the time they will enjoy.
PLAN
What strategies will you use to improve the situation?
 I will create activities that the students can learn, reflect, explore and enjoy in
a way that they need to be creative but do not demand expensive materials.
ACT
What would be the title of your Action Research should you conduct the study?

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  Poor Performance of the Students Because of Financial and Personal
Problems
Add: Solutions/Actions
 Set PTA meeting and discuss the problems, ask the parents/guardian opinion
and their suggestions.

 CHECK FOR MASTERY

Here is some problematic situation in the teaching-learning environment as observed
and experienced by the teachers. Match the problems listed in Column A with
corresponding probable solutions in Column B. You may use the letter once, more
than once or not at all.
Problematic Situations
B 1. Connectivity for On-line A. Rearrange classroom setting
learning
D,A,G 2. Disruptive Classroom behavior B. Maximize use of varied instructional
materials
D,A 3. Poor interest and motivation C. Regular parent-teachers circle
C,F 4. Parental non-involvement D. Use of rewards
E 5. At risk-students E. Group studies and Study Buddies
F. Use of flexible learning
G. Silent Reading Exercises

 WORK ON MY ARTIFACTS
Your artifacts will be an Abstract of a completed Action Research.
I. Title of Action Research:
 Improving Reading Comprehension through the Use of Higher Order
Thinking Activities

II. Author/s:
 Noel R. Dauran

III. Abstract
 The area of focus for my project is improving Reading Comprehension
Through the Use of Higher Order Thinking Skills Activities. Without the solid
foundation of reading skill, the researcher feels the children will be struggle
hard throughout their schooling and adult life. By learning the best
comprehension strategies and hoe to best each these strategies to the
pupils, the researcher hopes to provide the solid foundation needed to
succeed. Although the school’s NAT result has met or exceeds its
expectations, still the researcher has a thought of a way to improve it. In
reading class, the grade three pupils scored 84% but the scores drop in the

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 4th grade. The researcher concludes that the pupil’s score decreases
because of the pupils have very poor higher – order thinking skills to
increase reading test scores and develop meaningful reading experience to
the pupils.

IV. Identify the Problem in the Study

 I have found out that many of the pupils in grade III are able to read fluently,
but still have difficulty in answering the “how” and “why” question.

V. Identify the Action Taken in the Study

 The Metacomprehension Strategy Index had a total of 25 questions divided
into three parts that asked about the strategy pupils used to help them
better understand the story. Part I of MSI is consist of statement about the
strategies used prior to reading a story, Part II of the MSI consist of
statement about the strategies used while reading the story, and the part III
of the MSI consist of statement about the strategies used after reading the
story.

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FIELD STUDY 2
LEARNING EPISODE 5: Preparing the Learning Environment: An Overview

 PARTICIPATE AND ASSIST

What will you do to assist your mentor in setting up a conducive learning
environment in the following conditions:
1. Bulletin board display
 I will volunteer to make a bulletin board and show my creativity in
creating a fully information bulletin board in a trendy style.

2. Small Group Discussion

 I would suggest asking students to divide into small groups and
democratically discuss a prompt provided the instructor. Groups often
nominate a member to report highlights from their discussion to the
entire class. Facilitating a highly-structured small group discussion may
take more planning but may also provide a richer and more inclusive
experience for students

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

 I will use Google Form in checking the student’s attendance during the
virtual classes. You can create an attendance sheet in the Google
Form and distribute it with the class. The class will self-report the
attendance sheet with the timestamp.

 NOTICE
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What
message or theme does it convey?
o It is very attractive, the colors and its design are very appropriate on the
color of the wall where it’s placed, I can say that the bulletin board serves its
purpose because it definitely conveyed the purpose which is to inform the
students and school personnel.

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  What makes it attractive to the learners?
o I think it attracts the learners by its design and colors.

 Does it help in the learning process? ______ How?

o Yes, they become mor creative, it also helped them to be aware and inform
them on what thing they should know and remember that is being displayed
in the bulletin board.

Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules,
where is most likely the learning space of the students?
o Google Meet is most likely the learning space of the students and in
modular distance learning the students learning space is at their homes
guided by their guardians/parents.

 Can you describe?

o Google Meet is a type of software application that allows people like
students, businessman and other organization to join the same virtual
meeting in their most convenient time. In modular distance learning the
students are given modules that they have to answer at their homes and
they have to submit it after a week to their advisers.

 How can you as a teacher help make such environment conducive for
learning?
o I think I can help the students to make such environment conducive for
learning by using virtual software application, expanding their options and
giving them opportunity to learn either online class or face-to-face. We are
now in era where we also consider the relevance of digital.

 ANALYZE
The examples above, describe two contrasting situations. The first shows that
the learners are in the same room or space while in the second, the learners maybe
in different learning spaces like homes, study hubs or in extreme cases parks or
under the trees.
As a teacher, in which of the two situations would you prefer to manage for
learning? Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why?
I think I will choose the learning Environment 1 which is the face-to-face class
set up because now I experience the difficulty not only for us students but also the
teachers, how they can teach the things that should be seen like laboratory activities

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and etc. it would be easier for students and teachers in face-to-face set up because
it can be perform in actual setting.

 REFLECT
Based on my noticing and analysis, I realized that
a. The situation above is happening today and it’s relevant to know.
b. It affects not just the students but also the teachers.
c. We can expand the learning options of the students.

 WRITE ACTION RESEARCH PROMTS

OBSERVE
What probable problem may result from the two situations of the learning
environment?
o I think the probable problem is that how sure the teacher that hi/her students
are learned using the learning environment
REFLECT
What solutions can I think of to solve the problem?
o I will be consistent in observing the struggle of my students and their
progress. I’ll make sure that every quarter they are able to pass the activity
that given to them. To be able to do that I will do a background checking to
know my student’s capability in terms of financially so I can make some
adjustments.
PLAN
How should I do it?
o I will prepare for pr-test and post-test to determine the knowledge of the
students before and after school year. To know their situations, I will conduct
a home visit for my students who seems performing poorly.

 CHECK FOR MASTERY

1. B
2. B
3. A
4. B
5. D

 WORK ON MY ARTIFACTS
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 In not less than 300 words, write an essay on the topic: “My Conducive
Learning Environment”

“My Conducive Learning Environment”

By: Eugene T. Serrano II
A conducive learning environment demonstrate comfortability. This is where
the learning process takes place so leaners should feel comfortable so that they can
better absorb the learnings. Ventilation is very important, it is important that there is
proper lighting, aircon, or at least electric fans. The students need comfortable seats
so a classroom should have enough proper chairs to accommodate the learners.
Comfort rooms are also very important, the ones for girls and the ones for boys
should be separated, we know that high school students are very self-conscious so
they really need comfort rooms to help themselves. The comfort rooms should be
clean and has access to a clean water so that it is well for everyone’s hygiene.
In order for the students to show their full potential, a school must have
equipment that can help to hone their talents and abilities such as, computers,
laboratory equipment, tools or machines for TLE/TVL and etc.
Above all, a conducive learning environment should promote the safety of the
students. If the students feel that they are safe in the environment that they are in,
they will definitely perform well.

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FIELD STUDY 2
LEARNING EPISODE 6: Enhancing a Face-to-Face Learning Environment

 PARTICIPATE AND ASSIST

Given the concepts and the infographic, how can you participate and assist in
the face-to-face learning environment?
o I think I can apply different types of teaching strategies that can really help
and assist in the face-to-face learning environment. I can include technology
as my way to my students more active in class and it will help my students to
reflect and explore learning.

 NOTICE
Having been exposed to the traditional classrooms in your basic education, it
seems that everything is familiar. However, as teaching-learning theories evolve
over time there are changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Black board and chalk is mainly used. We have now TV and Projectors’.
Students should be in the school to We can attend virtual class via software
learn. applications like Google Meet.
Using manila paper for reporting. We are now using Power point
presentation.
There are lot of chairs to accommodate No matter how many students in the
a lot of students. class, it doesn’t matter because they
can be accommodated by virtual class.

 ANALYZE

22
What do you think brought the changes in the face-to-face learning environment
now?
o I think the reason why there are changes in the face-to-face learning
environment is because we are now incorporating technology to the
classroom and it indeed provides effective learning environment.

From the changes that you identified, choose one that you can do. How will you do
it?
o I think the changes I can do is to set up the whole classroom in a more
conducive environment. I will make my classroom more creative with the help
of technologies available. I will focus on things that will eliminate distractions
inside the classroom.

 REFLECT
Do you think making the learning environment conducive to face-to-face
classroom will enable the learners to achieve better learning outcomes? _____
Explain your answer.
o Having a conducive learning environment is very important because it is
where the learning process of the students takes place. If the classroom is
conducive, it lessens the distractions inside the classroom and the learning
will continuously absorb by the students. They will perform comfortably and
they are able to show their full potential because of the equipment they have
in a conducive (school/classroom) environment.

 WRITE ACTION RESEARCH PROMPTS

OBSERVE
What common problem have I noticed in a face-to-face learning environment?
o The students get easily distracted

Can I translate this problem into a question?

o How to reduce the distraction inside the classroom?

REFLECT
How would I solve the problem?

23
 o I think the possible solutions I can apply is like implementing classroom rules
or making much better teaching materials like integrating technology in my
teaching or enhancing my teaching strategies to catch the focus of my
students.
Will it improve my teaching? _____ How?
o Yes, it will improve my teaching because facing problem like this will test my
flexibility and creative thinking skill. It will contribute in my improvement of my
teaching ability because it will push me to practice different strategies in order
to solve the problem.

PLAN
What will I do to solve the problem? Describe briefly how you will do it.
o As a teacher if I observe problems in my class, like distraction of my students,
I think the possible solutions I can apply is like implementing classroom rules,
dos’ and don’ts or making much better teaching materials like integrating
technology in my teaching or enhancing my teaching strategies to catch the
focus of my students.

 CHECK FOR MASTERY

1. B
2. D
3. C
4. B
5. B

 WORK ON MY ARTIFACTS
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the physical environment:

o The space in the classroom is enough for the learners to move, there is a
lot of chairs to accommodate a lot of students. There are attractive and
informative visual displays in the wall and the classroom space is free from
hazard.

Describe the psychological environment:

o The students are following rules that is set in the classroom by the teacher.
o The students are showing positive attitude, respectful behavior and
constructive actions.
o The learners are sharing their experiences and learning with each other.

Describe the social environment:

o The students show positive interaction inside the classroom. They show

24
 camaraderie and cooperation in times of activities and they never forget
each other and they consider boundaries and limitations of everyone.

FIELD STUDY 2
LEARNING EPISODE 7: Making On-line or Virtual Learning Environment Safe
and Conducive

 NOTICE
Unlike the traditional face-to-face classroom environment, online or virtual
environment is a bit difficult to manage. It is because Virtual Learning Environment
(VLE) is imaginary and not in the physical sense. It has no corners or walls and it
can be set up with the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual
class?
 I think the easiest to implement in the virtual class is by giving the student
instructional materials that they need to create and report in the class then
they will be graded by the teachers after the discussion.
How did the students show their active participation in the lesson?
 The students show their active participation in the lesson by always answering
the questions that the teacher gave or when the teacher called a name of
each student to give answer or ideas on the lesson.

 ANALYZE
Which of the following is/are your analysis/analyses of on-line learning
environment? Check one or more.

25
 / It was difficult to observe the physical behavior of the students.
/ It takes time for students to learn how to use the platform.
/ Students who are alone in their home space find difficulty to make responses.
/ Internet connectivity is a great factor to support a conducive environment.

 REFLECT
As a future teacher I feel that on-line learning environment can be safe if
 As a future teacher I can make the on-line learning safe if I can successfully
impose and supervise the use of gadget in moderation so we can reduce the
risk of overexposure of students to radiation.
I think that teaching in a virtual environment is
Opening the students more educational opportunities. Students interact and
access resources in virtual learning environments in ways they could not in
physical classroom.
 WRITE ACTION RESEARCH PROMT
OBSERVE
Identify the problems brought about by the on-line learning environment.
 Technical issues – many students don’t have strong connectivity in the
internet
 Computer literacy – some students are not capable using computer they lack
knowledge in using computer
 Adaptability struggle – on-line learning is very different from the traditional
where the students are used to
 Time management – some students struggle in time management.
REFLECT
How would you solve this problem?
 I will teach my students about computers, phones, application and etc.
 I will check my students background so that I will know what are the
adjustments I need to resolve the problems.
PLAN
What initial plan do you intend to do solve the problem?
 For my students who has technical issue, I will provide them a hard copy of
the lesson with an answer sheet at the end of the lesson. For my students
who are struggling to adapt virtual learning I will help them by giving them
some activities to assess their knowledge and skills and if the result is not fit
for them then there will be adjustments that I need to do.

26
 CHECK FOR MASTERY
1. B
2. B
3. A
4. C
5. D

 WORK ON MY ARTIFACTS
Make a list of 10 websites where you can source references and instructional
materials for this episode. Place the list in the matrix like the one below. Share this
with your mentor.

LIST OIF WEBSITES and the TITLES of the CONTENTS

Name of Website Topics/Title of Content or Instructional
Materials
1. PEW RESERCH CENTER The Role of Parents in Digital
Safekeeping and Advice-Giving
2. BLOG.NEOLMS.COM Creating a safe environment for online
learning
3.PURDUE GLOBAL UNIVERSITY 4 Common Challenges Facing Online
Learners and How to Overcome
Them.
4. STUDY.COM Learning Environments: Types &
Characteristics
5. EDUTOPIA 8 Stages to Improve Participation in
Your Virtual Classroom
6. COLLEGES OF DISTINCTION How to Participate in Class and Why
it’s Important
7. LEARN SAFE Maintaining A Safe Learning
Environment for Distance Learning
8. ELMHURST UNIVERSITY Virtual Learning Is The Way Forward
for Educators
9. BOOKINGS.EDU Teaching problem solving: Let
students get “stuck” and “unstuck”
10. POSITIVE DISCIPLINE Problem Solving in the Classroom
(CREATING RESPECTFUL
RELATIONSHIP IN HOMES AND
SCHOOL)

27
FIELD STUDY 2
LEARNING EPISODE 8: Establishing My Own Classroom Routines and
Procedures in a Face-to-Face / Remote Learning

 NOTICE
After doing your classroom routines and formulating your procedures, state what
you noticed by answering the following questions:
 How did you feel after employing your classroom routines and establishing
your procedures in the classroom / remote learning?
o It was a great experience. I felt quite nervous but excited as well. I am
satisfied in the outcome of my demo teaching because of the good response
of my students, I can say that they have good response because of the
outcome of the assessment I conducted where they got good result.

 How did your students respond to your classroom routines and procedures?
o They behave well during the class and I can that they are engaging in the
lesson.

 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
o My resource teacher commended me for my performance and efforts and she
gave pieces of advice that will help me as a teacher.

28
  Was there a change in the classroom environment/ teaching-learning process
after you have implemented your classroom routines and procedures?
o There are changes in the classroom like routines that does not usually being
practice by students though these changes brought positive effect to the
students.

 ANALYZE

1. What factors/conditions prompted you to establish those classroom routines

and procedures?
 Learner’s behavior
 Classroom management
 Motivation
 Learner’s needs

2. Was there a marked improvement in classroom management after employing

your classroom routines?
 Yes, there are improvement, the students show positive behaviors and
they are more engaged in the class.

3. Did the teaching-learning process improve? Justify your answer.

 The teaching and learning process had improve, I was assigned to
present a lesson before and I have no idea of the classroom
management and routines so I find difficulty in the task specially the
behavior of the students, I really had difficulty in maintaining their
attention but now that I learned the classroom routines and
management I am able to deliver my lesson properly and I am able to
engage my students in my lesson.

 REFLECT
What insights have you gained while doing this learning episode?
 I realized that establishing classroom routines is very important because it has
huge contribution in the management of the processes happening inside the
classroom. Reinforcing behavior in the classroom is significant for us teachers
as it will help us to maintain the learner’s behavior as we facilitate teaching
and learning.
This learning episode has been an enlightenment as part of my journey as a
student-teacher as it had offered me an opportunity to become a better
teacher.

 CHECK FOR MASTERY

1. C

29
 2. D
3. A
4. D
5. D

FIELD STUDY 2
LEARNING EPISODE 9: Creating My Classroom/ Remote Learning
Management Plan

 PARTICIPATE AND ASSIST

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

MY CLASSROOM MANAGEMENNT PLAN

30
Philosophical Statement
 I believe that no students should be left behind what ever kind of learning
environment they are in, whether it is the traditional face-to-face learning or
online class. That is why I want to make sure that things are accessible and
possible for my students considering their status and conditions. The goal is
to make the learning environment conducive even the learners are at their
home they will still acquire the knowledge they needed.

Classroom Rules and Procedures

 The classroom rules and procedure should be specific it should serve its
purpose which is to mold the behavior of the students. The students should
realize the consequences if they violate a rule by letting the students feel
the intensity of the punishment if they violate a rule though it should not be
in a cruel way to the point that the students will get humiliated instead they
should be motivated.

Teacher-Student Relationships
 Teacher should treat the students fairly and equally and there should no
favoritism observe in the classroom. The teacher should communicate with
the students in a friendly and professional manner. It will help the students
and the teacher to have a more compound relationship and the students will
find it easy to seek comfort to their teachers if they struggle.

Schedule and Timeframes

 I will follow the schedule given by the curriculum though if there are
instances where I have to meet my students in non-working days then I will
plan it carefully to make sure that my students are available during that
time.

To use the time effectively, I will make my lessons short but concise. It will
save more time so I can give activities that will further enhance the
knowledge of my students.

Classroom Structure, Design and Arrangements

 To ensure the safety of my students, I will make sure that my activities will
not cause harm and injury to my students. In performing activities, I will
make sure that they are preforming it under my guidance and supervision.

Classroom Safety Rules and Procedures

 Rules are necessary to avoid unwanted movements of the students so I will
make classroom rules like the dos’ and don’ts so the students are aware on
things they have and should not do and I will explain to them why the rules
are being implemented.

Strategies for Rewards and Consequences

 I think I will employ rewards and punishments balanced, the students
dislikes punishment and they tend to hate teachers who gave them the
punishments though if I can apply motivation and punishment at the same

31
 time maybe things may change.

 NOTICE
After reading and reviewing the classroom/remote learning management plan
from different sources and creating your own plan, answer the following questions.
1. What salient components have you noted?
 I noticed that knowing first the students background can help me to
create a proper plan in implementing classroom rules and regulation.

2. Why is there a need to utilize the information to create your classroom

management plan?
 The information is necessary in creating classroom management plan
because it will give me the basis of my classroom management plan.

3. What where the significant things that you noticed when you were
implementing your plan?
 In implementing my classroom management plan, the significant thing I
notice is that the welfare of the students is the main component that
should be consider.
4. Were there items in your classroom / remote learning management plan
which were not tailored to the needs of your students? How will you improve
on these?
 I cannot give answer to this question since we are not yet deployed.

 ANALYZE
1. What elements in your classroom/remote learning management plan were
mostly followed / complied with?
 I think all the elements of my classroom management plan are able to
follow by my students since I am planning to do a simple management
plan.
2. What elements in your plan were the most difficult to implement why?
 I think giving punishments, it seems like it is so easy to give judgement
to the student’s action or behavior but its hard to think of what might
they feel after the punishment or how will they react toward the
punishments.

 REFLECT
What were your realizations after creating and implementing your classroom/
remote learning management plan?
I realized that creating and implement a classroom/remote management plan
is not an east task. It takes time to be done and there’s a lot of things to consider
including the background of the students, their behaviors, their age, status, etc. it’s a
challenging task though it’s a preparation for me as future teacher.

32
 WRITE ACTION RESEARCH PROMTS
OBSERVE
1. The problems/ challenges I encountered in writing my classroom
management plan
 The problem I encountered in writing my classroom management plan
is analyzing the behaviors of my students in order to create appropriate
routines and rules.
REFLECT
2. I hope to achieve to address these problems and challenges by
 Knowing my students more deeply. Knowing their wants and needs,
their behaviors and etc.
PLAN
3. Some strategies/solutions/means that I can employ to improve these
situations/problems
 Back ground checking for the students
 Research for existing studies of analyzing and determining student’s
behaviors that states how does their findings are able to help in
formulating good classroom management.
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on
this episode is
 “The Significance of Understanding Students Behaviors in Creating
Classroom Management”

 CHECK FOR MASTERY

1. D
2. A
3. D
4. A
5. A

33
FIELD STUDY 2
LEARNING EPISODE 10: Writing My Learning / Lesson Plans

 PARTICIPATE AND ASSIST

Lesson Plan in Science

(Subject)
Garde Level 10

I. OBJECTIVES
During the lesson, students will be able to:
A. Define important concepts about magnetism
B. Understand the history of magnetism
C. Apply and understand the properties of magnets
D. Show cooperation on a given task in a group
II. SUBJECT MATTER
A. Topic: Magnetism
B. References: Discover Science: Physics page 210-213 www.miniphysics.com
C. Concept:

34
 I. Magnets are materials that can attract other materials due to its
intrinsic property.
II. There are different properties of magnets.
D. Materials:
I. Magnets in different sizes and shapes
II. Paper
III. Paper clips
IV. Iron wire
V. Copper wire
VI. Yarn
E. Science Processes:
I. Observing
II. Identifying
III. Describing
IV. Comparing
V. Inferring

III. A. Preparatory Activities:

Teacher’s Activity Student’s Activity
1. ENGAGE

“Good Morning class” “Good Morning Sir”

“Let us pray first” Students will remain standing and one

student will lead the prayer.

“Is there any absentees for today?” Class secretary will announce the
number of the students absent for
today.

“Thank you______ for your attendance

report”

A. REVIEW

“Before we proceed with our new topic, One student will answer the topic
who among you remembers our topic discussed yesterday.
yesterday?”

“Thank you for your participation. Class,

our lesson for today is somewhat related
to what we have already discussed
yesterday.”

B. MOTIVATION

35
Teacher will present the picture of a Yes, sir, it is called compass.
compass.
Can you identify what the object in the
picture is called? It tells direction

What is the use of a compass? “Yes, sir, it is much easier to tell which
direction are we going if we use a
“Did you know that travelers always use compass.”
their compass to tell whether they are Students will watch the video
going the right direction/course?”
Did you know how compass works? To
better understand how these objects
work, lets watch this video. A compass can tell direction through
magnets.
Now, what have you learned in the
video?

“Now that we know something about

compass which is driven by magnets.
Our topic will focus more on what
magnetism is. We are going to have an
activity.”

III-B. LESSON PROPER

A. PRE-LABORATORY ACTIVITIES
1. cooperate in the activity silently
i. Setting of Standards 2. avoid loitering
3. avoid chatting
“Okay class, what are we going to do if 4. submit the output on the designated
there’s a group activity?” time.

ii. Discussion of Procedures

“Now class, you will be grouped into 3,

and you are going to select a leader.” 1. Check the materials needed for the
activity
(Paste on the board) 2. One activity sheet will be provided
Please read the procedures, _______. each group
3. Each group will complete and answer

36
 all the questions in the activity sheet.
4. Transfer the answer in a manila
paper.
5. After 10 minutes, each group will
submit their output written in a manila
paper.
Thank you. ______________

Leaders will get the materials and the

iii. Checking Materials
activity sheet.
leaders, please get one activity sheet
Leaders will check the following
and the materials needed for the said
materials:
activity.
1. magnets in different sizes
2. paper clips
3. basin
4. water
5. cork (pepsi cover)
6. needle
7. staple wires
8. rubber band
9. popsicle sticks
10. aluminum foil

2. EXPLORE

A. Activity Proper Students will answer the activity sheet

#1.
Teacher will supervise the class.

B. Post-Laboratory Activity Group leaders will submit their activity

sheets and group mates will clean the
Teacher will receive the output for the materials used for the activity.
activity.

3. EXPLAIN Leaders A, B and C, will pick a paper

containing their number. The students
Through picking the numbers inside the who got no. 1 will come first.
bowl, we are going to select which
group will explain first their output. First group will present their answer
followed by the second group then the
Okay, first group will present their last group.
answer.

IV. DISCUSSION Magnetism refers to physical

phenomena arising from the force
Before we proceed, we have to between magnets, objects that produce
37
understand what magnetism and fields that attract or repel other objects.
magnets are. Kindly read their
definitions. Magnets are materials that can attract
other materials due to its intrinsic
properties.

Have you ever wondered where

magnets were discovered? The first evidence of magnetic
phenomena was observed in the
Please read the first chart. ancient city of magnesia where
fragments of rocks known as
lodestones were discovered.
The students will watch the clip silently.
Very good. Now, lodestones are
naturally occurring magnets. To know
more about lodestones and its history,
let us all watch this short video. It comes in different shapes and sizes.

Now that we know the magnets history,

we are going to proceed what its
properties are. On our activity, what
have you observed about the magnets
that you used? It has 2-end poles, the N-pole and the
S-pole.
What about its parts?

Very good. The first property of the

magnet is “it has polarity- the north pole
and the south pole.” Materials like paper clips and nails are
attracted to magnets while the popsicle
How about the materials they are sticks and rubber bands were not.
attracted to? Examples of ferromagnetic materials
include iron, nickel, and cobalt.
Materials which can be easily
magnetized are known as
ferromagnetic. Kindly read the examples
Paramagnetic materials can also be
of ferromagnetic materials, ________
magnetized when placed within a
Now, how about paramagnetic strong magnetic field. However, these
materials? Kindly read, _______ materials are not nearly magnetically
permeable, and thus will not create
nearly as strong a magnet as
ferromagnetic material will. Also, when
removed from the magnetic field, they
will immediately revert to being non-
magnetic. In other words, they cannot
be permanently magnetized.

38
 Examples of common paramagnetic
materials include aluminum, barium,
calcium, uranium, and magnesium.

Diamagnetic materials can not be

And lastly, paramagnetic. Kindly read, magnetized. Examples are water, wood
____ and plastic.

Magnets can attract ferromagnetic

materials.
Therefore, what is the second property
of magnet?
It is not attracted.
Very good. Now, when you tried attract
two magnets to each other by placing
both the N-poles, what happened?
Not attracted either.
How about both S-poles?
Easily attracted to each other.
How about N-pole and S-pole?
Like poles repel and unlike poles
The third property of a magnet? attract.

The needle point towards the north.

Very good. Now, what happened to the
needle compass that we have made?

Magnets have two poles- the north-

seeking pole and the south-seeking
pole. Moreover, if we suspend the
magnet freely, it will align itself with the
north and south directions. That’s our
fourth property of magnets.
The north and south poles separate.
What do you think will happen if we cut
the magnets into halves?

Very good. However, that idea, believed

to be a single pole when a bar magnet is
cut into halves, is what we call magnetic
monopole. And it doesn’t exist.

Look at this picture.

When the magnet s cut into halves,

both magnets have N and S poles.

39
What have you noticed about the
picture?

That is very good observation. The last

property of magnets is when we cut the
magnets into halves, it will always have
another north and south pole. North and
South poles exist independently.
We have five properties of magnets.
V. GENERALIZATION

How many properties of magnets do we 1. it has polarity- the north pole and
have? south pole.
2. magnets can attract ferromagnetic
What are those? materials.
3. like poles repel and unlike poles
attract.
4. magnets have two poles-the north
and the south seeking pole. However, if
we suspend the magnet freely, it will
align itself with the north and south
directions.
5. north and south poles exist
Very good! independently.

4. EXTEND Students will do the activity.

To further understand the lesson, kindly

get a partner. You will review the history
and properties of magnets, hen you will
write at least 2 uses of magnets in our
daily activities.

5. EVALUATION Students will answer the questions.

Kindly get one fourth sheet of pad paper

and answer the following questions.
Write your name and grade level.
1. magnet
Identification 2. magnetic monopole
1. Materials that can attract other 3. ferromagnetic
materials due to its intrinsic 4. paramagnetic
property. 5. lodestones
2. Believe to be single pole when a 6. false
bar magnet is cut into halves. 7. false
3. Materials that are easily attracted to 8. true
magnets. 9. true
4. Materials that can be attracted to 10. true
magnets.

40
 5. Rocks that can attract iron

True or False
6. Ferromagnetic materials are not
attracted to magnets.
7. Lodestones, which are the natural
rock magnets, were discovered in
manganese.
8. Like poles repel, unlike poles
attract.
9. Magnets when cut into halves will
have both N-poles and S-poles.
10. Magnets come in different shapes
and sizes.

IV. ASSIGNMENT Students will copy the questions. They

are going to research either electronic
On your notebook, please answer the or printed materials. Answer will be
following questions. written in their notebooks.
1. What is magnetic field?
2. What is magnetic force?
3. What is the form ula of magnetic
force?

 NOTICE
1. in writing your lesson / learning plans?

2. What difficulties did you meet in writing your lesson / learning plans?
 I find difficult in gathering samples of activity that I can use in my
lesson.

3. What feedback was/were given by your Resource Teacher in your first draft /
succeeding lesson / learning plans?
 My resource teacher was impressed and she gave comments and
advices for improvement of my lesson plan.

4. What were the best features/ areas for improvement of your/ lesson learning
plans?
 I think I have to improve my activities. I should think of better and more
interesting activities to engage my students in my lesson.
Analyze the various components of your lesson plans by answering the given
matrix. Take note that you must have provisions to do this lesson on a face-to-face,
modular or through online learning
 ANALYZE
Questions Answers
1. How did you arouse students’ I start a class with a recap of the

41
interest? What motivational techniques previous lesson and then proceed the
did you indicate in your plan? new lesson. I also show them pictures
of specific things that relayed in our
lesson and I let them guess what is the
mage all about in that way they can use
their observation skill.

2. How did you respond to the diverse Diversity makes challenges for the part
types of learners? of the teacher but it makes the learning
2.1 gender, needs, strengths, interests more fun. I will use my student’s
and experiences diversity to create activities that will be
2.2 linguistic, cultural, socio-economic suited to them.
and religious backgrounds
2.3 with disabilities, giftedness and
talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will I will use repetition of instruction. Like if
you employ in face-to-face or in remote having a short quiz, I will repeat the
learning delivery for this lesson? question twice and read it load and
Explain. clear.

4. Was the language used appropriate Yes, the language used is English and
to the level of the students? Explain Filipino. I believe that the students are
your answers briefly. appropriate for the grade 10 students
because they are good in using both
Language.

5. What types and levels of questions The questions I formulate is in a form of

did you formulate? Are they the higher simple to complex. I think that some of
order thinking skills (HOTS)? Write two questions are higher order thinking skills
(2) examples. such as:
What do you think will happen if we cut
the magnets into halves?

How many properties of magnets do we

have?

6. What instructional resources will I will use instructional materials from

you use? Why? Cite the possible online textbooks and internet. Textbooks are
resources that you can utilize whether well stablished and reliable source of
done in the classroom or in remote information though there’s a lot of
learning? information that I can gather from
internet that I can utilize.
These are the cite that can be utilize in
distant learning:
 Udemy
 Khan Academy
 edX
 MIT Open Courseware

42
  Alison
 Lynda
 YouTube
7. Are your modes of assessment Yes.
aligned with your learning outcomes 1. Define important concepts about
and activities? Cite a specific example. magnetism.
2. Understand the history of magnetism.
3. Apply and understand the properties
of magnets.
4. Show cooperation in given task in a
group.

8. Will your performance tasks ensure Yes, because the task demands the
the mastery of the learning student’s participation in order to
competencies? Explain briefly. accomplish the activities given to them.
There will be mastery because the
students are doing the activity by
themselves.

9. In a scale of 1-10, How will you rate I scale it in number 6 because I have a
your learning plan(s)? Justify your lot of things need to learn to create a
answer. more descent lesson plan.

10. If this lesson is not implemented I will implement it virtually by using

face-to-face, how are you going to do it application such as Google meet. I will
remotely? prepare a video presentation which will
be more fun than just discussion.

 REFLECT
Why is lesson planning an integral part of the instructional cycle?
By lesson planning, teachers can break down each lesson into a defined flow
with specific classroom activities, it gives them a schedule they can stick to and it
gives the teacher confidence knowing that the class time is being used effectively so
the teacher won't need to repeat the lesson later. Lesson planning is an integral part
of the instructional cycle because almost everything that needed to be done during
discussion starts in a lesson plan. This serves as a guide to teachers so that they
maintain the flow of discussion on a certain topic.

Realizing the various skills that you need to master in preparing the
learning/lesson plans, which are the most difficult? The easiest to write? Conduct a
simple survey from among your peers by requesting them to answer this simple
questionnaire.
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the
level of difficulty of doing the following based on your experience.

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4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult

4- very 3- 2- 1-
difficult difficult moderat not
e in difficult
difficulty
1. Stating learning outcomes 1
2. identifying learning resources to 2
be used
3. sequencing the lesson in an 3
engaging and meaningful manner
4. Planning specific learning 3
activities
5. Identifying strategies to be used 3
6. Formulating higher order thinking 3
skills (HOTS)
7. Integrating lesson concepts to 1
real life situation
8. Integrating values in the lessons 2
9. Formulating assessment tools 2
10. identifying performance task 2
11. Giving assignment 1
12. Planning for lesson closure/ 4
synthesis
13. others (please specify)

 CHECK FOR MASTERY

1. C
2. B
3. A
4. C
5. D

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FIELD STUDY 2
LEARNING EPISODE 11: Delivering My Lessons

 PARTICIPATE AND ASSIST

Complete the given matrix by using Gagne’s Nine Events of Instruction, once a
lesson is assigned to you. Consult your Resource Teacher if your plans are ready for
implementation or your assistance is needed in any part of the lesson.
Segments of Events of Strategies and Learning
Learning Instruction Activities Used Resources/Materials
Preparation 1. Gaining Start with simple Pictures for games
Attention activities or games like four pics one
or asking word
interesting Optical illusion
questions. images.
2. Inform Explain briefly the Learning objectives
Learning students the from DepEd.
instruction before
proceeding in the
lesson.
Instruction and 3. Stimulate Conduct and Test Questionnaires
Practice Recall of Prior assessment pre
Learning and post-test.
4. Present the Power point Videos from the
Content presentation/video internet related to the
lesson. lesson.
5. Provide Give and explain Write the instruction
Learning Guides carefully the in the board so I can
instruction before be seen by the
starting an activity. students so they will
be reminded.
6. Elicit The students have Let the students give
Performance the opportunity to their ideas about the
demonstrate what content of the lesson.
they have learned
in the lesson by
participating in the
activities.
7. Provide Give positive Give students
Feedback feedback to the rewards like tokens

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 students and that contains points.
appreciate their
works.
Assessment 8. Assess Use of written or Test questionnaires.
and Transfer Performance oral examination
like short quizzes.
9. Enhance At the end of the Use real-life situation
Retention discussion ask the examples.
students about
what they have
learned in the
lesson. Let them
share their insights
and ideas about
the lessons and
make the lesson
more fun to make
sure the learnings
will retain in the
students.

 NOTICE
Using Robert Gagne’s Nine Events of Instruction, what did you notice in the
following segments of learning:
 How did the students react to the activities/various elements to arouse
their interest?
 I used diorama in my activity and I see that the students are very
interested in participating. I observe that after the activity they are more
willing to listen, I think it is because they have fun in the activity.

 Were the students focused when you were stating the learning objectives
at the beginning of the lesson?
 Yes, the students listen very well before I start the lesson that’s the
reason why they perform well in the activity.

 How did the new learnings relate with what they really know?
 They already know about magnets though they don’t fully know its
history and properties. In the lesson magnetism, they can understand
the history and the property of the magnets.

 Did you notice some students who needed assistance? What did you do?
 Yes, there are some students who seems having difficulty. I did group
them into students who can easily cope up and I give them more
assistance.

46
  Did the students find difficulty in applying the theories / concepts learned
to real life?
 I think, the students don’t find difficulty in applying what they have
learned because they have understood the importance of every
organisms in a food chain and they understand their responsibility as
human.
 How did your students react to your feedback?
 They are responding positively in my feedback.

 What pieces of evidence can prove that the students had retention of
learning?
 They are able to form the diorama which contains the order of
organisms in the food chain and as I give assessment, they have good
result.

 REFLECT
Having implemented several lessons in your Cooperating School under the
supervision of your Cooperating Teacher, in what areas of the lesson do you need to
improve?
Standing in front of a lot students is overwhelming to the point that it will affect
the delivery of the lesson. I think formulating of more creative and attractive activities
is what I still needed to learn and improve and also I have to learn more about
classroom management so I can have more smoother flow of the lesson.

 CHECK FOR MASTERY

1. D
2. C
3. B
4. A
5. C

 WORK ON MY ARTIFACTS
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots
and the like)

7 E's LESSON PLAN IN SCIENCE 7

I. Objectives:

At the end of the discussion, the students must be able to:

1. Define each ecological relationship in an ecosystem.

47
 2. Enumerate the five ecological relationships.

A. Content Standard

- Demonstrate an understanding of organisms interacting with each other and with their
environment to survive.

B. Performance Standard

- Conduct a collaborative action to preserve the ecosystem in the locality.

C. Learning Competency

- Describe the different ecological relationships found in an ecosystem.

II. Subject Matter:

A. Topic: Ecological Relationships

B. Reference: https://youtu.be/IvGym33R8K0 & Science Textbook pp. 223-226

C. Materials: Pictures, Illustration

III. Procedure:

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

Opening Prayer ( One student will lead the prayer )

Goodmorning class! - Goodmorning Teacher!

Kindly pick up those pieces of trash on the floor

and arrange your chair properly.

You may now take your seats.

- Thank you!
Checking of attendance
( Students will raise their hand and say present as
(...say present...) the hidden teacher calls their name )

Classroom Rules

Before we start our lesson, let us first recall our • Listen respectfully and attentively.
classroom rules, who can give me the first rule.

Correct! What are the others?

• Raise your hand when you want to speak.
Very Good!
• Participate in the discussion.
ELICIT:

Before we proceed to our next topic, let us have a

light recap in a sort of this picture.

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 - A bee in a flower
What did you see in this picture?
- Two animals competing for foods.
Correct! What did you find out about this picture?
- Two organisms interacting with each other and
Excellent! Did you that there is a relationship in depend on one another.
an ecosystem?
- Yes, there are.
Very Good!

ENGAGE:

So now, I have here a crossword puzzle. You will

look for the hidden words that is relevant to our topic
for today.

Are you ready?

Who can give me the first hidden words? - Yes, Teacher!

Another one? - Mutualism

- Predation

- Commensalism

- Competition

Great Job! So now, can anyone tell what are - Parasitism

those words?
- The different Ecological Relationships in an
EXPLORE: ecosystem

You have just discovered the hidden words:

mutualism, competition, commensalism, predation
and parasitism. And today we will know more about
the types of ecological relationships.

( The teacher will divide the class into two groups

and give each group a random pictures. They will be
assigned to post those pictures on the board and
identify what ecological relationships are them )
( The students will performed the activity. )
EXPLAIN:

The students will now explain they've observed in

49
each picture and depend why they posted in
mutualism, parasitism, commensalism, competition or
parasitism group.

( The teacher will assist the learners in their ( The students will explain and depend their
explanation and observation ) answers. )

Great Job! Round of Applause for everyone!

ELABORATE:

( The students together with the students will

have a discussion based on the activity )

Based on the pictures, what do you think is

Ecological Relationships?

Correct!

Now take a look this picture, what ecological

relationships is this?

Ecological relationships is the interaction

between and among organisms within their
environment.

That's correct! Mutualism wherein both species - Mutualism

benefit from each others interaction.

How about this picture?

Very Good! Competition in a way that two or

more organisms are competing for food, shelter and - Competition
light.

Take a look in this another picture? What

Ecological Relationships is this and why?

50
 Very Good! It is a predator- prey relationship. - Predation because one of the species kills and
Obtain food by consuming other animals. feeds on the other.

Which organisms is the prey?

Very Good! How about the predator?

What about this next picture?

- Frog

That's correct! This is commensalism that - Snake

happens when one organism benefits from the
interaction and the other one is unaffected.

In commensalism, there are two roles played by

the species a commensal and a host. A commensal is - Commensalism
smaller organisms that gains benefits like nutrients or
shelter while the host is the larger organisms which is
not affected by the commensal.

In this picture which is the commensal? And

which is the host?

That's correct!

How about this picture? What ecological

relationships is this?

Very Good! Parasitism that happens when one

51
organisms benefits and the other is harmed. - Orchids is the commensal while the tree is the
host.
The organisms that benefits is called the Parasite
while the organisms that is harmed is called the Host.

And that ends our discussion about the different

ecological relationships that exists in our environment
all of the interactions that are occuring in our
environment are needed to maintain a balance
- Parasitism
ecosystem.

EVALUATE:

1-5. List down the five ecological relationships in

an ecosystem.

Write what kind of Ecological Relationships in

each sentence.

1. Two chettas fought for gazelle.

2. Barnacles lived on the back of whales.

3. The snake swallowed the bird.

4. Clownfish and sea anemone.

5. Flees digging into the skin of the dog and

suckled dog's blood.

EXTEND:

Study the transfer of energy through the trophic

level.

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