Field Study 2

FS 2 LEARNING EPISODE 1
“THE TEACHER WE REMEMBER”
Name: CAÑETE, RIESSA JANE C. Course, Year & Section: BSED-SCIENCE A

Subject Name: Field Study 2 Professor: MS. GESILLE
VILLANUEVA
Notice:
 Your Resource Teacher comments, facial expression, gestures and actions in class
 Students’ comments, facial expression, gestures and behavior in class
 How your Resource Teacher relates to you?
 The classroom proceedings
 The classroom atmosphere- relaxed or threatening?
Analyze
1. From the PPSTs, the Southeast Asian Teachers Competency Standards and the
TEDs videos that you viewed, what competencies does a great teacher possess?
 A great teacher act as a teacher. What does this mean? Act according to its
purpose. As a teacher it is our responsibility to teach our students. sounds easy
right? But, actually the teaching process is quite complicated. As a teacher, we
must know the different teaching and learning strategies and the appropriate
type of assessment to measure if our students were able to learn. When
problem occurs during the teaching and learning process then as a teacher it is
our duty to observe and determine to problem and be able to propose solution
to that specific situation. Scrutinize well our students, the learning
environment that is provided to them (internal and external environment), and
be able to relate to them. Additionally, a great teacher is a teacher who is
flexible. Changes just occur anytime. Adopt to changes and embrace it but if
ever there will be great problem to this change then propose another style
because a teacher is also a researcher. A researcher teacher is updated of the
dynamics of society that might affect the educational area.
2. Are these competencies limited only to professional competencies?

 No. as a human who has the capacity to adjust then these different
competencies can also be applied to different areas.
3. For teacher to be great, is it enough to possess the professional competencies to

plan lesson, exercise a lesson plan, manage a class, assess learning, compute and
report grades? Explain your answer.
 For a teacher to be great, it is NOT enough to possess the professional
competencies to lesson plan, exercising a lesson plan, managing a class,
assessing learning, computing and reporting grades for being a great teacher
has also something to do outside the four walled classroom. This includes our
relationship to the outside people of the classroom like our co-teachers, the
student’s parents, and the community where we belong itself. Being a great
teacher (for me) can able to interact, read, and assess the community to be
able to give what is necessary to be develop and sharpen to its students. Aside
that teachers have a great relationship of its community, we teacher must able
to have a full control of our selves. As I believe, if a person who does not
know himself/herself could have a difficulty in dealing with other people
especially to those outside of its safe zone.
4. For a teacher to be great, which is more important- personal qualities or

professional competencies?
 BOTH. Having well defined personal qualities and awareness to professional
competencies, if a person who has the passion to teach possess this both
qualities then there could be no issues to education industry. Professional
competencies are given but personal qualities are developed among ourselves.
So, if we have well defined personalities – especially to the area of education-
then we can be able to practice and exercise the different professional
competencies as a teacher.
5. Who are the teacher that we remember most?

 The teachers who we remember us the most are the teachers who bring more
IMPACT to us. The teacher who has showed what a teacher was supposed.
Passionate, caring, supportive and encouraging that students wasn’t able to
observe to no else but to that specific teacher. The teacher who had challenge
them and made them to who they are for now.
Reflect
- Which personal traits to I possess? Where do I need improvement in?
 I cannot tell yet. I guess I need to take a test that could probably tell me where
I am good at and where I need to improve. But as they say that we know more
about ourselves then the personal trait that I possess is ability to read the
environment and adjust to its need, I can also communicate well with my
colleagues, I listen to the rants of my co-students and to the area where I need
to improve is I guess be more knowledgeable to the teaching and learning
area. What I mean is the different styles and strategies. Books are quite
dissimilar to the actual but I guess having enough knowledge could give me
an insight to what might happened in the actual teaching and learning process.
- Which professional competencies am I strongly capable of demonstrating?
 The professional competencies I am strongly capable of is I guess be able to
communicate and relate with the community. I usually watched television
news and read updated and trending news on the internet so I am usually
updated of the different issues that might affect the educational system. By it,
this will help me in my adjustment toward my teaching and learning style.
Aside from that, being able to connect with the community could also be a
reminder to me of the basic skills and abilities that I should, as a teacher,
develop and grow among my students.
- In which competencies do I need to develop more?

 Knowing my students. in this area, it is not just about the theories and
principles and some testimonies and article based for knowing and be able
with the student requires and on-hand experience. Yet along the way as long
as the passion within me is still burning then I may able to slowly acquire this
skill and competency.
- Who are the teacher that we remember the most?

 The teacher we remember the most are those who had left and impact to
ourselves. They are carved forever to our heart and minds. The impact may
come in various ways like they were the one who were there when no one else
was or they had showed to us what a teacher is according to our own
definition.
Write Action Research Prompts
1. OBSERVE. In assisting my Resource Teacher, I observed that personal traits such

as _________________and professional competencies like
_________________________were least/ not displayed and as a result, students
were/ class was ________________________.
2. REFLECT. The lack of these personal traits and professional competencies
(mentioned in #1) may be caused by __________________________.
3. PLAN. I would like to address this problem (mentioned in #2) by conducting a
action research on _________________.
4. ACT.
a. The main objective of my action plan is _________________________
b. My specific questions are: ________________________
c. To answer my specific research question, I _____________________
CHECK FOR MASTERY
Direction: Read the question and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students
display?
a. Feels what students feel
b. Expects students to understand his/her feelings
c. Gives no assignment
d. Makes test easy
2. According to students, a great teacher is “chill.” What does this mean? Teacher is
________.
I. Cool
II. Calm
III. Doesn’t get overwhelmed
a. I, II, and III
b. I and II
c. I only
d. I and II
3. Which professional competency refers to content knowledge and pedagogy?

(PPST)
I. Apply development appropriate and meaningful pedagogy grounded on
content knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the
teaching and learning process
III. Demonstrate skill in the use of communication strategies, teaching
strategies, and technologies to promote high quality learning
a. I only
b. II only
c. I and II
d. I, II and III
4. To address the diversity of learners, which professional competency must a

teacher display?
a. Apply interactive teaching
b. Do differentiated teaching
c. Use problem-based learning
d. Employ project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center

with whom the professional teacher relates?
a. The professional teacher
b. The school heads
c. The joyful learner
d. The parent/guardian
WORK ON MY ARTIFACTS
Attach your reflection here.
For this learning episode, I had reflected that being a teacher is not an easy task. To be
able to be called as teacher requires traits and competencies. These traits and
competencies then would mold what a teacher must be from personal personality to
professional competency.
LEARNING EPISODE 2
“EMBEDDING ACTION RESEARCH FOR REFLECTIVE
TEACHING”

VILLANUEVA
MAKING A LIST OF COMPLETED ACTION RESEARCH TITLES 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 one below.
3. Submit your list of five (5) Titles of Completed Action Research to your mentor
as reference
Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author / Authors
1. Action Research: The Teacher as a Mayada Zaki
Researcher
2. Improving Mathematics Pede I. Casing, MAED

Performance Among Grade 11
Students Through Jigsaw Approach
3. Supporting Self-Efficacy Toward Amy Kienberger

Science, Technology, Engineering, Clara Raineri
and Mathematics Skills in
Secondary Students
4. The Impact of Self-Set Educational Erin Brown

Goals on Increasing Academic Alexandra Luthe
Performance in a Middle School
Environment
5. Effects of classroom talk lessons on Amy Chionis

student perceptions of collaborative
group work in a remote,
synchronous Montessori elementary
learning environment
Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s find
out what you can have realized by answering the following questions.
Questions My Answer
1. What have you noticed 1. Identified problem to be solved in title
about the action research no. 1
titles? Do the action
research (AR) titles imply 2. Identified problem to be solved in title
problems to be solved? no. 2
Yes _/_ No __
 mathematics performance among
If YES, identify the grade 11 students
problems from the titles you
have given. Answer in the 3. Identified problem to be solved in title
space provided. no. 3
 Self-Efficacy Toward Science,
Technology, Engineering, and
Mathematics Skills in Secondary
Students
4. Identified problem to be solved in title
no. 4
 Self-Set Educational Goals on
Increasing Academic Performance in
a Middle School Environment
5. Identified problem to be solved in title

no. 5
 classroom talk lessons on student
perceptions of collaborative group
work in a remote, synchronous
Montessori elementary learning
environment
2. What interpretation about TITLE OF AR:
action research can you
make out of you answer in
question no. 1?
From the title, I think, the study

____________________________________
3. Write the Title and your
interpretation of the study
from the title.
4. What do you think did the I think the author/s are very observant of their
author/s do with the environment to be able to identify those problem
identified problem as and create an action research.
presented in their titles?
Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solutions for everyday
problems in school. Some teachers should do actions 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 think did Choices
the authors classify the problems of __copied from research books
their action research? _/_from daily observation of their
teaching practice
_/_from difficulties they observe of the
learners
_/_from their own personal experience
__from the experiences of their co-
teachers
2. What do you think is the author’s Choices
intention in conducting the action _/_to find a solution to the problematic
research? situations
__to comply with the requirements of the
principal
_/_to improve teaching practice
__to try out something if it works
__to prove oneself as better than the
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 grade 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 your Choices
mentor in his/her Action Research _/_by co-researching with my mentor
Activity? _/_by assisting in the design of the
intervention
_/_by assisting in the implementation of
the AR
__by just watching what is being done
REFLECT
Based on the reading you made and previous activity you have done.
1. What significant ideas or concepts you learned about action research?
I learned that action research is about studying and observing her actual learning
environment, when there was an observed problem then the teacher becomes an
action researcher where he/she conduct a study to solve the existing problem.
Thus, action research is there for a continuous improvement in teaching and
learning environment.
2. Have you realized that there is a need to be an action researcher as a future
teacher?
Yes _/_ No __. If yes, complete the sentence below.
I realized that there is a need of action researcher in the future as a teacher for the
learning environment is a dynamic ground and thus this changes should be
adopted along the period of time. Being an action researcher as a teacher could
create and find the best possible action for this dynamics in education.
WRITE ACTION RESEARCH PROMPTS
OBSERVE
From what teaching principles of theories can this problem be anchored?
 I have observed that and noticed that Action Research begins with a problem or a
problematic situation.
Write an example of a problematic situation that you have observed and noticed.
 Attention span of the student in the new learning environment
 the dependency on google answers of the student in the new learning style and
environment
REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above
 attention span of the student in the new learning environment
- as a teacher try to explore in the varying learning style that is best in this
new mode of learning. There are various ways to supplement the actual
learning among students like playing games in relation to the topic as a
class.
 the dependency on google in answering the school task of the student in the
new learning style and environment
-
PLAN
What strategies, activities, innovations can I employ to improve the situation or some
problem?
As a future action researcher I can plan for an appropriate intervention like
exploring various learning strategies applicable in the new learning environment like
being in an active-cooperative synchronous class and giving enough time to work with
the modular task. There were also available games on the net for learning, try them and
assess if it will help the students and if not then try another one.
ACT
If I conduct or implement my plan, what can be its title?
 If will implement my doable plan in the future, my title would be
CHECK FOR MASTERY
Direction: choose the best answer.

1. Every future teacher should do action research because _______.
a. It is a requirement for teachers in the field.
b. It will improve teaching practice
c. It will add points to teacher’s performance
d. It is part of the teacher’s standard
2. Spotting a problematic situation in teaching and learning will_________.

a. Spark and idea of doing Teacher Action Research
b. Give more confusion to the teacher
c. Create complexity in everyday teaching
d. Add burden to teacher’s daily routine
3. Which of the following statements motivates a teacher to do action research?

a. Any problem that occurs in my class will soon pass
b. For every teaching-learning problem, there is always a solution
c. Leave the problematic situation for other teachers to solve
d. There is more important classroom routine that finding solutions
4. “Every teacher, should be an action researcher.” This statement is ________.

a. Applicable only for teachers in big schools.
b. Not doable and very idealistic.
c. The call for teachers in the current times.
d. Appropriate for honor graduates.
5. Which of the following statement is TRUE?

a. Action research problem is created by the teacher.
b. Noticing helps a teacher spot problematic situation.
c. Much of the teaching time should be spent in action research.
d. Action research is an optional teacher activity.
Your artifacts will be an Abstract of a completed action research.
IMPROVING MATHEMATICS PERFORMANCE AMONG GRADE 11
STUDENTS THROUGH JIGSAW TECHNIQUE
II. ABSTRACT
This action research aimed to improve the mathematics performance of 56
Grade 11 students of Buug National High School students. Thirty-one or 55% scored the
average and poor level of mathematical skills in the Diagnostic Test. The researcher
addressed in improving mathematics performance using the Jigsaw technique. The results
of the study showed that the number of students who were within a poor level was
reduced in the Evaluation Test. There is a significant difference (p = 0.030) in the
Mathematics performance of Evaluation Test results between the lecture method and the
Jigsaw technique. The findings stressed that the results of the Evaluation Test of control
and treatment groSups have significant differences. It is proposed that teachers should
design activities through the Jigsaw technique to promote mathematics understanding by
having students practice, solve, manipulate, reason, and perform. Jigsaw technique may
help students make connections across mathematical skills and concepts, and other
disciplines. Following the Jigsaw technique activity, students should have time to discuss
how they perform in solving mathematical activities. With careful planning,
implementation, and evaluation mathematical activities can be achieved successfully by
most students.
Keywords: mathematics performance, skills, and concepts; manipulate; jigsaw
technique; cooperative learning; solving; and mathematical activities
FS 2 LEARNING EPISODE 3
UNDERSTANDING AR (Action Research) CONCEPTS,

PROCESSES AND MODELS
VILLANUEVA
Notice
What concepts have been emphasized in the task and infographics? Give at least
four.
1. action research is a cyclical process that involves observation, analysis, act, and
reflection.
2. action research aids in the improvement of the teaching-learning process.
3. there would be no action research if there isn’t a problem.
4. a teacher is a researcher.
Since the 3 models are all for action research, what are the common elements of the
three?
- Problem to solve
- The action to the problem
- What had you learned in the process?
If you choose to compare with Model B-Nelson, O, 2014, here are the components
Title and Author of the Action Research: Supporting Self-Efficacy Toward Science, Technology,
Engineering, and Mathematics Skills in Secondary Students by Amy Kienberger & Clara Raineri
Key Components Entry from your Sample AR
OBSERVE The problem
 To investigate the effects of intentional teaching strategies of problem-solving
skills on student’s self-efficacy toward Science, Technology, Engineering, and
Mathematics (STEM) subject areas
 investigates how educators can support women and people of color (POC) in
high school STEM and Career Technical Education (CTE)
 focused on improving problem-solving skills and self-efficacy with secondary
students
 the students participated in problem-solving activities to explore Teodorescu's
problem-solving steps, Assessing the problem, create a drawing, Conceptualize
the strategy, Execute the solution, Scrutinize the results, sum up learning, which
is abbreviated ACCESS (Teodorescu et al., 2014)
REFELCT Reflection
 The purpose of the advisory model is to establish a small community within a
student's daily life
 This action research is a collaborative research conducted by teachers with
bachelor degree and of seven-year experience in teaching (Mathematics and
Computer Science)
PLAN Plan of Action
 Quantitative data collection was utilized in the action research

ACT Implementation
 open-ended reflection questions students filled out as a group during some of the
problem-solving activities to describe how they collaborated.
 Quantitative data was collected using pre and post-questionnaires addressing
student interest in STEM and exit surveys after each activity collected
 created four problem-solving activities to correspond with STEM subject areas
 data collection process was completed for the span of four weeks
 by the end of the research, the researchers were able to found that the female
students in our study already had a high self-efficacy in STEM
Analyze
If you choose to compare with Model A-McNiff and Whiteboard, 2006, here are the components
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendation
Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)
Key Component Action Research Process
I. Content and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Describe Innovation/ Intervention/ Strategy
Strategy
IV. Action Research Methods Describe Action Research Methods
a. Participants/ Other sources of
Data
b. Data Gathering Methods
c. Data analysis Plan
V. Action Research Work Plan Summarizes Action Research Work Plan
VI. Cost Estimate Write cost estimate
VII. Plan for Dissemination and Describe how the results will be shared
Utilization
VIII. References Write at least 3 references
What have you understood about the concept of Action Research and how will these
be utilized in your practice?
 Action research follows a certain process in the making. This process serves as a
guide/ map to create a more productive and informational paper. Overall, the
concept of action paper has something do with improving the educational process
within the classroom. This concept then fires the burning desire within me in
improving the quality education in my country. Moreover, the change must start
first with myself so, I need to start now even in little by little steps.
Reflect
As a future teacher, is conducting an Action Research worth doing?

Why?
Yes, conducting an action research always serves with a purpose and this purpose has
something to do with innovating and improving the quality of education so once the
action research is done successfully then this would be so heartwarming.
How can AR be useful for every classroom teacher?

 Action research can give insights to classroom teacher on how they should handle
classes in a very specific situation.
OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many

questions that I raised in my mind. These include:
a. Why do students tend not to actively participate during online class?
b. What more activities should I practice to catch the attention of my students during
online class?
c. Is the flow of presentation of the teacher not enough to make the class participate
more?
REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. Calling names randomly to ask a certain question to give little excitement among
the students
b. Making little games during online class to catch the attention of the students
c. Teacher being assessed by their respective classes
PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem B because this
is more of an exploratory type of action research and that I could implement various
types of verified exciting attention seeking activities and then be evaluated by my
students if which type of style do they preferred.
ACT
My action will come later, given enough time FS 2 or during my Teaching Internship.
Check for Mastery

Direction: check from the choices, what answer/s respond to the question correctly and
put 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
_X_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 includes:
_/_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
_/_futuristic
_/_situational
4. On which of the following would you choose to conduct an Action Research.

Why?
_/_ changes in the classroom practices. Why?
To improve the classroom practices, methods, management, preparation of
teaching and learning environment,
_/_ effects of curriculum restructuring. Why?
To better improve on what certain curricula that should be thought and
delivered to the students
_/_ understanding of self as a teacher. Why?
This will guide on how the teachers will improve and assess themselves
_/_ teaching a new process to the students. Why?
Every day is an experience, exploring various teaching processes could
develop a greater good later on
5. Which of the following relates closely to what action research is?

_/_ used to address practical problems in the classroom
_x_ refers only to everyday life of the learners
_/_ allows teachers to study their own classroom
_/_ brings theories and practices together
Work on my artifacts
Your artifact will be a full blown completed Action Research
FS2 LEARNING EPISODE 4
MATCHING PROBLEMATIC LEARNING SITUATION

WITH PROBABLE ACTION
VILLANUEVA
PRACTICE AND ASSIST

What five problems have you identified form the words that you have encircled?
Make a statement. Write in the space below.
The problem I identified are:

1. Students
2. Bullying
3. Absenteeism
4. Module
5. Poverty
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist a mentor, after knowing that the learners have difficulty in
comprehension?
Explain: conducting a tutorial to the students having difficulty in comprehension could
be helpful in tracking the students’ progress by yourself. This would also encourage the
student to learn since it is you who is there thus could also enhance his/her self-esteem in
the area that he/she is weak. Moreover, conducting a tutorial is really an advantageous
action for you can teach the step by step process to your student by yourself. As a teacher
you know on what area your student is having a hard time so if it is you yourself who will
conduct the tutor then you know where you will focus in developing to that student and
student can ask question directly to the teacher on where they are having difficulty.
The Problem is: The Action is:
Difficulty in Conduct a tutorial

comprehension in
Can you also choose B: show a video lesson as a SOLUTION for the same
PROBLEM?
Explain: aside from conducting tutorial, video lessons that are engaging and interactive
could also help students with difficulty in comprehension. When students find interest to
the video lessons that he/she is watching, then this could help and improve them in the
area that they are weak. Students who are visual learners could really enjoy in this area
but of course showing videos also need an assistance since the student cannot ask
question to the video.

Difficulty in Show video lessons
comprehension of
What about letter C as a solution to the same PROBLEM? Why? You could also
make learning task by yourself to the students with difficulty in comprehension of the
subject. The advantage of this method is you make a learning tasks that you know he/she
is having the most difficulty. Yet, this kind of method really need some dedication or else
you cannot make the best type of learning tasks.
Difficulty in Make learning tasks to

comprehension of improve comprehension
Interestingly, 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?
Exactly, there are more than one solution to every problem. Explain: this only implies
that a single problem has many exploratory option or solution. By this we can observe
which solution gives the best result. By practicing those option, we can also determine on
where are in that option we can improve to have the best improvement to among students
having problems or even the teachers who are encountering difficulty in their teaching
career.
A creative and innovative teacher can find one more than 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 scenario in the daily life of a 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 lesson for two weeks, yet no progress was observed. This
situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem? One half of Ms. Fely’s students cannot
classify animals into vertebrates and invertebrates thus repeating the science
lesson for two weeks.
 Can you find a solution to her problem? YES, Give two suggestions.
a. Show illustration of different animals identified as vertebrates and
invertebrates.
b. Give video lessons for vertebrates and invertebrates animals.
 What solution can solve Miss Fely’s problem? The two suggestions can solve
the problems.
How? this kind of problem requires illustration to be able to visualize and
identified the animals that are vertebrates and invertebrates thus giving them these
kind of solution to the problem could help them improve in that area.
Are they matched with the problem? Definitely yes.
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 guardians who stand only as parents. They are deprived
of the necessary food, clothing, and shelter.
 Can you identify the most problematic teaching-learning problem/s in the
class of Sir Ryan?
a. Sir Ryan’s learners are in a disrupted type of family thus putting the learners in
not so healthy environment.
b. Sir Ryan’s learners were also deprived of necessary food, clothing and shelter.
 Can you propose a solution to solve one of the problem that you have
identified?
 Ask help from the higher authorities on what possible help they can offer to
these kind of family where my learners belong.
 Do some solicitation and buy that solicited money with the necessary needs
for my learners.
 Invite professionals into that area and do some check-up and other health
related help they can offer.
 Conduct counseling to the disrupted families where my learners belong.
The teacher is not only limited within the four walled classroom. Problematic
students usually got their problems from their family’s environment thus a
teacher who is also community-oriented could offer some help to these kind of
family to develop a healthy environment to the learners.
REFLECT
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better
teacher?
Explain: being able to identify problems and propose options to those problems requires
crucial analysis and being able to implement those solutions to the problems really shows
how great a teacher you are. Not all people cares about their learners and you who got
that courage is very inspiring move that could even inspired more educators to be like
you who cares more about its learners and environment.

Using any one example of problems in the activity, answer the AR prompts that follow
OBSERVE
What problematic situation prevails in the classroom?
 Absenteeism among learners.
REFLECT
What changes do you want to achieved?
 Improve the attendance among my learners.
PLAN
What strategies will you use to improve the situation?
 Apply reinforcement to my class. Give merit to those who are present and
demerit to those who are absent.
 Constant check of the attendance. Record the attendance and give warming to
those students with plenty of absent.
 Message the parents of the learners with many absent.
 Conduct survey on the reason why students tend to be absent in my class.
ACT
What would be the title of your Action Research should you conduct the
study?

Add solutions/ actions
CHECK FOR MASTERY

Here are some problematic situations 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 Probable Solutions/ Actions
F, B, G 1. Connectivity for On-line A. Rearrange classroom setting
learning
A, E 2. Disruptive Classroom B. Maximize use of varied instructional
behavior materials
D, B 3. Poor interest and C. Regular parent-teacher’s circles
motivation
C 4. Parental non-involvement D. Use of rewards
C, B 5. At risk-students E. Group studies and study buddies
F. Use of flexible learning
G. Silent reading exercises
Your artifact will be an Abstract of a completed Action Research
Title of Action Research:
Improving Mathematics Performance among Grade 11 Students Though
Jigsaw Technique
Author/s:
Pede I. Casing, MAEd
Abstract:
This action research aimed to improve the mathematics performance of 56
Grade 11 students of Buug National High School students. Thirty-one or 55%
scored the average and poor level of mathematical skills in the Diagnostic Test.
The researcher addressed in improving mathematics performance using the
Jigsaw technique. The results of the study showed that the number of students
who were within a poor level was reduced in the Evaluation Test. There is a
significant difference (p = 0.030) in the Mathematics performance of Evaluation
Test results between the lecture method and the Jigsaw technique. The findings
stressed that the results of the Evaluation Test of control and treatment groups
have significant differences. It is proposed that teachers should design activities
through the Jigsaw technique to promote mathematics understanding by having
students practice, solve, manipulate, reason, and perform. Jigsaw technique may
help students make connections across mathematical skills and concepts, and
other disciplines. Following the Jigsaw technique activity, students should have
time to discuss how they perform in solving mathematical activities. With careful
planning, implementation, and evaluation mathematical activities can be achieved
successfully by most students.
Identify the Problem in the Study

Mathematics Performance of the Grade 11 Students
Identify the Action Taken in the Study

Implementing the Jigsaw Technique
LEARNING EPISODE 5
PREPARING THE LEARNING ENVIRONEMENT: AN

OVERVIEW
Subject Name: Field Study 2 Professor: MS. GESILLE VILLANUEVA
Participate and Assist
What will you do to assist your mentor in setting up a conducive learning
environment in the following condition:
1. Bulletin Board Display
By assisting my mentor in designing and making a timely and attractive
bulletin board. I can also offer suggestions in the process.
2. Small Group Discussion

During small discussions I can assist my mentor by monitoring each group if
they are working on their task, this include answering some queries that I am
aware regarding their discussion to clear some misconception.
3. Checking class attendance in a virtual classroom (i.e. google meet or

zoom)
I can assist by volunteering to my mentor in the attendance checking
Notice
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What
message or theme does it convey?
 The display in the bulletin board are announcements and reports which are
information and arranged accordingly.
 What makes it attractive to the learners?

 There are variations of color and information in the bulletin board and
another is the information there is timely.
 Does it help in the learning process?

 Some displays on the bulletin board are based on the theme of the month
being celebrated, let us say it is September which is a Science Month so the
teacher tends to decorate the bulletin board based on it with various
information and trivia related to that month and I consider them a tool for
the learning process specially if the board is attractive and the learners read
all the information in the board.
How? simple, when the students read what are on the bulletin board, just
encourage them.
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?
 Home. Public spaces like parks or library (if there is) or even under the
trees
 Can you describe?

 these places are not only composed of students, there are family members
and strangers. Unlike the classroom, this another learning environment may
not be conducive to learning due to some external disturbances like noises
and the temptation to procrastinate since it is you who is in control of the
entire time.
 How can you as a teacher help to make such environment conducive for
learning?
 Have some consultation and visitation to my students with regards to their
new learning environment.
Analyze
The example 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 space 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 would choose the Learning Environment 1. In this learning environment,
I can totally manage and control my students since they are under my care
in the classroom which would become helpful in my part because I can
observe on who among my students are having difficulty since I can see it
thru their expression and action which is a complete opposite of the
learning environment 2 which is a challenge for you cannot see the
students and it is the learners who are in control of their time and
environment.
Reflect
Based on my noticing and analysis, I realized that
a. With the onset of the pandemic, the educational system had cope with the
changes and were able to deal this pandemic by the flexible type of
learning which may include the modular and on-line. This may be a
challenge but with this the leaders of education can look for solutions to
better improve the system and to explore more of the many possibilities in
learning.
b. Students in the new learning environment may had experience various
challenges in the beginning of this case but as time goes on they were able
to cope and there were also some institutions that aid in this difficulty.
c. Teachers and learners and on hand-in-hand in making learning possible
despite the pandemic.

OBSERVE
What probable problem may result from the two situations of the learning
environment?
_____________________________________________________________
_____________________________________________________________
_______________________________
REFLECT
What solution can I think of to solve the problem?
____________________________________________________________
____________________________________________________________
____________________________________________________________
______________________________________________________
PLAN
How should I do it?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________
Check for Mastery

Choose the best answer form the options given.
1. Learning environment is only confined to a specific place called schools. This
statement is ______.
a. true
b. false
c. doubtful
d. cannot be determined
2. what kind of learning happens anytime, anyplace and anywhere?

a. Traditional Learning
b. On-line learning
c. Hybrid learning
d. Face-to-Face learning
3. In which situation can learners learn with more physical presence and
intervention of the teacher?
a. Face-to-Face
b. Virtual
c. On-line
d. All of the above
4. which of the two kinds of learning environment encourages independence and

self-management of the learners? Why?
a. Face-to-Face, because there is always the presence the teacher who will give guidance
to the learner.
b. Virtual/ On-line, because the learners are given time to learn on their own and
progress at their own rate.
c. Both, because they can always shift from one modality to another.
d. Face-to-Face, because there is always the need of a teacher in a classroom all the
time.
5. if on-line or virtual learning environment is not applicable, the traditional face-to

face on in-school will continue. How will you improve the physical learning
environment?
a. Use tables with chairs to allow cooperative learning.

b. Provide learning spaces or corners for independent study.
c. Give credits to success than failures.
d. A, B, and C
LEARNING EPISODE 6
ENHANCING A FACE-TO-FACE LEARNING
ENVIRONMENT
VILLANUEVA
Participate and Assist
Given the concept and the infographics, how can you participate and assist in a face-to-
face learning environment?
The infographics demonstrate the common type of learning environment while the
second infographics is the enhance learning environment which is more collaborative and
coordinating. I can participate and assist by monitoring the learning environment
condition in everyday classes by this I may able to suggest some possible problems to
solve that could enhance the teaching-learning process.
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 face-to-face spaces?
Classroom Environment Before Classroom Environment Now

- Teacher moderates and regulates - Teachers are more of a facilitator
the flow of information and
knowledge
- Face-to-face learning - Flexible learning
- Students are working - Collaborative and cooperative
independently learning
Analyze
What do you think brought the changes in the face-to-face learning

environment now?
By the dynamic society that we live, so the learning environment adjust in order
to supply the demand of the changing society. As of now, with the current onset
of the covid-19 the traditional type of learning become flexible – like modular,
online or blended learning. The traditional classroom environment turns into web-
conferencing, and students stays at home rather than at schools.
From the changes that you identified, choose one that you can do. How will
you do it?
I can do the blended learning- combination of online and modular learning. I just
simply need to attend the required no. of times in attending online class and
answer the given modules of the professors.
Reflect
Do you think making the classroom environment conducive for face-to-face

classroom will enable the learners to achieve better learning outcomes?
Yes, as I experience the new learning environment I then realized how best it is if it in a
face-to-face setting. In online learning you must be highly self-motivated and disciplined,
it is you who is on track of everything while in a face-to-face to become excited to visit
school and meet your classmates and friends and learn together. Classes in a face-to-face
setting is more of a collaborative ad thus as a group you learn rather than to struggle on
yourself in an online setting.
OBSERVE
What common problem have I noticed in a face-to-face learning environment?
Lack of individual student’s attention
Can I translate this problem into a question?

How can I cater all my students in the class?
REFLECT
How would I solve the problem?
By forming group activities
Will it improve my teaching? Yes, forming groups would give me a hints on who
among my students are low performing thus I could place them in the average and
high performing students for them to improve.
PLAN
What will I do to solve the problem? Describe briefly how will you do it?
Based on the problem I will rearrange the classroom setting into circles of
chairs. This will lessen the being too much competitiveness among my students
for they will work together as a team rather than individual. Quarterly, I will
regroup the class with the combination of low, average and high performing
students. I will record the results for two grading’s and compare results and
decide later if situation could still be able to apply by the next period.
Check for Mastery

Choose the best answer from the options given.
1. in the face-to-face learning environment, the most critical elements is/are the
_________.
a. arrangement of chairs and tables
b. physical, psychological and social considerations
c. teacher and student interactions
d. none of the above
2. The traditional classroom spaces are still considered valid and effective for as
long as these conditions exist. What are these conditions?
I. there should be one teacher to one student ratio
II. chairs should be fixed in such a way that they cannot be removed.
III. the presence of the teacher is needed in a given time to guide learning.
IV. all students should be heard in class discussion.
A. I & II
B. II & III
C. I & IV
D. III & IV
3. The best instructional material in the traditional classroom is the ___________.

a. blackboard
b. computer
c. teacher
d. bulletin board
4. Outdoor activities like group games, scavenger hunt and the like
provide is a positive __.
a. psychological environment
b. social environment
c. physical environment
d. cognitive environment
5. it is observed that different classrooms have different arrangements of chairs,

tables and benches because of _______________.
a. school budget
b. different purpose
c. delivery of supply
d. donations received
Work on my Artifacts
Visit a school, where the learning environment is fact-to-face. Prepare a detailed

report describing the face-to-face learning environment in terms of the three
components.
Physical Environment
 Is the space inside the room more than enough for learners to move about?
 Does the room arrangements match with teaching-learning principles? Are
there several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from
hazards?
 Are the learners comfortable in terms of light and ventilation?
Physical Environment
 Are there sets of rules and procedure followed? What are these?
 Are there sets of exceptions that can motivate the learners to learn?
 Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation and empathy.
- Modeling of positive attitude, respectful behavior, constructive
actions.
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with
each other
Social Environment
o are there opportunities for positive interaction inside the
classroom?
o Are there outdoor activities that foster friendship, camaraderie, and
cooperation?
o How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment:
Describe the psychological environment:

Describe the social environment:
LEARNING EPISODE 7
MAKING ON-LINE OR VIRTUAL LEARNING

ENVIRONMENT SAFE AND CONDUCIVE
VILLANUEVA
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 set-up with
the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual
class?
__________________________________________________________________
__________________________________________________________________
__________________________________
How did the students show their active participation in the lesson?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___
Analyze
Which of the following is/are your analysis/analyses of on-line learning
environment?
Check on or more.
__/__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 the on-line learning environment can be safe if there
are set of rules that protect and safeguard everyone on the attending in the platform. Like
there should be no harsh words during the online class, celebrates everyone success,
reacting whenever needed and the like.
I think that teaching in a virtual learning environment is fun because we were able to
experience new learning mode that enhances and widen our knowledge on the different
learning styles.
OBSERVE
Identify the problems brought about by the on-line learning environment.
- Demotivation
- Social app destruction
- Interrupted internet connectivity
REFLECT
How would you solve this problem?
- By interacting and un-isolating myself with my classmates. Focus and discipline
during online class. As for the internet connectivity is find and prepare myself to
the area with better internet access.
PLAN
What initial plan do you intend to do to solve the problem?
Give activities during online class that is fun and enjoying and at the same time the
students are learning. This could help them be motivated and stay focused with the class
and could eliminate their usage of social media apps during class.
CHECK FOR MASTERY
Direction: Choose the appropriate answer.
1. What is common among the following learning environment:

a) Remote learning
b) Virtual learning
c) On-line learning
A. Presence of a teacher
B. Use of cyberspace
C. Asynchronous delivery
D. Use of module
2. If your co-teacher asks you to borrow your email address password for an urgent
concern, which action should you take as a safely measure?
A. Deny your friend’s request because of privacy
B. Open your email yourself and print your friends email
C. Quickly share your password to your friend
D. None of the A, B, C.
3. Why should parents be involved and be part of a safe on-line environment?

A. Parents should provide guidance in the selection of websites for children’s
references.
B. Parents know better than the children so they can coach in answering on-
line.
C. Parents can do research for their children’s assignments.
D. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student would like to talk, which of the
following actions should be done?
A. Mute the microphone
B. Open the camera
C. Raise hand
D. Send a message to chat box
5. Which would describe a safe and conducive virtual learning environment?

A. When parents are involved
B. When the teacher provides open communication
C. When students are supported with resources
D. A, B, and C
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 OF WEBSITES and the TITLES of the CONTENTS
Name of Websites Topics/Title of Content or

Instructional Materials
1. The American Chemical Curriculum materials for teachers at
Society all levels from kindergarten through
college.
2. The Franklin Institute For science teachers, the on-line units
Science Museum of study support hands-on science
investigations. Also some quick
classroom activities
3. Chemistry Teaching Resources Chemistry teaching resources from
Umea University. Includes curriculum
material and demonstrations.
4. Chem Center Home of the Encarta lesson collection
and other educational resources. You
can find lessons by subject, grade
level, or keyword. Materials lessons
were found under Browse in the
following sections: Art, Science,
Vocational Education, and Special
Collection
5. Teacher’s Curriculum Links Curriculum links to lesson plans and
Curriculum Materials.
6. The Math Mole Curriculum materials with information
and models
7. Materials Science and 8 Modules: Metals, Ceramics,
Engineering Polymers, Semiconductors,
Composites, Concrete, and Energy
8. NASA Spacelink Magazine published by University of
Limerick
9. Elements Homepage Magazine published by University of
Limerick
10. Smithsonian Tour of gem and mineral collection
LEARNING EPISODE 8
ESTABLISHING MY OWN CLASSROOM

MANAGEMENT ROUTINES AND PROCEDURES IN A
FACE-TO-FACE / REMOTE LEARNING
VILLANUEVA
PARTICIPATE AND ASSIST

To ensure that I can carry out/perform my tasks efficiently in participating and assisting
my cooperating teacher in establishing routines and procedures, in the classroom or in
remote learning. I must be guided by the following questions:
1. How will I gain students attention in the classroom / remote learning?
- By stablishing routines and procedures
2. What are the routines and procedures that I need to establish before, during
and after my classes whether on a face-to-face or remote learning?
Before- prayer, greetings recapitulation of the previous class, turning in
assignment and late work
During- constantly asking students if they have questions before moving on to the
next discussion, giving credits to the students who performs well, creates certain
claps that could catch the students attention, bathroom policy, behavior
management, use of technology -laptop, tablet, cellphone, group/project work,
After- attendance check, transitions and moving in the classroom, homework,
dismissal
3. What are verbal and non-verbal communication will I use to signal students
need help/attention in the classroom / remote learning?
- Clapping, eye contact, body language, smile, greetings, addressing students,
using of signal, moving closer to the students who seems to be off class
4. How must students get/secure the needed work materials and books and
others in the classroom / remote learning?
- Reminding the students before class dismissal the needed materials and books
for the class and give consequence to those who followed and did not
5. How will students transition to group work and other cooperative activities
in the classroom / remote learning?
- Establish a consistent routine, make sure there is enough time for the
transition, provide clear and concise directions, give feedback, encourage self-
monitoring, don’t forget to give signals like “GO” and “STOP”
6. What are procedures must be followed by students who need to attend to
personal necessities in the classroom / online classes?
- Practice time management, create hand signal for the students who need to
attend their personal necessities, when it comes to online classes they need to
have discipline since it is them who are in full control of their time
7. What are rules must be set for students who finish task early / and for those
who cannot complete work on time?
Who finish early
- Ask the students to go deeper to the topic, advise the student to self-assess
using the homework and if not meet then they can revise, can also give little
tasks for the student who finish early, give rewards to students who
accomplish early like additional points
Cannot complete on time

- Give consequence like point deduction, provide warning to student who
constantly delay task submission
8. What procedures must be observed for tardiness / early dismissals?

- give punishment to tardy students, inform parents regarding to their child’s
tardiness, as for early dismissal- the parents could relay a letter for their
child’s appointment and be eligible for early dismissal if approved by the
higher school authorities
9. What procedures must be done when submitting homework / performance

tasks in the classroom / remote learning?
- Submit in front the homework through relay from back sitter to front sitter
then to teacher, performance task may vary so I need to give clear instruction
10. What procedures must be employed in movements into and out of the
classroom / remote learning?
- Check enough time for movements into and out of the classroom, provide
signal for the movement,
Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do to help her/him in doing the classroom
routines. Complete the matrix for the routine that you can employ before, during and after
classes in the classroom / remote learning to ensure order and discipline in our classes.
List down the problems which you can encountered while implementing these routines.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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?
 How did your students respond to your classroom routines and procedures?
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
 Was there a change in the classroom environment / teaching-learning process
after you have implemented your classroom routines and procedures?
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
ANALYZE
1. What factors/ condition prompted you to establish those classroom routines and
procedures?
- Better classroom management which could help the all aspects of the students
and teachers in the classroom, this could also save time
2. Was there a marked improvement in classroom management after employing your

classroom routines?
3. Did the teaching-learning process improve? Justify your answer.
REFLECT
What insights have you gained while doing this learning episode?

OBSERVE
1. The problems / challenges I encountered in establishing my classroom routines
______
REFLECT
2. I hope to achieve to address these problems and challenges by _________
PLAN
3. Some strategies/ways which I can employ to improve my classroom routines are
______
ACT
4. (based on my answers in nos. 1-3), the possible title of my action research on this
episode is _____
To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online resources
which help me in these activities. (include books, websites, YouTube videos and the like
and share these to your peers)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
CHECK FOR MASTERY

Direction: Read the questions and choose the letter of the correct answer.
1. Ms. Asunsion teaches English in Grade Six. She finds difficulty in getting her
class settled and ready for the daily lesson. Which of the following would be the
best advice for her?
A. She should have a setting arrangement/plan.
B. She should assign a group leader to monitor student’s discipline.
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.
2. The students of Ms. Dionisio were instructed to use the washroom gate pass
whenever they need to attend for personal necessities. This is an example of
which of the following classroom management techniques?
A. The use of cards
B. The use of gate pass
C. The use of transition
D. The use of clear schedule
3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in
her class. What is the benefit of having this practice?
A. Ensure discipline and responsibility in class.
B. Make her students busy at all times.
C. Develop camaraderie in class.
D. Ease her of small stuff.
4. During inclement weather one of the routines established by Ms. Returan is for
her class to fall in line along the corridors and not in the school yard. What must
be the reason why she implements this?
A. To have another area of line formation
B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom
5. Why is it best to establish routines at the beginning of the class?

A. To eliminate stress of teachers at the beginning of the class.
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times
Take some snapshots of your routines in the classroom or in remote learning and
tell something about them. You may also write down the procedures you have formulated
and explain the reason of those.
LEARNING EPISODE 9
CREATING MY CLASSROOM / REMOTE LEARNING

MANAGEMENT PLAN
VILLANUEVA

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 to guide you in creating your plan.
Be guided with the guide questions of each of the elements. Follow these
reminders in writing your plan:
 State your plan positively
 Use simple terms
 Use measurable behaviors
 Convey expected behaviors
My Classroom Management Plan
Philosophical Statement
 Remote learning will respect the needs of all students and staff.
 Content for remote learning will be aligned to standards, relevant, and appropriate.
 Contact with students to support their social emotional needs is as important as
learning.
 All families will have access to remote learning content.
 Remote learning will take into consideration family and home contexts.
 Remote learning will engage students to the greatest extent possible.
Classroom Rules and Procedures

- Checking of attendance
- Giving reward and punishment to students
- Respect and honesty inside my classroom
- Follow basic rules as a student
- Provide feedback that could encourage, motivate and support my student
Teacher-Student Relationships
- Provide emotional support
- Control of positive and negative climate
- Place emphasis on student’s interest, motivation, and point of view
- Behavior management- handling of teachers to monitor, prevent and redirect
misbehavior
- Instructional support like concept development, quality of feedback, language
modeling
Schedule and Timeframes

- Create lesson plan with the specific time allotment to each activity
- Provide enough time to students to work on with the given tasks
- Give breaks in between activities
- Create refreshments before proceeding to next topic and activities
Classroom Structure, Design and Arrangements

- Place enough design on walls and make sure to place emphasis to
chalkboard/whiteboard/TV where most of the discussion is being delivered
- Adjust setting arrangement with the given class dimension
- Chairs are arrange based on the type of learning the school adheres
- There should be teachers table
Classroom Safety, Rules and Procedures

- There should be a safety first kit in case of emergency, practice drills like fire
drill, earthquake drill, place signage to risky and hazardous area and materials,
give instruction on what steps to do in case of emergency, be aware of every
students’ condition, place emergency exit plan
Strategies for Rewards and Consequences
- Used merit and demerit system
- Point collection, top students will receive something
NOTICE
After reading and reviewing the classroom/remote learning management
plan from different sources creating your own plan, answer the following questions:
1. What salient components have you noted?
Classroom management, classroom rules, procedures, safety, student-
teacher interaction, goals and objectives of the class
2. Why is there a need to utilize the information to create your

classroom management plan?
To ensure that there would be a harmonious flow of class and to achieve
the goals and objective of the class
3. What were the significant things that you noticed when you were
implementing your plan?
The classroom management, the students, the stakeholders and higher
school authorities, the goal and objective of teaching-learning
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?
None
ANALYZE
1. What elements in your classroom/remote learning management plan
were mostly followed/complied with?
2. What elements in your plan were the most difficult to implement?
Why?
REFLECT
What were your realizations after creating and implementing your
classroom/remote learning management plan?
There are always significant factors that must be considered in implement
management plan. They are all essential to achieve the higher level and harmonious class.

OBSERVE
5. The problems/challenges I encountered in writing my classroom Management
Plan lack of experience.
REFLECT
6. I hope to achieve to address these problems and challenges by asking and
interviewing people with much experience.
PLAN
7. Some strategies/solutions/means that I can employ to improve these
situations/problems consulting my resource teacher.
ACT
episode is _____

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
CHECK FOR MASTERY

6. Why is classroom management plan important?
E. To assist the teacher in instruction.
F. To ensure that the students obey the classroom rules.
G. To develop the sense of belongingness in class.
H. To make the students responsible and accountable for their actions.
7. Why is there a need to make the classroom management plan clear and simple?
E. For students to understand and follow easily.
F. To make it doable for the teacher.
G. To prevent chaos in class.
H. To ensure compliance of superiors.
8. Why is there a need to have a classroom structure/lay out?

E. For aesthetic purpose.
F. For compliance with school rules.
G. To be at par with others.
H. For the safety and security of students.
9. When is the best time to make the classroom management/remote plan?

E. At the beginning of the school year.
F. At the beginning of each class.
G. At the middle of the year.
H. At the end of the year.
10. Which of the elements in the classroom management/remote plan must be given
more emphasis?
E. Classroom Rules and Procedures
F. Schedule and Time Frame
G. Strategies for Rewards and Consequences
H. Classroom Design, Structure and Arrangement
Paste your Classroom / Remote Management Plan
LEARNING EPISODE 10
WRITING MY LEARNING / LESSON PLAN

VILLANUEVA

With all this information in mind, you are set in writing your lesson plan. Based
on the instructions given by your Cooperating Teacher, prepare you lesson plan/s based
on the learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan examples/lesson plan templates form your Resource Teacher.
If not available, you can make use of the basic components of a lesson plan.
Lesson Plan in Science

(subject)
Grade Level 8
Learning Outcomes
The learners demonstrate an understanding of:
work using constant force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
Learning Content
POWER AND ENERGY
Learning Resources
Science Learner’s Module, Pia C. Campo et al., pp. 21-36
Learning Procedures
Differentiate potential energy from kinetic energy

Video Presentation
Showing a short video clip about sport Triathlon
https://www.youtube.com/watch?v=wxtR9hf39Ug
Ask the students to explain if there is work done by the athletes participating in the said
event.
Ask them also if they use energy
Do the Activity 3 on “How POWER-ful am I,” Science Learner’s Module Grade 8

First Quarter, pp. 35
Discuss the answers in the given activity.
Evaluation
The Department of Education issued Department Order 42s 2016, Policies

Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing the
instructional process by using principles of learning and hearing – D.O. 42, s.2016)
Detailed Lesson Plan (DLP) Format

School Grade Level
Teacher Learning Areas
Time and Dates Quarter
I. OBJECTIVES
A. Content Standards
B. Performing Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Teacher’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
portal
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose of
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
DAILY LESSON LOG

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Times Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
B. Performing Standards
C. Learning
Competencies /
Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Teacher’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
of the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of
concepts and skills in
daily living
H. Making
generalizations and
abstraction about the
lesson
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 70% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why do this
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers.
NOTICE
1. In writing your lesson / learning plans?
2. What difficulties did you meet in writing your lesson / learning plans?
- Ensuring that it is relevant, meaningful and engaging. Making sure that I am
incorporating local, state and national standards. Also, due consideration to
differentiate the instruction for students
3. What feedback was/were given by your Resource Teacher in your first

draft/succeeding lesson/learning plans?
4. What were the best features/areas for improvement of your lesson plans?
Analyze the various components of your lesson plan by answering the given matrix. Take
note that you must have provisions to so this lesson on a face-to-face, modular or through
online learning.
ANALYZE
Questions Answers
1. How did you arouse students’ - Started a game related to the
interest? What motivational discussion
techniques did you indicate in - Fun games
your plan?
2. How did you respond to the 2.1 the example word problem I had used
diverse types of learners? is in general form means that everyone in
2.1 gender, needs, strengths, the class with various intellectual capacity
interests, and experiences can absorb
2.2 linguistic, cultural, socio- 2.2 language used is appropriate in their
economic and religious current year level, it also cultural and
backgrounds religious sensitive
2.3 with disabilities, giftedness 2.3 make sure that the activities could still
and talents match their current ability to do
2.4 in difficult circumstance 2.4 I could provide learning material to
2.5 from indigenous groups students who could not attend class due to
difficult circumstance
2.5 consider their sensitivity at the same
time protecting their group in my
discussion
3. What instructional strategies will - Provide example word problem

you employ in face-to-face or in a and later give problems for them to
remote learning delivery for this solve by themselves after the
lesson? discussion
- Providing practical examples
related to the topic
4. Was the language used - Language is also being considered

appropriate to the level of the based on the current year level the
students? explain your answer students are attending. They are
briefly. simple and easy to understand
though there are technical words
related to Physics that they might
just encountered as of today
discussion but they are explained
well for them to understand the
process of solving related
problems.
5. What types and level of questions - The questions I had used in my

did you formulate? Are they of the lesson are based on HOTS
higher order thinking skills Examples:
(HOTS)? Write two (2) examples. 1. What factor/s determined the
highest/lowest power output?
2. Which of the following
statements indicates the best way
to increase power?
6. What instructional resources will - I had utilized the Teacher’s Guide

you use? Why? Cite the possible and Learner’s guide for Science 8
online resources that you can
utilize whether done in the
classroom or in remote learning?
7. Are your modes of assessment - The mode of assessment I had

aligned with your learning utilized aligned with the expected
outcomes and activities? Cite a learning outcome
specific example. Example:
Learning outcome:
The learners demonstrate an
understanding of:
work using constant force, power,
gravitational potential energy, kinetic
energy, and elastic potential energy
Computing for the power output of
each member with the given data.

OBSERVE
9. The problems/challenges I encountered in writing my learning/lesson plan ______
REFLECT
PLAN
situations/problems ______
ACT
episode is _____
To further enrich my knowledge in writing my learning/lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help
me in these activities. (include books, websites, you tube videos and he liked and share
these to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
CHECK FOR MASTERY

11. Why are learning/lesson plans important?
I. To allow students to participate more
J. To maintain order in class
K. To ensure quality instruction.
L. To comply with school standards
12. Which is NOT in the cognitive domain?

I. Identify nouns in the sentences
J. Differentiate noun from pronouns
K. Give examples of nouns
L. Draw examples of nouns
13. Why are attention getters needed at the beginning of the class?
I. To arouse student’s interest
J. To avoid truancy in class.
K. To make the students active
L. To keep the students focused
14. Which is considered high order thinking skills in the given questions?
I. Why are plants important?
J. Why are the needs of plants?
K. How do we take care of plants?
L. If you are a plant, what will you tell humankind?
15. Which of these objectives does NOT belong to the group?
I. Narrate a story using varied materials
J. Rewrite the story using various forms
K. Draw the events of the story
L. Give the moral of the lesson of the story
Paste one (1) lesson plan and write your simple reflection.
LEARNING EPISODE 10
WRITING MY LEARNING / LESSON PLAN

Subject Name: Field Study 2 Professor: MS. GES
VILLANUEVA

With all this information in mind, you are set in writing your lesson plan. Based
on the instructions given by your Cooperating Teacher, prepare you lesson plan/s based
on the learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan examples/lesson plan templates form your Resource Teacher.
If not available, you can make use of the basic components of a lesson plan.
Lesson Plan in Science

(subject)
Grade Level 8
Learning Outcomes
The learners demonstrate an understanding of:

work using constant force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
Learning Content
POWER AND ENERGY
Learning Resources
Science Learner’s Module, Pia C. Campo et al., pp. 21-36
Learning Procedures
Differentiate potential energy from kinetic energy

Video Presentation
Showing a short video clip about sport Triathlon
https://www.youtube.com/watch?v=wxtR9hf39Ug
Ask the students to explain if there is work done by the athletes participating in the said
event.
Ask them also if they use energy
Do the Activity 3 on “How POWER-ful am I,” Science Learner’s Module Grade 8

First Quarter, pp. 35
Discuss the answers in the given activity.
Evaluation
The Department of Education issued Department Order 42s 2016, Policies

Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing the
instructional process by using principles of learning and hearing – D.O. 42, s.2016)
Detailed Lesson Plan (DLP) Format

School Grade Level
Teacher Learning Areas
Time and Dates Quarter
V. OBJECTIVES
D. Content Standards
E. Performing Standards
F. Learning Competencies /
Objectives
Write the LC code for each
VI. CONTENT
VII. LEARNING RESOURCES
B. References
5. Teacher’s Guide Pages
6. Teacher’s Material Pages
7. Textbook Pages
8. Additional Materials from
Learning Resources (LR)
portal
VIII. PROCEDURES
J. Reviewing previous lesson
or presenting the new lesson
K. Establishing a purpose of
the lesson
L. Presenting
examples/instances of the
new lesson
M. Discussing new concepts
N. Discussing new concepts
O. Developing mastery (leads
to Formative Assessment 3)
P. Finding practical application
of concepts and skills in
daily living
Q. Making generalizations and
abstraction about the lesson
R. Evaluating learning
DAILY LESSON LOG

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Times Section
Monday Tuesday Wednesday Thursday Friday
VII. OBJECTIVES
D. Content Standards
E. Performing Standards
F. Learning
Competencies /
Objectives
Write the LC code for
each
VIII. CONTENT
IX. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
Pages
6. Teacher’s Material
Pages
7. Textbook Pages
8. Additional Materials
from Learning
Resources (LR) portal
D. Other Learning
Resources
X. PROCEDURES
K. Reviewing previous
lesson or presenting
the new lesson
L. Establishing a purpose
of the lesson
M. Presenting
examples/instances of
the new lesson
N. Discussing new
concepts and
#1
O. Discussing new
concepts and
#2
P. Developing mastery
(leads to Formative
Assessment 3)
Q. Finding practical
application of
concepts and skills in
daily living
R. Making
generalizations and
abstraction about the
lesson
S. Evaluating learning
T. Additional activities
for application or
remediation
XI. REMARKS
XII. REFLECTION
H. No. of learners who
earned 70% on the
formative assessment
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked
well? Why do this
work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers.
NOTICE
5. In writing your lesson / learning plans?
6. What difficulties did you meet in writing your lesson / learning plans?
- Ensuring that it is relevant, meaningful and engaging. Making sure that I am
incorporating local, state and national standards. Also, due consideration to
differentiate the instruction for students
7. What feedback was/were given by your Resource Teacher in your first

draft/succeeding lesson/learning plans?
8. What were the best features/areas for improvement of your lesson plans?
Analyze the various components of your lesson plan by answering the given matrix. Take
note that you must have provisions to so this lesson on a face-to-face, modular or through
online learning.
ANALYZE
Questions Answers
8. How did you arouse students’ - Started a game related to the
interest? What motivational discussion
techniques did you indicate in - Fun games
your plan?
9. How did you respond to the 2.1 the example word problem I had used
diverse types of learners? is in general form means that everyone in
2.1 gender, needs, strengths, the class with various intellectual capacity
interests, and experiences can absorb
2.2 linguistic, cultural, socio- 2.2 language used is appropriate in their
economic and religious current year level, it also cultural and
backgrounds religious sensitive
2.3 with disabilities, giftedness 2.3 make sure that the activities could still
and talents match their current ability to do
2.4 in difficult circumstance 2.4 I could provide learning material to
2.5 from indigenous groups students who could not attend class due to
difficult circumstance
2.5 consider their sensitivity at the same
time protecting their group in my
discussion
10. What instructional strategies will - Provide example word problem

you employ in face-to-face or in a and later give problems for them to
remote learning delivery for this solve by themselves after the
lesson? discussion
- Providing practical examples
related to the topic
11. Was the language used - Language is also being considered

appropriate to the level of the based on the current year level the
students? explain your answer students are attending. They are
briefly. simple and easy to understand
though there are technical words
related to Physics that they might
just encountered as of today
discussion but they are explained
well for them to understand the
process of solving related
problems.
12. What types and level of questions - The questions I had used in my
did you formulate? Are they of the lesson are based on HOTS
higher order thinking skills Examples:
(HOTS)? Write two (2) examples. 1. What factor/s determined the
highest/lowest power output?
2. Which of the following
statements indicates the best way
to increase power?
13. What instructional resources will - I had utilized the Teacher’s Guide
you use? Why? Cite the possible and Learner’s guide for Science 8
online resources that you can
utilize whether done in the
classroom or in remote learning?
14. Are your modes of assessment - The mode of assessment I had

aligned with your learning utilized aligned with the expected
outcomes and activities? Cite a learning outcome
specific example. Example:
Learning outcome:
The learners demonstrate an
understanding of:
work using constant force, power,
gravitational potential energy, kinetic
energy, and elastic potential energy
Computing for the power output of
each member with the given data.

OBSERVE
13. The problems/challenges I encountered in writing my learning/lesson plan ______
REFLECT
PLAN
ACT
episode is _____
To further enrich my knowledge in writing my learning/lesson plans whether in the

classroom or in remote learning, these are some of the online resources which will help
me in these activities. (include books, websites, you tube videos and he liked and share
these to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
CHECK FOR MASTERY

16. Why are learning/lesson plans important?
M. To allow students to participate more
N. To maintain order in class
O. To ensure quality instruction.
P. To comply with school standards
17. Which is NOT in the cognitive domain?

M. Identify nouns in the sentences
N. Differentiate noun from pronouns
O. Give examples of nouns
P. Draw examples of nouns
18. Why are attention getters needed at the beginning of the class?
M. To arouse student’s interest
N. To avoid truancy in class.
O. To make the students active
P. To keep the students focused
19. Which is considered high order thinking skills in the given questions?
M. Why are plants important?
N. Why are the needs of plants?
O. How do we take care of plants?
P. If you are a plant, what will you tell humankind?
20. Which of these objectives does NOT belong to the group?
M. Narrate a story using varied materials
N. Rewrite the story using various forms
O. Draw the events of the story
P. Give the moral of the lesson of the story
Paste one (1) lesson plan and write your simple reflection.
LEARNING EPISODE 11
DELLIVERING MY LESSONS

VILLANUEVA

After you have written your lesson plan, confer with your Resource Teacher on
how you can participate / assist in delivering instruction in one of his/her class. The
Robert Gagne’s Nine Events of Instruction, will guide you to implement the various steps
well.
Robert Gagne’s Nine Events of Instruction

PREPARATION
1. Gaining attention
2. Informing learners
3. Stimulating recall of Prior Learning
INSTRUCTION AND PRACTICE
4. Present the content
5. Provide learning guide
6. Elicit performance
7. Provide feedback
ASSESSMENT AND TRANSFER
8. Assess performance
9. Enhance retention
Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is
assigned to you. Consult a 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 attention
2. Informing
learners
3. Stimulating recall
of Prior Learning
Instruction and 4. Present the
Practice content
5. Provide learning
guide
6. Elicit
performance
7. Provide feedback
Assessment and 8. Assess
Practice performance
9. Enhance retention
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?
 Were the students focused when you were stating the learning objective at the
beginning of the lesson?
 How did the new learning relate with the what they really know?
 Did you notice some students who needed assistance? What did you do?
 Did the students find difficulty in applying the theories/ concepts learned to real
life?
 How did your students react to your feedback?
 What pieces of evidence can you prove that the students had retention of
learning?
ANALYZE
After planning your lesson/s you may be requested by your Resource Teacher to
deliver the lesson/s. Your Resource Teacher will use a classroom observation sheet to
evaluate the delivery of your lesson/s. Schools use different tools in rating classroom/
online observations. Below is an example of a classroom observation form/sheet.
Areas of Strengths Areas of Improvement

15. Subject Matter Content
Demonstrate depth and

breadth of the subject
matter
Shows mastery of the

subject
16. Organization of the

lesson
Presents subject matter

sequentially and logically
States clear learning

outcomes
Synthesizes main points
Meets class at scheduled

time
Regularly monitors
classroom on-line course
17. Rapport/ interaction

with the students
Holds interest of students
Is respectful, fair and

impartial
Provides immediate
feedback
Encourages active
participation
Interacts with students

Shows enthusiasm
18. Teaching Methods and

Strategies
Utilizes relevant teaching

methods/strategies
Uses learning aids,

materials and technology
Employs cooperative/
group involvement in the
classroom and remote
learning
Uses examples that are

simple, clear, precise, and
appropriate
Stays focused on and

meets stated learning
outcomes
19. Presentation of the

lesson
Establish online course or

classroom environment
conducive of learning
Maintains eye contact
Uses a clear voice, strong

projection, enunciation
Has a good command of

the language?
Uses language within the

level of students
20. Classroom Management
Begins and end classes on

time
Uses time wisely
Attends to course
interaction
Demonstrates leadership
ability; maintains
discipline and control
Maintains effective
classroom and e-platform
management
21. Sensitive to Students

Needs
Exhibits sensitivity to
students’ personal culture,
gender differences and
disabilities
Responds appropriately in
a non-threatening, pro-
active learning
environment
22. Support/ Assistance to

Students
Assists students with

academic problems
Clarifies points in the

lessons which are not
clear to the students
Allots time for questions/

comments
23. Personal Competencies
Shows self-confidence
Maintains professional
distance and professional
appearance
24. Physical Aspects of the
Classroom
Oversees the physical

attributes of classroom
(light, ventilation,
acoustics)
Checks number of
students in attendance
Checks lay-out of room,

distractions, if any
Lists any observations on

how the physical aspects
of the classroom affected
content delivery
Overall impression of teaching effectiveness

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

OBSERVE
17. The problems/challenges I encountered in delivering my lessons ______
REFLECT
PLAN
ACT
episode is _____

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
CHECK FOR MASTERY

21. Which of the following characterizes a well-motivated lesson?

Q. The class is quiet.
R. The students are participative.
S. The teacher explains the lesson well.
T. The students are highly engaged in the activities.
22. In which part of the lesson does the learner give examples to connect to the
broader aspects of life?
Q. Presentation
R. Discussion
S. Application
T. Evaluation
23. Why should teachers provide immediate feedback and reinforcement?

Q. To be liked and loved by the students.
R. To motivate students to do more and learn more.
S. To get students’ attention.
T. For students to get high grades.
24. Which of the following principles of learning applies when student’s age is
considered in presenting concepts and ideas in the lessons?
Q. Law of readiness
R. Law of exercise
S. Law of effect
T. Law of sensitivity
25. Which part of the lesson is referred to when students give similarities and
differences in the concepts presented?
Q. Presentation
R. Discussion
S. Comparison and Abstraction
T. Generalization
Attach pieces of evidence of your delivery of (lesson plans, pictures shots and the
like)
LEARNING EPISODE 12
SELECTING NON-DIGITAL OR CONVENTIONAL

RESOURCES AND INSTRUCTIONAL MATERIALS

Subject Name: Field Study 2 Professor: MS. GESILLE VILLANUEVA
1. Consult your FS Resource Teacher about this episode. Let your teacher know the
task for this episode is for you to assist the teacher by providing suggestions on
resources and materials that the teacher can use in delivering a lesson on a
specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching
soon. You will also need the learning objectives/outcomes for this lesson. Some
teachers may instruct you to write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital
or conventional resource or instructional material.
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
4. Fill out the table below.
Subject: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources / instructional What is the use or purpose Explain why you need the
materials you plan to of resource/ material? resource/material based on
utilize in the lesson Describe how you will use the guide points mentioned
the resources/ materials to above. How are these
attain the learning criteria met?
objectives/outcomes.
5. As the situation would permit, try out the resource/materials with the students. be
sure to follow the steps on using instructional materials found in the Infographics
section of this Episode.
NOTICE
After you participated or assisted in using resource/instructional materials in
teaching-learning described what you observed and experienced by answering the items
below.
1. How did you prepare for this activity?
2. Describe how you or the teacher utilized the resources/instructional materials.
Narrate your experience as you participated and assisted.
3. What were your feeling and thoughts while you were assisting with the use of the
resources/materials?
4. Describe how the students responded and participated.
ANALYZE
What worked well during the activity using the resources/materials?
What part can be improved?
What would you have done differently? What would I change? What will make it better
next time?
How does this connect with what you know about selecting and using instructional
materials?
REFLECT
1. how ready am I in selecting and developing resources/instructional materials in
the teaching-learning process?
2. what do I still need to learn to select and develop resources/instructional materials
in teaching effectively?
3. What can I do to learn about and practice the use of resources and instructional
materials?

This part allows you to symbolize or put together what you noticed, analyzed and
reflected on to come up with a possible topic to explore for an action research.
OBSERVE
21. Doing this episode on selecting and using resources/instructional materials, what
problematic situation, challenges of improvement did I find?
REFLECT
22. List at least three sources that you have read about this problems/challenge/are of
improvement _______
Resources or References about this Key points/findings in what I read
Topic
On what theories/principles can this problem be anchored?

__________________________
23. What do I hope to achieve to address the challenge/area of improvement? What

change do I want to achieve?
PLAN
24. What strategies/solution/means can I employ to improve the situation/solve the
problem? ______
ACT
25. if you will conduct action research, what will be the title (base this on your
answers in nos. 1-3): _____
CHECK FOR MASTERY

26. The Dale Cone of Experience can help a teacher be mindful of the choice of
resources or instructional materials in term of ____.
U. Level of thinking
V. Extent of being flexible or fixed
W. Extent of being concrete and abstract
X. Extent of adaptation and modification
27. Miss Violo told a story of the Giving Tree in her toddler class. She used the book
itself to show the illustration to the two-year-olds and showed thirty pages of the
book. Miss Violo struggled just to finish the book because the toddlers were not
focusing. Some lay on the floor stretching; others ran around the room. Which
criterion did she fail to consider in choosing material?
U. Collaboration among learners
V. Inclusive and free of cultural bias
W. Student interest and engagement
X. Developmental appropriateness
28. For a theme of Careers, Mr. Menggay let his students watch interview clips of
successful people in business who were all males. The clips seemed to send a
message that only men succeed in the business field. Mr. Meggay did have only
follow-up discussion on the clips. Which criterion in selecting resources/materials
about the teacher have considered?
U. Students interest and engagement
V. Inclusive and free of cultural bias
W. Developmental appropriateness
X. Time and cost-efficient
29. Which of the following gives the learners the most concrete experience?
U. Watching a Theater lay on the Death March
V. Listening to the teacher discuss about the first chapter of Noli Me Tangere
W. Viewing a photo exhibit of the EDSA revolution
X. Independently reading the Biography of Andres Bonifacio
30. A teacher should consider all these criteria for choosing a resource or material,
EXCEPT:
U. Aligns to the learning objectives/outcomes of the lesson
V. Is the most expensive therefore the most durable
W. Is inclusive and free from cultural bias
X. Is developmentally appropriate
Attach pieces of evidence of what you accomplished in this episode.
LEARNING EPISODE 13
UTILIZING APPLICATIONS (APPS) FOR TEACHING

AND LEARNING

VILLANUEVA

Before you participate and assist in tasks related to apps, first enumerate the apps
you already know and have probably tried. Explore the Pedagogy Wheel and learn at
least five more. Fill out the table below.
Apps that I already know/have recently How can I utilize this in teaching-
explored learning?
 Google meet - Allows people to join same virtual
meeting where they can share,
present and speak from each other
as long as there is an internet
access.
 Google classroom - (for teachers) create and manage,
classes and assignments, and
grades online; can add materials
like YouTube links, google drive
links, google surveys; give direct
real time feedback; can engage
students in question driven
discussions;
- (for students) track classwork and
submit assignments; check
feedback and grades; share
resources and interact in the class
stream
 Moodle - Personalized learning
environments where students can
attach file for submission and take
exams
- Teachers are of total control on the
date and time of submission
 Schoology - Personalized learning environment
- Learning materials are also
available in this app
- Organize home page
- Creates online quizzes
 YouTube - You can search videos related to
your desired topic
- You can also comment, like and
share the video
Your guide to participate and assist:
1. Interview your FS resource teacher on her experience in using the apps for
teaching and learning>
2. Ask the teacher how you can participate or assist in work involving the use of
applications in one or more of these tasks:
 Preparing materials
 Doing a motivational activity
 Delivering a lesson
 Engaging the learners to expand
 Giving an assignment
 Making learners practice a skill
 Making the learners collaborate and
 Managing the class-checking of attendance
The more opportunities to observe, participate and assist, the better.
Level / Grade of the Class: ________________________

Lesson / Topic: _______________________________
Apps you plan to utilize What is the use or purpose Explain why you selected
in the lesson of using the app…describe the app, based on the five
how you or the teacher will criteria of developmental
use each appropriateness, motivation,
instructional design,
engagement and
accessibility
How does this connect with what you know about selecting and using the apps?
NOTICE
After you participated or assisted in the use of apps in teaching-learning, describe
what you observed and experienced by answering the items below.
 Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
- Our Resource Teacher mainly uses Google Meet and Google Classroom in his
virtual class. During the class on Google Meet, it was his avenue for the topic
discussion and where the students can actively participate the discussion. Students
are given the chance to speak when needed and share their inner thoughts related
to the topic. As for the Google Classroom, it was the main app for the task
submission and where the learning materials are posted. As we assisted his class,
we were the ones who facilitated the online recitation where there are only
numbers of students in the google meet to answer the questions and when done
then they can leave the meet. Due to limited participation and assistance to the
resource teacher we only had little experience with this matter.
ANALYZE
What worked well during the activity using the apps?
- The class in the pandemic period was still made possible with the apps good for
virtual meeting
- Submission of class work becomes faster without visiting the school grounds as
long as there is an internet connection
- Scores on tasks submitted can be monitored by the students
- There is time for the feedback using the app
- The in and out of the student in the virtual class can be monitored thus attendance
becomes easier for teachers
What part can be improved?

- More features for students in the virtual apps
What would you have done differently? What would I change? What will make it better
next time?
- So far, I was not able to explore much about the apps I usually used.
How does this connect with what you know about selecting and using apps?
- Educational apps usually have different purpose. With the aid of the pedagogical
wheel method then we can be guided with the appropriate app to use for a certain
activity for the class.
REFLECT
4. how ready am I in organizing and using apps in the teaching-learning process?
- I still need to explore on the pedagogical wheel and be familiar with more
educational apps. With the current level of experience, I have, I still need to be
guided with my mentors to be able to organize well my teaching-learning process.
5. what do I still need to learn in order to use apps in teaching effectively?

- I need to explore on how the apps work, what are its features and how it can help
the teaching-learning effectively.
6. What can I do to learn about and practice the use of educational apps?
- Download the apps and watch tutorial videos on how to use the apps.

This part allows you to synthesize or put together what you noticed, analyzed and
OBSERVE
26. What problematic situation / challenges / area of improvement prevailed in using
apps?
List at least three sources that you have read about this problem / challenges / area
of improvement
Resource of Reference about the Key points/findings in what I read
Topic
On what theories/principles can this problem be anchored

___________________
REFLECT
27. What do I hope to achieve to address the problem? (what change do you want to
achieve)
PLAN
problem? ______
ACT
answers in nos. 1-3): _____
CHECK FOR MASTERY

31. An application (app) can be described by all of the following EXCEPT:

Y. A software
Z. Have a wide range of function
AA. Some can be used offline
BB. All need to be used online
32. Teacher Ruth is excited to try this preschool math app with her kindergarten
students. she is happy because it has a feature where she can view how each child
performed and give her information about which skills she needs to reinforce
more and which skills the children have already mastered. Teacher Ruth has
considered which criteria for selecting apps?
Y. Accessibility
Z. Motivation
AA. Instructional design
BB. Developmental appropriateness
33. Ms. Peralta found two apps that were both appropriate for high school students
taking Physics. They both have assessment and feedback and were enjoyable to
play. She can use both on a free but limited arrangement but need to choose one
that the school will purchase for premium use. She eventually selected the one
that linked Physics with everyday life like Physics and the Internet or Physics in
amusement park rides. She based her decision on which criteria for selecting apps.
Y. Engagement
Z. Accessibility
AA. Developmental appropriateness
BB. Motivation
34. From among several apps that focused on grammar, Ms. Tayag chose the one
which helped learners gain mastery through games where the players earn tokens
when they succeed. Which criteria did Ms. Tayag consider.
Y. Accessibility
Z. Motivation
AA. Instructional design
BB. Developmental appropriateness
s
35. The pedagogy Wheel can help teachers choose apps by all, EXEPT,
Y. it helps teachers identify apps for different grade level of the learners.
Z. It helps teachers identify apps according to the levels of Bloom’s
Taxonomy
AA. It helps teachers see the type of technology integration in the
SAMR model
BB. It helps teachers explore apps useful for both apple and android
user
LEARNING EPISODE 14
UTILIZING LEARNIG MANAGEMENT SYSTEMS

VILLANUEVA

1. Request your FS resource teacher or another teacher who uses an LMS for
his/her class to give you access and allow you to, ‘observe” his/her
classroom through the LMS
2. If possible, request the teacher to demonstrate how to navigate and use the
LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher
is organizing or preparing in the LMS
4. Be guided by the TPACK infographic in this episode. The questions found
there will help you notice, analyze and reflect very well.
Level / Grade of the Class: Grade 7

Subject: Science
Lesson / Topic: Solutions
Lesson objectives/learning outcomes:
After going through the lesson, the students are expected to:
- Describe saturated and unsaturated solutions;
- Determine how much solid solute dissolves in each volume of water; and
- Describe the appearances of a saturated solution.
- Defines supersaturated solutions
- Compare and contrast saturated and supersaturated solution
- Cite the importance of supersaturated solution
Which LMS did the teacher use: check one or more that were used.
__ Moodle
__ Schoology
_/_ Google Classroom
__ Edmodo
__ Genyo
__ See saw
__ others Google Meet
What tasks did you participate or assist in? fill out the table below.
What components or parts were present in Under these LMS components or parts,
the LMS used by the teacher? what tasks did you participated/assist in?
Google classroom was utilized as an
avenue for classwork submission and
where the modules and important learning
materials are attached. The apps do serve
also as an announcement area for it is
where future quizzes and exams are
posted. This also allows the students to
view comments and scores related to their
submitted tasks.
Google meet serves as the virtual class
meeting. It is where the teachers were
able to meet his students and discuss the
lesson by sharing screen. Important
announcements were also disseminated
through the meeting. Students can turn
their mic and voice on.
NOTICE
After you participated or assisted in the LMS, describe what you observed
and experienced by answering the items below.
1. Describe the encounter of the LMS utilized by the teacher. How was it
organized? What main components did you find?
- The teacher can manipulate the deadline of the task in the google
classroom, this means that he can monitor students who submitted on time
and those who submitted late. The LMS he was utilizing is organize. If the
students are having difficulty in the submission process, then the teachers
send tutorials for them to be guided. As for the google meet, it was helpful
and easy to understand. if you turn off your audio and camera for the
whole session you can save cellular data which was helpful for students
who has limited internet connection. The platform has a comment section
and a blackboard to disseminate info as well as an option for screen
sharing whenever the teacher has to present in another tab.
2. How was the content taught or delivered? What were the learning
activities arranged? What strategies did the teacher or you can use to
help students attain the objectives/outcomes?
- The content was taught and delivered through screen sharing the PPT of
the teacher to the class in the virtual platform. The discussion was
spontaneous, the teacher would pause every after the major topic to ask
students for their reactions and questions. The teacher sends ahead the
discussion some videos in the google classroom for them to watch on their
own and ask certain questions for clarification to the video provided
ahead.
3. What was your experience in participating and assisting?

- It was plain and simple. Nothing out of the ordinary. But, at least we
experience it.
ANALYZE
1. What do you think are the best feature of the LMS that the teacher used?
how did these features help the students learn the content?
- Dashboard
- Module container
- Announcements
- Discussion board
- Meeting rooms
- Assignments
- People
- Assessment/quizzes
- Resources/ add-ons
- Those features were really helpful to students in this distance learning
time. Those features were the avenue for students to learn the lesson.
2. How did the teacher or you use the LMS to implement the strategies /
activities planned?
- The LMS becomes the bridge between the teacher and the students in this
distance learning. So, the class was still made possible and the activities
planned were also delivered.
3. How did this connect with what you know about LMS and TPACK?
- TPACK acts as the guide or a set of criteria on what appropriate LMS to
use for the class. A successful use of the TPACK plus the best LMS used
would give the best results for the teacher and the students.
4. What problem or challenges did the teacher/ you or the students encounter in
working with the LMS? How did it/they affect the teacher/learners? What
part/s of the LMS do you think can still be improved? How can this/these be
improved?
- Some students were confused on submitting the task through the google
classroom. This may cause delay on the task submission who what the
teacher did was to send tutorials on how to use the LMS. So far the current
LMS was great enough to the needs of the students and teachers and to
some point they exceeded my expectations for there are still some features
I am not aware of.
REFLECT
7. how ready am I in organizing and using LMS?
- From the rate of 1 to 10, I’m in 9 out of 10. Features are easy to learn. You
just need to watch some tutorials and a constant practice would result to
mastery of the LMS.
8. Enumerate the knowledge, skills and attitudes you already have to organize
your virtual learning environment and use and LMS:
Content: for the content mastery, I am an eager learner so I can cope
easily with the kind of topic to be discussed.
Pedagogical: getting the attention of my students can be learn through
experience, anyways with the current sense of humor I had can catch their
attention. I also have little attention seeking clapping’s for them.
Technological: I can learn fast in learning different LMS through
tutorials, I can also use different guide like the pedagogical wheel method
in choosing apps for teaching-learning.
9. What do you still need to learn in order to use the LMS effectively?
- Choosing the best LMS to use is quite critical and needs a lot of time to
think of, this is the area I need to learn best.

OBSERVE
30. What problematic situation / challenges / area of improvement did you see while
you participated and assisted using an LMS?
of improvement
Resource of Reference about the Key points/findings in what I read
Topic
Asian Journal of Distance Learning The result of the content analysis
revealed the following categories of
“Difficulties in Remote Learning: difficulties in remote learning: unstable
Voices of Philippine University in internet connectivity; inadequate
the Wake of COVID-19 Crisis” by learning resources; electric power
Erwin E. Rosas and Michael B. interruptions; vague learning contents;
Cahapay overloaded lesson activities; limited
teacher scaffolds; poor peer
communication; conflict with home
responsibilities; poor learning
environment; financial related
problems; physical health
compromises; and mental health
struggles. Based on the result, cogent
recommendations are discussed at the
end of the study.
ResearchGate In order to instill the awareness and
competencies on virtual teaching
“Virtual Teaching as the 'New among teachers, seminars on
Norm': Analyzing Science virtual teaching development and
Teachers' Attitude Toward Online management may be conducted in
Teaching, Technological series covering topics related to
Competence and Access” by Jesha development, operations, delivery,
May De La Rama et al maintenance, repair, administration
and security. The training may start
with technical staff, who will assist
faculty members in implementing
virtual teaching in their respective
classes. Likewise, educational leaders
may venture on training teachers on
how to convert their instructional
materials to an electronic format as
well as on the familiarity with the
different functions and features of e-
learning platforms including how to
facilitate learning and support learners
in a particular learning platform
(Kisanga, 2016).
ResearchGate knowledge acquisition skills of the

students improved through the
“The Effect of Web-Based Learning intervention of LMS.
Management System on Knowledge
Acquisition of Information
Technology Students at Jose Rizal
University” by Ryan Ebardo et. Al.

___________________
REFLECT
31. What do I hope to address- the problem/ challenge/ area of improvement in
LMS use?
- I just hope that those studies related to LMS can be viewed by those with
authorities in implementing the possible solutions to those problems.
There are a lot of studies, hope they can be implemented.
What change do you want to achieve?

- Adequate support for training in the LMS platforms
PLAN
32. What strategies/solution/means can I employ to improve the situation/solve
the problem?
- Conduct studies
ACT
answers in nos. 1-3):
- Moodle as the LMS Used by the School: How effective is it for Students
and Teachers?
CHECK FOR MASTERY

36. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to
increase participation of his students in their lesson on qualities of national
leaders. He is utilizing his ____.
CC. Technological Content Knowledge (TCK)
DD. Pedagogical Content Knowledge (PCK)
EE.Technological Pedagogical Knowledge (TPK)
FF. Content Technology Knowledge (CTK)
37. Ms. Del Rosario is careful to match the learning outcomes with the content and
activities she is going to do. She also sees to it that the assessment measures the
attainment of the learning outcomes. She is using he _____.
CC. Pedagogical Content Knowledge (PCK)
DD. Pedagogy Technological Knowledge
FF. Technological Content Knowledge (TCK)
38. Ms. Juan is utilizing the features of the LMS to provide regular information
updates on the topic she and her students are exploring. She is using ______.
CC. Technological Content Knowledge (TCK)
DD. Pedagogical Content Knowledge (PCK)
FF. Content Technological Knowledge (CTK)
39. All are true about learning management systems, EXCEPT,

CC. Has components and features that teaches can use in teaching
DD. Is a platform for a virtual learning environment?
EE.Microsoft office is an example of this
FF. Canvas is an example of this
40. Through the LMS, the teacher can do the following tasks, EXEPT,
CC. Post assignment and projects
DD. Set-up discussion boards
EE.Make students collaborate
FF. Meet students face-to-face
LEARNING EPISODE 15
UTILIZING WEB-CONFERENCING APPS FOR

SYNCHRONOUS
e-LEARNING
VILLANUEVA

5. Request your FS resource teacher to allow you to join his/her synchronous
classes. Have at least two to three times to observe the classes and at least
two or more times to participate and assist.
6. Learn how to use the features of the web-conferencing app that your
resource teacher is utilizing. It can be part of a learning management
system or a separate one like Zoom, Skype, etc. if possible request the
teacher to demonstrate the features of the web conferencing app.
7. Ask the teacher how you can participate or assist in tasks related to
conducting the synchronous classes.
8. Be sure to read all the question in this episode before you start your
observation and participation. This will help you focus your attention on
the essential aspects of your experience. Have in mind the Community of
Inquiry Model. The descriptive under teaching presence, social presence,
and cognitive presence found in the infographic will help you notice,
analyze, and reflect very well.
x
Level / Grade of the Class: Grade 12

Subject: Filipino Nos. of hours/minutes: 1 hour and 30 minutes
Name of Resource Teacher: Ms. Mariel Joy Garcia
Dates when you observed: September 22, 2021
Dates when you participated and assisted: September 22, 2021
NOTICE
After you participated or assisted in the LMS, describe what you observed
and experienced by answering the items below.
4. Which web-conferencing app did the richer use for synchronous
classes? Describe its features and how you or the teacher used these
features.
Web-conferencing App Frame Was it utilized? If yes, describe how was

it was utilized in class.
Virtual background Most of the time the students are off cam
to save cellular data or internet, yet
anyways the virtual background that was
utilized by the students and teacher was
neat and clean and looks descent for the
class.
Microphone icon on-off The icon for microphone on-off is visible
and easy to access when needed.
Camera icon on-off The icon for camera on-off is visible and
easy to access when needed.
Screen share Screen sharing is easy to learn and access
as well as the icon is visible.
Reaction buttons The reaction button is visible and easy to
access, the reactions are enough for the
web-conferencing and the students are
well utilizing them.
Spotlight There was no available spotlight/torch in
the web-conferencing app.
View (using different views) There were options on how you can view
the people present in the virtual meeting.
Polling I am not aware of this feature in the app.
Recording You can easily record the meeting, just
visit the button and then there you can
now record.
Others Chat box- this features allows people in
the virtual meeting for a conversation
during the meeting.
Leave button- when you want to leave the
meeting then you can just press the button
5. How was the content taught or delivered? How were the learning
activities facilitated?
What strategies did the teacher or you used to keep the students
engaged? How did the students respond to the teacher? To the
activities?
- The students were very much active during the virtual meeting. The
meeting was also great because the day we participated and assisted
our resource teacher they are having recitation after the discussion.
The resource teacher let us prepare questions related to the topic and
ask that question to the student. When they are done answering the
question and we are contented with it then they can leave the meeting.
6. What was your experience in participating and assisting in

synchronous classes? What were your thoughts and feelings while you
participated and assisted?
- The experience was fun and great. The resource teacher provided us
some insights on what future strategy we can use for our students.
ANALYZE
5. What do you think are the best feature of a web-conferencing app that you
or the teacher used? how did these features help the teachers and the
students?
- screen sharing – this feature allows the teacher to present his/her
presentation in the class
- blackboard- this feature is very much helpful specially when is their
need to show solutions on computations or to show modified
illustration for students to understand easily
- reaction button- this button allows the teacher to know how the
students are feeling based on the reaction they give.
- Chat box- this feature allows the students and teacher to have
conversation during the virtual meeting
- Camera and audio on/off button- this features allows the students and
teacher to have an option whether to keep their camera and audio
on/off during the virtual meeting
- Background- this feature provides an option to what kind of
background the students and teacher opt to
- Recording- this feature allows the host/moderator to record the
meeting when needed, this will help the students to view the meeting
again
6. Referring to the Community of Inquiry Infographics, how well did the

teacher/or you use the web-conferencing app to establish: (describe in detail)
Teaching presence?
- The resource teacher as well as the student teacher who participated
and assisted deliver well the instruction on how the activity would be
done during the web-conferencing, the teacher was also aware on how
to use the app to deliver the content of the lesson. The teacher gives
provides the proper decorum on web-conferencing in the beginning of
the meeting. Overall, the class was greatly facilitated.
Social presence?
- People in the virtual meeting participated whenever the teacher told
them to give a reaction on how were they feeling as of the moment,
chat box was also available to give their questions or any message that
concerns the meeting and the welfare of the people in the meeting.
Overall, the students were participative and reactive during the
meeting.
Cognitive presence?
- After the class discussion, the teacher with the resource teacher
facilitated the class recitation where we will give questions related to
the topic. This will aid the cognitive development among students. The
questions were link to the real life situation.
7. What problem or challenges did the teacher/ you or the students encounter
during the synchronous classes? How did it/they affect the teacher/learners?
What part/s of the synchronous classes do you think can still be improved?
How can this/these be improved?
- The internet connection, this was out of the capacity of the participants
but has greatly affected the learners and students in a way that this
might lessen the motivation of the students to participate in the
meeting to the point that they will not attend the meeting anymore and
just be updated though the group chats which could have been helpful
if he/she attended the meeting himself/herself.
REFLECT
10. how ready am I in organizing and using LMS?
- From rate of 1 to 10, I rate myself to 8.
11. Using a web-conferencing app. How else would you better establish?
Teaching presence?
- Building authority to the class. Example, presenting the decorum of
web-conferencing.
Social presence?
- Facilitate activities that allows participation from the people in the
meeting. Making the people in the meeting comfortable
Cognitive presence?
- Give questions every after the major topic that could help develop the
cognitive ability of the students, best if it can relate to real life scenario
12. What do you still need to learn in order to conduct an online synchronous
class using a web-conferencing app effectively?
- To effectively deliver the outcome and learning objectives in a web-
conferencing requires mastery of the web-conferencing app itself. If
you are good enough with it then exploring the app will be easier to
you and for the learners.

OBSERVE
34. What problematic situation / challenges / area of improvement did you see while
you participated and assisted using a web-conferencing app for synchronous
learning?
- Hidden cost of the web-conferencing app for synchronous learning
of improvement
Resource of Reference about the Topic Key points/findings in what
I read
According to a DepEd
“In the Philippines, distance learning reveals survey, about 20% of the
the digital divide” 6.5 million students with
by Anna P. Santos internet access are online
using computer stores and
https://eu.boell.org/en/2020/10/06/philippines- other public places. To
distance-learning-reveals-digital-divide make matters worse, there is
no way for 2.8 million
students to go online. This
is especially common in
rural areas, where 53% of
the population lives and
both internet access and
speed can be a challenge.
Additionally, according to
state government data, less
than 30% of students have
internet access, and off-the-
grid schools have about 600
students, including schools
in remote island villages
without electricity. It can be
accessed by boat.
A recent study by members
“Internet access major challenge among of the Philippine National
teachers: study” Research Council (NRCP)
revealed that Internet access
by Ma. Cristina Arayata for teachers across the
country remains a major
challenge in the face of the
https://www.pna.gov.ph/articles/1149250 2019 coronavirus disease
(Covid19) pandemic.
"The results of this study
tell DepEd about project
systems and strategies that
promote work-life balance
between teachers and the
transition to ‘new normal',"
said Marietas Magaisai,
managing director of
NRCP. Says.
"This study provided a
picture of the plight that
teachers face when
implementing emergency
learning options," said
Sumagaysay.
Sarmiento said the NRCP

recommends that teachers
should be given more
internet connection budgets.
In addition, carriers and
equipment distributors must
offer teachers special
discounts and payment
arrangements.
As the Philippines embarks
on new learning methods,
“The Philippine Higher Education Sector in several factors need to be
the Time of COVID-19” considered. These include
teacher abilities, learner
By Joaquin, J. J. et al situations and situations,
and the efficiency of the
learning environment. Of
https://doi.org/10.3389/feduc.2020.576371 course, these are more
obvious issues of internet
speed, material costs and
shipping methods. The best
way to move forward is to
take a step back and develop
a strategy that involves
teachers, students, parents,
school managers, and
technology-based
businesses. This
collaborative response,
based on a collective vision,
is a kind of creative solution
that justifies this new
problem. At the start of the
new school year in October
this year, CHEd seems
convinced of the essential
flexible learning modes.
Emphasizing the unique
Filipino value of the "spirit
of Bayanihan" or
community unity, De Vera
is a way to deal with
pandemics and ensure that
"learning must continue" in
these difficult times.
Explain that you need to
find. We are ready
"(DeVera, 2020b).
To support these statements,
CHEd worked with the
university to provide the
following mechanism:
"Innovation in the context
of the University of
Philadelphia" with (1) free
training and capacity
building for faculty with
flexible learning themes, (2)
introduction of the online
resource PHL CHEd
CONNECT, and (3) CHEd
HiEd Bayanihan Digital
Community of Educators.
Provided to "find a typical
answer". CHEd HiEd
Bayanihan is a partnership
between the government
and various universities in
the country and is
considered the first of its
kind in the history of CHEd.
Through these efforts, De
Vera argues that the
educational challenges
posed by the COVID 19
pandemic can be overcome
"only when we educate and
learn together" (De Vera,
2020a). However, these
learning innovations are
based on a deeper
understanding of distance
learning and must be
sensitive to the call of the
times.
___________________
REFLECT
35. What do I hope to address- the problem/ challenge/ area of improvement in
web-conferencing app use?
- The internet connectivity specially to the remote area of the country.
What change do you want to achieve?

- Better internet connection
PLAN
problem? ______
ACT
answers in nos. 1-3):
CHECK FOR MASTERY

41. During an online synchronous class, Ms. Bonifacio greets her students cheerfully.
She allows time for the students to know more about their classmates through
interesting polls. She also provides opportunities for the students to work together
and collaborate. She uses the reaction buttons, smiley, heart, or clap to appropriate
the students’ effort and excitement to participate. She was able to attain which
essential element?
GG. Teaching presence
HH. Cognitive presence
II. Social presence
JJ. Community presence
42. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the
session. She shared on screen the first PowerPoint she found on the internet and
lectured about the topic to students without engaging them to participate. They
were passive the whole time. Some students turned off their cameras. She ended
the class with a quiz on the topic. The teacher did NOT effectively demonstrate
which essential element?
GG. Community presence
HH. Teaching presence
II. Cognitive presence
JJ. Social presence
43. The topic of the online synchronous sessions for the day was how the Philippines
will attain herd immunity form Covid-19 the fastest way. After introducing the
topic, the teacher explained to the students one learning outcomes which for them
to analyze the current situational factors that may impede and hasten the
Philippines’ goal of attaining herd immunity. Another learning outcome was for
students to articulate suggestions on how the Philippines will succeed in this goal.
The teacher provided readings ahead of time and also placed the links on the chat
box. She allotted time for the students to go to the small group meeting rooms she
arranged on the web conferencing app for discussion. Later, the students went
back to the big group, and students actively shared their outputs. The teacher
fostered essential element?
GG. Teaching presence
HH. Social presence
II. Community presence
JJ. Cognitive presence
44. All are example of web-conferencing apps, EXCEPT,

GG. Microsoft teams
HH. Zoom
II. Skype
JJ. Canva
45. When a teacher is mindful demonstrating teaching presence, social presence and
cognitive presence consistently, she is adhering to the model of
GG. Community of Practice
HH. Community of Inquiry
II. Community of Learners
JJ. TPACK
LEARNING EPISODE 16
ASSESSING FOR, AS, AND OF LEARNING

VILLANUEVA

(note to Student Teacher: as you participate and assist your CT in doing
formative assessment and in helping students engage in self-assessment, please take
note of what you are expected to give more attention to as asked in the next step of
this Learning Episode.
(NOTICE)
1. Assist you CT in the conduct of formative assessment
2. Offer your assistance to students to engage in self-assessment through
your CT
NOTICE
Take notice of:
 The alignment of different formative assessment tasks used in the
learning outcomes
 The students’ participation, behavioral response, comments in the
formative assessment tasks
 How the students assess their own progress?
 Our own feelings and thoughts as you assisted your CT:
- Formulate the formative assessment tasks
- Administer formative assessment tasks
ANALYZE
 Did the formative assessment tasks help students master what they were
expected to learn?
- The kind of formative assessment our resource teacher decided
to utilized was Q&A recitation. With this type of assessment,
the students then able to comprehend the discussion well which
was the results of the recitation for students were able to
answer the random questions.
 Was students’ response to formative assessment exercise favorable or

unfavorable? Why?
- The results show favorable among students. aside that students
were able to learn what was expected for them, they were able
also to enjoy the activity with a little suspense.
 Did the conduct of formative assessment and self-assessment affect students’

attainment of learning outcomes? How?
- Absolutely yes. The students are aware that an assessment will
be given after the discussion, they will then assess themselves
if they already had enough information about the topic and if
not then they are required to do review or study by themselves
about the topic. This will enhance the kind of development
among students on how they handle they academic affairs and
themselves.
 What was the effect of students assessing their own progress on their
motivation to learn?
- This will enhance their academic responsibility handling and
decision making process. aside that they will be aware of their
strengths and weaknesses is that they can develop possible
ways on how to handle those by themselves.
REFLECT
How would attainment of learning outcomes be affected if there were no

formative assessments nor self-assessments?
- If there would be no formative assessment nor self-assessment,
then attainment of learning outcomes would surely be affected.
Those type of assessment provides an earlier statistic on the
learner’s strengths and weaknesses. This will then lead to the
adjustment of the teaching-learning being utilized by the
teacher. The earlier the problem is determined then the better it
will be solved.

This part allows you to synthesize or put together what you noticed, analyzed
and reflected on to come up with a possible topic to explore for an action research.
OBSERVE
1. One thing that went well in the development / use / administration of
formative assessment tasks (assessment for learning) is the awareness
level of the teacher on the capacity of the students and how she was able
to deal with those differences.
2. One thing that did not go well in the development / use /

administration of formative assessment tasks (assessment for
learning) is some students were not aware that there would an assessment
due to some barriers in the distance learning.
3. One good thing observed in students’ self-assessment (assessment as

learning) is it increase the responsibility in themselves. Knowing where
you’re good at will develop interest to go further about the topic and
knowing where you find it most difficult will then require you be more
attentive to your teacher’s discussion or to study it by yourself.
4. One thing in students’ self-assessment (assessment as learning) that

needs improvements based on what were observed is on how they
should deal with the kind of responsibility that is accompanied in being
aware of their strengths and weaknesses.
REFLECT
The formative assessment activities went well because they had interest and it
was fun. The teacher handles well the kind of assessment. The instruction was
well delivered.
The formative assessment activities process did not go well because _________
For the students, self-assessment worked because _____________
For the students, self-assessment did not work because ____________

PLAN
To help improve formative and self-assessment practices, I plan to conduct
and action research on the effectivity of formative assessment and self-
assessment in student’s overall performance.
ACT
To ensure that formative and self-assessment processes serve their purpose,
to help students learn, I will learn from other’s best practices by researching
on various types of formative and self- assessment practices, explore it to class
and assess its effectivity.
CHECK FOR MASTERY

46. Assessment for learning refers to assessment that teachers give during instruction
to ensure that the intended learning outcomes are attained. Is the statement true?
KK. Yes
LL.No
MM. Only if at least 80% of the intended outcomes were attained
NN. It depends on the result of student’s assessment
47. A student monitors his own progress in relation to learning targets which he has
set for himself. Under which types/s of assessment does this fall?
KK. Assessment for leaning
LL.Assessment of learning
MM. Assessment as learning
NN. Assessment of and for learning
48. To finally determine how well students have attained the learning outcomes by
grading, in which type of assessment/s is teacher engaged?
KK. Assessment for learning
LL.Assessment of learning
MM. Assessment as learning
NN. Assessment of and for learning
49. To ensure attainment of learning outcomes, which can teacher do in process of

instruction?
KK. Pair fast learner with another fast learner to challenge them even
more
LL.Devote half of the class period to study period
MM. Give the class extra reading
NN. Do peer tutorial
50. Which is/are most likely the effect/s of self-assessment and formative assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades
KK. I only
LL.II only
MM. III only
NN. I, II, III
Compile activities / techniques in formative assessment and in self-assessment
used by your FS Resource Teacher in the classes you observed. Include your
annotations/improvements on the assessment tasks.
Add other activities/techniques that you have researched on. E.g. TED Talks on
assessment.
LEARNING EPISODE 17
USING TRADITIONAL AND AUTHENTIC TYPES OF

ASSESSMENT FOR FORMATIVE AND SUMMATIVE
PURPOSES
VILLANUEVA

(note to Student Teacher: you participate and assist your FS Resource
Teacher in giving traditional and authentic forms of assessment for formative or
summative purposes, please take note of what you are expected to give more
attention to as asked in NOTICE, the next step.)
3. Confer with your Cooperating Teacher about the lessons for the week.
This may also be done face-to-face or online.
4. Ask your Cooperating Teacher what you can do to assist him/her in the
assessment phase of the lesson, e.g. contribute/formulate assessment tasks,
supervise students as they do assessment tasks.
NOTICE
Take notice of:
 The alignment of different assessment task/s both paper-and-pencil
(traditional) and non-paper -and pencil tests (authentic) used to
assess the learning outcomes.
 The quality of both traditional and authentic assessment tasks used
(is constructed in accordance with principles of test
construction/assessment task development
 The students’ comments/reaction/response/behavior while giving
both traditional and authentic assessment tasks.
 The CT’s comments/reaction/response/behavior/while giving both
traditional and authentic assessment tasks.
 The assessment tasks used for formative purposes (to ensure lesson
understanding and mastery) and for summative (grading) purposes.
 Your own feelings and thoughts as you assisted your CT:
- Formulate assessment tasks
- Administer the assessment
ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?
2. Did the 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? Why or why not?
5. Where were assessment results students better – in the results of traditional or
authentic assessment?
6. Which assessment activity/activities did the students like more? Like least? Why?
REFLECT
How can I make the assessment process more meaningful to and more acceptable
to students?
OBSERVE
5. One thing / some things that went well is/are in the development/ use/
administration of assessment tasks are …
6. One thing/ some things is/are that did not go very well in the development/
use/ administration of assessment of assessment tasks are …
REFLECT
This part of the assessment process went well because …
This part of the assessment process did not go well because …
PLAN
To help improve assessment practices, I would like to conduct and action research
on _________
ACT
To ensure that assessment processes serves its purpose, to help students learn, I
will learn from other’s best practices by researching on _____________
CHECK FOR MASTERY

51. Teacher C made her students write a paragraph about their favorite food to check
their ability to pronounce words correctly, her intended learning outcomes. Is the
assessment task aligned with the assessment task?
OO. Yes
PP. No
QQ. Somewhat
RR. Almost
52. Here is an intended learning outcome: “to illustrate the principle of law and
demand with a concrete example. “which assessment tasks is aligned with the
learning outcome?
OO. Give a concrete example to illustrate the principle of law and
demand
PP. Illustrate with a diagram the law of supply and demand
QQ. Chat is the law of supply and demand? Explain.
RR. Is the law of supply and demands true at all times? Support your
answer.
53. Here is a completion test: ___________is an example of an invertebrate. Is the
completion test in accordance with the principles of test construction?
OO. Yes
PP. Somewhat
QQ. No
RR. Yes, it is specific.
54. For the course on Practice Teaching / Teaching Internship, the College Supervisor
of student teachers required each student intern to compile his/her lesson plans
with comments from their Cooperating Teachers and to write their reflections and
lessons learned. Which type of assessment are the student interns required?
OO. Process
PP. Product
QQ. Project
RR. Portfolio
55. Teacher rated students’ projects against 5 criteria which she explained to her
students before they worked on their projects. Which type of rubric did Teacher
use to assess her students work?
OO. Holistic rubric
PP. Analytic rubric
QQ. Scoring rubric
RR. Descriptive rubric
Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/ improvements on the assessment tasks.
LEARNING EPISODE 18
GRADING AND REPORTING

VILLANUEVA

(note to Student Teacher: as you participate and assist your FS Resource
Teacher scoring assessment tasks, computing grades and reporting grades to
parents and guardians, please take note of what you are expected to give more
attention to as asked in the next step of this Learning Episode (NOTICE).
5. Confer with your Resource Teacher about scoring students’ assessment
tasks, grade computation and reporting. This may also be done face-to-
face or online.
6. Ask your Resource Teacher what can you do to assist him/her in the
scoring of students’ assessment tasks, grade computation and preparation
for reporting in the Parents-Teachers Conference.
NOTICE
Take notice of:
 The individual student’s scores in relation to established criterion
of success or cut-off score;
 Parents/guardians’ participation and comments during Card-Giving
Day / Parents’-Teachers’ Conference
Your feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC
ANALYZE
7. What are the teaching implications of the students’ test score and grades?
8. In what subjects did students perform best? Poorest?
9. How was the PTC attendance of parents and guardian? What does this imply?
10. What parents/guardians’/comments were most common during Card-Giving Day?
REFLECT
What personal message do I get from these students’ scores, grades, and
parents/guardians’ PTC attendance and comments?
OBSERVE
7. One good thing that I observe in scoring/grading/Parents-Teacher
Conference was _______
8. One thing that did not go very well in scoring/grading/Parents-Teachers
Conference was ____
REFLECT
The scoring/grading/parents/Parents-Teachers Conference went well because
_____
The scoring/grading/Parents-Teachers Conference did not go well because ____
PLAN
To help improve scoring, grading practices and conduct of PTC, I would like to
conduct and action research on _________
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose,
i.e. to help students learn, I will read researches on … or view video on …
CHECK FOR MASTERY

56. In a test. Teacher A set a score of least 48 out of 50 as the criterion of mastery or
success. In two sections of 100 students, 30 got a score of 48, 10 got a score of 49,
5 got a score of 50 but all the rest scored from 10 to 47. Which conclusion can be
derived?
SS. 55% met the established criterion of mastery
TT.45% met the established criterion of mastery
UU. 45% got a score of 45 and above
VV. 55% got a score of 55 and above
57. Nachielle, a Grade 5 pupil, got the following scores in Filipino for the first
grading period: 1) written work – 40/50; 2) Performance task – 60/80 and 3)
Quarterly assessment – 40/50. What is her non-transmuted grade?
SS. 85
TT.77
UU. 77.5
VV. 85.5
58. Johann, a junior high school student, got the following scores in Math for the
second grading period: 1) Written work – 30/50; 2) Performance task – 50/80 and
3) Quarterly assessment – 30/50. What is his non-transmuted grade?
SS. 65.5
TT.66
UU. 66.5
VV. 65
59. Kenn, a senior high school student in STEM, got the following scores in Work
Immersion, first grading period: 1) Written Work – 20/30; 2) Performance task –
60/80 and 3) Quarterly assessment – 15/30
SS. 78
TT.79
UU. 77
VV. 76
60. Which should you avoid in a Parents-Teachers Conference in a Card Giving Day/
I. Blame the student from failure
II. Compare a student’s grade with the who performed better and another
who performed worse
III. Show student’s performance and assure the parent of child’s passing
SS. I
TT.II
UU. III
VV. I, II, and III
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents/guardians
comments during PTC and how these comments were addressed.
LEARNING EPISODE 19
WRITING AN INITIAL ACTION RESEARCH PLAN

VILLANUEVA

We said at the beginning that all teacher can make an Action Research. It is easy
to do it. Let’s try doing it today, you shall develop a Plan for an Action Research by
following the simple cycle.
Use the following steps of the model. Your answer to the Key Questions in each
step, will guide you in making your plan.
 Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
- What common problem have I observed and noticed?
- Can I translate the problem into questions?
- Why is the problem important to the learners?
- What have I read and learned about this problem in my previous courses?
- What do references say about the problem?
 Step 2: REFLECT. Start to reflect on the identified problem. However,

reflection is done all throughout the action research process.
Key questions:
- Is there a way to solve the identified problem? How will I do it?
- Is looking for a solution or answer to the problem worth doing?
- Will solving the problem improve my teaching practice? How?
- Will it improve my skill as a researcher and reflective teacher?
 Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem

in a plan.
Key questions:
- What probable action will I make? Will my intervention be doable?
- How will I describe my intervention, innovation, or action to address the
identified problem?
- How long will it take to implement the intervention, action or innovation?
- With whom shall I work with?
- Will the result be of use? How?
 Step 4: ACT on the PLAN. This step will be done during the Teaching
Internship or in FS 2 if given the time. You may collaborate with your
mentor or your classmate.
NOTICE
Remember: Noticing is making sense of your observations and making interpretations

to adapt to the situation. It begins with paying attention that leads to interpretation and
deciding what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual
Action Research. You will be able to assist your mentor to do similar research together.
In the past episodes focusing on the key aspects of teaching and learning, you
have answered the Action Research Writing Prompts. Go back to these, and choose
which episode topic you would like to work as you write your action research plan.
ANALYZE
We said at the beginning that all teachers could make an Action Research. It is
easy to do it. Let’s try doing it. Today, you shall develop a Plan for our Action
Research by following the simple cycle. You will share your output with your
mentor for an opportunity to work together.
Topic you choose: (form the past episode) ____________

Episode number and Title: ___________________
Writing Action Research Prompts page: ___________________
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observed / Notice
What problem/concern have I noticed that affect teaching-learning?
Example response: The problem I have noticed is that there is a lot of
competition in the classroom. The slow learners are left behind.
 Write your own observed/. noticed classroom problem here:

________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can
the slow learners be helped? How will it be done?
Example response: I think most of the activities are very competitive. There are
always winners and losers. The smart students overrule the poor students thus
often they continue to be losers. With this situation, I believe that I should
modify my classroom strategy.
 Write your reflective response to the problem you stated:

________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________
C. Plan for Action

Key Questions:
- What will I do as a teacher to solve the problem?
- How will I describe my intervention, innovations, or action to the identified
problem?
- How long will I take to introduce the intervention?
- With whom shall I work?
- What materials do I need?
- Are methods, participants, data collection, time table considered in my Plan
for Action?
Example response: My plan is to introduce cooperative learning in the

classroom. I create a mixed ability grouping with fast, average and slow
learners in their activities. I will rotate the leadership in the group, so that
each one will have a chance. The bright will assist or help the slow ones. I
will try this out for eight weeks. I think I can work alone with my students. I
need only tables and chairs or if not available, arm chairs arranged in circles
will be an alternative.
 Write your Plan of Action Research based on the key questions. You give more
details.
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________
D. References
Include at least three reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame & Biel, R. (2015) Group work: Using cooperative learning
groups effectively. http://cft.vanderbit.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-instructional Methods,
Strategies, and Technologies. Granite pressbooks. Pb. Chap. 7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of
Minnesota, USA
 enter your own reading list
1. ______
2. ______
3. ______
E. Act (Implementation of the Action Research Plan)

Note: The implementation of the Plan will follow when time allows. A more
detailed Research Action Plan will be required. The McNiff and Whiteboard
(2014) of DepEd (2016) models may be used depending on the advice of
your mentor.
Now, to further elaborate on your Action Research Plan, use the DepEd template
below:
Remember to read the rubric in this episode to know how your teacher will
evaluate your Action Research plan. This rubric will remind you of the criteria for
an excellent action research plan.
You can also watch this short video, explaining the parts of the DepEd
Action research template: HOW TO WRITE AN ACTION RESEARCH
PROPOSAL? DepEd Order No. 16, s. 2017 – You Tube
Here is the link of the sample proposal discussed on the video:
https://www.researchgate.net/publication/344608953_Improving_Attendance_and
_Academic_Performance_Among_Grade_12_Students_through_Incentive-
Based_Intervention
Model B: DepEd Template
Action Research Proposal

Name:
Proposed Title:
I. Content and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Strategy Describe

Innovation/Intervention/Strategy
IV. Action Research Methods (describe Action Research Methods)

a. Participants/ Online sources of Data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan (Summarize Action Research Work Plan)
VI. Cost Estimate
VII. References (write at least three references)
REFLECT
Remember: Reflection is a process of making sense of one’s previous experiences.

Please take a look at what you do in the classroom and think about why you do it.
Recall things that you have done in the previous segment. You may think about why
you do it. You may include your thoughts, feelings, reasoning, relating and
reconstruction about it.
What was your experience I writing the action research plan?
What knowledge, attitude, and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
CHECK FOR MASTERY

Preparing an Action Research Plan requires observation, noticing, inquiry, reflection,
prior readings. It is a tedious process but you will find it easy to implement if you have a
good plan.
As mentioned earlier “A good plan, is half of the work done.”
61. As a beginning action researcher, what should be your primary task?

WW. Identify the problem that is a cause of concerns in the class.
XX. Reflect on the other problematic situations.
YY. Ask help from your mentor on how to solve the problem.
ZZ.Disregard the problem, after all you are still a student.
62. In doing action research, continuous reflection in every step of the way should be
done.
WW. This statement is NOT true since reflection has its own time.
XX. This statement is true since research requires continuous inquiry.
YY. This statement is doubtful since there are steps to follow.
ZZ.This statement is only applicable to other kinds of research.
63. In looking for an appropriate solution to the identified problem, the main purpose
is to ____.
WW. Remove malpractice in teaching-learning
XX. Reward learners who do more than others
YY. Promote teachers who conduct research
ZZ.A, B, and C
64. In an action research, you should see to it that the intervention ______.
WW. Is doable
XX. Is new
YY. Is of short duration
ZZ.Should not require statistics
65. Planning an action research requires a researcher to ______.

WW. Follow strict procedure
XX. Frequently reflect on the process
YY. Match the solution to the identified problem
ZZ.A, B, and C
Your artifact will be taken from your activity in preparing an action research plan
in this episode. You will just expand the answer that you have given and place in the
template below.
My Initial Action Research Plan
Proposed Title: ____________________________
I. My identified Problem:
II. My Reflection about the Problem
III. My Plan of Action
References:
Submitted by:
Name: __________________________________________Degree Pursued:
_________________________
Name of Institution: _______________________________ S.Y.:
______________________
JOB WELL DONE!

Remember, in the succeeding episodes, you will be reflecting back on how you can
conduct an Action Research in the different topics that you will be able to participate
and assist. Good luck to all. Enjoy your journey to becoming a Reflective Teacher
Practitioner!

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FS 2 LEARNING EPISODE 1

“THE TEACHER WE REMEMBER”

Name: CAÑETE, RIESSA JANE C. Course, Year & Section: BSED-SCIENCE A

2. Are these competencies limited only to professional competencies?

3. For teacher to be great, is it enough to possess the professional competencies to

4. For a teacher to be great, which is more important- personal qualities or

5. Who are the teacher that we remember most?

- Which personal traits to I possess? Where do I need improvement in?

- In which competencies do I need to develop more?

- Who are the teacher that we remember the most?

Write Action Research Prompts

1. OBSERVE. In assisting my Resource Teacher, I observed that personal traits such

3. Which professional competency refers to content knowledge and pedagogy?

4. To address the diversity of learners, which professional competency must a

5. In the Southeast Asian Teachers Competency Framework, who is at the center

Name: CAÑETE, RIESSA JANE C. Course, Year & Section: BSED-SCIENCE A

MAKING A LIST OF COMPLETED ACTION RESEARCH TITLES BY

1. Make a library or on-line search of the different Completed Action Research

Inventory of Sample Action Research Conducted by Teachers

2. Improving Mathematics Pede I. Casing, MAED

3. Supporting Self-Efficacy Toward Amy Kienberger

4. The Impact of Self-Set Educational Erin Brown

5. Effects of classroom talk lessons on Amy Chionis

5. Identified problem to be solved in title

From the title, I think, the study

Key Questions My Answer

WRITE ACTION RESEARCH PROMPTS

CHECK FOR MASTERY

Direction: choose the best answer.

2. Spotting a problematic situation in teaching and learning will_________.

3. Which of the following statements motivates a teacher to do action research?

4. “Every teacher, should be an action researcher.” This statement is ________.

5. Which of the following statement is TRUE?

IMPROVING MATHEMATICS PERFORMANCE AMONG GRADE 11

STUDENTS THROUGH JIGSAW TECHNIQUE

UNDERSTANDING AR (Action Research) CONCEPTS,

As a future teacher, is conducting an Action Research worth doing?

How can AR be useful for every classroom teacher?

Remembering my classroom observations in FS 1, I noticed that there are many

Check for Mastery

3. As an action researcher, I will be developing my skill as a person who is

4. On which of the following would you choose to conduct an Action Research.

5. Which of the following relates closely to what action research is?

FS2 LEARNING EPISODE 4

MATCHING PROBLEMATIC LEARNING SITUATION

PRACTICE AND ASSIST

The problem I identified are:

Suppose, the problem you have spotted is: COMPREHENSION

The Problem is: The Action is:

Difficulty in Conduct a tutorial

The Problem is: The Action is:

Difficulty in Make learning tasks to

WRITE ACTION RESEARCH PROMPTS

CHECK FOR MASTERY

Identify the Problem in the Study

Identify the Action Taken in the Study

PREPARING THE LEARNING ENVIRONEMENT: AN

2. Small Group Discussion

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

 What makes it attractive to the learners?