Portfolio of My Field Study Experiences

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Gabaldon Campus
ISO 9001:2015 Certified
COLLEGE OF EDUCATION
MY FIELD STUDY
EXPERIENCES
Prepared by:
MAIRA LYN A. DUPRA
Field Study Student
DESIREE M. MANGALINAO
Cooperating Teacher
FIELD STUDY 1 AND 2 | November 11, 2022

Gabaldon Campus
INTRODUCTION
During this experiential course, I realized how difficult it is to teach, especially when I
am in the field with my future students. The experiences I had with this journey were also truly
unforgettable. I’ve learned a lot, I’ve seen different types of learners’ attitudes and different ways
of learning, and hopefully, I’ll be able to apply what I’ve learned in my future teaching career.
This portfolio was intended to gain my course experiences. This paper discusses the
difficulties I encountered and the lessons I learned during the course. Reading this may also
allow us to better understand the importance of an effective teacher and what methods of
teaching should be used, as well as encourage those who will take the same course.
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Name: Maira Lyn A. Dupra
Age: 22
Date of Birth:November 28, 2000
Address: Bugnan Gabaldon, Nueva Ecija
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Parents
Mother: Mirasol A. Dupra
Father: Rafael M. Dupra
Educational Attainment
2012-2013 Primary School: Bugnan Gabaldon Elementary School
2018-2019 Secondary School: Nueva Ecija University of Science and Technology
(Gabaldon Campus)
2023-present Tertiary School: Nueva Ecija University of Science and Technology
(Gabaldon Campus)
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BELIEFS ON TEACHING AND LEARNING (PRE)
In my opinion, learning is a necessary, character traits, persistent, and life-long process.

As a future teacher, I hope that everyone has the opportunity to learn and that expectations that
challenge all students are maintained. They must also be able to express their passion for
learning and have all interconnections as opportunities to teach and learn. Because the primary
goal of assessment is to improve learning, it provides a chance for people to show what they
know, advantages, and can achieve. I also believe that learning is a process of making sense of
the world, so we should be concerned with planning process and recognize that concepts are
founded and beholden to assertion or adjustment. Because learners are exceptional and
committed at their own teaching process, we should detect and make adjustments to personal
characteristics and ways of learning. We, too, must clearly show problem and understanding for
each learner, as well as include and enhances the participation of students with diverse skills and
perspectives. Learning also implies the ability to connect prior knowledge, perceptions, or
patterns of experience with personal growth, information, and settings. To provide it, we must
seek ways to capture on the based on personality, social, and cultural experience, knowledge, and
abilities that learners bring to process of learning. Since students are motivated of how they think
and learn (meta-cognition), they gain more control over their learning. As a matter of fact, we
need only undoubtedly teach thought and learning techniques while also modeling meta-
cognition.
BELIEFS ON TEACHING AND LEARNING (POST)
As a student and future teacher, I believe that maintaining a high level of motivation in
the classroom is one of the most effective strategies for boosting the learning process. While
students have their own reasons for learning, we will play an important role in engaging learners
in maintaining and increasing their motivation. New instructional techniques can also boost
students' confidence. Approach to education care and support to pupils how and when the ‘
particular pertains to their own lives and the real world. This can help them gain a bigger and
more powerful purpose and direction. I believe that getting to know our potential students and
learning about their backgrounds will help us develop the most relevant lesson plans.
Tasks, in my opinion, must be difficult but attainable for students. Students indicated that
even if a task is not difficult yet, individuals are also not succeeding with there own learning. As
such a matter of fact, learners may become confused and exhausted from the lesson. Learners, on
the other hand, may become frustrated if tasks become too difficult. As future teachers, we must
also try to encourage learners to make more. Learners' learning ability will suffer if they are
unwilling to engage students. I believe it is crucial teaching develop a beneficial as well as
friendly learning atmosphere. I try to achieve this by encouraging students and providing them
with plenty of appreciation.
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Moreover, gradual awareness and evaluation can help to maintain high teaching
standards. We should be able to reflect on and comprehend our own teaching techniques on a
regular basis. After working for a long time, we may feel "stuck" in our routines and less
motivated to educate. We should seek to undertake various training sessions or conferencing
assembled by our university or the Commission on Higher Education in order to remain
successful and learn about some of the most recent educational trends. We can also adhere to a
proportion of marvelous articles that provide a variety of inspiring lesson ideas.
CERTIFICATE OF COMPLETION (120 HOURS)
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COMPILATION OF WORKSHEETS
FIELD STUDY 1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL

ENVIRONMENT
Learning Episode 1 Knowing The Learners
ACTIVITY 1.A Evidences of Cognitive Abilities for Learners In Elementary School Level
Grade Observed: 6 SSES Subject Matter: Place Value Of Decimals

SUBJECT AREA: Mathematics LESSON OBJECTIVES: Illustrate the
relationship between decimal points and
place value
Time: 1:00 pm – 2:00 pm
COGNITIVE ABILITIES EVIDENCE
Example of Specific Student
behavior/action/response/work
Understands Cause And Effect The teacher told the learners to study the
existing discussion about mathematics at
home, but the student did not follow into it,
so they forgot how to solve their problem
and got the lowest scores on the summative
test in mathematics.
Develop Logical And Thinking Skills Learners will answers the addition and
subtraction and then they will put the answer
on the place value of decimal chart.
Look For Specific Information Before the learners respond, they listen to
what is being taught to them so that they can
better understand it.
Able To Compare Objects And Events Learners know how to illustrate a decimal
points and place value on the chart.
Learn Best When They Are Actively Learners become more active when they are
Involved Rather Than Just Plain Listening solving a problem on the board, particularly
during recitation.
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Understands Seriousness And Consequences Learners focus on the lesson and everyone
Of Actions listened on their teacher so they are all
understand the lesson and got the highest
score.
Able To Read And Write And Are Skillful After discussion of decimal points, the
By The End Of This Stage learners undertake an activity and they are
on the board.
Classify Objects In A Variety Of Ways Learners can better understand the use of
decimal points and reading decimal values if
their teacher create a chart.
ANALYZE
1. Which of the listed cognitive abilities were the most observable and least observable?
Can you give provide possible reasons?
Understanding the seriousness and consequences of action is the most observable
because this is where the teachers teaching style and different ways of learning can be
seen. Look specific information is the least observable because all learners are willing to
listen in order to learn deeply. Learners are disciplined, so they pay close attention to any
information or knowledge that is presented to them.
2. Does age affect the learning of the students?

Age does affect the learning of the learners. It makes take us longer to learn new
information. Adults have more difficulty learning new things, remembers old
information, and multitasking. To understand what causes this weakening, we must first
understand how memory works.
3. Can you explain why a teacher learns in a different way?

Learners learn in different ways; no two minds are the same. The brain is
composed of several channels that enable in learning. Some learners learn better by
seeing, others by hearing, and still others need to do something to deeply comprehend
new knowledge.
REFLECT
1. Can you cite an example of cognitive abilities you possess at a given age? Which
among those cognitive abilities did you find difficult to acquire and why?
The cognitive abilities I possess at a given age is the Understands seriousness and
consequences of action because learners listened carefully so they understand the
lesson and got the highest score. While the difficult to acquire is the develop logical
thinking skills because when they study, this is where their minds are cultivated.
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2. At present, what do you think are the factors that would affect the cognitive
development of the learners?
The environment and learning opportunities of the learners will have an impact on
their cognitive development, the environment has a significant influence on a
learner’s cognitive development. When their surroundings are comfortable and
peaceful, children remain motivated to learn. If a learners provided with learning
opportunities by their teacher, he or she will be motivated and eager to learn.
ACTIVITY 2.B Observing the Learners Learning Style
GRADE OBSERVED: 6 SSES SUBJECT MATTER: Verb Tenses

SUBJECT AREA: English LESSON OBJECTIVE: Students will be
able to write a sentence using the past,
present, or future.
TIME: 8:30 – 9:30 am
1. In order to memorize information, such as the spelling of a difficult word or
locker combination, you:
1. Practice over and over again.
2. Recite the word or numbers out loud.
3. Visualize the word or numbers in your head.
2. When you want to learn new song lyrics, you:
1. Dance around and play air guitar to the beat.
2. Sing along to the radio.
3. Download the lyrics and read them.
3. While you study, you like to:
1. Walk around and review your notes.
2. Discuss the material with your parents or friends.
3. Read your notes or textbook independently.
4. When preparing to go somewhere new, you prefer to:
1. Walk, drive, or bike the route ahead of time.
2. Listen to someone tell you how to get there.
3. Look at a map.
5. When you get a new gadget that needs to be assembled, you:
1. Just start putting it together.
2. Ask someone to read you the directions.
3. Read all of the steps before you begin.
6. If you have to work on a project with others, you would rather:
1. Help to build and construct a model.
2. Participate in group discussions and brainstorm ideas.
3. Draw graphs or scribe group.
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7. You tend to like classes that include:

1. Hands-on experiments.
2. Lots of lectures.
3. Reading assignments.
8. When studying a play in English class, you prefer to:
1. Act it out.
2. Listen to the play read by others.
3. Read the play silently to yourself.
9. When you are able to choose a project and present it to your class, you’d
rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
10. When you are able to choose a project and present it to your class, you’d
rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
11. When you work at solving a challenging problem, do you:
1. Make a model of the problem or walk through all of the steps in your mind?
2. Call a few friends or talk to an expert for advice?
3. Create a list of the steps you need to take and check them off as they’re done?
SUMMARY
Number of students with different learning styles (24 pupils)
VISUAL AUDITORY KINESTHETIC

6 8 10
ANALYZE
1. What is the significance for teachers of knowing their students' learning styles?
Teachers need to be aware of their students’ preferred methods of learning in
order to plan a lessons that fit or modify about their teaching and to provide the most
appropriate and meaningful activities or tasks to suit a specific learner group at different
stages.
2. What are the implications to education if the teachers treat all the students/learners alike?
The implication to education if the teachers treat all the students alike or if the
teacher give all students the same encouragement, some might get it while others would
not.
RESPECT
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1. What will you recommend as a future teacher to help your students develop abilities that
fall into the Multiple Intelligences category/ How are you going to address their needs?
Give examples in each of the category.
As a future teacher, to help the learners develop abilities that fall into the Multiple
Intelligences, I recommend the Visual-spatial. For example, learners draw a diagram,
illustrate a group project, or develop a PowerPoint presentation. I encourage the learners
to use symbols or colors to help them make sense of their notes, since they may struggle
with traditional note-taking methods. And also the Graphic organizers can help them to
study well.
ACTIVITY 1.3 Observing Differences Among Learners
OBSERVATION REPORT
I observed the full of energy learners into the classroom that I’d been
assigned. They greet each other and to the teachers and they clean the
classroom on their own leadership. A group of students had 24 learners, 12
girls and 12 boys. There are the brown and black students, but they all
convey the same beliefs and culture. There are the loud, the talkative, the
shy, and confident. Everyone is concerned with the study and seeing a desire
to learn.
The learners’ interactions with each other and with the teacher have
been nice because they are attentive. My cooperating teacher is strict, which
is why the learners are disciplined and actually respond to what their teacher
asks them to do. They differ in their behavior, particularly when it comes to
completing tasks because some are noisy and others are clumsy, but there is
some disagreement in their work tasks, but they are realizing what they did
wrong. They all take part, particularly in their recitation, and they don’t
compete, but they do share their ideas and knowledge.
When it comes to recitation and sharing the solution on the board,

they collaborate and share knowledge when others are struggling. They gain
knowledge in class and cannot be self-sufficient. They are also used to
responding to the recitation by raising their hands and sometimes holding a
“show me board.” They are entertained by this style of teaching, and
everyone participates.
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Interview the teachers about the challenges they encounter with regard to student needs and
diversity and what strategies they apply to address them?
1. Gender, including LGBT

Some students face a unique set of challenges because of their religious beliefs – anxiety,
quiet and shame, low self-esteem.
2. Language and cultural differences

Ensure that students know how to have open and respectful conversation. And
acknowledge religious differences.
3. Differences in religion
Children living in poverty come to school without having enough sleep and without
having had breakfast. They are more likely to develop academic skills slower that can lead to
poor cognitive development, social development and physical health as well.
4. Socioeconomic status
To meet the gaps, teach with their social needs, address health concerns and challenge
them.
ANALYZE
1. What have you observed in the relationship and interactions in the classroom? Is there
anyone you observed who appear left out? How is this shown?
I observed in the class, nothing is left out because learners are able to follow and
keep up. Some of them may not fully comprehend it immediately, whereas others will.
Since the learners all seem to be smart and competitive, teaching learners isn’t really
difficult.
2. How does the Teacher influence the class interaction considering the individual
differences of the students?
The teacher can influence the interaction of the class considering the individual
differences of the students by disciplining and sharing good manners, and interacting
with them equally.
3. What strategies does the Teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher’s strategies for maximizing the benefits of diversity in the classroom
include reminding the learners every day of good manners, equal treatment, and how to
act as a student, as well as respect for one another. The teacher uses diversity to enable
one another and sets up group assignments to expose learners to diverse perspectives by
just letting helping learners to share information to share information to experience and
solve a problem.
REFLECT
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1. Diversity in a classroom is a broad topic. It could also refer to students who are not
physically fit or with learning disabilities. How would you modify your instruction
to learners who are physically or mentally challenged? (5 sentences or more)
Having an understanding of a disability and the limitations caused by that
disability are essential when teaching to and interacting with students whose
learning styles are different from their peers. Students with Learning Disabilities
and Attention Deficit/Hyperactivity Disorder often called “hidden disabilities”,
learners with LD’s and/or ADHD make up the majority of learners registered with
DR. I would modify my teaching to students with physical or mental disabilities, I
am preparing lectures and then I presenting the materials they need. I make an
outline to the main points and write a key terms. Also, lectures interactive and move
around the room. Lastly, to get their attention and handle them well, I am going to
summarize or draw conclusions at the end of the lecture.
Learning Episode 2 Routines and Management in The Classroom
ACTIVITY 2.1 Observing Classroom Management and Routines

CHECKLIST ON CLASSROOM ROUTINE
Check Yes (/) if observed and (X) if not observed.
CLASSROOM ROUTINE OBSERVED NOT

(/) OBSERVED
(X)
1. Checking of attendance. /
2. Reporting for tardy and absent /
studies.
3. Singing of National Anthem /
(During Mondays).
4. Greeting the teachers and /
classmates.
5. Prayer before class begins. /
6. Reminders on online rules and X
others.
7. Motivation prior to the class start. /
8. Submission/collection of /
assignments/materials.
9. Permission to answer/ask questions /
(emoticons).
11. Working with pairs/groups. /
12. Classroom break. /
13. Use of technology – laptop, tablet, /
cellphone.
14. Behavior Management /
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(warning/action).
15. Asking for assistance. /
16. Joining classroom activities. /
17. Group work. /
18. Online quiz. X
19. Movement between activities. /
20. Turning in activities after lesson /
discussion.
21. Dismissal. /
Other routines that the teacher
used
22. Individual Recitation /
23. Checking individual quizzes /
24. Cleaning the classroom before to /
start study.
25.
26.
27.
28.
ANALYZE
1. Were the routines useful in maintaining class discipline and order? Why? Why not?
The activities that are useful in maintaining the discipline and order of the
class are the turning in activities after lesson discussion because the students are
active and they can immediately apply what they have learned after their lesson. It
is more useful because students focus on activities when they understand what they
are studying.
2. Cite any of the classroom management principles by Good and Broppy which were
applied by the teacher.
Check Attendance, reporting for tardy and absent studies, Singing of
National Anthem, Greeting the teachers and classmates, prayer before the class,
motivation prior to the class start, Submission/collection of assignments/materials,
Permission to answer/ask questions, Use of technology – laptop, tablet, cellphone,
Behavior Management (warning/action), Turning in activities after lesson
discussion.
REFLECT
1. How will you establish classroom management in your class?
Positive, workable classroom management can be one of the most difficult
things for teachers to develop, but that is the most valuable aspects to practice when
it comes to effective teaching and learning. I’m going to establish clear classroom
routines and expectations in order to make them clear, positive, and specific. I will
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take the time to teach the routines and expectations because it will make everything
else that much easier to implement. Furthermore, I will role-play situations to
demonstrate what to do and what not to do.
ACTIVITY 2.2 Creating A List of Classroom Rules
CLASSROOM RULES IMPORTANCE

1. E.g. Read directions well Ensures less error in answering the
activity.
2. Listen carefully to the lesson. Check the paper carefully before
submitting it.
3. Be responsible in all different Read the instructions carefully before
facets. answering the activities.
4. Be obedient. Be active in recitations.
5. Make your own paper and do not Submit paperwork/activities on time.
cope the works of others.
ANALYZE
1. How did the teacher involve the students in the development of classroom
procedures and rules? Did the teacher introduce them to the class? Explain in at
least 5 or more sentences.
By discussing the rules and regulations, as well as what the learners can do
to keep the environment clean while studying. During class, my cooperating teacher
discussed the benefits of keeping one’s health and environment neat and clean. And
the teacher also explained the positive outcome to each learner. The teacher also
used scenarios to demonstrate to the students what should and should not be
undertaken. Most of all, they are disciplined to bear responsibility for everything.
2. Did the teacher assist pupils in internalizing classroom procedures and norms in
order for them to become self-directed learners? Explain in at least 5 or more
sentences.
Yes, the teacher assists the learners in internalizing classroom procedures
and norms in a way that benefits everyone and is easy for students to follow. The
teacher goes overall of the tasks that the learners will complete before they proceed.
And the teacher is observing them while they are completing their tasks. Their
reading is also personalized, so you can track them and see who is following
immediately and who should be able to focus on. They are also reminded every day
to focus on good deeds and discipline.
REFLECT
1. Based on your own experience, what classroom rules set by your teacher you
consider effective and what are those you consider lest. Why and why not?
The classroom rules set by my cooperating teacher consider effective is be
responsible in all different facets because all learners follow the instructions and
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they are responsible when it comes to study, they are listening and they know how
to be careful specially in their things. And the classroom rules consider lest is the
reading well because they are till now practice how to read faster and pronounce
correctly. They are more participate in other activities.
2. Consider the different classroom rules established by the resource Teacher. Will
you follow the same set of rules? What rules will you consistently adopt? Explain
your response.
Yes, I will follow the classroom rules of my cooperating teacher because it
is effective and organized. The rules that I will constantly adopt is the Reminding
them to listen carefully during class discussion because students follow especially
when they are interested in what is being studied.
Learning Episode 3 A Closer Look of the School Curriculum
ACTIVITY 3.1 The Curriculum in The School

1. Locate where you can find the types of curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Described your observations.
TYPE OF WHERE DESCRIPTION
CURRICULUM FOUND
1. Recommended CHED It is where you
Curriculum (K to 12 Website can find the most
Guidelines/CHED PSG) essential
competencies and
may be able to use
all year-round and
indicates its area
per-quarter.
2. Written Curriculum School School personnel
(Teacher’s Lesson Plan) hires a specialist, a
contract of service
to develop a plan
to meet their set
goals/objectives.
3. Taught Curriculum Classroom It is the lecture
(Teaching-Learning gave by the
process) teacher, initiating
group activities.
Teacher
demonstrates
guidance to the
learners.
4. Supported Curriculum School These are the
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(Subject Textbook) available

resources in the
school. It can be
human, books,
workbooks,
teacher’s guide
and etc. And it
includes
laboratory
equipment.
5. Assessed Curriculum School It is the
(Assessment Process) assessment of the
learners whether
formative or
summative to
determine their
level of learnings.
6. Learned Curriculum School These are the
(Achieved Learning skills or expertise
Outcomes) you may be able
to see to the
learners thru
activities such as
trainings,
seminars, and etc.
7. Hidden Curriculum School This is the
(Media) learning taught by
the teacher or it
may not be taught
from the school.
ANALYZE
1. In school setting, which of the seven types of curricula is the most common? Why?
The most common in the seven types of curriculum is Supported
Curriculum, because when the teacher teaches the students, they use other resources
to assist the learners in comprehending what they are discussing. They apply it in
with their teaching and learning daily.
2. What type of curriculum is the least common? Explain your answer.
The least common of the type of curriculum is the Hidden Curriculum
because it is hard to observe, you don’t have an idea on what kind of expertise does
the learners have.
3. Are these all found in the school setting? Explain.
Yes, all of these curriculum is referring to the learning of the learners.
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4. Draw a diagram to show the relationship of one curriculum to the other. Give your
rationale.
CURRICULUM
WRITEN CURRICULUM TAUGHT CURRICULUM ASSESSED CURRICULUM
RECOMMENDED CURRICULUM
SUPPORTED CURRICULUM LEARNED CURRICULUM HIDDEN CURRICULUM
Among the seven curriculum, three have the same main goal and target the same
curriculum, which is the recommended curriculum. This curriculum includes written
curriculum, taught curriculum, and assessed curriculum. They have a relationship with one
another that deals with the higher order thinking skills of each learner. They establish
objectives to helps the learners develop and meet the level of competencies considered
necessary. They had to assess themselves whether they were learning or not on the other
curriculum. Or what skills they lack and may be able to assess themselves through various
activities.
REFLECT
1. Which type of curriculum does the teacher seem to overlook and how are you going
to further develop or enhanced it to support the learning process or needs of the
students.
The type of curriculum does the teacher seem to overlook is the Hidden
Curriculum and it is described as “hidden” because it is usually unacknowledged or
examined by the learners. Ultimately our goal in any type of teaching should be to
teach the learners to learn on their own, and the hidden curriculum is no different. I
will always teach the learners to help me improve the Hidden Curriculum. Giving
learners permission to ask questions and teaching them to encourage for themselves
can sometimes be enough. For example, if I don’t know what to carry to an event,
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I'll consult with that person. To avoid conflicts, I will ask after the first lesson. And
I will keep an eye on or observe those around me every day. Teaching the learners
to follow those around them through modeling and video modeling can be helpful
because it teaches us how to behave in unfamiliar situations, for example when I
enter to the classroom, I observe how the learners act and what are their different
ways of learning to know how I handle them.
ACTIVITY 3.2 The Minuscule Curriculum: The Lesson, A Closer Look
A. PLANNING Lesson objectives:

- Identify the meaning of words
through structural analysis using
prefixes,
- Write the appropriate prefix in
every root word being used in a
sentences, and
- Value the importance of prefixes
in reading, conversation and
communication.
Subject Matter:
- Identifying the Meaning of
Unfamiliar Words through
Structural Analysis using
Prefixes.
Procedure:
- Preliminary Activity (prayer,
energizer, greetings, checking of
attendance, pronunciation drill)
- Review and Enumerate the
previews lesson.
- Give a motivation through
surprise gift box.
- Presentation of the lesson
through read the story.
- Analysis and Discussion.
- Generalization to know if the
learners learn.
- Application and Evaluation.
- Giving an Assignment.
Yes, the teacher will assess or evaluate
the lesson. When the teacher generalizes
throughout the lesson, teacher would
recognize if all planning has planned is
effective. The teacher will assign
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exercises such as reading the story and

using the prefixes in the word box to fill
In the missing prefixes. In this way, the
students will be able to fully understand
their topic.
B. IMPLEMENTING - The teacher begin the lesson with a
surprise gift box
- When presenting the lesson, teacher
gives a story and took an analysis and
discussion in order for learners could
follow along. And read the words from
the story, highlighting the underlined
syllables that represent the word
prefixes.
- Teacher engage the learners with
presenting a surprise gift box because
this thing encourage the learners’
interest. Following discussion, a teacher
demonstrated the significance of what
they had learned that day.
- Yes, a teacher is a guide on the side.
- Yes, learners actively participate in
class and participate in the recitation in
order to understand their lesson.
- Yes, the lesson was finished during the
class period.
C. EVALUATING/ASSESSING - Goals were met as a learning outcome.
- a teacher evaluated it through the
practice exercise of selecting the right
prefix in each word and provide fixing
skills. Moreover, the teacher will
explain with the learners what they
discussed that day.
- the evidence presented would be that
the learners were divided into four
groups and given activities to complete.
Once completed, a story was seen for
learners to read and use the prefixes in
the word use the prefixes in the word
box to write the missing prefixes.
ANALYZE
1. Was the lesson implemented planned? Describe.
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Yes, the teacher followed her lesson plan accordingly. It was so organized
that the learners are being actively participating to the class because it is very
catchy from the start.
2. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
The teacher looks satisfied, happy and contented. The teacher always fulfills
her discussion on time and can effectively share it with the learners. She looks
happy because she may conclude that the learners understand their lesson.
3. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
The learners are eager and happy. Since some of their activities are
performance task, they are excited to see themselves and find out the result of their
activity.
REFLECT
 Based on your observations and tasks in activity 3.2, how will you prepare your
lesson plan? Make a short paragraph of the topic.
Constructing a lesson plan is really hard. If you construct, your imagination is in
action also. Pretending that you are in the class already. But reality happens in the
classroom and it is a big different. You imagine, but sadly, reality hits you. This is a fact in
preparing a lesson plan. This is not just a merely lesson plan. And so, in preparing one, I
should plan on what are we going to do through the competencies are already given. Also,
on how am I going to achieve the set objectives. In planning, I should evaluate the lesson
plan I prepared to meet the goals.
ACTIVITY 3.3 Constructive of The Components of a Lesson Plan

I. TITLE OF THE LESSON: Place Value of Decimals
II. SUBJECT AREA: Mathematics
III. GRADE LEVEL: 6
OUTCOMES
 Read and write decimals using tenths, hundredths, and thousandths.

 Illustrate the relationship between decimal points and place value.
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TEACHING METHODS
 Presenting the chart of Place Value of Decimals.

Decimal Point
Thousandths
thousandths
Hundredths
Hundredths
Tenths
Ones
Tens
Ten
3 0 · 5 0
1 5 · 2 5
5 6 · 3 5 1
4 1 · 6 7 1
0 · 4 1 0 6
 Discussing new concepts and practicing skills.

- Group the pupils into four working teams and have them perform the task.
 Developing Mastery.
ASSESSMENT
 Problem Solving
 How do these lesson affects us every day while dealing money, weight, length
etc.?
1. Are the three components constructively aligned? Explain.

Yes, it started from what is likely easy to the difficult level. It is a way of
developing one’s skills.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, because it is a step-by-step method not just for the high achievers but
also to the low achievers.
3. What component would tell if the outcomes have been achieved?

The learners output.
REFLECT
1. What have you discovered as a result of planning or writing a lesson plan?
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I discovered in planning or writing a lesson plan is to consider the classroom set-up.

It is big deal for it help the learners to focus on the lesson no matter how interesting
your lesson and how prepare you are if the classroom set-up is not encouraging,
then there’s no reason for them to listen and participate.
2. What benefit well alignment of the three components provide to the teacher?
The benefit of success will be gained by teacher if the three components are aligned
together. Success in delivering they lessons efficiently, and learning to the learners
effectively.
Learning Episode 4 Getting Ready to teach and Learn
ACTIVITY 4.1 Identifying The Teaching Method Used by My Resource Teachers.
HOW DOES THE TEACHER START HIS/HER LESSON?
My Cooperating Teacher start her lesson by motivating learners and the learners
discussed their prior knowledge.
DEVELOPMENT OF HIS/HER LESSON
After motivating the learners, they read a story and find the unfamiliar words of the
story. And my cooperating teacher discuss the unfamiliar words to better understand
the learners.
HOW DOES THE TEACHER END HIS/HER LESSON?
The lesson end by generalization, teacher ask the learners if they have no questions or
if they understand what they are tackled at their period. After all, the teacher give an
assignments to the learners.
ANALYZE
1. Dis the teacher use the deductive or inductive method? Prove your answer.
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The teacher use deductive method because it begin with the teacher discuss the
lesson to read the story and find the unfamiliar words. And teacher explain their lesson
effectively. The lesson ends by the learners that sharing their thoughts regarding their
understanding to their lesson.
2. In which teaching method were students more involved in the teaching-learning

process?
The teaching methods that more effectively for me is the inductive method because
it is the way that learners discovery some techniques and discovery method that trains
the mind of the learners and also it encourage and motivating learners such as
participating in the class actively.
3. Which method had greater demand from the teacher in terms of questioning and
organizing skills? Why?
The method had greater demand is deductive method because it is well-organized
and it begin and clarify with the objectives and instructions that able to follow. Learners
rapidly getting the lessons.
This two method are effectively and possible to achieve if the learners are willing to
learn and focus to their study. And if the teacher are give a clear instructions or
objectives that the learners will easily follow and if it is more activity that need to
accomplish, teacher have no problem to achieve it. And lastly, teacher are able to
organized what his/her lesson presents to the learners.
4. Was there an instance when the teacher taught the lesson deductively/inductively
when it could have been better if she taught inductively/deductively? Explain your
answer.
 Demonstrating an understanding of research of research-based knowledge
principles of the teaching and learning.
5. What principles of learning were most applied? Least applied?
Most applied: As I observed, the most commonly used having to learn principle is
"learning is an active process" where a student-centered approach is used. In this
principle, the teacher serves as a facilitator rather than the sole source of
information. For example, the teacher lectured, and the students simply listened to
her without taking notes. Then, after the teacher lectured, the students worked in
groups to read and recall the lesson and elaborate on the teacher's lecture content.
Least applied: As far as I should see, the principle of learning discovery of personal
meaning and relevance of ideas is the least applied. The majority of all the teacher's
class period is finished and ended by the teacher's discussion about the lesson, and
active participation is not possible due to lack of time.
REFLECT
1. Which of the learning principles do you consider to be the most important? Why?
Prove you answer.
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For me, the most important principle is "learning is an active process" because of
the student performance to teach. It encourages learners to engage participate in the
learning process by employing a student-centered approach. The pupil's involvement in
this approach is to actively engage in knowledge instruction with the teacher, and the
teacher's role is to encourage them. As a matter of fact, it enhances critical thinking and
develops problem-solving skills.
Learning Episode 5 Assessment FOR Learning, Assessment OF Learning and

Assessment AS Learning.
ACTIVITY 6.1 Observing Various Assessment

ASSESSMENT FOR ASSESSMENT AS ASSESSMENT OF
LEARNING LEARNING LEARNING
Observe Observe Observe
instructor/teacher instructor/teacher and instructor/teacher
activities that show student activities that activities that show
assessment for learning show assessment as assessment of learning
and write about them. learning and write about and write about them.
(Assessment while them. (Self-Assessment) (Assessment at the end
teacher teaches) of Teaching)
Ma’am Desiree (my Teacher secure the My cooperating teacher

cooperating teacher) learners that they are administered the 1st
used pre-test to know fully understand the quarter examination.
the target of learning lesson. They have Q&A
process of the learners. to know if the learners
And formative test is totally cope up with
giving on the learners their lesson.
after the lesson.
ANALYZE
1. Should teacher record result of FORMATIVE Assessment for grading purpose?
Why or why not?
For me, formative assessment does not contribute toward a successful academic
level designation, but it is designed to teach learners for the summative work that they
will complete afterward in the lesson.
2. What FORMATIVE Assessment practice worked, Based on your observation.

Based on my observations, my cooperating teacher used formative assessment by
asking participants one by one and having them interpreted the discussion of the day
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and then giving an analysis of what she really individual learns or ideas about the
lesson that was going to be tackled. The teacher will now analyze which participants
need more help and plan what strategies she will use to assess some students' learning
gaps.
3. Which Assessment was/were least observed/not observed?

My cooperating teacher asserts all of the assessment learning, but when I was
attempted to visualize through classes, I observed that assessment as learning would be
the least observed, because sometimes the teacher often omits to ask the students if they
understand or catch up on the lesson.
4. Which of the Assessment were observed to have been practiced?

My cooperating teacher has always given a quiz or activity after the lesson is
finalized or discussed.
5. Based on your observations, to what extent is Assessment AS learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?
I noticed that assessment as learning stimulated learners to develop themselves,
intimating that they'll be responsible for their own learning. Assessment as learning
encourages learners to think on their own learning and to hold themselves personally
accountable for it.
6. Did you observe assessment practices for the three forms of assessment? Explain
your answer.
Based on my observations of the Grade 6 SSES, I observed that my Cooperating
Teacher administers a non-formal test before the class begins, as well as she makes sure
that she manages her classes, particularly those who struggle to comprehend the lesson.
My CT, on the other hand, since she teaches her pupils, simply administers a test
following the lesson discussion. She is teaching in the Edukasyon Sa Pagpapakatao
(ESP) subject at the time.
REFLECT
1. Did you enjoy/like assessment as a student? Do students enjoy being assessed?
Why or why not.
Some students struggle assessment because it causes them feel anxious about
passing or failing. However, those that have recognized the significance of such
assessment appreciate and value it. I believe assessment is a way to better to train
learners to participate in classroom activities. It is also a way for me to engage in a
specific performing task and other assessment activities that the teacher engages.
2. What can you do to eliminate students’ fear of assessments? Can frequent formative
assessment (FORMATIVE Assessment) reduce if not eliminate fear assessment?
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Formative diagnostics reduces student anxiousness; by being afraid, learners aware

of their own progress in learning. Formative assessment also provides teachers with
feedback to help them improve their teaching strategies and methods.
Learning Episode 6 On teacher’s Philosophy of Education
ACTIVITY 6.1 On teacher’s Philosophy of Education
1. Observe actions of a teacher who is a progressivist:

Mrs. Desiree M. Mangalinao was role model I may further simply serve as an
example under this educational philosophy. She is a sixth-grade teacher. Throughout
the class, she serves as a guide for the elementary teachers. She is knowledgeable about
the method of inquiry as well as the listener's content. Lessons are inspired based on the
classes rather than being granted directly by her. Her teaching style is to make
everything interesting in her lessons. She always informed judgement to get learners to
connect with one another so that they can learn and develop collaboration and
coordination, integration of different cultures, and patience in conveying different
points of view.
2. Observe actions of a teacher who is behaviorist
Ma'am Desiree was still a behaviorist teacher, which I observed. She is still the type
of woman who prefers everything to be on time in order to encourage work ethic in her
students. When she discusses and asks questions, the students respond, and she always says
"very good" to the students who get the correct answer. She posts everyone's quiz score to
motivate students to study extra hard and achieve a higher score, and she is generous with
appreciation while being strict with punishment and words. And she is extremely organized
and hard - working.
ANALYZE
1. What philosophy, if any, should schools and teachers focus on, and why?
The philosophy that should be the primary focus of the teacher and school is
reconstructionism or social reconstructionism. The essence of this philosophy addresses
the crisis situations tried to bring about by the advancement of time in society. These
situations include social, political, and economic issues which must be "reconstructed"
by learners who are directly involved inside the teaching and learning process. Learning
has been one of the tools used in this philosophy to redevelop the ever-changing
society.
REFLECT
1. Based on your concrete experience and actions of the teacher you have observe,
how important is your philosophy of education to your future career as a teacher?
My philosophy of teaching exemplifies a tasks I do every day in the classroom. As
a future educator, I applied progressivist and behaviorist philosophies to my future
teaching style. I give my best to apply my learning style to the teaching process of my
future generations. As the future, I want to build not only my pupils' expertise but also
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their behavior. I want students who are actively involved and manifest behaviors that
shape them as individuals.
2. How would your experience and observations contribute to your becoming a

teacher?
It has helped me a lot. For clarification purposes, a techniques that I've seen
students ’ learning are using in diverse circumstances will definitely come in useful to
me since I try teaching. Moreover, having some insight into some virtues all I have
discovered has led me to believe that differences inside the classroom can be addressed
by not being compassionate, but just enough to ensure that all students, despite the
economic or social status, can express themselves fully. Eventually, praising pupils has
a significant impact on their motivation to learn more and actively participate in the
lesson.
3. What is your teaching philosophy? This expresses your beliefs about what you
should teach, how you should educate, and how you should interact with others at
school?
My teaching philosophy would be that learners learn at a student's own speed and
intensity; it is challenging to impose learning when students are not yet ready. A
learners will be able to learn something if their prior knowledge supports their content
knowledge. What should be taught is the fundamentals, which should lead to advanced
knowledge by using the fundamentals as a foundation. Good interactions as well as
reinforcement materials should be present in the environment.
FIELD STUDY 2
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PARTICIPATION AND TEACHING ASSISTANTSHIP
EPISODE 1 PREPARING INSTRUCTIONAL MATERIALS
PARTICIPATION
1. Identify the types of print materials and audio-visual media needed for various
purposes in the classroom.
Instructional Materials Purpose for Use

(https://designteachengage.wisc.edu/instructional-materials/)
Print Materials: Readings, Syllabus, Lesson/Assignment Files, Printed materials have
Rubrics, Handouts different advantages
for teachers and
learners, as well as
encouraging high
connection among
teachers and the
learners. It is very
accessible, affordable,
easily accessible, and
easy to use.
Digital Media/Recorded Lectures (Audio or Video): One of the features of
Movies/TV Clips/ youtube, Podcasts, Screencasts, tedx Talks, digital media in
etc. education is that it can
boost learners
participation. It also
assists learners in
working through
difficult concepts
using many resources.
Course Introduction Video Catch learners’ interest
into the moment in
order to clarify its
main purposes,
themes, or
expectations of the
lesson.
Presentation Materials: Lecture Notes, powerpoint, Prezi, To assist learners in
Adobe Captivate) thoroughly
understanding the
lessons and reviewing
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them on their own.

Expert Interviews, Guest Speaker Recordings It will assist learners in
communicating
properly with the guest
about the many
perspectives on the
topic in order to
achieve the main
goals.
Case Studies/Scenarios Case studies are
effective strategies to
get learners to apply
their skills and
knowledge to a core
issue.
Educational Games It aids in increasing
learners participation,
encouraging learning,
and motivating
learners to take risks.
Simulations Simulations encourage
the use of critical and
evaluative thinking
while also giving
opportunities for
students to learn new
skills in rel-life
situations.
Visualizations: Illustrative Pictures, Graphics, Interactive Data Visualization helps
learners understand the
material by seeing
beyond the words and
producing images that
help them understand
the text.
Third-Party Tools and Software Having learners use
third-party tools
requires them to
master another tools
and another account.
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Role-Playing Encourage the learner

to the responsibilities
and tasks of the work
by practicing or
modifying proper
working contexts.
Provide opportunities
for self observation
and study.
Expert blogs It can assist learners to
improve trust and
understanding not only
of their academic
success, but also of
schools in increasing
their significance to
and impact on society.
Open Educational Resources (OER): Textbooks, Online The utilization of OER
Articles, Audio or Video Clips, Links to Online Resources, materials instead of
Databases, Examples; Simulations traditional learning can
greatly decrease the
cost of teaching both
professors and
learners. This is the
sustainable method for
undergraduate learning
that can increase the
quality of the teaching
and learning process.
Websites/Really Simple Syndication (RSS) feeds RSS feeds will allow
you to keep track of
discussions and
discussion subject
areas, wikis,
newsgroups, interest,
and website updates,
as well as interact with
others who meet your
standards.
Software & Topical Training Software combines
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multimedia content
and provides high
levels of interactivity
to users.
2. Gathering Instructional Materials from Various Sources.
INSTRUCTIONAL MATERIALS SOURCES

1. PowerPoint Presentation Computer
2. Video Lesson Internet (YouTube)
3. Educational Games Concrete Materials
4. Flashcards Google and School
5. Television Internet (YouTube, Google)
6. Speaker School
7. Textbooks School Library
8. Visual Aids Student Books and Google
9. Printed Materials School and Google
10. Audio Visual Internet (YouTube)
3. Create an accessible site for online materials.
GOOGLE DRIVE: https://drive.google.com/drive/folders/1eZmwXRRvdJW1ff-

iCxqEj13pVs5xVNEi
IDENTIFICATION
1. Planning Instructional Materials for Actual Use

Audio-Visual Presentation
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REEXAMINING YOUR ASSISTING TASK

What difficulties confronted you while you were assisting your CT in the preparation of
instructional materials?
There aren’t any difficulties when I assist my CT with in preparation of
instructional materials since my CT may well have clearly discussed the instructional
materials that my CT would like to offer to me. She suggests that audio-visual presentation
of the lesson is the new strategy which captures the attention of the grade 6 SSES more
than the traditional technique in which the material is imprinted on paper. Furthermore, my
CT adds that the teaching materials that I might create are more effective and have more
sources since the learners is more likely to learn and comprehend the words if there is an
example and a specific case.
INTERNALIZATION
1. Preparing Instructional Materials for Actual Teaching and Learning
Checklist for Using Instructional Materials
1. Practice operating the equipment/gadget/tools
2. Preview PowerPoint presentations and videos
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My Success Story in Preparing Instructional Materials
Before I start planning my instructional materials, I collaborate with my ct to determin

the most effective intervention for the learners’ learning. My CT suggests that students are
most effective if they explore, visualize, and hear the lesson, particularly the repetition
phrases. And she stated I’m going to prepare digital media or audio visual to help the learners’
vocabulary. First, I’m going to download several videos that are related to their lesson and
look for sources that will make my task easier. I use Google and YouTube to make the
studies. And then I discuvered the video editor, which has been a huge assist to me. It has a lot
of features and make it simple to edit innovative presentations. However, I do my IMs half to
three days before I finish reading. Then, when I finish my IMs, I pass it on to my CT and
assist her in preparing and downloading the video lesson to my cellphone. Afetr that, my CT
will show it on TV, learners take interest in the video lesson. This is pleasant that my IMs are
being presented to the learners, and my works feels enjoyable since I notice that the IMs I’m
creating were useful for learners.
EPISODE 2 ASSESSING LEARNER’S PERFORMANCE
PARTICIPATION
1. Familiarization with Rubrics or Scoring Guides
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2. Defining the Parameters of Learning performance.

Learning Performance Parts to correct Time table for
checking
1. Assigned Reading The learner’s reading Monday: 8:30-9:30 am
comprehension needs
improvement, and I
suggest that they use
advanced technologies,
such as their television.
Moreover, contribute
new learning teaching
materials with more
examples to assist
learners in properly
acknowledging as well
as understanding their
studying.
2. Assignments There is no need to Tuesday: 10:00-11:30
change their am
assignment. The
assignment is given
after the lesson, and the
teacher discusses it with
the learners so that
everyone understand
what they need to
submit. After
discussion, teacher
provides the learners a
task, which they must
submit the following
day. When I check the
learners’ assignments, I
put their scores at the
top. Their assignment is
easily to do because
they have more time to
complete it.
3.Summative Test I usually monitor the Wednesday: 1:00-3:00
learners’ summative pm
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assessments, and the

first thing I notice is
that they are responsible
and follow the direction
carefully. Also, the
learner concentrates
when answering to their
work.
1. Do you find using or having rubric /scoring guide useful when you checked
student’s learning output? Why?
Yes, because using a rubric or scoring guide will help to come up with an accurate,
reliable score while also avoiding bias. If teacher evaluates the class activity
individually without a rubric, they may give a higher rating to those who are
recognizable to them rather than those who are strange. Furthermore, this is essential
not only to teachers but also to learners to help them to assess their performance and
determine if it is good or poor.
Rubrics are useful in assessment because it enable learners comprehend the
characteristics that their work should have. This is often stated in terms of learners’
understanding of the learning purpose and performance targets. Also a conclusion,
rubrics help teachers educate, coordinate education and evaluation, and help learners.
2. In your experiences in assisting your CT in checking students' learning outputs,

what problems did you come across in correcting students' portfolio, projects, and
other learning outputs?
The difficulties I’ve encountered in correcting learners’ work include: learners who
immediately forget a words they read; others who are readily preceded yet forget what
they read if read individually. Furthermore, they do not fully comprehend the content,
however they will explain what they should know and express the text within their
essay.
INTERNALIZATION
1. Categorizing Learning Outputs

Learning Formative Summative Written Performance
Outputs Works Tasks
1. Assignments /
2. Activity /
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3. Quiz /
4. Drawing /
5. Lecture /
6. Q&A /
7. Sport game /
8. Recitation /
9. Reading /
10. Writing /
EPISODE 3 RECORDING LEARNER’S ASSESSMENT RESULT
PARTICIPATION
1. Assist your CT in double-checking academic outputs and student performance in

the class record. To store and safeguard the students' learning outputs, follow your
CT's guidelines.
In Modular Delivery Learning (MDL) In Online Delivery Learning (ODL)
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
2. Getting Acquainted with Learners’ Outputs and Tasks

CATEGORIES
CLASS LEARNING PERFRMANCE
OUTPUTS/ACTIVITIES TASKS
Grade 6 SSES  Activity  Drawing
 Assignments  Recitation
 Reading
 Writing
3. Collecting, Organizing, and Recording Practices of Learners Performance Outputs.

LEARNING OUTPUTS PERFORMANCE TASKS
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What are some of the major concerns of accountability in recording that you have
encountered as you record the students' assessment results?
I weren’t yet faced major personal responsibility concerns. Although, while
performing exercises, I continued evaluating what important information I had collected,
not once but many times to ensure its reliability and clarity. However, if I am mistaken, I
will be held responsibility for any problems that my cooperating teacher encounters.
INTERNALIZATION
1. Recognizing the Importance of Recording Learning Outputs and Performance Tasks

as well as the Challenges.
Difficulties Encountered in Assisting the Recording of Students’ Learning Outputs?
1. Some learners forgot to put their scores on the top of their worksheet.
2. Sometimes they are not organized to submit their works.
EPISODE 4 MAINTAINING WHOLESOME AND SAFE LEARNING
PARTICIPATION
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1. Giving Attention to Basic Safety Issues

2. Walking Through the Classroom Appearance
CLASSROOM INCENTIVES WHAT TO DO
Furniture  Repair any minor damage and
A. Students’ chairs and armchairs always arrange the chair
B. Bookshelves appropriately.
C. Activity tables  Remove anything that may distract
D. Teacher’s tables with learning.
E. Cabinet  Arrange and divide all teaching-
learning process properly.
 Always clean up and start and end
of the day, reduce unnecessary
things, and putting a design walls
on the shelf.
 Arrange books, periodicals, and
other items properly.
Trash Bins  Organize it under its purposes,
A. Biodegradable disinfect and sanitize it after use,
B. Non-biodegradable and throw of trashes on a daily
basis.
Displays  Restore any parts and clean up any
A. Bulletin boards dust as soon as possible.
B. Art works  Always check attendance in the
C. Attendance morning and afternoon before
proceed the lesson.
Teaching Aids  Keep wiping up some dirt on a
A. Models / pictures regular basis, and cover the
B. Posters spectacle if it isn’t being used also
C. Flannel board after using.
D. Globes/ maps  Observe the materials both before
E. Flashcards and after.
F. Flip charts/ flip cards  Maintain it in a protected and
secure place.
 Use gentle wipes while clearing
things.
Blackboard / Whiteboard  Clean off the board, top to bottom
and wipe away all
markings/writings on the board that
will no longer be needed.
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IDENTIFICATION
WHOLESOME AND SAFE OBSERVATIONS / CONCERNS
CLASSROOM CHECKLIST
An Inviting Room I notice, the area is pleasant, satisfying,
and has a positive vibe; the room
contains a variety of designs, graphic
organizers, posters, and a display. The
rooms are super clean and well-
organized, giving a good environment
for the learners.
Clear and Positive Rules The policies and guidelines in the
classroom are clearly implemented, and
the rules are displayed on the door-
frame using graphic organizers. The
guidelines were always maintained by
the teacher. For example, the learners
must place their trashes in a bag and
appropriately dispose of it.
Everyone Engaged The teacher fairly engaged the learners
without bias, and she ensured that
everyone received the same treatment.
Their grades are given fairly, and the
teacher applies a rubric to their work.
Address Individual Needs Each learner has various academic
needs. Some learners are low, while
others are advanced throughout their
learning. The teacher monitors as well
as being attentive of it as well, and she
consider and reflects on the effective
approaches she will use to assist learners
who are unable to cope up in the lesson.
A Community of Learners The learners were divide into groups:
Boys and Girls. They have varied
opinions and interests, and they share
information with their through their
wants and beliefs.
Celebrate Success and Failure Learners’ abilities in the school varies
depending on their success or failure.
The teacher provides certain that she
always gives compliments and guides
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the learners’ learning.For example, the

teacher usually congratulate
achievement by applauding the hands
among all learners who are achieving
excellent ratings or outstanding
performances.
What problems confronted you along the way as you take on the role of assisting your CT
in maintaining wholesome, comfortable and safe environment?
The classroom of my CT is well-organized. I helps my CT with arranging and
cleaning the classroom before and after class. And the learners are self-disciplined and
aware of their responsibilities. My CT always monitors and evaluates the characteristics of
each learner, handling them properly and without discrimination. I usually help my CT
with cleaning the chairs. And I also enable my CT to crafting and maintaining a pleasant
school environment by putting decor and facility boxes that store educational activities or
other materials in the room.
INTERNALIZATION
Creating Wholesome and Safe Environment
I assist learners in their activities because I acre about them.
I joined my CT by cleanup, creating, organizing, and arranging the room to create a

wholesome environment. The learner will learn how to be organized and comfortable.
Having instructional resources placed in the room make it simple that they will pay
attention on their lesson. The rules and regulations are indeed posted so that the learners
are able to follow the rules of the teacher.
I help support my CT in properly communicating and interacting with learners in a

respectful, professional, and pleasant manner. While my CT is doing something required, I
assist the learners.
I make sure the classroom is clean, tidy, and attractive. Observe the classroom and assess
whether it is an upsetting environment and one that motivates learners to reach their great
work. This was irritating if there have been paperwork on surface or objects dropping
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outside the desks. Respect every learner’s abilities and provide innovative and encouraging
learning tools to enhance their understanding as well as their values. Maintain your
coolness at all times, and every mistake is a chance to learn. Likewise, I seek to build
classroom rules that I will constantly implement with my learners in order to make them
knowledgeable and competent learners.
MY WHOLESOME CLASSROOM IN THE FUTURE
EPISODE 5 PARTICIPATING IN MAINTAINING ORDER DURING

INSTRUCTIONAL AND CO-CURRICULAR ACTIVITIES
PARTICIPATION
1. Reviewing Classroom Instruction and Co-Curricular Activities

INSTRUCTIONAL ACTIVITIES CO-CURRICULAR ACTIVITIES
1. Make a flower garden collage art in 1. Get into groups and make a dance
illustration board. step that will be performed every time
before the class starts.
2. Read the story and give the meaning 2.Follow the protocol in you
of unfamiliar words. encampment.
3. Make an essay in the following 3.Compose a yell and song for the
situation according to your encampment to be held.
understanding.
4. Write a reflection about what you 4. Interview the neighbor about the
read in the story. speech and write your own.
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5. Draw a polygon by plotting its points 5.Make a diary for the entire week at
on a coordinate plane. your home.
2. Recording Rules in Maintaining Order During Instruction and Co-Curricular

Activities.
I. INSTRUCTIO PRIOR TO DURING AFTER
NAL INSTRUCTI INSTRUCTI INSTRUCTI
ACTIVITIES ON ON ON
1. Make a flower garden Learners Shows the The learners
collage art in illustration make a Differentiate create an
board. flower of their art essay about
garden works. the
collage art in importance
illustration of an art
and they work.
explain the
importance
of their art
works in
front of the
class.
2. Read the story and give Learners Learners Learners
the meaning of unfamiliar divided into enable to fully
words. groups: Boys understand understand
vs. Girls. the words the context or
First, they inside the the message
read the story story they’ve of the story
on the board read and they they’ve read
and they are are going to especially the
going to find give or find unfamiliar
the the meaning words.
unfamiliar of that
words. unfamiliar
words.
3. Write a reflection about Learners read They must be Learners
what you read in the story. the story on aware of the write a
their own and context of reflection
they need to story and about the
understand they are story they
what the understand already read.
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message of the text.

the story.
4. Draw a polygon by Learners find The learners The learners
plotting its points on a as many have their know how to
coordinate plane. different own polygon draw and
polygon shapes and plotting the
shapes as they are points of the
they can in going to polygon and
the pattern. plotting its they learn
points. well.
II. CO- PRIOR TO DURING THE AFTER THE
CURRICU CO- CO- CO-
LAR CURRICUL CURRICULA CURRICULA
ACTIVITI AR R R ACTIVITIES
ES ACTIVITIE ACTIVITIES
S
Read a Story The teacher The teacher The learners
present the read the story repeat to read a
short story and the learners story and
that learners listen carefully comprehend it
need to to understand so that they
understand the context. answer the
the message questions
of the story below to
evaluate the
teacher if they
fully
understand the
context.
Dancing The teacher The dance The learners
present the watched in the dance in front
dance in the TV and the of the class and
TV. learners follow the teacher
the step. watch them to
see who is not
enable to
follow the
dance step.
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3. Participating in Observing Classroom Standards During Instruction and Co-

Curricular Activities.
Being a teacher is hugely rewarding, but it can also be hectic, not only due to
growing responsibilities, but also due to the various learners in the classroom. Each
educator needs overcome difficulty in integrating diversity while maintaining
classroom order all through instruction and allied sector.
From your participation task of maintaining order during instruction and co-curricular
activities, what were the most common problems have you encountered?
The learners who I observe is Grade 6 SSES. Some learners are able to thoroughly
comprehend what is being taught to them, while others are not. My CT constantly uses
clear examples or personal experiences to help learners understand and participate in
school activities. It is simple to identify learners who are bright or may contribute in co-
curricular activities at school, such as dancing, singing, speaking etc.
INTERNALIZATION
1. Inferring the Benefits of Maintaining Order During Instruction and Co-Curricular
Activities.
A. Participation Tasks in Maintaining Effects on Students’ Learning

Order During Online Instruction Achievement
1. Acknowledge both failures and Learners can understand independently,
successes. Elaborate to learners that no which focuses attention on their own
one grows abilities and practices work while also learning. They not just
information in a similar way. provide knowledge toward the teacher,
2. Considering validation reading but they also let them to think a bit
comprehension through challenges as harder, evaluate ideas, and generate
well as practices that assess diverse their own opinions on the topic.
skills and abilities rather than focusing
on piece of writing.
B. Participation Tasks in Maintaining Effects on Students’ Learning
Order During Online Co-Curricular Achievement
Activities
Intellectual Development - it provides Co-curricular activities also enable
growth as the same implies, focuses on learners to learn with those around.
increasingly person’s reasoning, Socialization is one of the key factors of
thinking, relating and judging abilities. transferring learning via comprehending
The example is in the following: their various ideas, opinions, and
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 Story Telling information. This will help learners

 Vocabulary improve their physical, mental, and
 Problem-Solving contributed significantly.
2. Designing a Flowchart of Instructional and Co-Curricular Rules for an Orderly

Classroom.
FLOWCHART OF AN ORDERLY CLASSROOM
START OF SCHOOL YEAR 2022-2023
2022-2023
RULES FOR CO-CURRRICULAR

RULES FOR INSTRUCTIONAL ACTIVITIES
ACTIVITIES
1. Give the activities that capable to
5. Listen carefully. the learners.
6. Respect others. 2. Objectives of co-curricular must

clear.
7. Focus on the works don’t cheat.
3. Organized all activities to follow the
8. Be obedient and self-discipline. easily.
4. Rules and regulations are cleared.
EPISODE 6 WRITING A CLASSROOM-BASED ACTION RESEARCH

PROPOSAL
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PARTICIPATION
1. Doing your research about the examples of completed Classroom-based Action

Research
Completed Classroom-based Action My Understanding (What is the action
Research research all about?)
1. Utilizing Higher-Order Thinking This teacher researcher indicates that
Skills to Improve the Reading successful teaching keep on going. its
Comprehension of Grade Six Pupils of use of the teacher think-aloud technique
Lemery Pilot Elementary School and higher-order thinking skills tasks
such as predicting, summarizing,
questioning, and using graphic
organizers, as well as deal with
challenging of reading comprehension
strategies A reseacher also intends to
share their insights and expertise of
comprehension techniques with
leadership and other teachers at their
school. Throughout this article, the
researcher offers proposes a
comprehensive School Reading
Program to be used to benefit learners
who struggle with reading
comprehension.
2. Increasing Mathematical Performance Its objective was to develop the
Among Grade Six Pupils of San Roque mathematical performance of at-risk
Elementary for the School Year 2016- grade six students. It aimed at
2017 investigating the substantial difference
in mathematics performance before and
after using game-based teaching
material between all selected learners.
Its objective of game-based learning are
as follows: implementation adopted
games such as Damath. Math Checker
and Krypto are available to learners and
providing learners including a suitable
and competitive game while learning
math ideas and skills, enhance pupils'
performance level on mathematics 6,
develop learners' reverence of
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gameplay, and achieve excellent

learning activities to study calculation
with their peers.
3. Enhancing Mathematical Ability of Problem solving is crucial between
Grade Six Pupils Through Problem mathematics and daily life. It enhances
Solving the development of knowledge and
skills needed for real-life situations.
Mathematics learners to perform
mathematical computations such as
addition, subtraction, multiplication, and
division, however not word problems.
The researcher conducted research to
assess its impact of problem-solving in
improving the Mathematical ability of
Grade 6-1 students and their academic
achievement.
2. Writing the Characteristics and Parts of a Completed Classroom-based Action

Research
Parts of the Completed Action Research Learning Outputs/Activities
(You can change each part depending on
the completed action research parts
which you have read.)
1. Abstract An abstract is an overview about the
article that is intended to provide the
reader with a clear, although brief,
thought of the discussion of the results.
It’s a generalized form of the article.
2. Acknowledgement This acknowledgement area of the thesis
design are when you convey the
gratitude to the persons who attribute to
the research. It is necessary to decide
what you have been most appreciate
there for providing assistance to the
thesis.
3. Introduction It discusses and clarifies the thesis, as
well as the rationale for carrying it out
and how and why the data collected
might be applied to implementation
plan.
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4. Statement of the Problem Indicates the problem that will be

addressed by the research, such as
investigating or evaluating a core idea,
attempting on ways to address a
problem, implementing a new strategy
or method, analyzing a problem, or even
a substitute of all.
5. Methodology It includes relevant details how and
when the research will be conducted
out, such as the following:
Sampling: This section discusses who
will participate in the study, including
the number of participants and their
attributes, along with how the sampling
would be selected and obtained.
Data Collection: refers to the various
tools and data collection processes that
should be described and adequately
addressed.
Ethical Issues: Analysis of ethics that
will also occur due of data analysis
operation, along with consultation of
how to address problems. It may
include, which is not constrained of, as
key features, the privilege to conduct a
research study or gathering of
information to understand the topic,
obtaining free prior and well-informed
consent to participants and learners’
guardians, and anonymous concern.
Plan fro Data Analysis: It provides the
qualitative and quantitative methods that
must be used in evaluating data
collected fro the inquiry.
6. Result/Findings Through an empirical research study,
the results section introduces what the
researcher invented after analyzing the
data. Its main goal will be to use data
gathered to address the research
question given in the introduction, as the
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results dispute the hypothesis.

7. Action Plan This also indicates how an action study
results will be utilized.
8. Financial Report This one provides an overview of
research budgets by research task,
activity, and material or product.
9. References This lists the articles and previous
studies you’ve seen that are related to
the research you’re conducting.
3. Deepening your understanding of Classroom-Based Action Research Proposal.

Classroom-based action research (CBAR) often implies teachers undertaking interactive, actual
proof studies into their own teaching methods and interactions through to better comprehend and improve
the quality and fairness of classroom practices. It might be as easy as simply outlining one’s own thoughts
upon the topic after a lesson or series of lessons, but it may include questionnaires, audio recordings,
observations and so on. Action study helps educators to engage via doing in order to grow personally or
professionally.
Is writing a classroom-based action research proposal will help you as a strategic teacher in
the future? Support your answer.
Yes, I truly believe doing action research will assist me in acquiring a clearer
understanding of the difficulties that we may encounter in the near future. Additional main
benefit is it will help me create a realistic solution to the stated issue. Research study truly
made researchers recognize that such issues are fundamental in any curriculum
implementation. I learned that action research is crucial to enhance the provision or
consistency of learners’ academic achievement. It also helps us come up with a treatment
method to the concrete solution. In historical cases where ongoing improvement is desired,
action research can be beneficial.
INTERNALIZATION
“Enhancing the Vocabulary of Grade 6 Learners through Vocab Charades”

Nueva Ecija University of Science and Technology
(Gabaldon Campus)
October - November, 2022
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I. CONTEXT AND RATIONALE:
If you take a trip down the memory lane, you’ll remember how English classes were
never complete without reading, comprehension, and dictation sessions. And the majority of this
sessions were purposefully designed to help learners develop a strong vocabulary. A strong
vocabulary is an asset, a talent that will serve you well throughout your life. Every subjects
requires learners to learn specific terms in order to better understand the concepts being taught.
Vocabulary is the foundation of communication, and a vocabulary knowledge can open
numerous opportunities for our learners. Without it, we are limited to our engagement in specific
topics, what we say, and to some extent, how and with whom we communicate. Our learners’
vocabulary isn’t really appropriate into a variety of purposes. As a matter of fact, the learners will
become shy and self-conscious. As we know, this can cause learners to fall behind in reading,
writing, listening, and speaking.
Everyone seems to be familiar with this game, and there’s a reason for its popularity.
Charades is a classic game daytime activity since it can instantly become funny. The game
encourages you to stand in front of everyone and act out a book title, famous person, movie title,
and so on. This quickly breaks the ice and pushes people out of their comfort zones. Although
you may not feel comfortable performing especially in public (including your friends or family),
once you understand that rapidly waving your hands around with crazed facial expressions is all
part of the fun, you won’t be capable of not participating in. If all existing classes have been
filled learning new vocabulary, utilize Charades as a fun classroom game. It’s an impressive way
to bring some fun and variety into lessons including learners. It is a game where players act out
words, but the actual name is charades. Charades is a fun, interactive game that can assist
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language learners improve their speaking and vocabulary skills. Learners can access and practice
word sets learned in class as well as general English Vocabulary words. Students act out phrases
or words that their teammates must guess.
Unfortunately, many learners struggle to remember what unfamiliar vocabulary items
mean or are frightened by the prospect of just learning meanings. Teaching vocabulary to
advanced learners faces its own set of challenges. Learners grow at different levels. This includes
the language and reading skills time in learning new words. Some learners simply need more
time. Everyone may face specific difficulties in expanding their vocabulary. Learners who are
lacking in numerous areas, such as problem-solving and motor skills, may struggle to learn new
words. They may necessitate repetition to learn new words or assistance from a different method
of learning.
Learners struggle to understand teacher explanations, helping learners gain new
vocabulary through new words in their teaching materials or from teachers throughout the lesson.
They are hesitant to remember words. Furthermore, the learners may lack interest to acquire new
vocabulary. And they are tended to learn English through a game. Games can capture their
attention and improve their motivation. Therefore, it will help learners to enhance their
vocabulary mastery through charade game.
This study aims to evaluate learners’ vocabulary words in order to increase perception
and memorization. Teaching vocabulary in the classroom should be more exciting and enjoyable
for students, hence charades games have been employed as an alternate method. It is helpful
strategy that can be used in the learning.
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Seeing this problem in the classroom with special education learners motivated me to
build a game that would allow them to acquire and use new vocabulary words. All teachers and
future teachers are responsible with providing them with the vocabulary for success. The purpose
of this game is to help all learners acquire words in an entertaining way.
II. REVIEW OF RELATED LITERATURE:
Dewi (2017) state that using Storytelling can improved students’ vocabulary mastery.
Using Storytelling makes the students be active; they know more about words meaning also, how
to put the words based on the context, easily to understand the words meaning and used the
words based on the context. The students also become active, more motivated, more interested,
and more enthusiastic in following teaching learning process, so the situation in the class alive. In
conclusion, story can be problem solving for learning vocabulary.
Vocabulary mastery is needed to express our ideas and to be able to understand other
people’s sayings. The specificity of any individual’s vocabulary knowledge depends on the
person and his motivation, desires, and need for the words (Hatch and Brown: 2019).
Vocabulary mastery refers to the great skill in processing words of a language. It is an
individual achievement and possession (Rivers: 2018). For that reason, the biggest responsibility
in increasing the knowledge is in the individual himself. The success in widening the vocabulary
mastery requires their own motivation and interest on the words of a language. From the
definition above, we can conclude that vocabulary mastery is an individual’s great skill in using
words of a language, which is acquired based on their own interests needs and motivation.
Hornby (2019) defined game as an activity that you do to have some fun. Richard and
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Schmidt (2020) argue that the game is an organized activity that usually has the following
properties such as: a particular task or objectives, set of rules, competition between players, and
communication between players by speak or written language. Deesri (2020) defined games as
“an activity with rules, a goal and an element of fun” and games involve many factors: rules,
competition, relaxation, and learning, in particular.it was concluded that games are an activity
that you undertake to have fun with rules, goals, competition among players, and learning.
Learners are able through action. When learners play together, they interact with one another.
Language ability can be developed with them during the interaction. Games are an exceptionally
effective means of encouraging learners in the classroom. We know that a game is not a source of
chaos if we implement and follow its rules precisely.
Glouberman (2017) says that charades game is a game using the face and the body to
communicate. Charades game is acting iut words, actions or feeling in a text. This game makes
the students guess every word by using their gestures, and can help them to remember the
meaning of the word. It is an alternative way to teach the vocabularies. Charades is a fun and
entertaining game for all ages. By using this game, the learners have good participants because
they have high degree of interested and satisfied to learn something.
Charades is one of the game that can be used in teaching vocabulary. It will help teachers
in teaching English. According to Kaduson and Schaefer in (Rafinggi: 2019) “Charades is an
excellent way to facilitate the emotional education of the children. It can be used as prevention
for the emotional well-being of children experiencing emotional difficulties, or remediation for
children who appear to be lagging inemotional development. This game requires the child to be
in the spotlight and the center of attention for a few minutes, it is intrisically motivating”.
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Charade is a word guessing game. It is pantomine that involves body movement an facial
expression are fun and encourage creativity and spontaneity. In addition, (Ellery: 2020) states
that Charades is a way to make a mental image of a word to aid in recalling the word. It means
Charades can help students in remember the words.
Rafinggi (2021) states that “charade game is a techinique miming the individual parts of a
word”. Charade can be conducted in pair or in groups. When charade is applied in groups,
students are encouraged to think cooperatively, it makes them more comfortable in conducting
activities in the classroom and outside. In other words, charade game can facilitiate students to
learn vocabulary. They can learn and play simultaneously so that they are easy to remember the
word.
In this technique, learners will retain words faster than evr because they will work
together as teams to create challenges and that will enhance learners’ excitement and interest that
helps to deliver the content of lesson easily (Hidayati: 2021).
III.RESEARCH QUESTIONS:
This action research will be conducted to determine the vocabulary of the learners
through vocab charades.
This study specifically will seek to answer the following questions:
What is the performance of grade 6 SSES enhanced after utilizing the intervention?
How may the pre-test and post-test scores of the learners be described?
Is there a significant difference between the pre-test and post towards vocabulary of the learners?
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HYPOTHESIS:
There is no significant difference between the pre-test and post-test toward vocabulary of
the learners.
IV. SCOPE AND LIMITATION:
This research entitled “Enhancing the Vocabulary of Grade 6 Learners through Vocab
Charades” attempted to find out if the vocab charades can enhance the vocabulary of grade 6
SSES in Ligaya Elementary School.
The researcher will use the Ligaya Elementary School as the research locale.
The researcher will use her grade 6 learners from SSES as primary respondents in this
order to get reliable results, the researcher herself will be the one to conduct the study.
V. METHODOLOGY:
SAMPLING:
The researcher will use purposive sampling in the conduct of the action research. Purposive
sampling, also known as judgmental sampling, is a sampling approach in which a researcher
chooses study participants based on their judgement (Business Research Mythology [BRM],
2021)
DATA COLLECTIONS:
Initially, the researcher will seek the permission from the principal of Ligaya Elementary
School to conduct the study about the impact of vocab charades to enhance the vocabulary of the
learners in Grade 6 SSES. This will allow the researcher to administer the pre-test and post-test
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during their free time. The researcher will conduct the survey herself to ensure the valid and
reliable results.
ETHICAL ISSUES:
The researcher will take into considerations the following ethical issues:
First, learners that will participate on the basis and their parents must be informed. They will
voluntarily and willingly join the action research that will conducted. Full consent will be
obtained from the parents of the learners prior to the study.
Second, rest assured that the grade 6 SSES will not be subjected to harm in any ways
whatsoever.
Third, the anonymity, privacy, confidentiality and all information of individuals will be
ensured; and
Fourth, any type of misleading information, as well as representation of pre-test and post-test in
biased will be avoided.
PLAN FOR DATA ANALYSIS:
Weighted Mean will be used to describe the of the learners before and after the intervention of
vocab charades. The T-test will be used to determine the enhancement of vocabulary of the
learners before and after the intervention using vocab charades.
VI. WORKPLAN:
The researchers will divide the work plan into three parts; Pre-Implementation, Proper-
Implementation and Post-Implementation.
In Pre-Implementation (before the vocab charades), the following activities will be carried out;
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 The researcher will secure approval the form principal and parent consent
 The researcher will identify the participants by consolidating the result of pre-test; and
 Orientation of respondents
In Proper-Implementation (during the vocab charades)
 The researcher will use audio-visual during the discussion; and
 Will administer the intervention that will implement
In Post-Implementation (after the vocab charades)
 Conducting the post-reading test
 The researcher will conduct interactive discussion on how learners actively involved in
class discussion
 The researcher will identify the results by combining the pre-test and post-test
VII. COST ESTIMATES:
In the conduct of the research, the researcher assumed the possible costs:
Table 1
Cost Estimation
Cost per Unit (P) Number Total Cost (P)

Item
Printed Papers 3 24 72
Colored Paper 1 20 20
Double sided Tape 46 2 92
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scissor 25 1 25
cartolina 10 6 60
total =269
VIII. ACTION PLAN:
The researcher will propose the vocab charades as an intervention to enhance the vocabulary of
the learners in grade 6 SSES in Ligaya Elementary School.
The researcher will conduct the pre-test performance before the utilization of vocab charades in
vocabulary of the learners.
After administer the pre-test, the researcher will utilize the vocab charades in vocabulary of the
learners for a specific period base on the timelines craft by the researcher.
The researcher will prepare the vocab charades and explains the materials,rules, and shows how
vocab charades works while preparing a card with the text.
Divide the learners into groups, read words inside a card, particularly the unfamiliar words.
One attempts to be an actor, act a word without speaking anything, while the other tries to
guess.
Each group will be given 5 words in 2 minutes by the researcher.
The groups that correctly answers shall be the winner. After all, learners memorize vocabulary.
The researcher asks learners to collaborate well about topic and designates homework to help
learners understand the lesson, Eventually, the result shows the lesson.
The results of this research will be disseminated to the parents and teachers of the learners to
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start determining whether or not use the intervention to address circumstances that may arise
in their own classrooms.
IX. LIST OF REFERENCES:
Ellery, V. (2020). Creating Strategic Reader. New York: Library of Congress Catalonging-in-
Publication Data.
Deesri, A. (2020). Games in the ESL and EFL Class. KhonKaen, Thailand: The Internet TESL
Journal, Vol. VIII, No. 9. Retrieved January 23, 2021, from (https://iteslj.org/Techniques/Deesri-
Games.html).
Glouberman, Misha. 2017. How to Get Very Good At Playing Charades. Retrieved on April 8 th
2017. from (https://www.room101games.com/charades/).
Hsieh, YH., (2014). https://link.springer.com/chapter/10.1007/978-3-319-04114-8_20
Hidayati, R.N. (2021). The Use of Charades Game to Teach Vocabulary. ELT Forum: Journal of
English Language Teaching [S.I.], v. 5, n. 1, mar.ISSN.
Halimah, Dewi. 2017. Improving The Student’ Vocabulary Mastery by Using Storytelling (A
Classroom Action Research at the Seventh grade of SMP Ta ‘mirul Islam Surakarta in the
Academia Year 2016/2017). Thesis Englsih Letters Study Program, Islamic Education and
Teacher Training Faculty
Hatch, Evelyn, and Cheryl Brown. (2019). Vocabulary, Semantic and Language Education.
Cambridge: Cambridge University Press.
Kaduson, Heidi Grard and Schaefer, Charles E. (2019). 101 Favorite Play Therapy Techniques.
Estover:Library of Congress Cataloging-in-Publication Data.
Rafinggi, L, Dhika. (2021). Teacching Vocabulary by Using Charades Technique for Young
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Learners,https://www.academia.edu/10187785/TEACHING_VOCABULARY_BY_USING_CH
ARADES_TECHNIQUE_FOR_YOUNG_LEARNERS_Oleh
Richard, J.C. and Schmidt, R. (2020). Longman Dictionary of Language Teaching and Applied
Linguistic (3rd Ed.). London: Pearson Education Limited.
Rivers, W.M. (2018). Teaching Foreign Language Skills (2nd Edition). U.S.A; University of
Chicago Press.
Checked by:
DESIREE M. MANGALINAO
Cooperating Teacher
REFLECTION ON THE FIELD STUDY AREAS OBSERVED
EVIDENCE OF LEARNING
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REFLECTION
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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

FIELD STUDY 1 AND 2 | November 11, 2022

Name: Maira Lyn A. Dupra

Date of Birth:November 28, 2000

Address: Bugnan Gabaldon, Nueva Ecija

Civil Status: Single

Religion: Roman Catholic

Mother: Mirasol A. Dupra

Father: Rafael M. Dupra

2012-2013 Primary School: Bugnan Gabaldon Elementary School

2018-2019 Secondary School: Nueva Ecija University of Science and Technology

2023-present Tertiary School: Nueva Ecija University of Science and Technology

BELIEFS ON TEACHING AND LEARNING (PRE)

In my opinion, learning is a necessary, character traits, persistent, and life-long process.

BELIEFS ON TEACHING AND LEARNING (POST)

CERTIFICATE OF COMPLETION (120 HOURS)

OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL

Learning Episode 1 Knowing The Learners

Grade Observed: 6 SSES Subject Matter: Place Value Of Decimals

2. Does age affect the learning of the students?

3. Can you explain why a teacher learns in a different way?

ACTIVITY 2.B Observing the Learners Learning Style

GRADE OBSERVED: 6 SSES SUBJECT MATTER: Verb Tenses

7. You tend to like classes that include:

VISUAL AUDITORY KINESTHETIC

ACTIVITY 1.3 Observing Differences Among Learners

When it comes to recitation and sharing the solution on the board,

1. Gender, including LGBT

2. Language and cultural differences

Learning Episode 2 Routines and Management in The Classroom

ACTIVITY 2.1 Observing Classroom Management and Routines

CLASSROOM ROUTINE OBSERVED NOT

ACTIVITY 2.2 Creating A List of Classroom Rules

CLASSROOM RULES IMPORTANCE

Learning Episode 3 A Closer Look of the School Curriculum

ACTIVITY 3.1 The Curriculum in The School

(Subject Textbook) available

WRITEN CURRICULUM TAUGHT CURRICULUM ASSESSED CURRICULUM

SUPPORTED CURRICULUM LEARNED CURRICULUM HIDDEN CURRICULUM

ACTIVITY 3.2 The Minuscule Curriculum: The Lesson, A Closer Look

A. PLANNING Lesson objectives:

exercises such as reading the story and

ACTIVITY 3.3 Constructive of The Components of a Lesson Plan

 Read and write decimals using tenths, hundredths, and thousandths.

 Presenting the chart of Place Value of Decimals.

 Discussing new concepts and practicing skills.

1. Are the three components constructively aligned? Explain.

3. What component would tell if the outcomes have been achieved?

I discovered in planning or writing a lesson plan is to consider the classroom set-up.

Learning Episode 4 Getting Ready to teach and Learn

ACTIVITY 4.1 Identifying The Teaching Method Used by My Resource Teachers.

HOW DOES THE TEACHER START HIS/HER LESSON?

DEVELOPMENT OF HIS/HER LESSON

HOW DOES THE TEACHER END HIS/HER LESSON?

2. In which teaching method were students more involved in the teaching-learning

Learning Episode 5 Assessment FOR Learning, Assessment OF Learning and

ACTIVITY 6.1 Observing Various Assessment