FS 2

FIELD STUDY 2:
PARTICIPATION &
TEACHING ASSISTANSHIP
Presented by: Elizabeth S. Espadero, Phd.

FIELD STUDY 2: LEARNING EP.1:
THE TEACHER WE REMEMBER
Career Stages of Teachers
 Career Stage 4: Distinguished Teacher
 Career Stage 3: Highly Proficient Teacher
 Career Stage 2: Proficient Teacher
 Career Stage 1: Beginning Teacher
FS2: LEARNING EP.2: EMBEDDING ACTION RESEARCH
FOR REFLECTIVE TEACHING
• Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945, Lewin, 1949, Corey,
1953 and many others who came later. Schon introduced the notion of action research as a
habit of continuing inquiry. Inquiry begins with situations that are problematic, confusing,
uncertain and conflicting, and so does action research.
• It was Stephen Corey (1953) who defined action research as the process through which
practitioners like teachers, study their own practice to solve their personal or professional
practical problems. Further on, John Illiot in 1993 clarified that action research is concerned
with everyday practical problems experienced by the teachers, rather than the theoretical
problems defined by pure researcher.
• Action research is grounded on the reality of the school, classroom, teachers and students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known simply as
Action Research ( AR).
• Action research is a process that allows teachers to study their own classrooms, schools and
educational setting in order to understand them better and to improve their quality and
effectiveness. The processes of observation, reflection and inquiry lead to action that makes
a difference in teaching and learning. It bridges doing (practice) and learning (study) and
reflection (inquiry).
UNDERSTANDING AR CONCEPTS,
PROCESSES & MODELS
Models and guide in conducting action research

Observe
1. based on observation and noticing, what problematic situations prevail in the classroom or teaching learning
environment?
2. which of these problems shall I focus on?
3. what does literature say about this problem? On what theories or principles learned before is the problem
anchored?
Reflect
1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. I can do this alone? Or should I collaborate?
Plan
1. what type of research will I use? Quantitative? Qualitative?
2. how will I describe my innovation? Intervention? Strategy?
3. is my plan doable within the given period of time?
Act
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. what sense or meaning do I get out of the data?
Evaluate
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
Modify
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
Observe
1. Based on observation and noticing, what problematic situation prevails in
the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. what does literature say about this problem? On what theories or principles
leaned before are the problems anchored?
Reflect
1. What do I hope to achieve? What do I intend to change for the better?
2. Is Doing this action research important to improve my practice?
3. can I do this alone? Or should I collaborate?
Plan
1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
Act
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Action Research Key Components
I. Context And Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention & Strategy
IV. Action Research Methods
V. Action Research Work Plan & Timelines
VI. Cost Estimates
VII. Plans for Dissemination & Utilization
VIII. References
FIELD STUDY 2: LEARNING EP.4: MATCHING
PROBLEMATIC LEARNING SITUATION WITH
PROBABLE ACTION
• Matching Problematic Learning Situations with Probable Action As Solution
• Identifying a Problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: Have
you identified a problem for your action research? Common answer will be: My Problem is
that, I do not have a Problem. Ironical, isn't it?
Identified Problems Action as Solution

PREPARING THE LEARNING
ENVIRONMENT: AN OVERVIEW
A Learning environment, traditionally called the classroom, is a space in a school that supports student
learning. It is a self-contained area where teacher teaches and children learn. In the classroom are chairs
or tables for students and a front table for the teacher. This a traditional face-to-face classroom. Most
often the students should face the teacher as the chairs are arranged that way. But as teaching deliveries
changed to enhance learning, modification in the seating arrangement evolved and more opportunity for
the learners to move about for cooperative learning was addressed.
A conducive learning environment should have the following characteristics:

Flexibility-There is opportunity to have small groups,movable walls.
Openness-Learning corners/areas which could be shared.
Access to resources- Audio-visual materials are ready and open for use.
Physical classroom-Space is clean and safe
Psychological atmosphere-It is friendly and accommodating.
ENHANCING A FACE-TO-FACE LEARNING
ENVIRONMENT
Some of the advantages of a face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or elsewhere;
 greater understanding and real world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom space;
 learn more easily and more comfortably, network traditional classroom situation;
 access more relevant information from teachers and classmates interaction and
 greater opportunity to connect and socialize, network and solve problems together with
classmates and teacher
Some characteristics of the face-to-face or in-person learning environment.

 Learning space
 Lesson are delivered
 Class meeting occur regularly
 Teacher leads the conversation
 Assessment is done face-to-face
FIELD STUDY 2: LEARNING EP.7: MAKING ONLINE OR
VIRTUAL LEARNING ENVIRONMENT SAFE &
CONDUCIVE
Online learning environment-requires a constant access to connectivity which allows learning
to take place anytime, anyplace & anywhere.
Safety reminders in online learning environment:

1. Encourage parents & carers involvement
2. Make lesson plans as interactive as possible
3. Encourage public chatting
4. Use password, log in & log out.
FIELD STUDY 2: LEARNING EP.8: ESTABLISHING MY
OWN CLASSROOM ROUTINES & PROCEDURES IN
FACE-TO-FACE/ REMOTE LEARNING
FIELD STUDY 2: LEARNING EP.9: CREATING MY
CLASSROOM/REMOTE LEARNING MANAGEMENT
PLAN
Components of classroom / remote
learning management:
Philosophical Statement
Classroom rules & procedures
Teacher-student relationships
Schedules & Timeframes
Classroom structutre, design & arrangement
Classroom safety rules & procedures
Strategies for rewards & consequences
WRITING MY LEARNING/ LESSON PLAN
Lesson plan- refers to the blueprint of
the daily teaching & learning
activities.
Essentials parts of lesson plan:

Learning outcomes
Learning contents
Learning resources
Learning procedures
DELIVERING MY LESSONS
Instructional delivery- refers to the interaction among students, the
teacher & the content for students to learn knowledge, skills & dispositions
that will need for further learning for collaborating with others.
Various learning modalities:

 Distance Learning
 Modular Learning
 Online distance learning
 Home schooling
 Blended learning
 Traditional face-to-face learning
 Alternative delivery modes
FIELD STUDY 2: LEARNING EP.12: SELECTING NON-DIGITAL
OR CONVENTIONAL RESOURCES & INSTRUCTIONAL
SELECTING RESOURCES &
INSTRUCTIONAL MATERIALS: POINTS TO
CONSIDER
The resource materials:

• Has accurate & meaningful content
• Aligns to the learning objectives
• Elicits student interest
• Free from cultural bias
• Developmentally appropriate
• Allows collaboration among learners
• flexible for group
• Time & cost efficient
UTILIZING APPLICATIONS (APPS) FOR
TEACHING & LEARNING
Choosing APPS for teachers: Pedagogy Wheel Model

Developmental appropriatness
Engagement
Instructional design
Motivation
accessibility
UTILIZING LEARNING MANAGEMENT
SYSTEMS (LMS)
LMS Common features & function & Tasks
1. Dashboard
2. Module container
3. Sandbox
4. Announcements
5. Meeting rooms
6. Assignment
7. People
8. Assessment
9. Resources & add-ons
FIELD STUDY 2: LEARNING EP.15: UTILIZING
WEB-CONFERENCING APPS FOR
SYNCHRONOUS E-LEARNING
Synchronous-online remote learning can be done where teacher & students meet & interact in real
time
Asynchronous-learning is supported by prepared materials & there is no real time interaction
between teacher & students
Web Conferencing Tools:

 Zoom
 Skype
 Facebook Messenger Rooms
 Google Meet
 Microsoft Teams
ASSESSING FOR, AS & OF LEARNING
FIELD STUDY 2: LEARNING EP.17: USING
TRADITIONAL & AUTHENTIC TYPES OF ASSESSMENT
FOR FORMATIVE & SUMMATIVE PURPOSES
Content/Subject Matter
TYPES OF ASSESSMENT TASK
GRADING & REPORTING
Report Card – is a standard
method of reporting student’s
progress and grades to parents.
Written Progress Reports- a
weekly, bi-weekly or monthly
reports of student’s progress
and achievement.
Reporting-School schedule card
getting day & parents-teachers
Conference
FIELD STUDY 2: LEARNING EP.19: WRITING
AN INITIAL ACTION RESEARCH PLAN

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FIELD STUDY 2:

Presented by: Elizabeth S. Espadero, Phd.

Models and guide in conducting action research

Identified Problems Action as Solution

A conducive learning environment should have the following characteristics:

Some characteristics of the face-to-face or in-person learning environment.

Safety reminders in online learning environment:

Essentials parts of lesson plan:

Various learning modalities:

The resource materials:

Choosing APPS for teachers: Pedagogy Wheel Model

Web Conferencing Tools:

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