FIELD STUDY 2: LEARNING EPISODE 1

ANALYZE

1. From the PPSTs, the Southeast Asia Teachers Competency Standards

and the TEDx videos that you viewed, what competencies does a
great teacher possess?

The following qualities characterize a great teacher: knowledge and

comprehension of the material being taught. Incorporating the community into their
lesson helps them instill in the pupils the idea that everything is interconnected and
that experiential learning is important. Additionally, they help students study in a
way that allows them to share best practices and cultivate a lifetime love of learning.
They also have the attributes of a great teacher, including communication skills,
collaboration abilities, adoption, patience, and a willingness to listen to their
students. They also have engaging classroom presence and other excellent teaching
traits, which help them become better teachers every day.

2. Are these competencies limited only to professional competencies?

Yes, I guess I can say. The abilities, know-how, and traits that are particularly prized
by organizations and/or professional associations are known as professional
competences. Stated differently, if it were utilized by those who are not experts, it
would be unsuitable. Remembering that these skills are related to our future careers
is important.

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

competencies to plan a lesson, execute a lesson plan, manage a
class, assess learning, compute and report grades? Explain your
answer.

It is sufficient, in my opinion, to possess the professional abilities necessary to

organize a lesson, carry it out, oversee a class, evaluate student learning, and
calculate and report grades. Possessing professional competencies will help them do
their duties effectively. Along with inspiring pupils to go beyond the material covered
in the classroom, a great teacher will also be able to motivate them and cultivate a
love for the subject. It is my firm belief that exceptional educators possess in-depth
subject matter knowledge and possess the ability to interact with students in a
polished and capable way. Therefore, in my opinion, possessing the professional
competences is sufficient to make someone an excellent teacher.

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

qualities or professional competencies?

A teacher needs both personal and professional attributes; in my own

perspective, they are both necessary for an educator to be fully formed. Teachers
must possess certain personal attributes, such effective communication abilities, in
order to comprehend the needs of their students. Professional attributes or
competences are also necessary since they enable you to acquire the essential
teaching strategies, tactics, and practical experience needed to work with a variety
of students. A teacher with these two attributes also has an advantage because
they will help them become an excellent instructor. To sum up everything I've
mentioned thus far, if an instructor has these two attributes, they are a whole
package.

5. Who are the teachers that we remember most?

Teachers who are kind to us are the ones we remember the most, in my opinion.
Another thing is the teacher who leaves an imprint on us. Furthermore, the teacher
who is capable of developing a positive relationship with us. Also, the teacher who
has the patience to explain things to us. Finally, there is the teacher who is
dedicated to teaching and engaging us in learning.

REFLECT

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

improvement in?

One of my personal qualities is my ability to listen. I also have an amiable

disposition. Along with having a strong work ethic, I'm also patient. Among my
personal shortcomings is my poor communication skills. Furthermore, I know that
preparation is essential to being a great teacher in the future, therefore I need to
keep working on it as long as I can to get better. I am currently deficient in this
area.

2. Which professional competencies am I strongly capable of

demonstrating?

I believe that one of the professional qualities I can most definitely demonstrate
is the ability to solve problems creatively. I can tell them that I'm capable of it, even
though I'm not that skilled. I am able to think out solutions for issues. I'm able to
assert that I can solve problems. In conclusion, I am capable of problem-solving,
decision-making, and analysis.

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

I think the professional competency that I should devote the most of my time
and attention to is the global viewpoint, so that I can adopt the worldwide teaching
trend. Additionally, so that I can incorporate innovation into my own teaching
methods in the future. All in all, I need to focus on extending my viewpoint.

4. Who are the teachers that we remember most?

I think the teachers we remember the most are the ones who are kind to us. The
teacher who has made an impression on us is another thing. Moreover, the instructor
who has the ability to build a rapport with us. In addition, the instructor who is
patient enough to go over topics with us. And lastly, there is the educator who is
committed to imparting knowledge and stimulating our minds.

WRITE ACTION RESEARCH PROMPTS

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

such as the ability to listen well to the needs of her students and professional
competencies like assessment and coaching were least not displayed and as a
result, students where class is experiencing such difficulties and problems in
her class. facing such difficulties and problems in her class.

2. REFLECT: The lack of these personal traits and professional competencies

(mentioned in #1) maybe caused by lack of information, or she may not have
explored much when it comes to knowing the various personal traits and
professional competencies a teacher must possess.

3. PLAN: I would like to address the problem (mentioned in # 2) by conducting

action research on the coping mechanism and challenges of every student.

4. ACT: a.) The main objective of my action research is to identify the

difficulties and coping mechanisms in elementary students, specifically grade
1 student. b.) My specific research questions are: What is the student profile
in terms of age, gender, and family monthly income? What are the challenges
they face while learning their subject? What coping strategies does the
respondent use to help them learn their subject? c.) To answer my specific
research questions, I will use the descriptive method to answer my specific
research questions because the main purpose of the study is to determine the
challenges and coping strategies.

CHECK FOR MASTERY

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

Attach your reflection here.

Both professional and personal attributes were imparted to me. Additionally, I

discovered that utilizing professional competencies in the classroom fosters a more
supportive learning environment for students and expands their knowledge base,
giving them confidence in the knowledge they acquire from the instructor. Another
thing I discovered is that in order to offer or treat your kids appropriately for their
issues, you, as a professional teacher, must identify and attend to all of their needs.
I also discovered that, as aspiring teachers, one of the most crucial parts of our job
is always putting the needs of our children first. It also helps me understand how
these two attributes support you in achieving your objectives and collaborating well
with your pupils.

I came to understand that in order to reach the standards of a great teacher,

you need to exhibit specific competencies. It dawned on me as well that possessing
these two attributes will make me a more effective teacher going forward.
Additionally, since we will soon be practicing teaching, it would be excellent if I had
these two attributes. They would be very helpful to me. It will be very helpful to me
to develop these abilities, or attributes, through the educational process I'm now
doing. I'm prepared to put in a lot of effort to strengthen these skills through the
course I'm presently enrolled in, even though I know it won't be simple.

Thus, I will make every effort to develop each competency because, in my

opinion, they are all still in need of improvement and because I want to be a better
teacher for my pupils if I can succeed in each competency. Additionally, now that I'm
halfway through my prospective profession, I want to possess these attributes.
Perhaps not at the moment, but I aspire to possess those attributes soon. The
development of such attributes just requires acceptance and willingness. I'm willing
to try it even if it might be challenging and see how it goes.
 FIELD STUDY 2: LEARNING EPISODE 2

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Author/ Authors

Example: Differentiated Instruction in Mary Joy Olicia
Teaching English for Grade Four Classes
1. Improving Students’ Speaking Dwi Nurul Fajariyah
Proficiency Using Games
2. Improvement of Learners Mastery in Beda Jovenciana A. Davad
Araling Panlipunan Competencies
through Project BEDA
3. An Action Research On Improvement Jian-Ping Luo
Of Reading Comprehension Of
CET4
4. Enhancement of Learners’ Dominador E. Bersa
Performance in Mathematics through
Project FAIR
5. Improvement of Grade 3 Pupils’ Delia A. Alanano
Numeracy Skills through Project NICE

Source:
https://depednegornet2019.weebly.com/uploads/1/7/7/4/17742683/dm_no._225_s.
_2019.pdf NOTICE Based on your activity on Making a List of Completed Action
Research Titles, let’s find out what you have noticed by answering the following
questions.

Notice

Based on your activity on making a List of Completed Action Research Titles, let’s
find out what have noticed by answering the following questions.

QUESTIONS MY ANSWER
1. Identified problem to be solved
in title no. 1
To what extent games improve the
student’s speaking proficiency.
How is the situation when games
are implemented in the speaking class?

1. What have you noticed about the 2. Identified problem to be solved

action research titles? Do the action in title no. 2
research (AR) titles imply problems to Learner’s beliefs about peer review
be solved? and involved learners providing
 Yes / feedback on a peer’s draft essay and
receiving that peer’s feedback.
If YES, identify the problems from the
title you have given. Answer in the 3. Identified problem to be solved
space provided. in title no. 3
Find out if active grammar
involvement amongst students might
lead to better results.

4. Identified problem to be solved

in title no. 4
Improve the reading comprehension
of College English teaching and
learning, which is a major time-
consuming course with low efficiency in
colleges and universities in China.

5. Identified problem to be solved

in title no. 5
Enhancement of students’
metacognitive capabilities, in order to
improve their understanding of science
concepts, by providing a repertoire of
metacognitive support.
2. What interpretation about action Title of the Action Research:
research can you make out of your Propelling Students Into Active
inQuestion No. 1? Grammar Participation

3. Write the title and your interpretation From the title, I think, the study
of the study from the title. main goal is to engage every student to
have an active grammar participation to
enhance and enrich their English
vocabulary as well as their grammar
awareness.
4. What do you think did the author/s I think the author/s based their
do with the identified problem as action research problem to what really
presented in their titles? the situation needed. The identified
problem matched to their research title
that is need a solution.

ANALYZE

Action Research seems easy and familiar. Since teaching seems to be full of
problematic situations and that the teacher has a responsibility of finding solution for
everyday problems in school, hence teachers should do action research. This is an
exciting part of being a teacher, a problem solver!
 Let us continue to examine and analyze what you have noticed and
interpreted in the previous activity.

KEY QUESTIONS MY ANSWER

Choose from the options given. You may
check more than one answer.
1. From what source do you think did Choices:
the authors identify the problems of / Copied from research books.
their action research? / From daily observation of their
teaching practice.
/ From difficulties they observed of their
learners.
____ From their own personal
experience.
____ From the told experiences of their
co-teachers.
2. What do you think is the teacher’s Choices:
intention in conducting the action / To find a solution to the problematic
research? situation.
/ To comply with the requirement of the
principal.
/ To improve teaching practice.
____ To try out something, if it works.
____ To prove oneself as better than
the others.
3. What benefit do you get as a student Choices:
in FS 2 in understanding and doing / Prepare me for my future job.
action research? / Get good grades in the course.
/ Learn and practice being an action
researcher.
/ Improve my teaching practice.
/ Exposure to the realities in the
teaching profession.
/ Become a better teacher every day.
4. In what ways, can you assist your Choices:
mentor in his/her Action Research / By co-researching with my mentor.
Activity? / By assisting in the design of the
intervention.
/ By assisting in the implementation of
the AR.
____ By just watching what is being
done.
REFLECT

Based on the readings you made and the previous activities that you have done,

1. What significant ideas or concepts have you learned about action

research?

I discovered that action research is about practice and research that has an
impact. It's not about comprehending the circumstances or events; rather, it's about
transforming them into something fresh and advantageous.

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

a future teacher?

I came to see how important it is for future teachers to be action researchers.

Being internationally competitive goes beyond simply being an action researcher and
studying the educational environment, the students, and the classroom walls.

WRITE ACTION RESEARCH PROMPTS

OBSERVE

From what teaching principles of theories can this problem be anchored?

I have observed and noticed that Action Research begins with a problem or a
problematic situation.

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.

Write a problematic solution to the problematic situation above.

Engaging students into collaborative works, relevant science concepts, and reading
scientific texts.

PLAN

What strategies, activities, and innovations can I employ to improve the

situation or solve the problem?

As a future action researcher, I can plan for an appropriate intervention

like engaging myself first into any kind of activities that will strengthen and enrich
my prior knowledge before act and think a deeper and advantageous ways to find a
systematic solution to the problem. Whatever the problem is, I will take advantage
as a teacher to use my students or the educational setting to further my studies but
then it must be permitted. It will be a try and error. I will try all the things until I find
the exact solution to the problem.

ACT

If I will implement my double plan in the future, my title would be

“Propelling Students into English Online Workshops and Seminars: Students English
Vocabulary and Grammar Awareness”.

WORK ON MY ARTIFACTS

Your artifacts will be an abstract of a completed action research.

Propelling Students into Active Grammar Participation

O! This learning, what a thing it is. -W. Shakespeare, The Taming of the Shrew

The aim of this action research was to find out if active grammar involvement
amongst students might lead to better results. My approach was to activate my
students during grammar instruction by using cooperative learning: that is a form of
learning in which teachers favour the instructional use of small groups through which
students work together to maximize their own and each other’s learning (Johnson,
Johnson, & Holubec, 1991). My motivation was to instill a more active attitude
towards grammar instruction amongst my students. I used three groups, of 26-30
students each that participated in this study: one experimental group and two
control groups. I incorporated the Jigsaw Method in my experimental group. I
divided this group into small groups with one mini-expert who would explain
grammar to others. After two cycles the findings were promising. The students of my
experimental group scored higher and were more actively involved during the
grammar lessons than their peers of the control groups. Though this approach to
grammar seems to have worked in my school practice I do advise to study the
effects of cooperative learning in grammar education holistically over a longer period
of time.

CHECK FOR MASTERY

1. B
2. A
3. B
4. C
5. B
 FIELD STUDY 2: LEARNING EPISODE 3
NOTICE

What concepts have been emphasized in the task and infographics? Give
at least four.

 Action research creates knowledge and understanding.

 Action research is a repeated process.
 Action research is a cycle of planning, actions, observations and
reflections.
 Action research is a recursive process of observe, reflect, act, evaluate and
modify.

Since the 3 models are all for action research, what are the common
elements of the three.

The common elements of the 3 models of action research are as follows;

 Identifying the problem.
 Planning
 Taking an Action

ANALYZE

Choose the AR sample abstract that you submitted in Episode 2. Analyze the
components vis-a-vis only one model out of the 3 presented.

If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the
components.
Title and author of the Action Research: IMPROVING STUDENTS’ SPEAKING
PROFICIENCY USING GAMES by Dwi Nurul Fajariyah
Key Components Entry from your Sample AR
OBSERVE The Problem
1. Describe whether or not and to what
extent games improve speaking
proficiency;
2. To identify the situation when games
are implemented in the speaking class.
REFLECT Reflection
The study of conducting action research
is invaluable and inspiring experience
that gives the researcher new
knowledge. It is hoped that action
research can be implemented by other
 researchers to achieve a better teaching
and learning process.
PLAN Plan of Action
The researcher analyzed both qualitative
data and quantitative data.
Qualitative data are analyzed by using
constant comparative method that
consist of four steps namely comparing
incidents applicable to each category,
integrating categories and their
properties, delimiting the theory and
writing the theory. The quantitative data
are analyzed by using descriptive
statistic. Quantitative data, which are
collected by conducting pre-test and
post-test, are analyzed to know the
improvement of students’ speaking
proficiency.
ACT Implementation
The research is carried out in two
cycles; each cycle consists of two
classroom meetings. Every cycle
consists of a series of step. They are
identifying the problem, planning the
action, implementing the action,
observing the action, reflecting the
action and revising the plan. Data are
collected through survey, observation
and interview. The observation was
reflected in field notes, research diary,
audio-recording and photograph.
EVALUATE Findings
The research finding shows that
students’ speaking proficiency improved
in the term of ability in: 1) answering
the teacher’s questions orally 2)
identifying the words and grammar used
in the expression 3) making sentences
using appropriate grammar and
vocabulary 4) expressing their idea.
Besides, the classroom situation is also
more alive in terms of the students’
activeness in: 1) joining the activities 2)
asking the teacher about their
difficulties 3) discussing the task with
their friend 4) increasing their
motivation to learn.
 MODIFY Recommendation
After concluding the result of the
research, the researcher would like to
propose some suggestion to the
following:
1. English teachers
The teacher can use games in teaching
in order to make the students more
motivated, communicative, and active in
joining the lesson. It is important to the
teacher to create an enjoyable situation
of teaching learning process in order to
make them eager to improve their
English.
2. Students
Since the technique of games needs
students’ participation, they have to be
active in teaching learning. It has been
proven that this technique can improve
the students’ speaking proficiency.
Besides, they should courage
themselves to learn more, to ask what
they do not know, and to learn as much
as possible.
3. The School
The institutions have to provide the
facilities for example the modern
English laboratory that can improve the
quality of teaching English for their
students and manage the instructional
time in teaching speaking.

What have you understood about the concept of action research and how
will these be utilized in your practice?

The repetitive process of observe, reflect, act, assess, and adapt is known as
action research. It is a methodical approach to formulating a thought and acting
upon it in order to address a difficult circumstance. Action research will benefit me in
my future job as a teacher by improving my instructional strategies, instructional
materials, and learning assessment.

REFLECT

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

YES

Why?
 Action research will always be worth doing most especially for future
teachers. For me, it is such a beautiful and beneficial experience to ready myself to
the world of teaching. It is a stepping stone to gain more experience and knowledge
about certain things that surely advantageous to future me.

How can AR be useful for every classroom teacher?

AR will be useful for every classroom teacher in following ways;
 Can help teachers to improve their practices in terms of teaching methods,
classroom management, preparation of the learning environment, developing
instructional materials and assessment.
 Can help teachers to develop new knowledge which is directly related to their
area of specialization.
 Help teachers to learn more about a wider range of research methods that
can use and beneficial in the future.

WRITE ACTION RESEARCH PROMPTS

OBSERVE

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

questions that I raised in my mind. These include:

 Is there a possibility that in the near future, conducive learning environment

is a requirement for teachers that need to achieve?
 Is really the learning environment affects the student’s development and
fulfilment?
 Is there any law or code that will uplift the preference or willpower of
teachers to manage classroom environment in a more conducive and healthy
learning environment?

REFLECT

Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:

 Conduct a survey for students how their learning environment affect their
development and fulfilment in school.
 Search or read books about laws that is related to the classroom
environment.
PLAN

 Now that I am in FS 2, I plan to make a plan for my solution to a problem

(choose from a,b,c) because the problem will remain a problem if I will not do
any plan and action to solve the problem. Aside from that, as an education
 student, it is my responsibility to make any steps and action to make the
situation clear.

ACT

 My action will come later, given enough time in FS 2 or during my teaching

internship.

CHECK FOR MASTERY

Direction: Check from the choices, what answer/s respond to the question
correctly and put an X if otherwise.

1. Action research requires a teacher to be:

✔ observant of what is happening in the classroom.
✖ asking one self of how to improve teaching.
✔ following the daily routine all the time.
✔ finding ways on how children should learn better
✖ blaming learners for their inability to learn

2. There are many ways of doing action research which follow a

cyclical process. The process include:
✔ Observe, Reflect, Plan, Act
✖ Observe, Plan, Act, Reflect
✖ Reflect, Act, Plan, Observe
✔ Plan, Observe, Act, Reflect
✖ Modify, Observe, Plan, Reflect

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

who is
✔ Systematic
✖ Reflective
✖ Rigorous
✔ Futuristic
✔ Situational

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

Research. Why?
✔ Changes in the classroom practices. Why?
✔ Effects of curriculum restructuring. Why?
✔ Understanding of self as a teacher. Why?
✔ Teaching a new process to the students. Why?
 5. Which of the following relates closely to what action research is?
✖ Used to address practical problems in the classroom
✖ Refers only to everyday life of the learners
✖ Allows teachers to study their own classroom
✔ Brings theories and practices together

WORK ON MY ARTIFACTS

Your artifact will be a full-blown completed Action Research.

Title: Creating a Virtual Science Lab (VSL): the adoption of virtual labs in Saudi
schools Author: Khulood Aljuhani, Marwa Sonbul, Mashail Althabiti & Maram
Meccawy
Link: https://slejournal.springeropen.com/track/pdf/10.1186/s40561-018-0067-
9.pdf
 FIELD STUDY 2: LEARNING EPISODE 4

PARTICIPATE AND ASSIST

What five problems have you identified from the words that you have encircled?
Make a statement. Write in the space below.

The problems I identified are:

1. New normal set up of learning.
2. Absenteeism of students.
3. Lack of discipline studies.
4. Distribution of learning materials.
5. Financial assistance for teachers.
Make a Choice for your Action.
A. Conduct a Tutorial Lesson
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.

Suppose you chose letter A. Conduct a Tutorial. So you have identified the
SOLUTION that matches the PROBLEM which is difficulty in comprehension.

The Problem is: The Action is:

Difficulty in Comprehension of Learning Conduct a Tutorial
Materials/ Reading Materials

NOTICE

What have you noticed of the problem identified above? Can there be
more than one solution to a problem?

Naturally, an issue will have multiple solutions. However, in my experience,

finding more than one answer to a problem led to yet another type of issue.
Increased options for solutions increase the likelihood of finding a solution.
 A teacher who is imaginative and creative can come up with one or more
answers or solutions for the same issue. Every solution fits the problem. For an
action researcher, the more solutions available, the better.

ANALYZE

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

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

Can you identify Miss Fely’s problem?

To make her students understand and classify the differences between vertebrates
and invertebrates.

Can you find a solution to solve her problem? YES

Give your two suggestions.
 Try to download videos that will show the differences between vertebrates
and invertebrates.
 Observe her students and look what’s really their problem.

What solution can solve Miss Fely’s problem?

Integrate technology in her teaching process.
How?
Let the students watch videos about vertebrates and invertebrates. Many
downloaded videos, higher possibilities of understanding.

Are they matched with the problem?

Of course, it will match the problem. Integrating technology in teaching is
such a big help for every teacher.

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

learners come from families that are disrupted, either with single parents or with
their guardians who stand only as parents. They are deprived of the necessary food,
clothing and shelter.

Can you identify the most probable teaching-learning problem/s in the

class of Sir Ryan?
 Lack of learning materials and resources.
 Students’ lack of energy and focus.

Can you propose a solution to solve one of the problems that you have
identified?
As a future teacher, I can create an organization or groups that will raise funds
 for students.

WRITE ACTION RESEARCH PROMPTS

OBSERVE

What problematic situation prevails in the classroom?

Students’ lack of interest and motivation.

REFLECT

What changes do you want to achieve?

I want my 100% attention and focus of my students on my class discussion. I want
them to engage themselves on my teaching-learning process. I want to help them to
overcome any anxiety, stress and depression they experiencing either it is personal,
family problem and academic difficulty.

PLAN

What strategies will you use to improve the situation?

I will meet their parents and discuss some matters regarding their child’s attitudes
inside their home and what they notice every time their child is alone. Additionally, I
will always consult and ask my students whenever I notice some sudden change of
their moods and attitudes inside the classroom or during my class discussion. I will
talk to them privately.

ACT

What would be the title of your Action Research should you conduct the
study?
Increasing student’s interest and motivation as a good opportunity for student’s
learning.

WORK ON MY ARTIFACT

Your artifact will be an abstract of a completed action research.

I. Title of Action Research:

Propelling Students Into Active Grammar Participation
II. Author/s:
D.A. Jurhill
III. Abstract
O! This learning, what a thing it is. -W. Shakespeare, The Taming of the Shrew
The aim of this action research was to find out if active grammar involvement
amongst students might lead to better results. My approach was to activate my
students during grammar instruction by using cooperative learning: that is a form
of learning in which teachers favor the instructional use of small groups through
which students work together to maximize their own and each other’s learning
(Johnson, Johnson, & Holubec, 1991). My motivation was to instil a more active
attitude towards grammar instruction amongst my students. I used three groups,
of 26-30 students each that participated in this study: one experimental group and
two control groups. I incorporated the Jigsaw Method in my experimental group. I
divided this group into small groups with one mini-expert who would explain
grammar to others. After two cycles the findings were promising. The students of
my experimental group scored higher and were more actively involved during the
grammar lessons than their peers of the control groups. Though this approach to
grammar seems to have worked in my school practice I do advise to study the
effects of cooperative learning in grammar education holistically over a longer
period of time.
IV. Identify the Problem in the Study
Find out if active grammar involvement amongst students might lead to better
results.
V. Identify the Action Taken in the Study
The researcher instils a more active attitude towards grammar instruction
amongst his students. He used three groups, of 26-30 students each that
participated in this study: one experimental group and two control groups. He
incorporated the Jigsaw Method in my experimental group. I divided this group
into small groups with one mini-expert who would explain grammar to others.
After two cycles the findings were promising. The students of his experimental
group scored higher and were more actively involved during the grammar lessons
than their peers of the control groups. Though this approach to grammar seems to
have worked in my school practice he do advise to study the effects of cooperative
learning in grammar education holistically over a longer period of time.

CHECK FOR MASTERY

1. B
2. D, A, G
3. D, A
4. C, F
5. E
 FIELD STUDY 2: LEARNING EPISODE 5

PARTICIPATE AND ASSIST

 BULLETIN BOARD DISPLAY

I will observe the interest of the learners so I could tell and suggest to my mentor
the possible content of the bulletin board display that will surely catch the attention
of the students.

 SMALL GROUP DISCUSSION

I will help my mentor in assisting the learners in group discussion. I will help to
make sure that the learners will stay focus and attentive in every topic the group is
discussing.

 CHECKING CLASS ATTENDANCE IN A VIRTUAL CLASSROOM (I.E

GOOGLE MEET OR ZOOM)

I will start checking the attendance/ writing the student’s name who are early and
already present in the scheduled time of virtual meeting if our mentor isn’t already in
the virtual class.

NOTICE

LEARNING ENVIRONMENT 1

What have you noticed of the display in the class bulletin board? What
message or theme does it convey?
The class bulletin board serves as the area of disseminating information,
upcoming events and posting of student’s achievement. Aside from that some
rules and school regulations were also posted in bulletin board.

What makes it attractive to the learners?

 The bulletin board display caught the attention of the learners because of its
catchy designs and up-to-date information and events.

Does it help in the learning process? How?

Yes, it somehow motivates the learners to be productive in class discussion.
Aside from that, some pasted announcements and upcoming events make the
students excited to do better on the next class activities.

LEARNING ENVIRONMENT 2

If the teacher is using a distance delivery of learning through the

modules, where is most likely the learning space of the students?
If the teacher is using distance delivery of learning through modules, their
homes/house/room is mostly their learning space.

Can you describe?

Student’s home/learning space is conducive but most of the time a little bit
distracting, noisy environment and can divert the attention of the students easily.

How can you as a teacher help to make such environment conducive for
learning?
As a teacher, I will conduct a home to home visitation to see my student’s
learning environment. If I can see some unnecessary things that will distract the
learners, I will talk to their parents and ask them to do an action to have a
conducive learning environment for their students.

ANALYZE

The first shows that the learners are in the same room or space while in
the second, the learners maybe in different learning spaces like homes,
study hubs or in extreme cases parks or under the trees. As a teacher, in
which of the two situations would you prefer to manage for learning?
Choose between learning environment 1 or learning environment 2.
EXPLAIN YOUR CHOICE: WHY?

I would prefer to manage for learning in the learning environment 1 or the face-to-
face learning environment. Through the face-to-face learning environment, there will
be a lot of possibilities and opportunities to know personally my students and know
their interests, strengths and weaknesses for me to be able to plan my teaching that
will surely catch their attention and interest. Aside from that, I can also help them
personally whenever they are losing their interest in learning.

REFLECT

BASED ON MY NOTICING AND ANALYSIS, I REALIZED THAT…

 Conducive learning environment is vital in every student’s learning space.

  Bulletin board display shouldn’t only focus on its beautiful designs but also
making sure that it will lift up student’s interest and be motivated.

 Whatever the situation is, face to face learning environment or online

learning, just make sure that we/you as a teacher can adapt to what the
situation is, be effective as always and give some considerations in every
student’s situation.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

What probable problem may result from the two situations of the learning
environment?

The possible problem may arise from the two situations of the learning environment
are student’s losing of interest in learning and lack of motivation.

 REFLECT

What solutions can I think of to solve the problem?

Teachers should always check and consult their students whenever they feel that
their learners aren’t on focus and in some ways they become irresponsible on their
school works and responsibilities.

 PLAN

How should I do it?

As a teacher, I will conduct an observation or home visitation either it is face to face

learning or online class. Whatever the problem may arise, I will always find an
immediate solution to that. This will be a stepping stone for my students to uplift
their interest and willingness to learn.

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS

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

“MY CONDUCIVE LEARNING ENVIROMENT”

A conducive learning environment is vital and necessary to make sure the

student’s learning and development. Unexpected and expected problems and
hindrances may come along but the most important is readiness to adapt and go
along with those challenges.

My conducive learning environment isn’t only about how neat and well-
ventilated the environment but how it makes my students comfortable to learn and
discover a lot of good things inside the four walls of the classroom.

The learning environment together its learning facilitator should be in

together to lift up students’ interest and willingness to learn despite of whatever the
situation is, how complicated and difficult the situation is. The learning environment
should always be a room full of opportunity, knowledge and learning not a room of
disappointments and distraction. It should also be friendly-looking and
accommodating to diverse learners and to all possible guests/ visitors.

However, as we’re on the new normal set up of education, virtual classroom

most of the time was used.

This time, integrating the technology in learning was mostly used. But many
problems may arise just like having unstable connection and availability of gadgets.
As a mentor/ facilitator of learning, teachers must always be ready to adapt
whatever the problem is for their students to be comfortable and gain knowledge.

Having conducive learning environment is somewhat easy to attain for some

mentors but for others, it is a challenge for them to have such conducive learning
environment. It really needs time and effort and most especially being flexible
enough to adapt to the changes within the context of education.

As a future facilitator of learning, I will make sure that my learning

environment is conducive and a room full of learning and opportunity for students. It
will make students comfortable to listen and learn as well as making mistakes and
then learn from it. The room will be their home instead. And at the end of the day, I
will be their mother, sister or family that will always understand them no matter
what their lacking, weaknesses and mistakes.
 FIELD STUDY 2: LEARNING EPISODE 6

PARTICIPATE AND ASSIST

Given the concepts and the info graphic, can you participate and assist in
a face-to-face learning environment?

I may take part in and help with in-person instruction as a prospective instructor by
assisting in the implementation of the rules required in the classroom. I will be in
responsible of instructing each group throughout the activity or group discussion and
assisting them in completing their duties. I will also consider the students' needs by
utilizing various teaching styles and creating a supportive learning atmosphere for
them. To ensure the learners' involvement and active participation, I will also
incorporate the usage of technology as part of the 21st century learning curriculum.
Finally, I will implement the various instructional materials required and make sure
they may engage in practical learning to assess their capabilities in real life scenarios
or real-world situations.

NOTICE

Having been exposed to the traditional classrooms in your basic education, it seems
that everything is familiar. However, as teaching-learning theories evolve over time
there are changes that are taking place.

What changes have you noticed in the face-to-face classroom spaces?

Classroom Environment Before Classroom Environment Now

Using of blackboard during discussionUsing of white boards, projectors and
television in presenting every lesson.
When having group presentations, the They can now use Powerpoint
 students are only using the available presentations, tarpapel and even
materials at school such as manila television.
paper, pentel pen and chalks.
Lack of learning resources. Availability of internet and online
resources.

ANALYZE

 What do you think brought the changes in the face-to-face learning

environment now?

The fact that we are in the 21st century of education, where we must adapt the use
of technology in the teaching and learning process, is what I believe has changed in
the face-to-face learning environment. To have the various 21st-century skills
required globally, we must be adaptable. It offers students an efficient learning
environment in which to increase their skill levels, and their active participation in
the teaching and learning process is evident. A teacher’s life is easier than ever with
the help of technology.

 From the changes that you identified, choose one that you can do.
How will you do it?

I believe I am able to employ technology as part of the teaching and learning

process as a result of the changes I identified. Whenever I am instructing, I will
incorporate the use of technology, such as utilizing PowerPoint presentations for
discussion and maximizing the use of television rather than chalkboards to involve
students in the discussion. I'll design a learning environment where technology has
been incorporated, even using it for various forms of assessment and lesson
planning. Last but not least, I'll leverage this platform in a unique way to design a
supportive learning environment where students may learn and have fun at the
same time.

 Do you think making the learning environment conducive for a face-

to-face classroom will enable the learners to achieve better learning
outcomes? Explain your answer.

Making the learning environment suitable to a face-to-face classroom, in my opinion,

will enable learners to achieve higher learning outcomes since they will feel safe and
encouraged to study. As a result, pupils will look forward to attending lessons, while
teachers will look forward to deliberating the subject passionately. It is encouraging
to teach when you see your students engaged and eager to learn. It will increase
teachers' drive to achieve better and give better education. It also pushes pupils to
perform at greater levels and even motivates them to develop higher level critical
thinking abilities. Finally, a favorable learning environment influences the learner's
desire to study and aptitude to learn.

REFLECT
  Do you think making the learning environment conducive for a face-
to-face classroom will enable the learners to achieve better learning
outcomes? Explain your answer.

I believe that if the classroom is conducive, it reduces distractions within the

classroom, the students will continuously absorb the learning, and they will learn
how to reflect and explore on the learning they received.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE
What common problem have I noticed in the face-to-face learning
environment?

The noisy environment, as well as the overcrowding of students in and out of the
classroom.

Can I translate this problem into a question?

What can we do to help students deal with such a situation?

 REFLECT
How would I solve the problem?

By establishing and enforcing the rules and policies that students need to
achieve a good and relaxing classroom environment.
Will it improve my teaching? How?
YES. It assists me in improving my teaching so that I can be more focused on
the lesson and provide a better learning experience. It also allows students to be
more focused on their studies while still allowing them to interact with one another.
 PLAN
What will I do to solve the problem? Describe briefly how you will do it.

I would design something unique so that my students can follow netiquette both
inside and outside of the classroom. Students develop their morals, attitudes, and
become more disciplined in a given situation as a result of this.

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS

Portfolio Entry Title:

The Face-To-Face Learning Environment

Describe the Physical Environment

The physical environment refers to the overall design and layout of a given
classroom and its learning centers. Teachers should organize the space, furnishings,
and materials in the classroom to maximize learning opportunities and engagement
for all students. To do so effectively, teachers can use the Universal Design for
Learning concept, which emphasizes that the environment and the materials
contained within it should be accessible to all. Making this accessibility possible may
entail providing books at various reading levels, placing materials on a shelf within
easy reach, or providing enough space for a wheelchair-using child to move around
the classroom.

Describe the Psychological Environment

The psychological environment is without a doubt the most difficult and one-
sided in nature. Teachers express their attitudes, excitement, values, and principles
within the psychological environment. When they begin their educational journey,
most students expect to be encouraged and assisted in their learning. The
psychological environment in the classroom promotes the exchange of ideas,
opinions, and attitudes, as well as the asking of questions and the investigation of
concerns.

Describe the Social Environment

The term social environment refers to how a classroom's environment
influences or supports interactions between young children, teachers, and family
members. A well-designed social environment encourages positive interactions
between adults and children and allows adults to help children achieve their social
goals. Teachers must plan activities that take the following factors into account in
order to create a classroom environment that promotes positive social interactions.
 FIELD STUDY 2: LEARNING EPISODE 7

NOTICE

1. As a teacher, what have you discovered to be easy to implement on

your virtual class?

One of the things that I’ve discovered to be easy to implement in the virtual class
is the use of chat box to check if students have understood the lessons well. I also
discovered that giving topics for virtual reporting to the students is effective to
prompt them to study and participate well during discussions.

2. How did the students show their active participation in the lesson?

As what I’ve witnessed during my virtual class, students show their active
participation in the lesson by answering directly the questions thrown to them by
their own teachers. They also participate by strictly following the instructions of their
teacher when it comes to showing them how things work out through opening their
camera and showing to the teacher if what they’re doing is correct.

ANALYZE

Which of the following is/are your analysis/analyses of on-line learning

environment? Check one or more.

_✓_ It was difficult to observe the physical behavior of the students.

_✓_ It takes time for students to learn how to use the platform.
_✓_ Students who are alone in their home space find difficulty to make responses.
_✓_ Internet connectivity is a great factor to support a conducive environment.

REFLECT

1. As a future teacher I feel that on-line learning environment can be

safe if ….

I provide or set restrictions for when or if a student can be on social media

along with what they are not allowed or not allowed to post. It is also important to
establish rules, collaborate with students to develop a group agreement that
sets the parameters for class discussions and encourage parental
involvement to be able to create a safe and healthy online learning environment.

2. I think that teaching in a virtual learning environment is ….

Interesting and exciting for me because I will be able to present my lessons

using a variety of software apps and online tools. On the other hand, I believe virtual
teaching is complicated because I only have a basic understanding of how to use
digital learning platforms. As a result, I'll have to go to webinars or seminars to learn
how to use those apps.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

Identify the problems brought about by on-line learning environment

The problems brought about

by the on-line learning
environment that I’ve observe
is the
internet connectivity. Some
students don’t have stable
internet connection and that
can
greatly affect their learning
experience since teacher
discusses the full lesson
virtually
The problems brought about by the on-line learning environment that I’ve
observe is the internet connectivity. Some students don’t have stable internet
connection and that can greatly affect their learning experience since teacher
discusses the full lesson virtually.

 REFLECT

How would you solve this problem?

I think that this problem needs immediate action. One way to solve this
problem is providing physical learning materials to students for them to still study on
their own if they were not able to grasp the lessons discussed due to unstable
connection.

 PLAN

What initial plan do you intend to do to solve the problem?

My plan to address this problem is to make a learning material of a topic

that’s designated to a certain week. After that give it off or distribute them to
students who need the reading material for them to still cope with the discussed
lessons even if they have internet trouble.

CHECK FOR MASTERY

1. B
2. D
3. C
4. B
5. B
WORK ON MY ARTIFACTS

LIST OF WEBSITES and the TITLES of the CONTENTS

Name of Website Topics/Title of Content of Instructional

Materials
1. Mathsbot.com This site has excellent and rich math
online and printable math resources for
all ages. It includes arrange of math
skills from basic operations to
calculus.
2. TedED The website provides curated
content including video-based lessons
organized by age and subject, video
series organized by topic, and
blogs. Learners can sign up for a daily
lesson plan that span all subjects
and groups. Lessons are self-
paced and pre-designed.
3. Education Perfect It contains a rich library of
curriculum-aligned lessons in
subjects including Languages, Math,
Science, Technology, Humanities,
among others. EP is built using a
Mastery Model - meaning that the
assessments adapt to student's
learning progression.
4. readwritethink.org Thousands of lesson plans organized by
subject, learning objective, grade level,
and theme in a massive online teacher
resource bank. These lesson plans,
ranging from Kindergarten to 12th
grade, are ideal for any teacher looking
for developed, clear, and well-organized
lesson plans. This website will be
especially beneficial to English teachers
because it contains over 500 different
fiction and literature resources
5. kahoot.com The classic interactive and fun quiz
 style game is always a hit with
students. You can use Kahoot to create
your own assessment, design your
own questions, and get immediate
feedback. To be sure, this is a teacher
classic. It's great for both in-person
and online learning, but it's
especially fun in the classroom. All
students should have Kahoot.
6. gonoodle.com This website is an excellent
resource for K-8 teachers because it
includes videos and content that are
ideal for quick brain breaks and mini-
lessons. While remaining educational
and content-driven, the videos
emphasize physical activity and total
student engagement. GoNoodle is an
excellent way for younger students to
relieve stress while remaining focused
on their studies. Their YouTube channel
is also jam-packed with content.
7. teach-nology.com Large database of no-nonsense,
uncomplicated lesson plans for grades
K-12, with a particular strength in Math
due to its massive collection of lesson
plans ranging from primary to high
school math. Perfect for both new
teachers and seasoned veterans looking
for fundamental lessons!
8. quizlet.com Classic flash-card and quiz-based
website that works well for individual
or class-wide test reviews, informal
assessments, or quick checks for
understanding. Create your own
quizlet or select one from the vast
library of pre-existing reviews. Quizlet
is ideal for 6-12 educators looking
for additional online resources to assist
students in understanding difficult
concepts and developing academic
vocabulary.
9. readtheory.org Hundreds of reading passages,
exercises, and worksheets designed to
keep students engaged while also
developing critical reading skills and
comprehension. It is easy to use and
highly adaptable, making it suitable for
 both in-person and distance learning.
We recommend ReadTheory to any
teacher looking to improve their
students' reading skills because it has
materials for students in grades K-12.
10. classdojo.com A free website with several features
and platforms for tracking, managing,
and improving student behavior and
learning. It includes messaging apps
that can be linked to both students
and families, incentivized learning
opportunities, and much, much more.
This tool is ideal for 6-12 teachers
looking for a way to improve
classroom management and
engagement.
 FIELD STUDY 2: LEARNING EPISODE 8

PARTICIPATE AND ASSIST

Having these guide questions in mind, consult your Resource Teacher on

the possible assistance or participation that you can do to help her/him in doing
the classroom routines. Complete the matrix for the routines that you can
employ before, during and after classes in the classroom/remote learning to
ensure order and discipline in your classes. List down the problems which you
have encountered while implementing these routines.

When we asked our resource teacher about the possible assistance or

participation that I can do to help her in doing classrooms routines, she says I
can help her on checking or monitoring of class attendance. Here are the
routines that I can employ before, during and after classes in the
classroom/remote learning.

ROUTINES in CLASSROOM/ REMOTE LEARNING

BEFORE CLASS DURING CLASS AFTER

 Checking cleanliness  Recap  Summarization

and orderliness of the  Checking for the lesson
classroom (face to of ( voluntary or a
face) assignment roll call)
 Checking students if  Start/discussion  Closing prayer
wearing complete new lesson  Other concern
uniform (face to (students camera ( giving
face) is on, while assignments,
 Sending link to microphone is off. activities
the group chat  Recitation (it clarification&
 Arrives on the should be announcement
class/meeting on voluntary or a roll )
time. call)  Closing greeting
 Opening Prayer (ask  Having short quiz (If
a student to lead the necessary before
prayers) going to another
 Checking of class topic)
attendance
 Greet the students
 Having warm-up
or energizer
The problems I’ve encounter in implementing these routines are the following:

 Difficulties on checking of attendance because some of the learners are

 coming late on the meeting we have.
 Some of the students afraid to participate on the recitation or even
on the given question even their name is called by their teacher.
 Some of the students lack of initiative to follow the routines we have like
they attend late to the meeting.

NOTICE

After doing your classroom routines and formulating your procedures, state
what you noticed by answering the following questions:

 How did you feel after employing your classroom routines and
establishing your procedures in the classroom/remote learning?

After employing my classroom routines and establishing my procedure in the

classroom/remote learning, I feel at ease on that moment where I’m assure this
will be the start of having good classroom management in order to have
meaningful learning experiences inside the classroom. But there was a
circumstance that I feel discourage when I saw some students does not
internalize their part as a student.

 How did your students respond to your classroom routines and

procedures?

As what I noticed to their reactions, they are agreeing of having this classroom
routines and procedures, where I saw to them the excitement to follow and
practice it in the class even though some are not following it. But, before that,
most of the students showed deeper interest in a way of asking questions for
some clarification about the routines and procedure we have.

 What was the feedback of your Resource Teacher on your

classroom routines and procedures?

Some of the routines I have in the matrix we consult it to our resource teacher if
it is okay, she agree to us that is good. Also she add that having icebreaker or
energizer in an online class can reduce the time for the discussion so they skip it
because the allotted time for the lesson is limited which is good only for 1 hour.
But according to her it is better to have icebreaker or energizer in the class.

 Was there a change in the classroom environment/teaching-

learning process after you have implemented your classroom
routines and procedures?

Yes, I noticed that having the routines and procedure inside the classroom the
class run smoothly, unnecessarily behavior was minimized, and all action we
have in the class are efficient to have effective learning. Also, students are
become more organize inside the class.
  What was the feedback of your Resource Teacher on your
classroom routines and procedures?

Some of the routines I have in the matrix we consult it to our resource teacher if
it is okay, she agrees to us that is good. Also, she add that having icebreaker
or energizer in an online
class can reduce the time for the discussion so they skip it because the allotted
time for the lesson is limited which is good only for 1 hours. But according to her
it is better to have icebreaker or energizer in the class.

ANALYZE

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

routines and procedures?

The factors that motivated me to establish those classroom routines and

procedure are the order on the classroom environment, unnecessary behavior
that arises in the class, my expectation to the learners.

2. Was there a marked improvement in classroom management

after employing your classroom routines?

Yes, the improvement we have after employing my classroom routine are the
following: we start the class on a right time; everyone are fully prepared which
they are guided on what is needed to do; I deliver my lesson effectively because
no more distraction I encountered; learners good behavior are improved very
well in the class.

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

Yes. Having these routines and procedure in the class, learners become more
aware on what they are going to do where it’s a big help to have good start of
the class every day, so time was not wasted. Also it teach students to have self-
disciplined like on how to be prepared on the class, asking with good manner,
and being organize from the task they have. Those sets of the routines and
procedures poster good classroom management where a big help to us to run
the class smoothly and have a meaningful teaching-learning experience because
teacher can deliver the lesson proper while students engage on the class.

REFLECT

What insights have you gained while doing this learning episode?

Doing this episode, I have remembered my all teachers from elementary, high
school and in college. Where, I realized now that all routines and procedures
they employ to us is very important in order to maintain the good flow of the
class and good behavior. So, as a future teacher while thinking these routines
and procedures that I employ in my class, I learned that I need to think deeper,
know what expectation should I have to my students for that I can develop
appropriate routines and procedure to the class. Also, delivering these routines
and procedures to class I need to ensure that they know and clear to them so I
can teach them how to do it. In this way, day by day they can practice them in
their own but I need to observe them strictly, where at the end of the day I can
correct those who didn’t do it proper. In addition, I realized that having a
brainstorming in my students they can contribute to have effective routines and
procedure on their behavior because they feel their ideas matter in the class.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

1. The problems/challenges I encountered in establishing my

classroom routines
 Difficulties on checking of attendance because some of the learners
are coming late on the meeting we have.
 Some of the students afraid to participate on the recitation even
their names are called by their teacher.
 Some of the students lack of initiative to follow the routines
we have like attending late to the meeting.

 REFLECT

2. I hope to achieve to address these problems and challenges by

Selecting appropriate strategy and intervention to make sure that the students
are participating and followed the routines that employed on the class. These
intervention and strategy like modeling, giving rewards, and praise them about
what they’ve done for them to become more motivated in the class.

 PLAN

3. Some strategies/ways which I can employ to improve my

classroom routines are
 As their teacher I’m their model so to ensure they know how to
follow and do the routines and procedure we have I need to model
it by showing to class like for example arrive the class five minutes
before the time so that they will learn to manage their time where
in the next meeting they know how to enter the meeting on time.
 Praise students can motivate them to be active in the class
because they will feel the effort in the class is worth it.
 Giving rewards also can motivate them to perform better on the
class, follow routines and procedure.
  Posting a piece of copy or images of routines on the wall/ Google
classroom for them remember it every day. Also show a video clip
on the class that implies same routines and procedure.

 ACT

4. (Based on my answers in nos. 1-3), the possible title of my

action research on this episode is

The Effectiveness of Modeling on the Routines and Procedure to Improve the

Discipline of the Learners Specifically on Having Time
Management

To further enrich my knowledge on establishing classroom routines and

procedures, whether in the classroom or in remote learning, these are some of the
online resources which will help me in these activities. (Include books, websites,
YouTube videos and the like and share these to your peers.)
• https://youtu.be/XBamzdbvXYU
• https://www.edutopia.org/article/establishing-routines-remote-learning

CHECK FOR MASTERY

1. C
2. D
3. A
4. C
5. D
WORKS ON MY ARTIFACTS
Take some snapshots of your routine in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have
formulated and explain the reasons for
 FIELD STUDY 2: LEARNING EPISODE 9

PARTICIPATE AND ASSIST

MY CLASSROOM MANAGEMENT PLAN

Philosophical Statement
As a teacher to making good classroom a safe and challenging environment
and engaging my students through the classroom management plan. My
classroom design or environment is good posture, presentable and well-
ventilated who entered to my classroom. My students are comfortable; I believe
good classroom is harvesting good knowledge that they learn a lot from me. I
want encourage all my students to encourage participate the lesson and the
activities they can learn a lot. As a teacher I do all my best to feed knowledge
this challenging part as a teacher because they have a different attitude and
different emotion that I handle in my every life as a teacher. I want to be fair as
a I can for my students as a teacher in the future.
Classroom Rules and Procedures
To my classroom and procedure that I need to establish before the class first
greet good morning or good afternoon and prayed before the class. Second ask
them to arrange their chair, pick up the pieces of paper or trashes and take a sit.
Third is checking attendance who are the absent that day. Lastly give the
motivational activity to know what the lesson to be discuss. During my class say
the objective or the learning outcomes, then I started my lesson or the
discussion. Next give them activity or group activities. Then collect their activity
and check it. After the class give assignment about the lesson discussed or
about the next lesson and closing prayer.
Teacher-Student Relationship
As a teacher the first thing that consider in relations to the students is how to
interact with them and handle their attitudes and emotions particularly in
student need especial needs. I want to be a fair to everyone no one can left
behind and I guided them in their all do inside the classroom; I act not only as a
teacher also a second parent or guardian of them to build good relationship.

I want a fun class no one feel bored in my lesson but this is not easy, I do all
my best for them to feed knowledge. And lastly, I want to be an effective
teacher in the future.
Schedules and Timeframes
To property design and execute the plan, it is vital to prioritize tome for
personal requirements plans for student’s education. When teachers are
overworked as a result of a lack of personal care, It’s probable that, over time,
the classroom will become less effective and efficient. Implementing a time-
bound strategy, savings strategies are only effective when a teacher is active,
 healthy, and well- rested.

As a teacher l must take steps to effectively manage my time in the classroom

environment. It is possible to stay on track by using tome management practices.
Keep up with each student’s educational demands deal with emergency
circumstances quickly, and when unforeseen occurrences occur, don’t fall behind.
Time management is a crucial component of success. Offering a high- quality
education and catering to the individual needs of each student.
Classroom Structure, Design and Arrangement
Students are greeted by brilliant colors on the walls and natural lighting as
they enter. As they glide across the carpets, they emit a warm glow from the
windows and a welcoming sensation. They are at ease. Visitors are warmly
welcomed as they make their way to their seats in a large circle of tables. They
have the ability to see their classmates as they face one other and stare from
wall to wall at maps, art, famous individuals, and various other things. Around
the room, colorful posters portrayed many cultures and student work. There isn't
one. There is a speck of white paint visible. The carpet on the floor provides
comfort to the student and produces a pleasant atmosphere. In the midst of the
energizing walls, there is a sense of calm. I'm going to begin the session from
my desk, which is the pupils, who are also part of the circle, take out their
journals and colored pens to record their observations. Today's lesson, as well as
their own personal views, questions, or artwork. I believe that the establishment
of the classroom has a significant impact on student learning, and I hope that
mine will be one of them. My kids will be exposed to an environment that
encourages critical thinking, conversation, and reflection. The tables should be
arranged in a circle to provide a conducive environment for discussion. It is, in
my opinion, really important. It's critical to engage kids in debate in order to
elicit and question ideas, as well as to allow them to express themselves. The
students in the class benefit from each other's knowledge.
Classroom Safety Rules and Procedures
Making rules for your classroom will depend on your own expectations and
style of teaching. Though many teachers choose to work with their students to
form a list of class rules, safety is an area that requires teacher control. Before
you decide on which rules to use look around your classroom and consider
possible hazards that need to be addressed.

 Rule Making
When a class first starts, divide children into groups. Ask children what type of
rules they think will help make the classroom a good environment for learning
and let them brainstorm a list of rules. Let each group create a poster and
present their rules the class. Then discuss the rules and create a list of
rules for the class. Discuss consequences for breaking the rules and add them
to the poster. Invite students to sign the class poster.
Rule Police
 Choose pairs of children to be the rule police for the day. If someone calls out
or does not follow rules, the police are responsible for writing their names on the
board. Appoint new rule police every hour so that children get used to watching
for improper conduct. A small prize or ticket can be given to any student that is
not caught by the rule police for an entire week.

 Mystery Question
In the beginning of the school year, students have questions about classroom
procedures. Prepare questions about classroom procedures regarding sharpening
pencils, getting drinks, talking out of turn, lining up and bullying that may
concern students. Put all the questions in a hat. Let each child pull a question out
of the hat and read it. Discuss the answer and form a set of classroom rules
together.

 Pledge of Rules
After creating classroom rules, help students create a classroom pledge that
reminds them of the rules. Practice the pledge and let the children write out the
pledge and keep it on their desks. The pledge can be said every morning and will
keep the rules fresh in the children's minds. As part of the morning jobs, one
child can be the classroom pledge leader.

 Role Playing
Divide students into groups. Give each group a classroom rule and ask the
students to demonstrate what happens when it is not followed. Have the other
students guess the rule and then discuss why the rule is important to follow.

 Mystery Rule
Write down one rule at the beginning of the week and do not tell the children
which rule it is. If the class does not break the rule more than three times during
the week, they get a sticker. Every time the class gets 10 stickers, they can
choose a class prize. Prizes may include lunch with the teacher, a no-homework
night or a few minutes of free time. At the end of each week, students learn the
identity of the mystery rule. Keep a chart listing the mystery rules so the class
can see where they need work on following directions.
Strategies for Rewards and Consequences
In order to foster a culture of respect and academic accomplishment in the
classroom, a healthy rules and penalties system is required. Before you start
working on your year's key learning goals, give your children time to internalize
rules and penalties, see them depicted or demonstrated, and understand why
they're important. Having clearly stated and established expectations will allow
you to swiftly and consistently handle behavior issues, allowing you to spend
more time working with children to attain academic goals.

When teaching your pupils about class rules and consequences, start by
 outlining the main concepts that every student should know by the end of the
lesson, such as:

1. School rules are crucial because they build a respectful and academically
successful environment in our classroom.

2. We make smart decisions about our academic performance and our life when
we follow guidelines. When we don't follow the rules, we're making poor
decisions, and there will be penalties to assist you achieve your academic
goals.

3. Be prepared, show respect, be prompt, participate, and be accountable,

according to your class regulations.

4. A written warning, a teacher-conference warning, a seat shift, and a

behavior/goal reflection with a call home to parent are the repercussions in
your class.

NOTICE

What salient components have you noted?

As a teacher, we should always be aware of each student’s needs. The prominent

factors I have noted are discipline and the involvement of both teachers and students.
The classroom management plan is designed to hold students accountable for their
behavior. The teacher plays an important role in the success of the teaching and
learning process.
Why is there a need to utilize the information to create your classroom
management plan?

We should utilize information to create our classroom plan because this

information can help us or teachers establish a solid foundation for their classroom and
ultimately come up with an effective and efficient classroom management plan that will
lead to learning outcomes and well manage student behavior.
What were the significant things that you noticed when you were
implementing your plan?

The key thing needed in implementing a classroom management plan is the

development of a good productive relationship between the student and the teacher.
Setting good standards of behavior that promote student learning and strategies for
making a productive and effective classroom. The teacher must be sensitive to problem
may encounter and must be patient and open-minded to understand her students well.
Were there items in your classroom/remote learning management plan
which were not tailored to the needs of your students? How will you improve
on these?

No, I believe that all the information I have used in my classroom management
plan is learner-centered and responsive to the needs of the students because classroom

management plans are designed for students. It is for the students to be responsible
and accountable.

ANALYSIS

What elements in your classroom/remote learning management plan were

mostly followed/ complied with?

I think the teachers and student relationship and the classroom structure, design
and arrangement were the elements that mostly followed.

What elements in your plan were the most difficult to implement? Why?

The most difficult to implement is the classroom rules and procedures because it
depends on the type of learners that a teacher is handling.

REFLECT

What were your realizations after creating and implementing your

classroom / remote learning management plan?

In developing a learning environment, classroom management is crucial. It

includes techniques that teachers use to create an environment conducive to learning
and teaching. As an educator, I recognize that creating a classroom management plan
should be student-centered and beneficial for learning. A well-managed classroom does
not appear anywhere, it is the result of a teacher's training and mastery of important
skills. A classroom environment that stimulates and supports learning is essential to
classroom success.

Writing Action Research Prompts

 OBSERVE
The problems/challenges I encountered in writing my classroom
management plan?

They are diverse. Some of them have responsibilities that may affect classroom
management plans.
  REFLECT

I hope to achieve to address these problems and challenges by asking for help if
I consult my plan with other teachers and solicit their feedback and suggestions.

 PLAN
Some strategies / solutions / means that I can employ to improve these
situations / problems

Soliciting feedback from other teachers on these issues and conducting research
on how to resolve this issue. I will also question my students about the issue and invite
them to share their thoughts and opinions.

 ACT
Based on my answers in nos. 1-3,the possible title of my action research on
this episode is
Developing an Efficient classroom management strategy for diverse students

To further enrich my knowledge on establishing classroom routines and

procedures, whether in the classroom or in remote learning, these are some
of the online resources which will help me in these activities (include books,
websites, YouTube videos and the like and share these to your peers.

Planning Classroom Management: A Five Step Process to Creating a Positive

Learning Environment by Karen Bosch books.google.com.ph

CHECK FOR MASTERY

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

MY CLASSROOM MANAGEMENT PLAN

Philosophical Statement
Successful classroom management will depend on the ability of the teacher to provide a
safe, respectful and open environment to the students in the class. The teacher must
be a facilitator in the learning process, and have the ability to motivate students to
pursue learning their own. As a future educator, I should plan a design that will allow
my pupils to know practically on how to be a lifelong learner. I should always guide
them in every possible way to whatever they will be independent and can stand their
own way in the future.
Classroom Rules and Procedures
Rules are absolutely necessary to establish a safe and enjoyable learning environment.
To ensure the discipline of my students, I will establish classroom rules and procedures
such as; Be on time, maintain the classroom clean, obey all school regulations, raise
your hand if you want to speak or ask something and most importantly show respect to
your teacher.
Teacher-Student Relationships
In order to maintain positive relationships with the students I will allow them to express
their opinion and concerns while also teaching them how to set boundaries between
students and teachers. I will teach them to be morally upright and to respect others
and teach them how to speak and listen.
Schedules and Timeframes
I will make every part of my lesson interesting and interactive in order to keep my
students’ attention on the task at hand and should take into account their emotions and
circumstances. The time and schedule should always be followed.
Classroom Structure, Design and Arrangements
Classroom setup is an important component in a learning environment because it is an
essential piece of classroom management to support both teaching and learning. The
arrangement of my classroom varies on the activities that will be needed in my class
discussion. It is also well ventilated and will eliminate anything that can cause
distractions and stress.
Classroom Safety Rules and Procedures
I should get rid of anything that could be dangerous and l provide a medicine cabinet in
case something goes wrong.
Strategies for Rewards and Consequences
I will set rubrics and instructions for every activity they will do and give them reward for
their achievement. Discuss with them what consequences they might get when they do
something inappropriate.
 FIELD STUDY 2: LEARNING EPISODE 10

Participate and Assist

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

LEARNING OUTCOMES
• Nalalaman ang kahulugan ng Komunikasyong Di- berbal at ang iba’t ibang
anyo ng Komunikasyong Di- berbal
• Naibabahagi sa klase ang kahalagahan ng Komunikasyong Di-berbal sa pang
araw-araw na pamumuhay ng tao at,
• Nakagagawa ng isang iskrip ng dula na kakikitaan ng paggamit ng
Komunikasyong Di-berbal at itanghal sa loob ng klase.
LEARNING CONTENT
• Komunikasyong Di-berbal at ang iba’t ibang anyo ng Komunikasyong Di-berbal
LEARNING RESOURCES

• https://www.slideshare-net/mobile/JeremyIsidro/uri-n-komunikasyon-
71363858
LEARNING PROCEDURES
A. Panimulang Gawain
1. Pambungad na Panalangin
2. Pagbati
3. Pagtsek ng Attendance
4. Balik- Aral

B. Panlinang na Gawain
1. Pagganyak
“Buuin at Kilalanin Mo”

Papangkatin ang klase sa apat na grupo. Bawat grupo ay bibigyan ng mga letrang
ginupit-gupit. Bubuin nila ang mga letra hanggang sila ay makabuo ng salita. Ang
mauunang makabuo ay siyang panalo. Gawin ito sa loob ng isang minuto.

Mga mabubuong salita: Kinesika

Proksemika Paralanguage Pandama
2. Pagtatalakay
• Ipaskil ang kagamitang biswal sa pisara.
• Ilahad ang kahulugan ng Di- berbal na komunikasyon at ang iba’t ibang uri
nito
• Mga itatanong sa mga estudyante:
-Bakit mahalagang pag-aralan ang Di-berbal na Komunikasyon?
-Magbigay ng iba pang nalalamang halimbawa ng Di- berbal na komunikasyon
-Sa paanong paraan nakakatulong ang Di- berbal na Komunikasyon?
• Dagdagan ang mga sagot ng mga estudyante
• Pagkatapos ay pangkatin ulit sa magkaibang grupo ang mga estudyante at
hayaang magbahagian ng mga karanasang gumagamit sila ng Komunikasyong Di-
berbal kasama ang ibang tao.

3. Pagpapahalaga

• Ano ang kahalagahan ng Komunikasyong Di- berbal sa pang araw-araw na

buhay ng tao para sa inyo?
• Paano mo magagamit ang mga halimbawa ng Komunikasyong Di-berbal sa
iyong pag-aaral?
• Bakit mahalaga na gumamit ng mga Komunikasyong Di-berbal sa
pakikipagkomunikasyon?

4. Ebalwasyon

• Panuto: Bilang pangkat ay gumawa ng isang iskrip ng dula na nagpapakita ng

paggamit ng mga iba't ibang anyo ng Komunikasyong Di-berbal at itanghal sa loob ng
klase.
Krayterya:
Pagtatanghal 20 puntos
Organisasyon ng Iskrip 15 puntos
Pagkakaisa 15 puntos
Kabuuan 50 puntos

5. Takdang – Aralin

• Magtala ng ibang halimbawa ng Di-berbal na Komunikasyon na hindi pa

nababanggit sa klase at tukuyin kung saang anyo ito nabibilang.

NOTICE
 1. What factors did you consider in writing your lesson/learning plans?

First of all, learning goals or objectives are what I have considered in writing my
lesson plan. I focused on working on the intended learning outcomes that are vital to
specify what learnings must be achieved by students and expected to be accomplished.
Affective, psychomotor, and cognitive aspects were considered. The second is the
content. I took into consideration the information that I will discuss making sure that it
is informative and will suffice students’ learning needs. Then, activities and
performances were considered. The activities employed were keenly thought out to
challenge students to effectively acquire knowledge on the topic. Lastly, an assessment
or evaluation test to assess if students have gained learnings from the
discussion.

2. What difficulties did you meet in writing your lessons/learning plans?

The whole process of writing the lesson plan is the difficulty that I met because so
many considerations were taken from drafting the learning objectives down to learning
content, creating the proper discussion, activities to be employed, and the evaluation.

3. What feedback was/were given by your Resource Teacher in your first

draft/succeeding lesson/learning plans?

No feedback was given to me by my Resource Teacher.

4. What were the best features/areas for improvement of your

lesson/learning plans?

The best feature of my lesson plan was the content or the subject matter.
Information is the key element of the learning plan as it served to be the source of the
knowledge that impacts students’ learning. On the other hand, the areas for
improvement in my lesson plan were the learning objectives and the process itself.
ANALYZE

Questions Answers
1. How did you arouse students’ By relating the topic to the real world
interest? What motivational scenarios so that students can relate and be
techniques did you indicate in your attentive. Interjecting humors is what I
plan? employed also to catch their attention.
2. How did you respond to the I consider the differences of my students,
diverse types of learners? every learner is unique therefore I must
2.1 gender, needs, strength, create a conducive classroom environment
interests and experience. where learners can develop physically,
2.2 linguistic, cultural, socio- mentally, emotionally, and socially. I aspire to
economic and religious create this kind of learning environment
backgrounds where students can meet their desires and
2.3 with disabilities, giftedness, learn eagerly. I will also provide my students
and talents a safe environment where they can freely
2.4 in difficult circumstances share their thoughts, feelings, or problems for
them to be convenient and develop
2.5 from indigenous groups friendships among their classmates.
I will use direct instruction so I can be able to
3. What instructional strategies will
directly explain to students the concept of a
you employ in face-to-face or a
lesson plan, how it is created, what are the
remote learning delivery for this
considerations in drafting and what are those
lesson? Explain.
key components involved.
Yes, I could say that the language used was
4. Was the language used appropriate to the students because I referred
appropriately to the level of the to some theories
students? Explain your answer related to child development so that can
briefly. address appropriately the
learning needs of the students.
5. What types and levels of
questions did you formulate? Are Higher Order Thinking Skills or HOTS is
they of the higher- order thinking considered. Questions are as follows:
skills (HOTS)? Write two
(2) examples. Examples:
 “Ano ang kahalagahan ng Komunikasyong Di-
berbal sa pang araw-araw na buhay ng tao
para sa inyo?”

“Paano mo magagamit ang mga halimbawa

ng Komunikasyong Di-berbal sa iyong pag-
aaral?”

“Paano mo masasabi na mahalaga ang

paggamit ng mga Komunikasyong Di-berbal
sa pakikipagkomunikasyon?”
6. What instructional resources will I will utilize software applications like zoom
you use? Why? Cite the possible cloud meetings and google meet to
online resources that you can communicate with students and create a
utilize whether done in the conference or discussion with them regarding
classroom or in remote learning? the lesson.
What students can do successfully with
teachers in a classroom is not easily
duplicated in a virtual one. Remote learning
is not the same as in-person instruction and
7. Are your modes of assessment
through Wi-Fi hotspots and routers
aligned with your learning
temporarily replacing brick- and-mortar walls,
outcomes and activities? Cite a
educators and students still connected,
specific example.
engage in exciting learning opportunities,
strengthen and build skills, and explore and
personalize learning with project-based
activities.
Yes, because I ensure performance tasks
8. Will your performance task related the topic to the real world scenarios so
ensure the mastery of the learning that students can relate
competencies? Explain briefly.
and be attentive.
9. On a scale of 1-10, how will you I would rate my lesson plan an 8 because I
rate your think I have applied the standardized process
learning plan(s)? Justify your of drafting a learning plan yet there is an area
answer. for improvement on that.
With the help of technology, I will use
software applications like zoom or google
10. If this lesson is not
meet to tackle my discussion. A PowerPoint
implemented face to face, how are
presentation will be created to organize my
you going to do it remotely?
topic in an informative and innovative way of
presenting. Through share screen button, I
 will be able to show to them the creative
presentation through texts, infographics,

REFLECT

Why is lesson planning an integral part of the instructional cycle?

A lesson plan includes those standards, teachers can make sure students stay on
track with expected milestones, while making it easier to look back and measure
progress. Lesson planning is an integral part of the instructional cycle because it helps
teachers break down each lesson into a defined flow with specific classroom activities.
Well- managed classroom time aids in the pace of learning as well, meaning important
parts of the lesson aren’t crammed in as time runs out (or cut altogether), and students
are kept engaged evenly throughout the class. While each lesson should have an
objective of its own, it also fits into a much larger landscape of national, state, or school
standards that dictate what students need to learn in each grade level and subject.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

1. Without a lesson plan, students can quickly lose focus and teachers may be left
scrambling, thinking of what to do next. There’s a time when I envision all the pieces of
the puzzle and analyze how they’ll fit together into an effective learning experience and
it challenged me.

 REFLECT

2. I hope to achieve these problems and challenges by planning lessons ahead of

time means teaching new concepts and leading meaningful discussions – instead of
figuring things out as they go. Because lesson planning is a little simpler, teachers don’t
need to reinvent the wheel each time they create one.

 PLAN
3. During the planning process, I recommend incorporating these
strategies to make learning more successful.
1. Always plan with students in mind
2. Keep the same overall structure every time
3. Set SMART objectives for each lesson
4. Plan a variety of classroom activities
5. Leave room for discussion
6. Gather (and listen to) feedback
7. Keep an even pace
8. Leave room for flexibility

 ACT

4. Based on my answers in nos. 1-3, the possible title of my action research on this
episode is What makes a lesson plan effective? Because creating an effective lesson
plan is much more than filling in a template. If a lesson is going to achieve all the
benefits mentioned above, teachers need to consider its structure, the goals they set
for themselves and their class, the way they deliver the material, and much more.

To further enrich my knowledge on designing my classroom/remote management

plan, whether in the classroom or remote learning these are some of the online
resources which will help me in these activities. (Include books, websites, YouTube
videos, and the like, and share these with your peers.)

Realizing the various skills that you need to master in preparing the
learning/lesson plans, which are the most difficult? the easiest to write? Conduct a
simple survey from among your peers by requesting them to answer this simple
questionnaire.

Instructions: These are the basic skills in lesson plan writing. Rate yourself on the level
of difficulty of doing the following based on your experience.

4 - Very Difficult
3 – Difficult
2 - Moderate in Difficulty
1 - Not Difficult

4 3 2 1
Very Moderate Not
Difficult Difficult in Difficulty Difficult
1. Stating learning ✔
outcomes
 2. Identifying learning ✔
resources to be used

3. Sequencing the lesson in ✔

an engaging and
meaningful manner
4. Planning specific learning ✔
activities

5. Identifying strategies to ✔
be used

6. Formulating higher order ✔

thinking questions

7. Integrating lesson ✔
concepts to real-life
situations
8. Integrating values in the ✔
lessons

9. Formulating assessment ✔
tools

10. Identifying performance ✔

tasks

11. Giving assignments ✔

12. Planning for lesson ✔

closure/synthesis

13. Others (please specify)

CHECK FOR MASTERY

1. C
2. B
3. A
4. C
5. D
WORK ON MY ARTIFACTS

I. LAYUNIN:
Pagkatapos ng talakayan, ang mga mag-aral ay inaasahang;
a. Nalalaman ang kahulugan ng Komunikasyong Di- berbal at ang iba’t ibang anyo
ng Komunikasyong Di- berbal
b. Naibabahagi sa klase ang kahalagahan ng Komunikasyong Di-berbal sa pang
araw-araw na pamumuhay ng tao at,
c. Nakagagawa ng isang iskrip ng dula na kakikitaan ng paggamit ng
Komunikasyong Di-berbal at itanghal sa loob ng klase.
II. PAKSANG- ARALIN
Paksa: Komunikasyong Di-berbal at ang iba’t ibang anyo ng Komunikasyong Di-berbal
Sanggunian: https://www.slideshare-net/mobile/JeremyIsidro/uri-n- komunikasyon-
71363858
Kagamitan: Kagamitang Biswal, marker at kartolina
Halagang Pangkatauhan: Napahahalagahan ang Komunikasyong di-Berbal sa pang
araw- araw na buhay

III. PAMAMARAAN
A. Panimulang Gawain
1. Pambungad na Panalangin
2. Pagbati
3. Pagtsek ng Attendance
4. Balik- Aral
B. Panlinang na Gawain
1. Pagganyak
Papangkatin ang klase sa apat na grupo. Bawat grupo ay bibigyan ng mga letrang
ginupit-gupit. Bubuin nila ang mga letra hanggang sila ay makabuo ng salita. Ang
mauunang makabuo ay siyang panalo. Gawin ito sa loob ng isang minuto.
Mga mabubuong salita: Kinesika
Proksemika Paralanguage Pandama
2. Pagtatalakay
A. Ipaskil ang kagamitang biswal sa pisara.
B. Ilahad ang kahulugan ng Di- berbal na komunikasyon at ang iba’t ibang uri nito
C. Mga itatanong sa mga estudyante:
 -Bakit mahalagang pag-aralan ang Di-berbal na Komunikasyon?
 -Magbigay ng iba pang nalalamang halimbawa ng Di- berbal na komunikasyon
 -Sa paanong paraan nakakatulong ang Di- berbal na Komunikasyon?
D. Dagdagan ang mga sagot ng mga estudyante
E. Pagkatapos ay pangkatin ulit sa magkaibang grupo ang mga estudyante at
hayaang magbahagian ng mga karanasang gumagamit sila ng Komunikasyong Di-berbal
kasama ang ibang tao.
3. Pagpapahalaga
 Ano ang kahalagahan ng Komunikasyong Di- berbal sa pang araw-araw na buhay
ng tao para sa inyo?
 “Paano mo magagamit ang mga halimbawa ng Komunikasyong Di-berbal sa
iyong pag-aaral?”
 “Paano mo masasabi na mahalaga ang paggamit ng mga Komunikasyong Di-
berbal sa pakikipagkomunikasyon?”

IV. Ebalwasyon
Panuto: Bilang pangkat ay gumawa ng isang iskrip ng dula na nagpapakita ng
paggamit ng mga iba't ibang anyo ng Komunikasyong Di-berbal at itanghal sa loob ng
klase.
Krayterya:
Pagtatanghal: 20 puntos
Organisasyon ng Iskrip: 15 puntos
Pagkakaisa: 15 puntos
Kabuuan: 50 puntos
V. Takdang – Aralin
Magtala ng ibang halimbawa ng Di-berbal na Komunikasyon na hindi pa nababanggit sa
klase at tukuyin kung saang anyo ito nabibilang.

MY REFLECTION

Lesson planning helps teachers break down each lesson into a defined flow with
specific classroom activities. The planning process gives teachers a chance to check
their own knowledge of the concepts being taught and ensures they’ve gathered all the
materials they need to teach those concepts ahead of time, so they can more effectively
pass that learning on to their students. That, in turn, helps inspire more respect and
engagement from the learners throughout the lesson. A set structure with phases that
can be used across every lesson helps form good habits around how class time will be
used, while signaling to students what they can expect each time they walk through
those classroom doors. It also makes lesson planning a little simpler, as teachers don’t
need to reinvent the wheel each time, they create one.
The lesson plan above is an example of a semi detailed lesson plan that is less
intricate but still focusing on what to cover for that subject on that day. In making a
lesson I realized that it is really important that in making or creating a lesson plan you
should include and consider the essential part which are the: Learning Outcomes,
Learning Contents, Learning Resources and Learning Procedures for it serves as a guide
and outline in creating a lesson plan.
 FIELD STUDY 2: LEARNING EPISODE 11

PARTICIPATE AND ASSIST

Complete the given matrix by using Gagne s Nine Events or Instruction, once a
lesson is assigned to you. Consult your Resource Teacher if your plans are ready for
implementation or your assistance is needed in any part of the lesson.

Segment of Events of Strategies used Learning

Learning Instruction and Resources/
Activities Used Materials
Preparation 1. Gaining Attention Warm up activities, Pictures and Boxes
ice breakers
2. Inform Learning Learning scope PowerPoint
Objectives presentation
3. Stimulate Recall Review of the Printed Handouts
of previous lesson
Prior Learning
Instruction and 4. Present the From easy to more Printed Handouts
Practice Content complex and
videos
5. Provide Learning Examples and Sample pictures and
Guides guided theory from
practices textbook
6. Elicit Performance Skills practices Group Presentation
and collaboration
7. Provide Feedback Automatic grading, Index card
recitations
Assessment and 8. Assess Daily quiz Learning Activity
Transfer Performance Sheet
9. Enhance Assignments Handouts
Retention

NOTICE
Using Robert Gagne’s Nine Events of Instruction, what did you notice in the
following segments of learning:
1. How did the students react to the activities/various elements to arouse
their interest?
The students were full of energy and interest with the motivational activity that
they had since it’s in a form of a game and a competition which is a word puzzle. I got
their attention and they actively participated during the discussion of the lesson which
was done by presenting a power point presentation. Every member of group during the
assessment were actively participated and did their part.
2. Were the students focused when you were stating the learning
objectives at the beginning of the lesson?
Yes, they were remained focus from the beginning of the lesson up until to very
last part of the meeting. They read together the learning outcomes and the teacher
explained it so that they will have the clue of what they should achieve at the end of
the lesson.
3. How did the new learnings relate with what they really know?
Since my content was about “Di Berbal na Komunikasyon” they already have the
knowledge about it because the previous lesson was all abour “Berbal na
Komunikasyon”. I simply gave them more examples and how it is different from the
verbal communication.
4. Did you notice some students who needed assistance? What did you
do?
Yes, there are a few students who can't follow the topics and they are just forced
to skip knowledge to catch up with the discussion and not be left behind. What I do is I
encourage everyone to talk about what they have learned and if there are students who
are left behind, I always go back to the topics they need to know. I don’t let us end a
whole lesson with students who don’t know these things. as much as i can, i make way
for them to keep up with their other classmates.
5. Did the students find difficulty in applying the theories/ concepts
learned to real life?
Yes, there are students who have difficulty, but there are students who do not
have difficulty, and with the help of classmates, they have conversations about those
things and everyone will teach each other which is a sign of good organization
6. How did your students react to your feedback?
They are happy with the feedback I give, that is, students are willing to listen
and want to learn because they listen to their teacher's feedback and they learn to
improve their learning.

7. What pieces of evidence can prove that the students had retention of
learning?
During their performance evaluation, they score higher in the post test than in the pre-
test, meaning they have learned something in the discussion. Also, to test how far they
learn the topic, they were task to do a role play that shows different example of non-
verbal communication.
ANALYZE
After planning your lesson(s) you may be requested by your Resource 1eacher to
deliver the lesson(s). Your Resource Teacher will use a classroom observation sheet to
evaluate the delivery of your lesson (s) Schools use different tools in rating classroom/
online observations. Below is an example of a classroom observation form/sheet.

Areas of Strengths Areas of

improvement
1. Subject Matter Content The teacher showed comprehensive Improve ability to
Demonstrates depth and understanding to the material; this was delve deeper into
breadth of the subject evident in her responses to student’s the content and
matter questions. related materials.

Shows mastery of the

subject matter
2. Organization of the The teacher had the material necessary to The teacher should
lesson Presents subject conduct this math lesson. make sure that
matter sequentially and students
logically The teacher was able to conduct her lesson understand what
States clear learning very smoothly since she was very organized. she was explaining
outcomes Synthesizes main by asking question
points ensuring they were
Meets class at scheduled learning the
time material.
Regularly monitors
classroom on-line course

3. Rapport Interaction with The teacher had the material necessary to The teacher should
the Students conduct this math lesson. know the students'
strengths and
Holds interest of students The teacher made this lesson very fun; she maintains a light'
had students sitting on the floor surrounding atmosphere
Is respectful, fair and her to be closer to her and gave her a clear throughout all
impartial Provides view of students understanding. activities.
immediate feedback
Encourages active The teacher explained students what
participation addition was and demonstrated the addition
sign by making a cross with her fingers and
Interacts with students also had students demonstrate the sign using
Shows enthusiasm their fingers.

The teacher demonstrated an addition word

problem using two boys and three girls get
upfront to practice doing a word problem.

Conversation was allowed to shift along with

student comments and or questions
celebrating interest/ enthusiasm and
encouraging all students to participate.

The teacher was able to conduct her lesson

very smoothly since she was very organized.

4. Teaching Methods and The teacher demonstrated various addition I am suggesting

Strategies problems on the board then conducted a that the teacher
practice addition problem should always give
 Utilizes relevant teaching using five of the students. students a
methods/' strategies worksheet to work
The teacher then showed more addition on their addition
Uses learning aids, problems using a video for students to word
materials, and technology explore different problems and their problems. It will
solutions. help them to their
Employs cooperative /group learning.
involvement in the After viewing the video several students
classroom and remote went up to practice addition problems on an
learning interactive tool were students moved around
to create the word problem they were asked
Uses examples that are to form.
simple, clear, precise, and
appropriate Students were quietly sent back to their
desks. Once at their desks the teacher made
Stays focused on and meets sure what they had reviewed before giving
stated learning outcomes students their assignment.

5. Presentation of the Speaks in a loud and clear voice.

lesson I think that the
Gives specific directions. teacher should
Establishes online course or know how to
classroom environment Maintains eye contact when speaking to modulate her voice
conducive to learning children. have a good
Maintains eye contact Uses conversation inside
a clear voice, strong Used great techniques to involved children in the classroom.
projection, proper the lesson.
 enunciation

Has a good command of

the language

Uses language within the

level of students

6. Classroom Management The teacher gained the class attention by The teacher should
saying cues like "focus " and students maintain the
Begins and end classes on responded "time to focus" presence of
time Bulletin board to
Students were very well behaved and always maintain
Uses time wisely teacher did notneed to discipline them to the classroom
concentrate and pay attention. management.
Attends to course
interaction The teacher used positive words when
students followed directions such as "Thank
Demonstrates leadership you for following directions"
ability maintains discipline
and control

Maintains effective
classroom and e-platform
management)
7. Sensitivity to Students' The teacher demonstrated sensitivity for The teacher should
Needs each of her students by respecting their create activities
cultures, gender difference, and their that can help to
 Exhibits sensitivity to disabilities. break the barriers
students' personal culture, between those
gender differences and Students who use glasses were sitting up differences.
disabilities front so they won't have trouble seen the
board
Responds appropriately in a
non-threatening. pro-active
learning environment

8. Support /Assistance to The assignment was in group, the teacher The teacher should
Students gave students the opportunity to work the always get the
problem on their worksheet and then on the opinions to every
Assists students with projector she did the problem ensuring that student to ensure
academic problems students did it right. that all the
students learning.
Clarifies points in the After working the problem about she asked
lessons which are not clear students how they would say it in a word Teacher should
to the students problem. assist those
students that need
Allots time for questions / help saying the
comments word problem.
.

9. Personal Competencies The teacher was dressed professionally The teacher should
according to her job. always well-
Shows self-confidence presented, simple
The teacher appeared to be very confident but appropriate.
Maintains professional on what she was teaching with the different
distance and professional approaches she used for her students to
appearance understand the material.

The teacher made her lesson very fun which

tells me she is passionate to her job.

10. Physical Aspects of the There are green board and white boards at The teacher should
Classroom the front of the classroom as well as a TV teach the students
on how to keep
 Oversees the physical Student's desks were arranged in groups of the classroom neat
attributes of classroom four. and clean
(light, ventilation, acoustics) There are enough lights and electric fan.
There are also cleaning equipment and
Checks number of students safety posters
in attendance
The teachers desk is at the front of the
Checks layout of room, classroom, set a little to the side to avoid
distractions, if any covering the front boards

Lists any observations on

how the physical aspects of
the classroom affected
content delivery

Overall impression of teaching effectiveness:

As I observed, I think the teacher has developed a great teaching method which is part
of everyone's learning. I can see that this kind of teaching will be effective and there
will be a good way to go through the classroom if everyone has a contribution to
everyone's learning.
REFLECT

Having implemented several lessons in your Cooperating School under the supervision
of your Cooperating Teacher, in what areas of the lesson do you need to improve?
I didn’t experience giving my lesson under the cooperation of a teacher but I have done
giving lessons with the learning plan that I did with my classmates by the guidance of
our subject teacher. From that experience and from the comments and suggestion I got
from our subject teacher, the areas that I need to improve was having a self-confidence
and energy to teach. Then the teaching methods and strategies which I need to
improve and to have more exploration in finding and using the appropriate methods
and approach when I deliver and discuss the lesson so that the student’s attention will
remain and they will have an active participation during the discussion. Lastly, I need to
do more research and deep understanding about the lesson I will be discussing.

CHECK FOR MASTERY

1. D
2. C
3. B
4. A
5. C
 FIELD STUDY 2: LEARNING EPISODE 12

PARTICIPATE AND ASSIST

1) Consult your FS Resource Teacher about this episode. Let your teacher
know that the task for this episode is for you to assist the teacher by
providing suggestions on resources and materials that the teacher can use
in delivering a lesson on a specific topic.
2) Request your FS Resource Teacher for a topic/lesson he/she will be teaching
soon. You will also need
the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.
3) Refer to these guide points. Consider which ones are applicable. The non-
digital or conventional resource or instructional material:
a) Has accurate and meaningful content
b) Aligns to the learning objectives/outcomes of the lesson
c) Elicits student interest and engagement
d) Is inclusive and free from cultural bias
e) Is developmentally appropriate
f) Fosters critical thinking/aesthetics appreciation
g) Allows collaboration among learners
h) Flexible for group or self-study
i) Time and cost-efficient

Subject: Filipino Grade 7

Topic: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Learning Objectives/Outcomes
Resources/ What is the use or Explain why you
Instructional Materials purpose of selected the
you plan to utilize in resource/material? resource/material
the lesson Describe how you will based on the guide
use the points mentioned
resources/material to above. How are these
attain the learning criteria met?
objectives/outcomes.
Books A teaching I chose these
Pamphlets resource is a piece of
resources because I feel
Printed Materials content created to aid in they are time-consuming,
Lectures the learning and simple to give, and
knowledge acquisition student-friendly in a way
process. Resources are that everyone can use.
 particularly effective as Audio visual
supporting tools in
presentations were
teaching and learning since popular in the 20th
they allow students to century especially now.
access files and
information in a more
casual mode such as If i t d o e s n o t
browsing, without the e n c o m p a s s all areas, it
supervision of an is crucial. It must show
instructor. These, together how cultural biases and
with books, printed individual variations may
materials and be properly used and
l e c t u r e s w i l l be applied.
handed to students as
personal resources.

NOTICE

After you participated or assisted in using resources /instructional materials in teaching-

learning, described what you observed and experienced by answering the items below.

1. How did you prepare for this activity?

A great deal of planning has gone into this. I was looking forward to seeing how
I might use those resource items into the class.

2. Describe how you or the teacher utilized the resources/instructional

materials. Narrate your experience as you participated and assisted.

The resource teacher emphasizes to her pupils the need of being responsible in
completing assignments, activities, and projects on time. Through the use of Google
Classroom, the instructor creates her own learning resources, which are learning
modules. She was able to do it because of her perseverance and hard work. She
devotes time to creating precise and well-made modules. Her desire to
be an excellent teacher to her students astounded me.

3. What were your feelings and thoughts while you were assisting with
the use of the resources/materials?

Every time the resource teacher asked for our assistance, I was overjoyed. It will
serve as a stepping stone or training ground for us to become better teachers in the
future. From planning to presenting the lesson topic to the students everything is
covered.
4. Describe how the students responded and participated.

Some students completed their assignments on time, while others were unable
to finish the assignment.

ANALYZE

 What worked well during the activity using the resources/materials?

In the course of the lesson's substance. Those reference resources are critical for
learning to take place. Resource materials are a tool that makes it easier for teachers to
deliver lessons and for students to
use.

 What part can be improved?

The planning process for selecting the finest instructional resources. It's critical to
employ materials that are both effective and respectable, and that converge on learning
outcomes. Choosing the most important resources, as having too many might create
distraction and loss of attention.

 What would you have done differently? What would I change? What
will make it better next time?

I'll make certain that my reference resources are excellent and helpful. Teaching is
continuously changing; thus, I'll research and develop my materials utilizing multimedia
and other modern tools.

REFLECT

1. How ready am I in selecting and developing resources/instructional

materials in the teaching-learning process?

Selecting appropriate resources/instructional materials is the most important part

in preparing the plan. This will serve as the bridge to connect with the students and for
them to achieve the learning outcomes/objectives.

2. What will I still need to learn to select and develop resources/

instructional materials in teaching effectively?
 I will choose the right teaching strategy/techniques, arranged the classroom
settings according to the plan, and the most important part is choosing the appropriate
resources/instructional materials.

3. What can I do to learn about and practice the use of resources and
instructional materials?

I can say that the things that I need to consider is choosing the
resources/instructional materials because this is the center of the class discussion.
Without these materials, the learning outcomes/objective will not be achieved.

WRITE ACTION RESEARCH PROMPTS

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic to explore for action research.
 OBSERVE

1. Doing this episode on selecting and using resources/instructional

materials, what problematic situation/challenge of improvement did I
find?
The most challenging part is choosing the appropriate resources/instructional materials.

 REFLECT

2. List at least three sources that you have read about this
problem/challenge/area of improvement

Resources or Reference about the Topic Key points/findings in what I read

Factors to consider when selecting - In preparing the instructional

instructional materials materials, we should consider the
individual needs of the students. As a
https://www.open.edu/openlearncreate
teacher with enough knowledge in using
technology, I will maximize the use of it
to show more information.
Selecting teaching resources that meet While making teaching materials,
student needs: a guide the first step to consider is that we
should focused on the need of the
https://www.acer.org/au/discover/article/
students. We need to engage to them to
selecting-teaching-resources-that-meet-
meet their needs. We should also need
student-needs-a-guide
to choose appropriate assessment for
them to attain the objectives of the
lesson.
Different students have different
ways on how they learn, that’s why we
need to consider every one of them.

Choosing Instructional Materials - These includes the steps on how

to choose instructional materials to
achieve the needs of the students.
https://www.nsta.org/blog/choosing-
instructional-materials-lessons-learned

3. On what theories/principles can this problem be anchored?

This is connected to the theory constructivism, "The passive view of teaching views the
learner as ‘an empty vessel’ to be filled with knowledge". It is said that the students are
empty because the teacher will be the one who will fill or give the knowledge they
need.
What do I hope to achieve to address the challenges/area of improvement? What
change do I want to achieve?
I hope that the instructional materials of the teacher will provide the needs of the
students.

 PLAN

4. What strategies/solutions/means can I employ to improve the

situation/solve the problem?

Provide more resources/references while preparing for the instructional materials

like books, learning modules and videos that are related to the topic. This will help to
achieve the learning outcomes/objectives of the lesson.

 ACT

5. If you will construct action research, what will be the title (Base this
on your answers in nos. 1-3):

“Providing Appropriate Instructional Materials for the Students”

CHECK FOR MASTERY

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

Works on my Artifacts

Every topic in the school curriculum requires the use of instructional resources.
This is, without a doubt, critical in the educational process. They provide students
opportunities to connect with words, symbols, and ideas in ways that help them
improve their reading, listening, seeing, thinking, speaking, and writing skills via the use
of media and technology. Learning becomes more fascinating, practical, realistic, and
attractive when instructional materials are used. They also make it possible for both
professors and students to participate actively and successfully in class. They allow for
the growth of self- confidence and self-actualization as well
as the acquisition of skills and information.

Learning resources are crucial because they may help students reach higher
levels of success by facilitating their learning. This method enhances the learning
process by enabling the learner to individually explore the content while also giving
repetition. As a result, in order to execute the lesson and achieve equal learning, the
teacher should select appropriate resources or materials in instructing.
 FIELD STUDY 2: LEARNING EPISODE 13

PARTICIPATE AND ASSIST

Before you participate and assist in tasks related to apps, first enumerate the
apps you already know and have probably tries. Explore the Pedagogy Wheel and
learn at least five more. Fill out the table below.

Apps that I already know/have How can I utilize this in

recently explored teaching-learning?
Understanding: PowerPoint This program can be utilized in
Presentation teaching-learning by displaying lesson
presentations that will aid in the students'
and teacher's knowledge in a creative and
efficient manner.
Evaluate: Quiziz Teachers can use Quiziz to share
content, send quizzes, and assignments, as
well as handle contact with students,
colleagues, and parents.
Create: Canvas It is an open-sourced cloud-based
application designed to empower both
teachers and students by making an
engaging learning environment available to
them. It helps teachers to engage their
students with video-based learning and
collaboration tools, specially designed for
higher education.
Remembering: Google Keep Google Keep allows users to record
plain-text notes and organize, edit, or share
them with others using a suite of
collaboration tools. You can also use Google
Keep to create voice notes, or set time- and
location-based reminders
Apply: Inspiration Maps This will be utilized as a more
efficient means of constructing maps,
graphs, or charts for teaching-learning
purposes, such as brainstorming or quickly
creating a report
on a specific topic.
Level/Grade of the Class: Grade 7
Pollux Lesson/ Topic: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Apps you plan to What is the use or Explain why you selected the app,
utilize in the purpose of using the based on the five criteria of
lesson app. Describe how you developmental appropriateness,
the teacher will use motivation, instructional design,
each. engagement and accessibility
Preparing Google Meet is the Because it is timely, this
Material: Google means to meet each class application was chosen. It's also easy
Meet in a virtual class. This is to use and available, even if you have
where the kids and my a slow internet connection. This is
cooperating teacher will where I'll be able to get the materials
meet, as well as where I'll for the class
prepare the materials, I've ready.
been working on with my
resource teacher.
Delivering a A PowerPoint PPT was chosen because it is
Lesson: Presentation (PPT) will be suitable for presenting the lesson in a
PowerPoint utilized to provide the manner that is similar to how it will be
Presentation lesson to the students delivered to the students.
during the class discussion.
Making the It is an open-sourced It's easy to use, and kids can
learners cloud-based application utilize it to communicate with their
collaborate: designed to empower both teachers. This can be used by the
Canvas teachers and students by teacher to engage students.
making an engaging
learning environment
available to them.
NOTICE

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

Apps can serve numerous different purposes in a class but a standout feature
that apps can provide is classroom management integration. Apps can act as built -in
lessons and aide teacher in tracking students’ progress

ANALYZE
What worked well during the activity using the apps?

Apps promote entertainment and make them understand the concepts by giving
challenging tasks. It enhances Interaction both teachers and students.

What part can be improved?

I believe that using Kahoot may be improved because there is a risk that
students would become confused about the application's functions, which could lead to
competitiveness in the classroom.

What would you have done differently? What would I change? What will
make it better next time?

I guess I'd have to think twice about using Inspiration Maps! I'm not sure if I'll
use Inspiration Maps! I need to make sure I utilize it more frequently in interactive
activities and less frequently in assessments.

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

This connects what I know about selecting apps and using apps in such a way
that I may enhance my app judgments and also come up with apps to use that would
avoid mistakes and queries

REFLECT

1. How ready am I in organizing and using apps in the teaching-learning

process?

With the pedagogy wheel model on the FS2 Book, I have more knowledge on the
available applications that can help target lessons or concepts. With the technological
skills I have, I think that I am well-equipped in organizing and using apps in the
teaching-learning process.

2. What do I still need to learn in order to use apps in teaching

effectively?

I still need to familiarize myself with the other applications which can be used for
the teaching-learning process as well as their features so that I can make teaching
effective and meaningful.
 3. What can I do to learn more about and practice the use of educational
apps?

With the use of my own gadgets, I can try different applications as I explore. I can
also read reviews or watch video tutorials available on the internet.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

1. What problematic situation/challenge/area of improvement prevailed

in using the apps?

One challenge I observed and experienced in using the application is the students’
lack of knowledge and understanding on technology use. Some of the students were
not really participative, saying that they do not know how to access or use the
application. Yes, many children have and use their own gadgets and are technologically
literate. However, there are still some who lack this aspect of literacy which hinders
their learning and motivation to participate.

List at least three sources that you have read about this problem/challenge/area of
improvement.

Resource for Reference about the Topic Key points/findings in what I read.
Importance of Digital Literacy in Children There are many advantages that
https://mashandco.tv/en/importance-of- children can gain when they are
digital-literacy-in-children/ digitally literate. With this, there will
also be more learning opportunities
for them as they learn how to
search, access, and communicate
through technology.
What Do We Know About Children and Childhood is a time of rapid
Technology development and as they are
https://www.oecd.org/education/ceri/Booklet- exposed to technology, it impacts
21st-century-children.pdf their growth. This has also been a
growing concern of
parents/guardians as it affects
children’s brains, bodies and their
socio-emotional, cognitive and
physical development.
The Importance of Digital Literacy in K-12 Digital literacy has many ways to
https://www.educationcorner.com/importance- bring children to effective learning.
digital-literacy-k-12.html Preparing children to use digital
media will supply them the skills
 they will be needing and using this
21st century.

On what theories/principles can this problem be anchored?

ADDIE Model can be connected to this problem. This model is used in designing
an instruction with the integration of technology. ADDIE stands for the steps which are
Analysis, Design, Development, Implementation, and Evaluation. With the presence of
this challenge with the children’s lack of digital literacy, this model will help ensure the
proper and appropriate integration of technology in the classrooms where every learner
is led to effective learning.

 REFLECT

2. What do I hope to achieve to address the challenge/are of

improvement? What change do I want to achieve?

I hope to achieve in-depth knowledge on digital literacy so I can bring and share my
learnings to my future students. I want to be able to make a change in the perspective
of people that technology is harmful in the children’s learning.

 PLAN

3. What strategies /solutions/means can I employ to improve these

situations / solve the problem?

For now, I can study more about the basics of digital literacy which I can pass on to
children. Through watching videos or attending seminars regarding this concept, I will
be a step closer to improving this problem/challenge.

 ACT

4. If you will conduct action research, what will be the title?

The action research title may be “Digital Literacy and its Significance to Childrens’
Learning and Development” or “The Impacts of Technology Integration to Teaching and
Learning.”
CHECK FOR MASTERY

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

WORKS ON MY ARTIFACTS
 FIELD STUDY 2: LEARNING EPISODE 14

PARTICIPATE AND ASSIST

Level/Grade of the Class: Grade 7

Subject: Filipino
Lesson or Topic: Komunikasyong Di- berbal at ang iba’t ibang anyo ng
Komunikasyong Di- berbal
Lesson objectives/Learning outcomes:
 Nalalaman ang kahulugan ng Komunikasyong Di- berbal at ang iba’t ibang anyo
ng Komunikasyong Di- berbal
 Naibabahagi sa klase ang kahalagahan ng Komunikasyong Di-berbal sa pang
araw-araw na pamumuhay ng tao at,
 Nakagagawa ng isang iskrip ng dula na kakikitaan ng paggamit ng
Komunikasyong Di-berbal at itanghal sa loob ng klase.

Which LMS did the teacher use: Check one or more that were used.

Moodle

Schoology

/_ Google Classroom

_ Edmodo

Genyo

See saw

Others

What tasks did you participate or assist in? Fill out the table below.

What components or parts were Under these LMS components or

present in the LMS used by the parts, what tasks did you
teacher? participate/assist in?
Google Classroom During these days, we are still using this
It is a blended learning platform that aims application to submit our assignments and
to: projects. All the components and parts on
1. Create assignments and materials this LMS, maybe I experienced already.
2. Distribute assignments and
materials
3. Grade assignments
 4. Share files

NOTICE

1. Describe the structure of the LMS utilized by the teacher. How was
it organized? What main components did you want?

The teacher used Google Classroom as her learning management system (LMS), and
she set it up by dividing the announcements and modules from the activities and
exams. She added announcements and modules to the stream, the area of the LMS
that students might immediately observe. The teacher entered student actions and
anticipated outputs in the classwork box. Additionally, there are both public and private
comment sections where students can introduce themselves, ask questions of the
teacher, or even provide a link to an uploaded piece of work.

2. How was the content taught or delivered? How were the learning
activities arranged? What strategies did the teacher or you use to
help students attain the objectives/outcomes?

The activities were separated from the module by the teacher. The stream in Google
Classroom was used as the posting location for the modules. The comment section is
highly open to the public and anyone, including the teacher, can read it. The teacher
decides whether to set deadlines for the activities to serve as a reminder to the
students on when to pass the activities. All of the activities are then kept in the
classwork area.

3. What was your experience in participating and assisting?

I must admit that I really enjoyed helping out and taking part in the lesson that my
resource teacher was teaching. I got the chance to experiment with things like
announcing in the stream, watching the students' activities, and rating each student's
work separately.

ANALYZE

1. What do you think are the best features of the LMS that the teacher
used? How did these features help the students learn the content?
 LMS's best features, according to the teacher, are the stream and the classwork.
Through this, the kids may simply download or open the posted exercises without any
problem. After the teacher has posted the lesson, students can read it right away.

2. How did the teacher/or you use the LMS to implement the
strategies/activities planned?

When it comes to posting activities, the teacher is very disciplined. She was able to
separate announcements and modules from the activities, as I mentioned above, so
that the students knew what to do with the LMS's content.

3. How did this connect with what you know about LMS and TPACK?

LMS is viewed as a medium for the TPACK model. In the LMS, teachers must have
pedagogical content knowledge of the material in order to decide how to implement
teaching tactics that will connect prior information to instill knowledge. This is similar to
how it is done in a regular classroom. Similar to technological content knowledge, it
refers to the connections between educational methods and technology.

4. What problem or challenges did the teacher/ you or the students

encounter in working with the LMS? How did it/they affect
teachers/learners? What part/s of the LMS do you think can still be
improved? How can this/these be improved?

The challenges I discovered was that some students are not afraid to submit their
work late, and sometimes they simply turn it in without providing anything, and the
teacher was unable to speak directly with the students because they control whether or
not to respond back.

REFLECT

1. How ready are you in organizing and using an LMS?

I can say that I am ready to use LMS. I have a laptop and phone that I can utilize to
continuously open LMS and master it even more.

2. Enumerate the knowledge, skills and attitudes you already have to

organize your virtual learning environment and use an LMS

Content: Language Related Contents to be inputted in LMS Grammar based options in

their platforms share using links.
Pedagogical: Separating activities and answer sheets use of LMS to Interact with the
students
Technological: Use of google classroom

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

What problematic situation/ challenges /area of improvement did you see

while you participated and assisted using an LMS?

Because of the pandemic, a lot of students have no idea how to use and explore the
application that we can use this time of crisis.

List at least three sources that you have read about this problem/challenge.

Resource or Reference about the Key points/findings in what I read

Topic
Bradley, V. M. (2020). Learning The article provides the data from an
Management System (LMS) Use with opinion study about the problems of
Online Instruction. International Journal using LMS Moodle conducted among
of Technology in Education. university professors and students. The
https://doi.org/10.46328/ijte.36 complications of using LMS Moodle that
arose prior to COVID- 19 pandemic are
analyzed and some suggestions for
improving the platform are offered in the
article.
Bradley, V. M. (2020). Learning The LMSs are very vulnerable to
Management System (LMS) Use with information leaks in front of targeted
Online Instruction. International Journal hacker attacks due to weak GDPR
of Technology in Education. compliance. In this paper, we analyze this
https://doi.org/10.46328/ijte.36 problem from a technical and operational
perspective for the open-source market
leader LMS Moodle, and we propose a
solution and a prototype of
implementation.

On what theory/principles can this problem be anchored?

SAMR Model, it is a framework created by Dr. Ruben Puentedura. SAMR is a model

designed to help educators infuse technology such as the use of apps into teaching and
learning.
  REFLECT

What does l hope to address the problem/challenge/area of improvement in

LMS use? What change do you want to achieve?

Instructors should balance active learning with the use of LMS technological
resources and the use of guidelines from the qualified curriculum. An LMS allows
instructors to facilitate and model discussions, plan online activities, set learning
expectations, provide learners with options, and assist in problem-solving with
processes for decision making. An instructor’s presence within an LMS creates an
engaging learning environment. Students can retain their autonomy, enthusiasm, and
motivation with LMS use.

 PLAN

What strategies/solution/means can you employ to improve the

situation/solve the problem?

Get some opinions, validations, recommendations and solutions from other teachers
and from other sectors of education. According to (Bradley, 2020), Stakeholders of the
educational community must find scientific studies to support their contributions in LMS
platforms to assist scholars in learning academic subjects.

 ACT

If you will conduct an action research, what will be the title (Base this on
your answers in nos. 1-3):

Learning Management System: Inclusive Learning Environment for Academic Progress

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS

A Learning Management System (LMS) is one eLearning tool that has been
widely used to improve students' learning experience and the construction of their
understanding of certain topics. In the past decade, learning management systems
(LMSs) have become the standard on college campuses. However, some professors are
growing increasingly frustrated with the LMS and its limitations, especially within online
classrooms. The use of Learning Management Systems (LMS) as tools for learning in
the present Internet age is seen as an important solution to remedy major problems
particularly faced by higher education instructors, students and universities.

FIELD STUDY 2: LEARNING EPISODE 15

PARTICIPATE AND ASSIST

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

Class Grade Level: Grade 7

Subject: Filipino
No. of hours/minutes: 2 hours
Name of the Resource Teacher: Christine Pabilane
Dates when you observed: October 16, 2023
Dates when you participated and assisted: October 23, 2023

NOTICE

After you participated or assisted in synchronous classes using a web-conferencing app,

described what you observed and experienced by answering the items below.

1. Which web-conferencing app did the teacher use for synchronous

classes? Describe its features and how you or the teacher used
these features.

Web-conferencing App Feature Was it utilized? If yes, describe how

it was utilized in class.
Virtual background Not in use.
Microphone icon on/off Yes, when the teacher discussed their
lesson
and questioned the students, and when
the students wanted to recite or ask the
teacher, he/she would let the microphone
to be used, and if no one could say we
need to turn off their microphone, he/she
would.
Camera icon on/off Yes, the teacher did turn on the camera
 to watch their student. Also, students will
be allowed to utilize their cameras during
class, particularly during attendance, but
the teacher will not push them to do so
during discussion because other students'
connections are sometimes weak.
Screen share Yes, since the teacher uses the screen
sharing to give their lesson in the same
way that a PowerPoints presentation is
done.
Reaction buttons Yes, the teacher will enable the student
to use it. Like for example, if the teacher
inquired if the students comprehended
the lecture, they were asked to submit a
reaction such as a like or heart.
Spotlight Not in use.
View (using different views) Not in use.
Polling Not in use.
Recording Not in use.
In call message Yes, the instructor asks the students
because the students sometimes do not
hear what the teacher is saying so the
teacher uses it to be read by everyone
and it also allows the students to respond
to the question.
Others

2. How was the content taught or delivered? How were the learning
activities facilitated? What strategies did the teacher or you used to
keep the students engaged? How did the students respond to the
teacher? To the activities?

To present to the pupils and keep track of what they're talking about, the teacher
uses a power point presentation. When the teacher has concluded her talk, the
students will be given some questions to answer, such as how to use an I call message,
which the students will be able to respond to by sending the message. Another
technique that the teacher employs is allowing the students to ask questions about
what they talked while also opening the camera, since this allows my teacher to gain a
better understanding of who the participants are. After the discussion, the teacher will
hand out a soft copy of the power point presentation to re-study, as well as to the other
students; however, he or she will no longer be able to attend the entire meeting by
phone.
 3. What was your experience in participating and assisting in
synchronous classes? What were your thoughts and feelings while
you participated and assisted?

I'm delighted that I was allowed to join or observe in their class when I engaged
and assisted in it. My thoughts are on how the teacher will start the class and how he
or she will teach each student. To avoid disrupting their discussion, I, as a participant,
turned off my microphone and listened and observed discreetly.

ANALYZE

1. What do you think are the best features of a web-conferencing app

that you or the teacher used? How did these features help the teachers
and the students?

For me, the finest qualities of a web-conferencing program that I used and also as a
teacher, I used Google Meet since it is simple to use and comprehend, and many
students may use it because it is attractive and simple to use. We know that a web-
conferencing software is beneficial to use, especially now during the pandemic and for
online class students, because the teacher and student can still connect via discussion
while using the web-conferencing app, and the teacher can still teach his or her pupils.
I
also utilize it as a student to attend my teacher's class and check out what we're talking
about.

2. Referencing to the community of Inquiry Infographic, how well did the

teacher/or you use the web conferencing app to establish: (Describe in
detail.)

Teaching Presence?

The instructor utilizes the web-conferencing app to establish the teaching

presence, and the teacher uses the web-conferencing app in discussion to teach the
students' learning and to better explain what they are discussing and for the students to
understand what they will do.

Social Presence?

The teacher uses web-conferencing, but they also use messenger or group chat
to ask questions, get to know the student, or remind the student of upcoming activities
or meetings. Because the teacher allows the student to send a personal note regarding
a worry or query, the teacher will be able to communicate with their students. When a
teacher utilizes a group chat to send exercises or reminders to students, all students are
able to see what the teacher is saying.

Cognitive Presence?

The instructor will acquire information about their pupils in order to properly guide
them, motivate them, and inquire what their problems are, because being a teacher
entails not only teaching the subject but also assisting them in being productive,
motivating them in any way possible.

3. What problem or challenges did the teacher/ you or the students

encounter during the synchronous classes? How did it affect the
teacher/learners? What part/s of synchronous classes do you think can
still be improved? How can this/these be improved?

I believe the issue or issues that the teacher and other students faced during
synchronous sessions were due to a poor internet connection, because when the
teacher explained anything and the student lost the signal, he or she could no longer
understand what the teacher was saying. And the teacher will find it difficult to always
repeat himself therefore the teacher or student will request a copy of the lesson and
provide it to the teacher for the students to study.

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for action research.

 OBSERVE

What problematic situation/ challenges/ area of the improvement did you

see while you participated and assisted using a web-conferencing app for
synchronous learning?

The problem or obstacle that the teacher and students faced during the
synchronous sessions was a sluggish internet connection during online lectures; as we
all know, not all students have the same ability to have a reasonable quality internet
connection from various internet providers. Some students only connect to synchronous
classes using mobile data. I do not believe the resource teacher's teaching technique
can be improved because he is an extraordinary educator with excellent communication
skills.
List at least three sources that you have read about this problem/challenge.

Resource or Reference about Key points/findings in what I

the Topic read
Challenges of Using Video Conferencing in Upon reading the article, I find out
Online Courses that both teacher and students are
struggling using video conferencing in
learning especially if some courses need
some practical assessment.
The Absence of Internet at Home is A Students who do not have access to
Problem for Some Students the internet at home have a number of
challenges, one of which is the difficulty to
complete homework.
Homework has long been a source of
debate among teachers.
Teachers’ Most Common Tech-Issues and It shows the most common problem
How to Fix them of a teaching using a technological tool in
teaching and how to properly use and solve
those kinds of technical issues.

On what theories/principles can this problem be anchored

Prior knowledge must be elicited in order for lessons to be effective. Pre-tests,

informal interviews, and small group warm-up exercises involving recollection of
previous material are just a few of the activities. Assign assignments and exercises to
students that will put their abilities to the test. Learners gain knowledge as they face
new challenges and as they work through the difficult problem, their present schemas
alter. Encourage students to evaluate new content and review what they already know.

 REFLECT

What do I hope to achieve to address the problem/ challenge/ area of

improvement in web- conferencing app use? What change do you want to
achieve?

I believe that every teacher and institution should invest in technical tools that
will assist and address the technological demands of all pupils. Because it's tough to
find a spot with a reliable internet connection, the most likely change I'll make is to
upgrade to a faster internet connection. Internet connection is not only slow but also
awful where we reside in the Philippines, especially when the weather is severe.

 PLAN
If you will conduct action research, what will be the title (Base this on your
answers in nos. 1-3).

"Virtual Classroom for Distance Learning" is the new normal”

 ACT

What strategies/solutions/means can you employ to improve the

situation/solve the problem?

If an internet connection is a problem during online or synchronous classes, I

recommend making them modular or asynchronous, where the internet connection will
not be an issue. For the students, it is entirely self-directed learning, and they will
require parental direction.

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS

FIELD STUDY 2: LEARNING EPISODE 16

ANALYZE

1. Did the formative assessment tasks help students master what they were
expected to learn?

Partly, yes. As I have noticed, not all students have yet mastered the lesson. There
were still students who had difficulty with the basics of simple past tense and past
participle of verbs, so they aren’t able to complete sentences in the present perfect
tense.

2. Was students’ response to formative assessment exercises favorable or

unfavorable? Why?

The students’ response to formative assessment exercises were favorable especially

that
Teacher Salve and I discussed first the basics before proceeding to the complex part of
the lesson.

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

students’ attainment of learning
outcomes? How?

Definitely, yes. It has helped the student in attaining the learning outcomes in a way
that their learning was tested/assessed through different items where they can apply
what they have understood.

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

As I have observed, the students get motivated when they are able to reflect on
and process their own learning. It’s great that they often ask questions even to me
regarding the topic which guided them in their own progress.

REFLECT

How would attainment of learning outcomes be affected if there were no

formative assessments or self-assessments?

Possibly, learning outcomes will not be met without formative or self-assessments

for every instructional cycle. Yes, teachers can provide examples for every discussion
but assessing the students’ learning in-between instructions are what will help them
understand the concepts more. Assessment for learning is when a teacher provides
formative assessments to be able to evaluate how far the students have understood.
With this, teachers can decide whether there is a need to reteach or reiterate certain
parts of a lesson for students to fully comprehend what is being discussed. So,
formative assessments contribute to the attainment of the learning outcomes and
without these, teachers might just assume that students have met what is meant to be
learned.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

1. One thing that went well in the development/use/administration of formative

assessment tasks is that the students were familiar and enthusiastic about having
formative assessments. From this, I implied how these learners are eager to learn and
apply their knowledge and understanding.

2. One thing that did not go very well in the development/use/administration of

formative
assessment tasks is the difference between the students’ pacing in answering the items.
Some students were left behind to the point where they cannot finish or have not
submitted their notebooks

3. One good thing observed in students’ self-assessment is that they often ask
questions to have a clearer understanding of the lesson.

4. One thing in students’ assessment that needs improvement based on what was
observed is the learning gap these students have. They do ask questions however; it
takes time and many repetitions before they can fully understand even the basic
explanations I gave.

 REFLECT

1. The formative assessment activities went well because most of the students were
enthusiastic for every formative assessment they had.

2. The formative assessment activities process did not go well because there were still
students who did not want to participate. They insisted that they do not want to join
the group activity or they do not want to finish the task which I did not allow. As their
student-teacher, I made sure to be firm and consistent with the rules.

3. For the students, self-assessment worked because some students who often ask
questions were able to understand what was taught.

4. For the students, self-assessment did not work because some questions were already
irrelevant/unnecessary which I think was not anymore for their self-assessment. Also,
some students were not assassin their own learning as I have observed that they were
not into their tasks.

 ACT

To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other’s best practices by researching on the appropriate
kinds of assessments I could give to the learners for every topic we discuss. I will also
be researching different ways/strategies that could help my students self-assess their
learning to guide them.

 PLAN

To help improve formative and self-assessment practices, I plan to conduct and action
research on Utilizing Formative and Self-Assessment as an Instructional
Strategy to Attain Effective Learning.

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS
 FIELD STUDY 2: LEARNING EPISODE 17

ANALYZE

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

Yes, most of the time, the assessment tasks given by Teacher Salve are aligned
to the learning outcomes. However, there are also times when she did not share with
the class the learning objectives.

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

Yes, the teacher used traditional assessment tasks for English and Filipino, so far,
in my observation and assistantship. And, one authentic task I got from my Cooperating
Teacher is from her subject where the students had to make movie analysis.

3. Are the traditional and authentic assessment tasks formulated in

accordance with principles of test construction?

Yes, the traditional and authentic assessment tasks formulated are in accordance
with principles of test construction. As far as I have seen and analyzed my Cooperating
Teacher’s assessments, I can say that these are well-made.

4. Were the assessment tasks for formative purposes also used for
summative purposes? Why or why not?

Honestly, I cannot tell since I was not able to see the copy of their summative or
long tests in these three subjects.

5. Where were assessment results students better - in the results of

traditional or authentic assessment?

I am not yet able to see the end result of their authentic assessment in Filipino
which was movie analysis.

6. Which assessment activity/ activities did the student like more? like least?
Why?
They liked the authentic task more as shown by their excitement and eagerness to
participate in the activity/ies. On the other hand, they still like and appreciate traditional
assessments since I also saw how they want to practice what they learned through the
activities.

REFLECT

How can I make the assessment process more meaningful to and more
acceptable to students?

To make the assessment process more meaningful and acceptable to students, I

should be able to do the following: First is to provide a clear criterion of what is/are
expected of the students. This way, there will be transparency of how the students will
be graded. Another is using rubric to keep grading objective for all students. This will
also help the students create their own goals for the assessments based on the rubric.
Next is to provide contextual, honest, and significant feedback to all students. As a
teacher, I can make the assessment process meaningful when I am able to give the
students the feedback they need and deserve for their improvement and learning. And
lastly, help students make up for their mistakes in the assessment process to get them
on track. here are some students who cannot move through their tasks when they’re
stuck, so I should be able to identify where they might have lacked and guide them
with it.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

One thing / Some things that went well is/are in the development/use/administration of
assessment tasks are that most of the students in Grade 7 were able to follow the
instructions clearly, though I had to repeat myself several times. One thing / Some
things that did not go very well is/are in the development/use/administration of
assessment tasks are the irrelevant questions that the students give regarding the
assessment task. For instance, a student asked what “putik” meant and I answered
mud or “lapok” in Bicol Sorsogon (Irosin). This student insisted that it is a bad word. I
wondered why he asked and he said that he will be using it in his sentence.

 REFLECT

This part of the assessment process went well because most of the students in Grade 7
were able to follow the instructions clearly, based on all the traditional and authentic
assessments they have done under my observation. This part of the assessment
process did not go well because some students were slow in doing tasks which took
much of their time until they’re not able to finish and submit incomplete work.
  ACT

To ensure that assessment process serves its purpose, to help students learn, I will read
researches and watch videos on how I can efficiently facilitate the assessment
processes in my classroom. Reading and viewing about various strategies for the
assessment process will help me engage and motivate my students in doing the tasks.
Moreover, researching the do’s and don'ts in conducting an assessment will also help
me as a teacher to know what I should do and avoid doing especially that I will be
handling young learners.

 PLAN

To help improve assessment practice, I would like to conduct action research on the
Effectiveness of Using Rubrics in Every Assessment Practice.

CHECK FOR MASTERY

1. B
2. A
3. C
4. D
5. B
WORK ON MY ARTIFACTS

Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/improvements on the assessment tasks.

Traditional Assessment

This is the very first formative and traditional assessment task I facilitated in class. This
is a short answer type test where the students have to identify if the word is naganap,
nagaganap, or magaganap. I answered this as well since I needed a key to correction
when I checked the students’ notebooks. And one improvement I can suggest is to give
differing items. Based on the answers which are almost all naganap except for item
number three, I think that this test should be changed. Given that this is taken from the
Filipino book, it should not ask for repetitive answers.
 FIELD STUDY 2: LEARNING EPISODE 18

ANALYZE

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

From the formative assessments I have checked in their English and Filipino
subjects, the
teaching implies a good and meaningful progress. Most learners had good results in
their
assessments.

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

Since I was only able to assist in Filipino subject, under my resource teacher, I
observed how they perform in Filipino. I observed how they have easier processing of
the lessons in Filipino.

3. What parents/guardians’ comments were most common during Card-

Giving day?

*n/a - We did not get the chance to attend the Card-Giving day, but based on
the interview I conducted in one of the FS1 Learning Episodes, most common
comments and questions are inquiries on how their children get the grades. Or, they
commonly ask for the process of computation.

REFLECT

What personal message do I get from these students’ scores, grades, and
parents’/guardians’ PTC attendance and comments?

Personally, I have realized how the students’ scores and grades not only reflect
their performance but also the teachers’ teaching approaches and strategies. Yes, the
grades of the students show how well they perform in their academics but I think that
we teachers still take part since we are the ones imparting the knowledge to these
learners. Hence, it is a big responsibility and duty for us, teachers, to make the
teaching-learning process effective and meaningful. This experience conveyed to me
how I should be able to provide appropriate and sufficient learning opportunities to my
students because these will have an impact on their growth and development,
holistically.

WRITE ACTION RESEARCH PROMPTS

 OBSERVE

One good thing that I observed in scoring/grading was most students are trying
their best to attain good results. One thing that did not go very well in scoring/grading
was some students did not submit their works on the formative assessment I gave.

 REFLECT

The scoring/grading went well because I was familiar with the lesson as well as the
basics of grammar so it was easy for me to assist in checking and scoring. The
scoring/grading did not go well because my resource teacher did not give me the
appropriate grading scale. She just told me to give 96 as the highest and 88 as the
lowest.

 ACT

To ensure that scoring and grading served its purpose, to ensure that students
learn, I will read research or view videos on the accurate and appropriate grading
rubric/scoring rubric/grading scale used in the different grade levels in elementary. This
is to ensure that grading is purely objective and has no bias.

 PLAN
To help improve scoring and grading practices, I would like to conduct action
research on the use of appropriate and consistent scoring rubric and grading scales and
its effect on the students’ learning.

CHECK FOR MASTERY

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

WORK ON MY ARTIFACTS

Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and SRC must belong to the same students to see
development.

I was given checking tasks by my resource teacher as shown in the images

below however, I was not able to secure a copy of the students’ SRC since by the time I
asked, it was not yet finished/.
 FIELD STUDY 2: LEARNING EPISODE 19

ANALYZE

Model B: DepEd Template

ACTION RESEARCH PROPOSAL

PROPOSED TITLE:
Developing Students' Listening Skills and
Conversations among Students in the Classroom

Active learning includes practice, review, application, and discussion. By engaging its
cognitive and sensory networks, active learning supports in the processing and storage of new
information in the brain. Learning is improved when several brain circuits are active at once,
according researcher Claire Hoogendoorn of New York City College of Technology. Put
simply, students learn more when we can engage their brains in a variety of ways. This implies
that pupils' learning potential will be enhanced by involving as many of their sensory,
cognitive, emotional, and social processes as possible. When given the opportunity to actively
engage with the subject they are learning, students perform better. It replenishes the brain,
giving it more time to link previously learned material, refute prior myths, and reevaluate
preexisting ideas or opinions.

According to (Elise Dallimore., et, al, March 2017), there are some students who claim
they learn best by listening can also be encouraged to participate in at least a moderate amount
to help others learn, just as they benefit from others' contributions. While many students
commented that their participation doesn't enhance their learning, a significant number
indicated that others' comments help them learn. This validates the importance of encouraging
participation from a wider range of students than might normally volunteer. These suggestions,
while not all-inclusive, show the variety of techniques teachers can employ to improve student
learning through discussion.

To maximize engagement, it is not the goal for every student to participate in the same way
or at the same pace. Conversely, the goal is to create an environment in which each member
can learn and in which subjects are thoroughly explored from several angles. Some students
will speak up more than others; this variation is explained by variances in personality and
preferred methods of learning. Some students who are quiet in class, for example, are
introspective thinkers who typically generate ideas and questions in their minds before
speaking; other students, on the other hand, are shy and first find it difficult to speak in front of
groups. Many students who work on a volunteer basis are active learners who typically
consider their words before speaking. A regular basis. It is the responsibility of the educator to
create an atmosphere in which learners with varying inclinations and perspectives can engage.
To do this, You will have to put in tremendous effort. For example, you might advise chatty
students to wait their turn to speak so that others can, and you might encourage quieter kids to
speak out.

I. Action Research Question

1.What impediments prevent students from taking part in class discussions?

2.What steps may be taken to improve students' participation in class discussions?
3.How are the teachers going to put strategies into practice that will increase students'
participation during class discussions?

Before we can start developing classes that draw on the students existing knowledge,
we must assess their past performance. When newly learned subject is related to previously
 learned material, students will feel more accomplished and interested.
After that, we must allow students to listen and collaborate. Encouraging students to
work together or even just have a mid-lesson discussion about a concept can go a long way
toward increasing student engagement. A terrific teaching strategy is called "Turn and
Talk," in which students are given a discussion topic and a little amount of time to turn and
talk with a partner.
Give your pupils an assignment to finish during class after that. Call the attention of the
students to give a keyword to watch out for during the session. This word can also refer to
a chant or movement. This repetition helps students remember the subject better and
maintains their interest in what they are learning. Give learners the opportunity to choose
their own teaching strategies. When students believe their thoughts are irrelevant, they
become bored.

II. Action Research Methods

This study will be employing the descriptive method to gather data on classroom pupil
active participation and their performance will be assess through the use of instructional
material.

A. Participants/Other sources of Data

The researcher first defined participation in this action research study using both
personal reflections and scientific literature. For the purposes of this study, any kind of student
listening skill and participation in the classroom that leads to different interactions with the
teacher and other students is very important.

B. Data Gathering Methods

A discussion on the matter was held after the action plan was given to the students.
There was agreement reached regarding the proposed actions' implementation. Depending on
the student group, the action plan's duration varied, but it was always at least a month long.
Students' opinions of the action plan were gauged through a survey administered after it had
been put into practice in the classrooms. Ten questions made up the survey, and each question
had a Likert scale with 1 representing the least amount of agreement and 4 representing the
most agreement.

C. Data Analysis Plan

After the reflection period, the involved educators recorded their thoughts about the
occasion, providing feedback on the course of the action plan as well as any other comments
they might have had.

Active Classroom Discussion

Individuals Success
Title Objectives Activities
Involved Indicator
Developing The ability for
explaining every
Students' students to
To develop an idea objective in detail
Listening show off their
that is Teacher and
Skills and accomplishments
relevant to and guidelines for Students
Conversations
everyone. every task
among through the
to the students
Students in discussion.
the The students are
Classroom going to
Asking the possess a chance
To be able to
students' Teacher and To develop a
present an
involvement Students connection or
simple marking.
by name relate
to their fellow
learners.
To encourage Giving them a Teacher and Students
students to listen moment to reflect Students will be aware of
and to take and the reasons
more control or think things behind their
of their learning over first learning
Getting involved
in a discussion.
 Putting focus
They will be
To provide a basis to students who
attentive and
for regularly are not keeping Teacher and
actively involved
checking learning attention Students
inside the
during discussion. on activity
classroom,
during class.

III. Cost Estimate

The cost of the printed assessment sheet and the token that will be submitted to other
teachers will determine how much expense will be spent on the study.

IV.Plan for Dissemination and Utilization

V.
Encouraging learners to Listen and Participate is one of the goals of the action research, as every
educator conducted an informational session prior to implementing it and explaining the research
project to the class. Beginning that week, students were informed that their courses will be
implementing an action plan that included the following four steps:
(1) Explaining every objective and procedures for each activity to the students. (2) Asking
for student's to listen and participate by name. (3) Giving them time to think or reflect before
participating to the discussion. (4) Calling the attention
of students to who are not paying attention to participate in class.
.
VI.References
Dallimore, E. J. et, al. (March, 2007). How do Students Learn from Participating in
Class Discussion?
https://www.facultyfocus.com/articles/effectiveteaching-strategies/students-learn-
participation-class-discussion/

Sparrow, S (2018). What is Active Learning?

https://www.smartsparrow.com/what-is-active-learning/

Washington University in St. Louis (2021). Increasing Student Participation.

https://ctl.wustl.edu/resources/increasing-student-participation/

REFLECT
What was your experience in writing the action research plan?

I've come to understand how essential it is to create a plan in order to give

children the best education possible.

What knowledge, attitude, and skills did you have that helped you
accomplish it?

I believe that my ability to think critically and solve problems enabled me to

achieve this.

What do you still need to lean and develop in yourself to be a skill teacher-
researcher?

With my Critical Thinking Skills. I will be able to operate within the goals and
expectations of their school while also taking my students best interests seriously if I
possess good critical thinking skills. To make sure that the classroom is a caring
environment, as a prospective teacher, I must also continue to be conscious of the
expectations parents have for their children's behavior and education.

CHECK FOR MASTERY

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