Learnin

FIELD STUDY 2 g
Episode The Teacher

FS 1
We Remember

Notice
1. Take note of the following:
• Your Resource Teacher comments, facial expressions, gestures and actions in class
- My Resource Teacher uses right facial expressions, gestures and actions in class
• Students’ comments, facial expression, gestures and behavior in class
- In class #1, they behave properly while in class #2 some of students are not behaving well.
• How your Resource Teacher relates to you
- The Resource Teacher introduce us to her students.
• The classroom proceedings
- The learning process is smooth because the Resource Teacher can manage the class.
• The classroom atmosphere – relaxed of threatening?
- In class #1 the classroom atmosphere is not relaxing because aside from not having bulletin
boards, it’s also hot inside the classroom wherein the students can have diseases.

Analyze

1. From the PPTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that you
viewed, what competencies does a great teacher possess?
- According to the Philippine Professional Standards for Teachers (PPSTs), great teacher never
stops when it comes to learning. When the teacher gained the qualification on becoming professional
teacher, the next stage will be the becoming proficient that can turn to a highly proficient teacher and
finally a distinguished one. Whereas, based on the frameworks given by the Southeast Asia Teachers
Competency Standards, great teacher knows and understands what to teach, helping students learn,
engaging to the community, and becoming a better teacher every day. Engaging themselves to teaching
profession means engaging to a wider role that goes beyond the classroom. From the video that I viewed;
great teachers have deep understanding to their students. They should know how to listen and understand
every learner because every learner has their own way of thinking. Additionally, great teachers have a
power to bring out the best version of their students. They have also deep understanding and they can see
the potential of the learner’s despite of the struggles and challenges that may encountered by the learner.
They facilitate every learner that can help to their future decisions and dreams.

2. Are these competencies limited only to professional competencies?

- No, it is not only on professional competencies because personal qualities are also needed by
every teacher in order to carry out success in both teaching and learning. Giving accurate knowledge to
learners is important because the learners rely on what been taught to them. However, personal qualities
of a teacher have impact to students because of their ability to make different ways on how they facilitate
the learning process. They establish good professional relationship within the learner and to the learning
community. In learning environment students don’t have always share same culture, religion, skills and it
is always had diverse background, it is important that a teacher can understand each of his/her learners
because it enables to give the needs of the learners along the process of learning.

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.
- In my own perspective, professional competencies are not enough to be called a great teacher
because there are lot of qualities that can be possessed by the teacher that not required professional
competencies. Planning a lesson, executing a lesson plan, managing a class, assessing learning,
computing and reporting grades are part of professional competencies.

A great teacher doesn’t have always show their professional competencies. A great teacher must
possess also personal qualities such as ability to understand what is the learner’s needs, interest,
capabilities, strengths and weaknesses. A great teacher who can understand their learners will be able to
support and have knowledge on how they will handle their every learner along their learning process. It is
important to know and understand every learner because it can help to determine whether the learner is
struggling in learning or not. Also, the ability to captures the interest and willingness of a learner to learn
because a great teacher is a great communicator.

Reflect

Which personal traits do I possess? Not possess? Where do I need improvement in?
- For me, both are important because professional competencies and personal qualities are equally
essential as a teacher. In order to be called great teacher both professional competencies and personal
qualities should be possessed by them. Professional competencies are necessary to learn the basics of
methods of teaching, techniques also to plan a lesson, execute a lesson plan, manage a class, assess
learning, compute and report grades. Personal qualities including being good communicator and
interpersonal skills are required so that teacher can understand the needs, interests, capabilities, strengths
and weaknesses of a learner so that the learning process is effective.

Which professional competencies am I strongly capable of demonstrating?

- I have the knowledge on how to choose and create instructional materials to
accommodate students at different levels. This follows my knowledge of using varied teaching strategies
to help my students with different learning styles. I know that I can also be able to assess and identify my
students’ needs, interests, capabilities, strengths and weaknesses. I can also collaborate with others so we
can learn from one another and grow into better teachers to make the school a safe, effective learning
environment for all students and to improve the overall image of the school and the instruction.

In which competencies do I need to develop more?

- I need to develop more my digital skills because as we know that we are in the 21st century of
learning, as a teacher we should have the ability to find, evaluate, and know how to communicate
information through digital learning platforms. Also, we can help students identify websites contain
biased or misinformed material so they can avoid that information and find reliable content from reliable
sources by that we teach students effective strategies for finding credible information.
Who are the teachers that we remember most?
- A teacher who we remember the most was the one who are makes us realize that we are capable
of everything when it comes to learning. A teacher that will never judge learners learning difficulty.
They keep on trying their best to help the learners to understand the lesson. Also. they are concern about
the path what you are going to. They will remind you that it is okay to fail as long as don’t lose hope and
you will try again. A teacher who will make an impact to their students by inspirational talk and their
experienced about their life.

Write Action Research Prompts

OBSERVE
1. In assisting my Resource Teacher, I observed that personal traits such as understanding each learner
interests and professional competencies like managing class were least/ not displayed and as a result,
students were/ class was not behaving properly.

REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1) may be caused by
lack of connecting with students.

PLAN
3. I would like to address this problem (mentioned in #2) by conducting action research on the impact of
behavior in their learning process of grade 7 students.
ACT
4. a.) The main objective of my action research is to identify the impact of behavior to the learning
process of the grade 7 students.
b.) My specific research questions are:
- What is the student profile in terms of age, gender, and family monthly income?
- What does the teacher can suggest to help the behavior of students?
- What are the strategies inside the classroom to motivate learning?
c) To answer my research questions, I will use the descriptive method to answer my specific research
questions.

Work on my Artifacts
As a future teacher, both professional competencies and personal qualities should be possessed
because it can help to facilitate learners. Professional competencies are more on planning a lesson,
executing a lesson plan, managing a class, assessing learning, compute and report grades. Also, personal
qualities should be considered as a teacher because it includes being good communicator and
interpersonal skills that can understand the needs, interests, capabilities, strengths and weaknesses of a
learner so that the learning process is effective.
Teachers must provide both professional competencies and personal qualities enable to have
skills that will help them work collaboratively and know how to understand every learner, and choose the
right learning strategy for learners. Teachers need a wide range of different skills such as communication,
critical thinking, empathy, listening and also digital skills in order to face the complex challenges of
today’s world. A great teacher who can understand their learners will be able to support and have
knowledge on how they will handle their every learner along their learning process. A teacher who we
remember the most was the one who are makes us realize that we are capable of everything when it
comes to learning.
As a future teacher, I will not stop learning enable to give more learnings to my future learners
and improve my skills so that I can determine and be considerate to the needs and interests of my future
students. I will strive to be better teacher to make the school a safe, effective learning environment for all
students.
 Learnin
FIELD STUDY 2 g Embedding Action
Episode

FS 2
Research for
Reflective Teaching

Participate and Assist

List of Completed Action Research Titles Author/ Authors

Ex. Differentiated Instruction in Teaching English

Mary Joy Olicia
for Grade Four Class

1. Improvement of Reading Comprehension

through the use of Higher Order Thinking Noel R. Dauran
skills in Grade III students

2. Improvement of Students Academic Andrea Luz S. Englis

Achievement in Science through Strategic Rolan C. Eullaran
Intervention Materials

3. Project IRI: Increasing Reading Level of Brenda L. Pasquil

Primary Learners

4. Enhancement of Learners’ Reading and Randy D. Dunque

Numeracy Skills through Project Randy

5. Enrichment of Learners’ Reading Hazel E. Argoncillo

Comprehension through Project Hazel Juacrisa D. Balbon

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

Questions My Answer
1. What have you noticed about the action 1. Improvement of Reading Comprehension
research titles? Do the action research (AR) titles through the use of Higher Order Thinking
imply problems to be solved? Yes ✓ No _ skills

If YES, identify the problems from the title you 2. Improvement of Students Achievement
have given. Answer in the space provided.
3. Increasing Reading Level

4. Enhancement of Learners’ Reading and

Numeracy Skills

5. Enrichment of Learners’ Reading

Comprehension

2. What interpretation about action research can Title of the Action Research:
you make out of your answer in Question No. 1?
Effectiveness of Higher Order Thinking Skills to
Reading Comprehension of Grade III students

3. Write the Title and your interpretation of the From the title, I think, the study aims to improve the
study from the title. student’s reading comprehension by using higher
order thinking skills.

4. What do you think did the author/s do with the I think the author/s use strategic material to solved
identified problem as presented in their titles? the problem and use it as their basis to improve
reading comprehension of the students.

Analyze

Key Questions My Answer

Choices:
_Copied from research books
✓ From daily observation of their teaching
1. From what source do you think, did the authors practice.
identify the problems of their action research? ✓ From difficulties they observed of their
learners.
✓ From their own personal experience.
_ From the told experiences of their co-teachers.
 Choices:
✓ To find a solution to the problematic
situation
2. What do you think is the teacher’s intention in ___ To comply with the requirement of the
conducting the action research? principal
✓ To improve teaching practice
___ To try out something, if it works
___ To prove oneself as better than others

Choices:
✓ Prepare me for my future job
___ Get good grades in the course
3. What benefit do you get as a student in FS 2 in ✓ Learn and practice being an action researcher
understanding and doing action research? ___ Improve my teaching practice
✓ Exposure to the realities in the teaching
profession
___ Become a better teacher everyday

✓ By co-researching with my mentor

4. In what ways, can you assist your mentor in ___ By assisting in the design of the intervention
his/ her Action Research Activity? ✓ By assisting in the implementation of the AR
___ By just watching what is being done

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

1. What significant ideas or concepts have you learned about action research?
I learned that action research is hard for me but it can help to improve the education of students.
Action research can identify ways to improve the teaching and learning process of the learners. It also
plays an important role in improving the delivery and quality of student’s education.

2. Have you realized that there is a need to be an action researcher as a future teacher? Yes ✓ No __. If
yes, complete the sentence below.
I realized that I realized that as a future teacher there is need to be an action researcher because it
can help to resolve significant problems in classrooms and schools. Also, it can help to provide more
opportunities on how we improve the quality of education

Write Action Research Prompts

OBSERVE
 Write an example of problematic situation that you have observed and noticed.
- Some students have reading difficulty
REFLECT
 Write a probable solution to the problematic situation.
- Students with reading difficulty can partner to their peers who can read.
PLAN
 As a future action researcher can plan for an appropriate intervention like reading classes.
ACT
 If will implement my doable plan in the future, my title would be conducting reading class in
grade 7 students.

Work on my Artifacts
Your artifact will be an Abstract of a completed action research.
EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO
TEACH SEVENTH GRADE STUDENTS MEASUREMENT CONCEPTS
Student performance on measurement concepts in mathematics was
the basis for this action research study. This study summarizes research
conducted in a seventh-grade classroom at an urban middle school during
fall of 2005. The study investigated the practice of using hands-on activities
in addition to the standard mathematics curriculum to improve student
performance in measurement tasks. Students were asked to respond to
questions posed by both teacher and other students in the classroom. Data
were collected using measurement survey, focus group discussions, math
journals, and teacher observations. Results of this study showed that student
performance on measurement tasks increased throughout the course of the
study. Student gains were recorded and
analyzed throughout the eight-week study period. Twenty-one out of 26
students that participated in the study showed performance growth in
measurement concepts.
 Learnin
FIELD STUDY 2 g Understanding
AR Concepts,

FS 3
Episode
Process and
Models

Notice
What concepts have been emphasized in the task and infographics? Give at least four
1. The main problems in the classroom that is needed to solve.
2. The models that will be using
3. The procedures and steps
4. Elements in a cycle
Since the 3 models are all action research, what are the common elements of the three?
- They have the same and elements like the McNiff and Whitehead models and Nelson Model, it
has common elements like Title and Authors, observe, reflect, plan and act. The said elements are also the
same to the DepEd model but the DepEd model elements are more specific and the information needed is
more emphasis rather than the two models.
Analyze

 If you choose to compare with model B- Nelson, O. 2014, here are the components.

Titles and Author of the Action Research: Improvement of Reading Comprehension through
the use of Higher Order Thinking skills in Grade III students by Noel R. Dauran

Key Components Entry from your Sample AR

The researcher of this research have found out

that many of my pupils in grade III are able to
read fluently but still have difficulty in
answering the “how” and “why” questions. I
am hoping that by incorporating higher order
thinking skills my pupils would be able to
OBSERVE transfer and make connections to reading.
This is important in order for a child to be
successful. I feel that incorporating reading
strategies and showing students how to reflect
about what they have read, would improve
their reading comprehension and to become
life-long learners. I am looking forward to
working on this area of concern, and sharing
my findings with my co-teachers.
 The area of focus for my project is improving
Reading Comprehension. Through the Use of
Higher Order Thinking Skill Activities.
Without the solid foundation of reading skill,
the researcher feels the children will be
struggle hard throughout their schooling and
adult life. By learning the best comprehension
strategies and how to best teach these
strategies to the pupils, the researcher hopes
REFLECT to provide the solid foundation needed to
succeed. Although the school’s NAT result
has meet or exceed its expectation, still the
researcher has a thought of a way to improve
it. In reading class, the 3rd grade pupils
scored 84% but the scores dropped in the 4th
grade. So, the researcher concludes that the
pupils score decreases because of the pupils
have very poor higher-order thinking skills to
increase reading test scores and develop
meaningful reading experiences to the pupils.

The study covered the PHIL-IRI assessment

result of the school year 2011-2012 utilizing
the post-test and National Achievement Test
(NAT). The aspect is in Improving Reading
PLAN Comprehension that the present study will
look into the different reading strategies.
Predicting, making, connections, visualizing,
inferring, questioning and summarizing are
shown on this research to improve reading
comprehension.

The Meta-comprehension Strategy Index had

a total of 25 questions divided into three parts
ACT that asked about the strategies used prior to
reading a story, and the part III of the MSI
consist of statement about the strategies used
after reading the story.

Reflect
As a future Teacher, is conducting an Action Research worth doing?
- Yes, because it will help to identify ways to improve the teaching and learning process of the
learners. Also, it can help to resolve significant problems in classrooms. Also, it can help me to provide
more opportunities on how improve the quality of education as a future teacher.
How can AR be useful for every classroom Teacher?
- Action research is a meaningful way for a teacher to find out why students perform the way they
do. Using action research in classroom allowed to involve students in the curriculum process.

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.
Write an example of a problematic situation that you have observed and noticed.
- Lack of reading comprehension

REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above.
- Use of higher order thinking skills
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 conducting higher
order thinking activities
ACT
If I conduct or implement my plan, what can be its title?
• If I will implement my doable plan in the future, my title would be Improvement of Reading
Comprehension through the use of Higher Order Thinking skills in Grade VII students
Working on my Artifacts
Your artifact will be a full blown completed Action Research
This artifact will be based on what you searched online, which is a full blown action research.
0
Learnin
FIELD STUDY 2 g
Matching Problematic
Learning Situation
Episode

FS 4
with Probable Action

Participate And Assist

The problems I identified are:

1. Cooperation
- Lack of student cooperation can affect the teaching process.
2. Reading Difficulty
- There are students who have reading difficulty.
3. Comprehension
- Poor comprehension can result to reading difficulty.
4. Behavior
- The behavior of students can affect their ability to learn.
5. Motivation
- Create a safe learning environment to improve student motivation.

How can you assist your mentor, after knowing that the learners have difficulty in comprehension?
Make a Choice for your ACTION.
C. Make a learning task to develop comprehension.

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

- Learning tasks can improve comprehension because it helps student’s attention on what they
are to learn. It helps students to think actively. It also helps students to review content and
relate what they have learned to what they already know.

The Problem is: The Action is:

Difficulty in
Make learning tasks to
Comprehension of
improve comprehension
the students
Notice
What have you noticed of the problem identified above? Can there be more than one solution to
the problem? Yes. Explain.

- In this problem, there can be more than one solution to the problem because as teacher we
should focus on more possible solutions to the problem. In this problem we can conduct
tutorial, video lessons and learning tasks but I choose learning tasks in this problem because
its easily to do.

Analyze
Scenario A

 Can you identify, Miss Fely’s problem?

- Yes, one half of the students in class cannot classify animals into vertebrates and
invertebrates.

 Can you find a solution to solve her problem? Yes

Give your two suggestions.
a. Show video presentation
b. Make a learning task to improve the understanding of the students

 What solution can solve Miss Fely’s problem?

- Make a learning task or activity

Scenario B:

 Can you identify the most probable-teaching-learning problem/s in the class of Sir Ryan?
a. Low expectations of student
b. Lack of instructional coherence
 Can you propose a solution to solve one of the problems that you have identified?
Reflect- For low expectations of students, Sir Ryan should consider what is the need of his students
they can give programs such as advancement courses and gifted talented programs as well
as well as school systems that council students out of school. They need to provide access
to rigorous courses and increase academic support to students.

After reading the two scenarios given above, how would identifying problematic situations and finding
solutions to these problems help you to become a better teacher?
Explain:
These two problematic situations can help me to become a better teacher because it gives me experience
how to solve these problems and it can help me in the future if I encountered this kind of problem with
my future learners.

Write Action Research Prompts

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

OBSERVE

What problematic situation prevails in the classroom?

- Reading difficulties or comprehension and lack of understanding about the lesson.

REFLECT

What changes do you want to achieve?

- Way of conducting activities

PLAN

What strategies will you use to improve the situation?

- Use of higher order thinking activities
- Utilize visual imagery and use audio books

ACT

What would be the title of your Action Research should you conduct the study?
- Improving Reading Comprehension through the Use of Higher Order Thinking Activities
Add: Solutions/Actions
- As a future teacher, I will conduct this study enable to help students. To be able to conduct
this study, I will propose it to the principal for approval and prepare the necessary materials.

Check for Mastery

Problematic Situations Probable Solutions/Actions

F 1. Connectivity for On-line learning A. Rearrange classroom setting

D 2. Disruptive Classroom behavior B. Maximize use of varied instructional materials

B 3. Poor interest and motivation C. Regular parent-teachers circles

C 4. Parental non-involvement D. Use of rewards

A 5. At risk-students E. Group studies and Study Buddies

F. Use of flexible learning

G. Silent Reading Exercises

 Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research

Improving Reading Comprehension through the Use of Higher Order Thinking Activities

II. Author/s: Noel R. Dauran

III. Abstract

This action research project was conducted to improve reading comprehension of grade III pupils of Baya Elementary
School, Ragay District, Division of Camarines Sur for the school year 2011-2012. The researcher intends to improve the
reading comprehension by using the higher-order thinking skills such as predicting, making connections, visualizing,
inferring, questioning and summarizing. In his classroom the researcher modeled these strategies through the think- aloud
process and graphic organizers. This is followed by the pupils using these strategies the whole class, small group, and
independent practice.
The pre-experimental one-shot case method of research was utilized in which the treatment was the instruction of
Reading strategies. Documentary analysis was also employed since the results of schools PHIL-RI and Meta-
comprehension Strategy Index were used as the source of data. The researcher gathered information prior to implementing
the strategy interventions. The Meta-comprehension Strategy Index indicated a lack of pupil’s knowledge of strategies to
use before, during, and after reading. The PHIL-IRI given to the grade III pupils identified 9 of the 16 pupils below target
level.
The information gathered by the researcher after the intervention had been modeled and practiced showed
improvement with the grade III pupils. The post intervention scores for the Meta-comprehension Strategy Index showed a
significant increase in pupils’ knowledge of the reading comprehension strategies. The Phil – IRI post intervention scores
indicate only 2 of the 49 pupils of the grade III pupils remained non-reader. The table on Level of reading comprehension
it shows that along frustration level, indicated a decrease of 32.65%, under Instructional indicated an increase of 32.65%
and 6.13% for Independent Level.

IV. Identify the Problem in the Study

The objective of this research project was to improve reading comprehension in the third-grade pupils through teacher
modeling and think aloud process using six strategies. The researcher used to predict, making connections, visualizing,
inferring, questioning, and summarizing strategies. Beginning in September 2011, the strategies were introduced and
practiced over a sixteen-week period ending with an assessment at the end of January 2012. The strategies were first
modeled by the researcher through the think aloud process and the use of graphic organizer. Next the strategies were
practiced by the whole class then small groups, and finally independently.

V. Identify the Action Taken in the Study

One tool the researcher used to collect data, analyze pupils’ use, and pupils’ understanding of
the reading strategies was an observation checklist. Beginning in October 2011, once a month, the
researcher used checklist to observe which reading comprehension strategies were being used by the
pupils in small groups. The researcher found two problems with using checklists. The researcher
observed that pupils had a problem using the strategies within the group setting without a guide sheet
to follow. Therefore, the researcher developed a group record keeping sheet for the various strategies
pupils were to use before, during and after reading the story in their group. This record keeping sheet
aided the researcher in monitoring pupils’ progress since observing groups at one time was a second
problem.
Following the teaching of the reading strategies, the researcher administered Meta-
comprehension Strategy Index (MSI) to see if the strategies changed pupils approaches in reading.
The MSI measures pupils’ knowledge of reading strategies used before, during, and after reading. The
researcher noted the new activities led to an increase in pupils’ knowledge of the reading strategies in
all parts of the MSI.
 Learnin
FIELD STUDY 2 g Preparing
Episode The Learning

FS 5
Environment: An
Overview

Participate and Assist

What will you do to assist your mentor in setting up a conducive learning environment in the following
conditions:

1. Bulletin Board Display

Bulletin board is important in any educational setting. They can be used to give information to
students, reinforce lessons, display student work, and more. I can assist my mentor in setting up
an effective bulletin board by incorporating a theme to it, such as school events or holidays. I can
also contribute an appealing design and structure that would help attract students’ attention, and
would encourage them to interact with what’s displayed on the board.

2. Small Group Discussion

Small group discussion is a method wherein students are formed in a small group to help each
other learn. While the teacher serves as a facilitator, my role during this method is to become a
class moderator. It should be my responsibility as a moderator to prohibit the students from
disrupting one another or speaking at the same time. In that way, I can help maintain a peaceful
and successful small group discussion.

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

In a virtual classroom, the teacher usually checks the attendance just like the way they used to do
in a face-to-face class. In this case, I can assist my mentor by keeping track or a record of the
student’s performance in terms of class-wise attendance and behavioral analysis. By doing this, it
eases the task of attendance and I could also help my mentor manage data on real time basis.

Notice
Learning Environment 1:

 What have you noticed of the display in the class bulletin board? What message of theme does it
convey?
- Mission and Vision of the school
- Health board

 What makes it attractive to the learners?

- The designs and content

  Does it help in the learning process? Yes

 How?

- It can provide detailed information about a certain content.

Learning Environment 2:
 If the teacher is using a distance delivery of learning through the modules, where is most likely
the learning space of the students?

- Home

 Can you describe?

- The learning environment can be distracting because of different barriers can occur in the
learning process.

 How can you as a teacher help to make such environment conducive for learning?

- In a distance delivery, I can ask help to parents of the learners in promoting creativity and
critical thinking, which are important life skills that students should inculcate when they are
in school. Also, in giving the modules or learning materials I have to be more creative it also
helps students to stay focused and refreshed when studying. Lastly, by giving rewards
because students learn best when they are motivated and a great way to keep them driven is
by rewarding achievements.

Analyze
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 chose Learning Environment 1 because it depicts the learners in classroom and it can make
students to have the opportunity to ask questions during the learning process. It also allows
students to participate in small group discussions, school activities and classroom
participation.

Reflect

Based on my noticing and analysis, I realized that

a. Face to face learning is the best learning environment unlike distance delivery because it allows
learners or students to have the actual learning environment wherein the students can learn something by
collaborating with their peers.
b. I realized that conducive learning environment can impact the learning process of the learners.
c. Distance delivery can happen anytime because we are still on the midst of pandemic but the teacher
should be ready on how to make a conducive learning environment.

Write Action Research Prompts

OBSERVE
What probable problem may result from the two situations of the learning environment?
For face-to-face learning, the following are the probable problems;
a. Travel time from home to school
b. Allowances
c. Learning resources
d. Tuition
For distance delivery, the following are the probable problems;
a. Power interruption
b. Technology
c. Different learning styles

REFLECT
What solutions can I think of to solve the problem?
To solve this problem, the teacher or the administrator should visit the homes of every student to identify
their problem and also how to solve them. The teacher also should have plans on how to meet the learning
outcomes of every learner’s and also to meet the needs and interests of learners. Teachers should be
creative and have the problem-solving skills.
PLAN
How should I do it?
Enable to identify the problem of the students the teacher should coordinate with school administrator,
parents and also the students. The teacher should create all of necessary learning materials. As a teacher,
the needs of the students should be provided by possessing professional competencies and personal
qualities. Also, the teacher should exert efforts and willingness to help the learners in their learning
process.

Check for Mastery

Choose the best answer from the options given.

1. Learning environment is only confined to specific place called schools. This statement is B.
FALSE.

2. What kind of learning happens anytime, anyplace and anywhere? B. On-line learning

3. In which situation can learners with more physical presence and intervention of the teacher?
A. Face-to-Face

4. Which of the two kinds of learning environment encourages independence and self-management
of the learners? Why? C. Both, because they can always shift from one modality to another.
 5. Of on-line or virtual learning environment is not applicable, the traditional face-to-face or in-
school will continue. How will you improve the physical learning environment? D. A, B and C

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

As a future teacher, we should know how to make conducive learning environment. In making
conducive learning environment here is my plan. First is to build the environment, that can help students
to connect or collaborate in their learning process. I will make certain that the arrangement of desks and
work space, the attractiveness and appeal of bulletin boards, and the storage of materials and supplies are
all in their proper locations because students spend a significant amount of their time in school and this
encourages students to be more productive. Second is to make their environment more creative by
placing bulletin boards or clipboards it can help the students to motivate and study. Clipboards can be
used to motivate the students because its function is to display the learner’s work.
Third, is the availability of resources. As a future teacher, I must remember that not only will
making the most of my resources save me time and money, but it will also benefit a child's ability to learn
and develop. For example, the use videos, PowerPoint presentations, worksheets, folders and files, and
books and dictionaries. This enables students to keep an organized environment while also assisting them
in making the most of their learning experience. Lastly, having an award section because students learn
best when they are motivated by giving reward achievements. Playing games can also be use in a
conducive learning environment because it enables students to build relationship to their peers. Also,
games can help to reduce stress especially when examination is coming. As a teacher, I intend to make
my classroom safe, welcoming and accommodating to children. I'd like them to express their thoughts,
ideas and as well as their feelings. I'll also make certain that I can meet their expectations and increases
their attention and focus.
 Learnin
FIELD STUDY 2 g Enhancing a
Episode Face-to-Face

FS 6
Learning
Environment

Participate and Assist

Given the concepts and the infographic, how can you participate and assist in a face-to-face
learning environment?
- As a future educator, I can participate in and contribute to a face-to-face learning
environment by providing students with a conducive classroom environment in which
everyone can express themselves and participate in class. I will encourage students to share
their thoughts, interact with their peers and provide feedback on something or the lesson. In
addition, I will allow students to work independently as well collaborate in groups to create
and develop their social, creative, and critical thinking skills. In this new curriculum, I will be
able to employ a variety of teaching strategies that will be use and assist in a face-to-face
learning environment. Also, I can use technology to engage my students in class and
encourage them to reflect on and explore their learning.

Notice

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

Classroom Environment Before Classroom Environment Now

Lots of bulletin board Lack of bulletin board

Classroom arrangement is good Classroom is not arranged properly

Analyze
What do you think brought the changes in the face-to-face learning environment now?
- I think the changes in the face-to-face learning environment as a result of the incorporation
of technology into the classroom, which provides effective learning environments.

From the changes that you identify, choose one that you can do. How will you do it?
- The changes that I can do are the classroom environment; I can make my classroom more
creative by utilizing available technologies. I believe that I should focus on things that
remove distractions from the classroom and help students develop
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will enable the
leaners to achieve better learning outcomes? Yes. Explain your answer.
- Conducive learning environment will enable the learners to achieve better learning outcomes
because it motivates the students to learn. Also, the students will continuously absorb the
learning by themselves or with peers, and they will learn how to reflect and explore on the
learning they received.

Write Action Research Prompt

OBSERVE
What common problem have I noticed in the face-to-face learning environment?
- The overcrowding of students inside the classroom also when dismissal time. Lack of
classroom and improper ventilation. Also, some of students are not active in class.

Can I translate this problem into a question?

- What can we propose to solve this problem?

REFLECT
How would I solve the problem?
- By proposing a project proposal to help a safe learning environment.
Will it improve my teaching? Yes
How?
- It can improve my teaching process because I provide a better learning process to learners. It
also allows students to be more focused on the lessons and allows interaction with their peers.

PLAN
What will I do to solve the problem? Describe briefly how you will do it.
- I will put bulletin board wherein the previous discussion is found there and students can
review it. I will design the classroom so that students are always motivated. Students develop
their morals, attitudes, and become more disciplined in a given situation as a result of this.

Check for Mastery

Choose the best answer from the options given.

1. In a face-to-face learning environment, the most critical element is/are the B. Physical,
psychological and social considerations

2. The traditional classroom spaces are still considered valid and effective for as long as these
conditions exist. What are these conditions? D. III & IV

III. The presence of the teacher is needed in a given time to guide learning.
 IV. All students should be heard in class discussion.

3. The best instructional material in the traditional classroom is the A. Blackboard.

4. Outdoor activities like group games, scavenger hunt and the like provide a positive A.
psychological environment

5. It is observed that different classrooms have different arrangement of chairs, tables and benches
because of B. different purposes

Work on my Artifacts

PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the physical environment: In classroom#1, the learning environment is good and well
arranged. They have also bulletin boards. Learners are comfortable in terms of light ventilation. In
classroom #2, I observe that inside the classroom is hot because there’s not enough spaces and also due
to lack of ceiling fans or electric fans. They don’t have bulletin boards inside the classroom.
Describe the psychological environment: Both classroom #1 and #2 are following rules and regulations
when it comes to segregating wastes. Also, they are both motivated in learning but in classroom #1 some
students are lot active in class. Both of class that I observed have express themselves and they have
positive attitudes, behavior and respect.

Describe the social environment: Both classroom's environment supports positive interactions between
the learner and the teacher. There are also activities conduct outside the classroom wherein the
participates in practice of wellness dance and they are joined by different sections. The differences of all
students are considered they are treated equally and addresses the needs of each student.
 Learnin
FIELD STUDY 2 g
Making On-line or
Virtual Learning

FS 7
Episode Environment Safe
and Conducive

2
Notice
As a teacher, what have you discovered to be easy to implement in your virtual class?
- It can happen anytime and anywhere.
How did the students show their active participation in the lesson ?
- By their attendance and they response if they called by the teacher. Students demonstrate active
participation by always participating in the class by raising their hands or clicking the raise hand
icon. They also, though not always, pay close attention, ask probing questions, and actively
participate in all activities

Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
✓ 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 great factor to support a conducive environment.

Reflect
As a future teacher I feel that the on-line learning environment can be safe if the learners are only staying
with their houses because in some cases if the internet connection is bad, they tend to go outside to find
better connection.
I think that teaching in a virtual learning environment is really hard not only for students but also for the
teachers.

OBSERVE Identify the problems brought about by the online learning environment.
- Limited access to technology
- Low innovation
- Internet connection

REFLECT How would you solve this problem?

- This problem could be solved by implementing a strong innovation integration strategy. As a
future teacher innovation is important in order to help our student we should know where we can
 to our students. Teacher can help to provide the tools and knowledge to help learners to strategize
what possible solution they can do to the problem.

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

- To solve this problem, students have stay in touch with teachers and keep them up to date on
what's going on. They should be understanding and accommodating of the situation, even
recording course sessions as a backup. Encourage students to do their best and avoid distractions;
try to stay away from anything that could interfere with your learning.

Check for Mastery

1. What is common among the following learning environments: (a) remote learning, (b) virtual
learning, (c) on-learning learning? A. Presence of a teacher

2. If your co-teacher asks you to borrow your email address password for an urgent concern, which
action should you take as a safety measure? A. Open your email yourself and print your friend’s
email

3. Why should parents be involved and be a part of a safe on-line environment?

A. Parents should provide guidance in the selection of websites for children’s references.

4. In a virtual synchronous class, when a student would like to talk, which of the following actions
should be done? C. Raise hand or D. send message to chat box

5. Which would describe a safe and conducive virtual learning environment? D. A,B AND C

Work On My Artifacts:
Name of Website Topics/Title of Content or Instructional Materials

1. 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 quiz let 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.

2. 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.

3. 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 Read
Theory to any teacher looking to improve their
students’ reading skills because it has materials
for students in grades K-12.

4. 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.

5. Google classroom A suite of online tools that allows teachers to set

assignments, have work submitted by students, to
mark, and to return graded papers. It was created
as a way to get eliminate paper in classes and to
make digital learning possible. It was initially
planned for use with laptops in schools, such as
Chromebooks, in order to allow the teacher and
students to more efficiently share information and
assignments.

6. LinkedIn Learning An educational platform that offers professional

courses in business, technology-related and
creative fields in the format of video lessons.

7. Teachable An online teaching platform that serves the

everyday instructor. Teachable provides an easy
and simple solution for uploading your learning
content, customizing your online school, and
communicating effectively with your students.

8. edpuzzle.com A video-based platform that allows teachers to

upload or choose their own YouTube video and
then have students respond to it. Teachers can use
the video to create quizzes or tests and receive
immediate feedback. Ed puzzle also encourages
student accountability by allowing teachers to see
if students are watching the videos, how many
times they’ve watched each section, and if the
content is understood. Ideal for distance learning
or teachers in grades 6-12 who want to
incorporate more visual media into their lessons.

9. 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.

10. 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 in grades 6 through
 12 should have Kahoot.

Learnin
FIELD STUDY 2 g
Establishing My Own
Classroom Routines
Episode

FS 8
and Procedures in a
Face-to-Face/ Remote
Learning

Participate and Assist

We are given the opportunity to consult with our cooperating teacher about any possible assistance or
participation that we can offer to assist her with the class routines. She requests that we assist in giving
activity in the class.

List down the problems which you have encountered while implementing these routines.

- Misbehaved students
- Students who have lack of comprehension

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?

- I feel complete because I can fulfill my duty as a field study student but I have to learn more and
practice handling a class.

 How did your students respond to your classroom routines and procedures?
- They response actively by participating well in the routines and procedures .

 What was the feedback of your Resource Teacher on your classroom routines and procedures?

- The feedback of my resource teacher in my way of conducting the classroom routines and
procedures are good because she agreed also on how I handle the students because some of them
are lack of understanding and comprehension and they are really need to be guided always.

 Was there a change in the classroom environment/teaching-learning process after you have
implemented your classroom routines and procedures?

- Yes, because they feel motivated when I give them help in their learning process.

 What was the feedback of your Resource Teacher on your classroom routines and procedures?
 - The feedback of my resource teacher in my way of conducting the classroom routines and
procedures are good because she agreed also on how I handle the students because some of them
are lack of understanding and comprehension and they are really need to be guided always.

Analyze
1. What factors/conditions prompted you to establish those classroom routines and procedures?

- The learners' lack of comprehension was one of the factors that prompted me. I want to motivate
them to learn and improve themselves.

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

- The eagerness to learn

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

- Yes, the teaching-learning process has improved as a result of the learners' participation.

Reflect
What insights have you gained while doing this learning episode?
- The insights I gained during this learning episode, is to continue to improve more my
ways of conducting classroom routines because it will be good practice for my future. It also
gives me a general idea of how to interact with my students while implementing the routines and
procedures that have been developed.

Write Action Research Prompts

OBSERVE

1. The problems/challenges I encountered in establishing my classroom routine was really important to

improve because comprehension is one of the components when we are learning.

REFLECT

2. I hope to achieve to address these problems and challenges by supporting, motivating and bringing out
the best ideas of the students

PLAN

3.Some strategies/ways which I can employ to improve my classroom routines are to incorporate more
engaging activities to activate the fun and excitement as we progress through our class.

ACT
4 .(Based on my answers in nos: 1-3), the possible title of my action research on this episode is Improving
the learning development of students in 7- NA3

Check for Mastery

1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class settled and ready
for the daily lesson. Which of the following would be the best advice for her?

B. She should assign a group leader to monitor student’s discipline

2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever they need to
attend to personal necessities. This is an example of which of the following classroom management
techniques? B. the use of gate pass

3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class. What is the
benefit of having this practice?

A. Ensure discipline and responsibility in class.

4. During inclement weather one of the routines established by Ms. Returan is for her class to fall in line
along the corridors and not in the school yard. What must be the reason why she implemented this?

C. To protect them from harm

5. Why is it best to establish routines at the beginning of the class?

B. To control unruly students

Work On My Artifacts:
Take some snapshots of your routines in the classroom or in remote learning and tell something about
them. You may also write down the procedures you have formulated and explain the reasons for these.

These are my classroom standards that I use whenever I am

teaching. They help me in making sure that the classroom is
well-rounded and safe during my discussions.
 Learnin
FIELD STUDY 2 g Creating my
Classroom/Remote
Episode

FS 9
Learning
Management Plan

Participate and Assist

My Classroom Management Plan

Philosophical Statement

I will create a safe, enjoyable, and cooperative learning environment. Discipline will be applied as soon
as possible and as necessary. A well-designed remote learning provides opportunities for learners to
explore topics, piques their interest, and offers options for assignments the learners find challenging
and interesting.

Classroom Rules and Behaviors

To ensure the discipline of my students, I will establish classroom rules and procedures such as:

 Show your teacher respect and pay attention to what he or she is saying.
 Raise your hand to speak if you want to.
 Remain silent when your teacher speaks.
 Share new concepts
 Maintain a clean classroom at all times.
 Stick to the seating arrangement.
 Use positive language.
 Remain alert at all times.
 Obey all school regulations.
 Have a good behavior

Teacher-Student Relationship

In order to maintain positive relationships with my students, I will treat them equally and having also
respect for my students. I'll teach them to do the right thing and avoid wrong doings. I will also teach
them to have respect with one another. I find that using rewards rather than punishments will keep
them motivated. I'll teach them both how to speak and how to listen

Schedules and Timeframes

In terms of time and scheduling, I will organize my class schedule based on what the school and I
agreed upon. I should always consider my students' perspectives. I will make every part of my
lesson interesting and interactive in order to keep my students' attention on the task at hand. I should
always draw the attention of all of my students. I should also take into account their emotions and
circumstances.

Classroom Structure, Design and Arrangements

I will provide materials that can help the development of my students in order to create a conducive
learning environment in my classroom. I will also include some technology that we’ll use in class on a
 daily basis. Furthermore, in my classroom, I will eliminate anything that can cause distractions and
stress.
Classroom Safety Rules and Procedures

To ensure the safety and security of my students, I will provide a medicine cabinet in case something
goes wrong. For security reasons, I will impose rules such as requiring students to sign to logbook
whenever they are going outside the classroom. They should notify or a security guard if they have any
concerns. Also knowing their parents or guardian contact number in case of an emergency, and
prohibiting students from leaving campus during class hours to ensure their safety.

Strategies for Rewards and Consequences

I intend to impose class rules and procedures that will hold students accountable for their actions, and I
believe that students will comply if sanctions and rewards are attached to each rule.

Notice
After reading and reviewing the classroom/learning management plan from different sources and
creating your own plan, answer the following question.

1. What salient components have you noticed?

- I noticed that as teachers, we should always be aware of each student's needs. In order for
students to learn and reflect, we must first know the needs of the students in order to determine
where we can help them. This episode will focus on classroom routines and procedures.

2. Why is there need to utilize the information to create your classroom management plan?

- I believe there is a need to use the information to create my Classroom management plan
because having different options for what rules and procedures are more effective for
students will help me as a teacher to have an effective classroom management plan for diverse
students.

3. What were the significant things that you noticed when you were implementing your plan?

- The most important thing I've discovered while putting my plan into action is that planning is the
key to having a well-managed and organized classroom. The Classroom Management Plan
assists students in focusing on learning and understanding what is expected of them. One of
the primary goals of this plan is to provide a conducive and effective learning environment .

4. Were there items in your classroom / remote learning management plan which were not tailored
to the needs of your students? How will you improve on this?

- No, and I believe that in order to improve, I should focus on the items that they will use rather
than those that will only be displayed in the classroom

Analyze
1. What elements in your classroom/remote learning management plan were mostly
followed/complied?

- The cleanliness of the classroom and the students' moral character were mostly followed;
respecting teachers and students, using positive language, and so on.

2. What elements in your plan were the most difficult to implement? Why?
 - Have a good behavior was the most difficult aspect of my plan to implement because some
students can’t control their behavior without the teacher.

Reflect
What were your realizations after creating and implementing your classroom/ remote learning
management plan?

- I realize that creating and implementing classroom management plan is important. It reminds
students of their school responsibilities, but it also assists in the development of the students in
order for the student to have a good moral character. Lastly, it also helps my students focus on
their studies.

Write Action Research Prompts

OBSERVE
1. The problems/ challenges I encountered in writing my classroom Management Plan is that they
are diverse; some of them have domestic responsibilities that may affect the Classroom
Management Plan.
REFLECT
2. I hope to achieve to address these problems and challenges by proposing an action research
project on the subject. I believe it will also help if I consult my plan with other teachers and
solicit their feedback and suggestions.
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems by
conducting action research on how to resolve this issue. In addition, I will question my students
about the issue and invite them to share their thoughts and opinions. I will try to readjust and
revise my strategy if necessary.
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is
"Assessing Classroom Management as a Strategy for Diverse Students"
To further enrich my knowledge on designing my classroom/ remote management plan, whether in the
classroom or in remote learning, these are some of the online resources which will help me in these
activities. (include books, websites, you tube videos and the like and share these to your peers.)
Classroom Management Plan
By Indeed Editorial Team
indeed.com

Check for Mastery

1. Why is classroom management plan important?
D. To make the students responsible and accountable for their actions.
2. Why is there a need to make the classroom management clear and simple?
A. For students to understand and follow easily.
3. Why is there a need to have a classroom structure/lay out?
 D. For the safety and security of students
4. When is the best time to make classroom management/remote learning plan?
A. At the beginning of the school year.
5. Which of the elements in the classroom management/remote plan must be given more emphasis?
A. Classroom Rules and Procedures

Work On My Artifacts
My Classroom Management Plan

Philosophical Statement

I will create a safe, enjoyable, and cooperative learning environment. Discipline will be applied as soon
as possible and as necessary. A well-designed remote learning provides opportunities for learners to
explore topics, piques their interest, and offers options for assignments the learners find challenging
and interesting.

Classroom Rules and Behaviors

To ensure the discipline of my students, I will establish classroom rules and procedures such as:

 Show your teacher respect and pay attention to what he or she is saying.
 Raise your hand to speak if you want to.
 Remain silent when your teacher speaks.
 Share new concepts
 Maintain a clean classroom at all times.
 Stick to the seating arrangement.
 Use positive language.
 Remain alert at all times.
 Obey all school regulations.
 Have a good behavior

Teacher-Student Relationship

In order to maintain positive relationships with my students, I will treat them equally and having also
respect for my students. I'll teach them to do the right thing and avoid wrong doings. I will also teach
them to have respect with one another. I find that using rewards rather than punishments will keep
them motivated. I'll teach them both how to speak and how to listen

Schedules and Timeframes

In terms of time and scheduling, I will organize my class schedule based on what the school and I
agreed upon. I should always consider my students' perspectives. I will make every part of my
lesson interesting and interactive in order to keep my students' attention on the task at hand. I should
always draw the attention of all of my students. I should also take into account their emotions and
circumstances.

Classroom Structure, Design and Arrangements

I will provide materials that can help the development of my students in order to create a conducive
learning environment in my classroom. I will also include some technology that we’ll use in class on a
daily basis. Furthermore, in my classroom, I will eliminate anything that can cause distractions and
stress.
Classroom Safety Rules and Procedures
To ensure the safety and security of my students, I will provide a medicine cabinet in case something
goes wrong. For security reasons, I will impose rules such as requiring students to sign to logbook
whenever they are going outside the classroom. They should notify or a security guard if they have any
concerns. Also knowing their parents or guardian contact number in case of an emergency, and
prohibiting students from leaving campus during class hours to ensure their safety.

Strategies for Rewards and Consequences

I intend to impose class rules and procedures that will hold students accountable for their actions, and I
believe that students will comply if sanctions and rewards are attached to each rule.
0090
Learnin
FIELD STUDY 2 Writing My
g
Episode Learning/Lesson

FS 1
Plan

2 0
See the last part of this file for the Lesson Plans

For the first activity, fill it out what is asked

Participate and Assist

Lesson Plan in English
Grade Level:
Learning Outcomes
At the end of the lesson, the students are expected to:
1. Identify what are primary and secondary sources of information;
2. Gather information from primary or secondary sources, and
3. Share your thoughts on why identifying different sources of information is essential.

Learning Content
Primary and Secondary Sources of Information

Learning Resources
MELCS-8
ENG8-Q4-MOD2

Learning Procedures
See the last part of the file.

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

- When developing my lesson/learning plan, I kept my learners' interest and capabilities in

activities I used that are appropriate for them because I want my students to be able to express
what they've learned in class. I want to make my lessons more engaging and exciting so that my
students are motivated to learn.

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

 - The difficulty that I met in writing lesson plan is that how can I present the lesson and what
activities I'll include in my lesson plan.

3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?

- HOTS questions are important in learning plans and lessons. Also, use engaging motivational
activities in learning process.

4. What were the best features/areas for improvement of your lesson/learning plans?

- In my opinion, the best part of my lesson is when I allow students to create their own
thoughts about the topic. I believe it has the potential to promote learning because students will
collaborate to explore and discover things on their own. Meanwhile, one aspect of my lesson that
I can improve is the manner in which I will conduct motivational activities wherein a strategy to
avoid boredom.

ANALYZE
Analyze the various components of your lesson plans by answering the given matrix. Take note
that you must have provisions to do this lesson on a face to face, modular or through online learning.

Questions Answers
1. How did you arouse students’ interest? What By letting them a song about the lesson, because
motivational techniques did you indicate in your they can capture students’ attention and help them
plan? fully understand the lesson. Furthermore, asking
questions or their opinion in the classroom can
enhance students' learning experiences and allow
them to create ideas in a realistic setting.
2. How did you respond to the diverse types of I addressed the various types of learners by
learners? tailoring my examples and activities to different
2.1 gender, needs, strength, interests and genders, religions, indigenous groups, and so on.
experiences I also encouraged my students to think of their
2.2 linguistic, cultural, socio-economic and own examples based on personal experiences or
religious backgrounds interests. Furthermore, I used instructional and
2.3 with disabilities, giftedness and talents assessment strategies that catered to the students'
2.4 in different circumstances individual needs and interests by allowing them to
2.5 from indigenous groups composed and reflect about themselves.

3. What instructional strategies will you employ

in face to face or in a remote learning delivery for Video presentations – because it helps students
this lesson? Explain. learn all subjects, but especially those that are
complex and/or highly visual, such as step-by-step
procedures and problem-solving
Group activities – because it can be an effective
means of motivating students, encouraging active
learning, and developing critical-thinking,
communication, and decision-making abilities.
Written assessment – because it enables students
to demonstrate their abilities and knowledge while
also indicating their progress toward meeting
educational goals and standards.
4. Was the language used appropriate to the level Yes, because as a Filipino we are comfortable to
of the students? Explain your answer briefly. understand our own language.

5. What types and levels of questions did you Higher-order thinking skills questions are the
formulate? Are they of higher order thinking skills types and levels of questions I formulate. In my
 (HOTS)? Write two (2) examples. lesson, here are some examples of higher order
thinking skills questions:

1. Anong hakbang ang maari mong gawin

upang mas makagawa ng tamang kilos
bilang isang nagdadalaga o nagbibinata?
2. Ano ang kahalagahan ng tamang kilos
bilang isang nagdadalaga at nagbibinata?
6. What instructional resources will you use? Google Classroom – online tools that allows
Why? Cite the possible online resources that you teachers to set assignments, have work submitted
can utilize whether done in the classroom or in by students, to mark, and to return graded papers.
remote learning. It was created as a way to get eliminate paper in
classes and to make digital learning possible. It
was initially planned for use with laptops in
schools, such as Chromebooks, in order to allow
the teacher and students to more efficiently share
information and assignments.
Teachable - an online teaching platform that
serves the everyday instructor. Teachable
provides an easy and simple solution for
uploading your learning content, customizing
your online school, and communicating
effectively with your students.
7. Are your modes of assessment aligned with Yes, I believe my modes of assessment are
your learning outcomes and activities? Cite a aligned with my learning outcomes and
specific example. activities because my learning outcome is
“Naipamamalas ng mag-aaral ang pag- unawa sa
mga inaasahang kakayahan at kilos sa panahon ng
pagdadalaga/pagbibinata, talento at kakayahan,
hilig, at mga tungkulin sa panahon ng
pagdadalaga/pagbibinata” and the given activity
are aligned to the learning outcomes. For
example, Lagyan ng titik T kung angkop o tama
ang kilos na pinapakita bilang isang dalaga o
binata at titik M naman kung hindi angkop o mali
ang pinapakitang kilos.
8. Will your performance task ensure the mastery Yes, I believe that my performance tasks ensure
of the learning competencies? Explain briefly. the mastery of the learning competencies because
I made a certain that my performance task would
allow learners to draw and using words in
expressing their learnings.

9. In a scale of 1-10, how will you rate your I will rate it 7 because I believe that my learning
learning plan(s)? Justify your answer. plan still needs to be improved, and that I have a
lot to learn, particularly about how I present my
lessons and create activities that cater to the
individual learning needs of the learners.
10. If this lesson is not implemented face to face, This lesson can be used in both face-to-face and
how are you going to do it remotely? online classes. In an online class, I will set up an
online learning environment wherein they can still
do activities in their homes without getting
struggles.

REFLECT
Why is lesson planning an integral part of the instructional cycle?
- Lesson planning is an important part of the instructional cycle because it enables teachers to
plan ahead of time what they want their students to learn, what teaching and learning
activities they will use, and how they will assess understanding. It also allows teachers to
 focus and to be guided on what they need for their lesson, what they want to teach, and it
establishes a time frame for what must be completed.

Write Action Research Prompts

OBSERVE
1. The problem/challenges that I encountered in writing my learning/lesson plans

- The difficulty that I met in writing lesson plan is that how can I present the lesson and what
activities I'll include in my lesson plan.

REFLECT
2. I hope to achieve to address these problems/challenges by interviewing some teachers about the
instructional strategies and learning resources they used.

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

- By interviewing some teachers about the instructional strategies and learning resources they
used.

ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is “The effect
of instructional materials on student learning process and engagement”
To further to enrich writing my learning/lesson plans whether in the classroom or in remote
learning, these are some of the online resources which will help me in these activities, (include books,
websites, you tube videos and the like and share these to your peers.)

Better Lesson Plans, Better Lessons: Practical Strategies for Planning from Standards
By Ben Curran books.google.com.ph

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

INSTRUCTION: These are the basic skills in lesson plan writing. Rate yourself on the level of difficulty
in doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult

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

1. Stating the 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 -
skills questions (HOTS)
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.Other, (please specify)

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.

1. Why are learning/lesson plans important? C. To ensure quality in instructions

2. Which is NOT in the cognitive domain? B. Differentiate nouns from pronouns

3. Why are attentions getters needed at the beginning of the class? A. To arouse students’ interest

4. Which is considered high order thinking skills in the given question? C. How do take care of
plants?

5. Which of these objectives does not belong to the group? D. Give the moral lesson of the story

Work on my Artifacts
Paste one (1) lesson plan and write your simple reflection.
Remember to paste a lesson plan here. An entire lesson plan.

I realized that as a teacher, I must prepare a lesson plan so that I am able to be guided on what I have to in
class. I also learned that the strategies, methods, and techniques used in lesson planning must
encourage engaging student-centered activities in order to promote higher learning processes and ensure
that students retain the lessons well. I also realized that creating a lesson plan is essential because it
serves as a road map for reaching your objectives. It serves as a guide for completing the lesson
objectives. Furthermore, the fact that lesson planning entails pre-planning your lesson gives me
confidence to discuss the subject. A lesson plan forces you to predict when you will be able to finish the
entire unit of your lessons and if you don't have a lesson plan, you're planning to fail at delivering the
lesson.
 Learnin
FIELD STUDY 2 g Delivering
Episode My

FS 1 Lessons

Participate and Assist

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

Segments of Events of Instruction Strategies and Activities Learning

Learning Used resources /
Materials
Preparation 1. Gaining Attention Edukasyon sa
Organizing activities Pagpapakatao book
2. Inform Learning Edukasyon sa
Objectives Describe the learning Pagpapakatao 7,
outcomes Modyul para sa
Mag-aaral , pp. 1-
14
3. Stimulate Recall of Edukasyon sa
Prior Learning Inquire about student’s Pagpapakatao 7,
knowledge about prior Modyul para sa
concepts Mag-aaral , pp. 1-
14
Instruction and 4. Present the Content Edukasyon sa
Practice Pagpapakatao 7,
Make content visible in Modyul para sa
blackboard Mag-aaral , pp. 1-
14
5. Provide Learning Edukasyon sa
Guides Pagpapakatao 7,
Using concept map Modyul para sa
Mag-aaral , pp. 1-
14
6. Elicit Performance Edukasyon sa
Create quizzes Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
7. Provide Feedback Evaluate result of the Edukasyon sa
quizzes Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
Assessment 8. Assess Edukasyon sa
and Transfer Performance Giving assignments Pagpapakatao 7,
Modyul para sa
Mag-aaral , pp. 1-
14
9. Enhance Retention Edukasyon sa
Clarifying the goal of Pagpapakatao 7,
lesson Modyul para sa
 Mag-aaral , pp. 1-
14

Notice
Using Robert Gagne’s Nine Events of Instruction, what did you notice in the following segments
of learning:

 How did the students react to activities/ various elements to arouse their interest?
- The students react actively to the activities
 Were the students focused when you were stating the learning objectives at the beginning of the
lesson?
- The students are focused.
 How did the new learning relate with what they really know?
- They have already idea in the stage of adolescence
 Did you notice some students who needed assistance? What did you do?
- Yes, I give more examples
 Did the students find difficulty in applying the theories/ concepts learned to real life?
- No, they don’t find it difficult.
 How did your students react to your feedback?
- Most of them got high scores in the given quiz.
 What pieces of evidence can prove that the students had retention of learning?
- They know the learning objectives.

Analyze
After planning your lesson(s) you may be requested by your Resource Teacher to deliver the
lesson(s). Your Resource Teacher will use the 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
Students take part in activities. Learning objectives should be
Demonstrates depth and breadth emphasized more.
of the subject matter.
Allow students to share
Shows mastery of the subject thoughts.
matter.

2. Organization of the lesson

Presents subject matter Checks attendance Interacts with every student

sequentially and logically. during teaching assignments.

States clear learning outcomes.

Enables students to feel
Synthesizes main points. motivated.

Meets at class scheduled time.

Regularly monitors classroom

on-line course.

3. Rapport/Interaction with
the Students
Ask students about their Interaction with the students
Holds interest of students. experience by giving them
questions.
Is respectful, fair and impartial.

Provides immediate feedback. Gives activities to promote and

encourages active participation.
Encourages active participation.

Interacts with students.

Shows enthusiasm.
4. Teaching Methods and
Strategies

Utilizes relevant teaching Displays an enthusiastic attitude Teaching difficult concepts

methods/strategies. for teaching and learning the well.
material.
Uses learning aids, materials,
and technology.

Employs cooperative/group
involvement in the classroom Uses supportive learning
and remote learning. materials well explain the
concepts.
Uses examples that are simple,
clear, precise and appropriate.

Stays focused on and meets

stated learning outcomes.

5. Presentation of the lesson

Establishes online course or

classroom environment Tone of voice is easily heard Using proper techniques and
conductive to learning. and understood. information accurately and
appropriately.
Maintains eye contact.

Use a clear voice, strong

projection, proper enunciation. The material use is
understandable.
Has good command of the
language.

Uses language within the level

of students.

6. Classroom Management

Begins and end classes in time. Demonstrates and enforces Manage your allotment of time.
professional behavior when
Uses time wisely. interacting with students.

Attends to course interaction.

Demonstrates leadership ability; Communicates with students in

maintains discipline and control. clear, open and timely way.

Maintains effective classroom

and e-platform managements.

7. Sensitivity to Students’
 Needs

Exhibits sensitivity to students’ Allows students to share their Know more about the student’s
personal culture, gender thoughts in class. differences and weaknesses.
differences and disabilities.

Responds appropriately in a non-

threatening, pro-active learning Value their differences
environment.

8. Support/Assistance to
Students

Assists students with academic Encourages students to express Give supporting materials to
problems. their ideas. understand more the concept.

Clarifies points in the lessons

which are not clear to the Checks students if they
students. understand the lesson

Allots time for

questions/comments.

9. Personal Competencies

Shows self-confidence. Maintains professional behavior Improve more self-confidence.

when interacting with students.
Maintains professional distance
and professional appearance.

10. Physical Aspects of the

Classroom

Oversees the physical attributes Checks attendance Checking of distracting

of classroom (light, ventilation, materials or objects inside the
acoustics). classroom.

Checks number of students in Checks and supervise in the

attendance. cleanliness of the classroom.

Checks layout of room,

distractions, if any.
Observes physical attributes that
Lists any observations on how can affect students
the physical aspects of the
classroom affected content
delivery.

Overall impression of teaching effectiveness:

- The experience was positive and welcoming because the students are cooperative and
participative. They share their ideas, opinions and thoughts about the lesson. The students are
participating in the given activities.
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 need to improve my techniques in teaching and interacting with students during teaching
assignments. I need to improve summarizing of ideas and lesson. Also, I have to learned
more about teaching difficult concepts well.

Write Action Research Prompts

1. Problems/Challenges I encountered to delivering my lesson is having sufficient time because on my
final demo my cooperating school followed recap time schedule so the time in class is lesser.

2. I hope to achieve to address these problems and challenges by planning more on how will I deliver
my lesson.

3. Some strategies/solution/means that I can employ to improve these situations/problems, making

activities that can be finish in less time.

4. Based on my answers in nos. 1-3, the possible title of my action research in this episode is Importance
of giving activities in the learning process of the learners

To further enrich my knowledge on delivering my instruction whether in the classroom or in remote

learning, these are some of the online resources which will help me in these activities (include books,
websites, you tube videos and the like and share these to your peers.)

https://www.teachhub.com/teaching-strategies/2015/09/5-essential-teaching-strategies-to-deliver-an-
effective-lesson/

https://www.linkedin.com/pulse/teaching-strategies-delivering-lesson-effectively-farah-najam

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.
1. Which of the following characterizes a well-motivated lesson?
d. The students are highlight engaged in the activities.
2. In which part of the lesson does the learner give examples to connect the broader aspects of life?
c. Application
3. Why should teachers provide immediate feedback and reinforcement?
b. To motivate students to do more and learn more
4. Which of the following principles of learning applies when student’s age is considered in presenting
concepts and ideas in the lessons?
a. Law of readiness
5. Which part of the lesson is referred to when students give similarities and differences in the concepts
presented?
c. Comparison and Abstraction
Work on my Artifacts
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the like)

Learnin
FIELD STUDY 2 g
Selecting Non-digital
or Conventional
Episode

FS 1
Resources and
Instructional Materials

2 2
Participate and Assist
Fill out the table below.
 Subject: EsP Grade Level: 7
Topic: Modyul 1: Mga Angkop at Inaasahang Kakayahan at Kilos sa Panahon ng Pagdadalaga
at Pagbibinata
Learning Objectives/Outcomes: Naipamamalas ng mag-aaral ang pag- unawa sa mga
inaasahang kakayahan at kilos sa panahon ng pagdadalaga/pagbibinata, talento at kakayahan,
hilig, at mga tungkulin sa panahon ng pagdadalaga/pagbibinata.
Resources/Instructional What is the use or purpose of Explain why you selected
materials you plan to resource/material? Describe how the resource/material based
utilize in the lesson. you will use the resource/materials on the guide points
to attain the learning mentioned above. How are
objectives/outcomes. these criteria met?

Text/Verbal Symbols The given words will serve as a I selected this resource
guide to answer a question. material because it can
motivate students to think
critically

Pictures/ Visual Symbols A given activity will be utilize in I selected this resource
the learning and that picture will material because the
represent as themselves to visualize students can help more to
what they have to be act as an adult. imagine what they have to
do as an adolescence.

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?

- Planning carefully what should I use resource materials in my class.

2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.

- The teacher used resources/instructional materials effectively because the students are having
active participation during the lesson.

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

- I feel nervous and being challenged because for me it is really hard to decide what instructional
materials should be used.

4. Describe how the students responded and participated.

- They are active and responsive.

Analyze
What worked well during the activity using the resources/materials?
- The activity worked well and the students are active in participating.
What part can be improved?
- The planning process for selecting instructional materials

What would you have done differently? What would I change? What make it better next time?
- I will improve and research how to develop my instructional materials.

How does this connect with what you know about selecting and using instructional materials?
- In selecting and using instructional materials it is important in what you know for us to be easy to
use or utilized.

Reflect
1. How ready am I in selecting and developing resources/instructional materials in the teaching-
learning process?

- Well-prepared and easily to learn.

2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?

- Interests of the students

- Time limits
- Affordability

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

- I will improve and research how to develop my instructional materials.

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/challenges/area of improvement did I find? The choosing of right instructional
materials.

REFLECT

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

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

Instructional Materials in Teaching Instructional resources and materials should

not be used blindly, even if they are
 https://study.com/learn/lesson/instructional- traditional. Educators should evaluate the
materials-teaching-components-evaluation- material they use based on several criteria.
examples.html Teachers should evaluate their instructional
resources for maximum effectiveness. They
should also align the resources they use and
create with all relevant learning standards.
Furthermore, instructional materials should not
be used for their own sake. Educators should
ensure that the resources they use to support
learning fulfill that purpose rather than
distracting from students' learning.
Teaching aids and Instructional materials: tools for Instructional materials also include assessment
teachers and students and testing methods. Basically, any material,
any information containing resources which
https://cognitiontoday.com/teaching-aids-and- that the teacher uses while instructing. Now
instructional-materials-tools-for-teachers-and- testing materials don’t necessarily contain
students/ information, but they help the retention and
learning of information, thus, they are
instructional materials. Sometimes, they are a
means to an end, the end being the assimilation
of information.
What Are Examples of Instructional Materials? Flexible instructional materials allow content
to be separated from the presentation of the
https://www.reference.com/world-view/examples- content. Digital texts, for example, can be
instructional-materials-a59d523cdccf4494 manipulated by enlarging words, using a text-
to-speech converter to have the material read
aloud or embedding with additional clickable
information. Instructional materials can also
include online resources used to convey
information to students, including open-source
material available for downloading.

On what theories/principles can this problem be anchored? Cognitive views of learning can be anchored
in this problem because learner have the control over their learning and their participation towards the
learning process.

3. What do I hope to achieve to address the challenge/area of improvement? What change do I want
to achieve? The availability of resources and instructional materials.

PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve the problem?

- More planning in what should materials be used in lesson planning.

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

- The impact of the availability of learning resources and instructional materials to teachers and
students

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.
1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or instructional
materials in terms of ___.
 c. Extent of being concrete or abstract

2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to show the
illustration to the two-year-olds and showed all thirty pages of the book. Miss Violo struggled just to
finish the book because the toddlers were not focusing. Some lay on the floor stretching; others ran
around the room. Which criterion did she fail to consider in choosing a material?
d. Developmental appropriateness

3. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful people in
business who were all males. The clips seemd to send a message that only men succeed in the business
field. Mr. Menggay did have any follow-up discussion on the clips. Which criterion in selecting
resources/materials should the teacher have considered?
b. Inclusive and free cultural bias

4. Which of the following gives the learners the most concrete experience?
a. Watching a Theater play on The Death March

5. A teachers should consider all these criteria for choosing a resource or material, EXCEPT:
b. Is the most expensive therefore the most durable

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Paste anything here. It can be proofs such as photos.

Learnin
FIELD STUDY 2 g Utilizing
Applications (Apps)
Episode for Teaching and
Learning

FS 1
Participate and Assist
 Apps that I already know/have recently How can I utilize this in teaching – learning?
explored
A suite of online tools that allows teachers to set
assignments, have work submitted by students, to mark,
and to return graded papers. It was created as a way to
get eliminate paper in classes and to make digital
Google classroom learning possible. It was initially planned for use with
laptops in schools, such as Chromebooks, in order to
allow the teacher and students to more efficiently share
information and assignments.
Zoom, one of the best cloud video conferencing web
apps that assist you in sharing schedules, tutoring
lessons, communicating with multiple students, and so
Zoom on. You can boost students’ participation during remote
learning with amazing features like one-click content
sharing, digital whiteboarding, etc.
Edmodo lays a perfect communicative foundation
between you and the students during distance learning. It
is easy to create online collaborative groups, provide
Edmodo lesson materials, create quick questions, share digital
assignments, analyze student performance, communicate
with parents and much more.
When compared to Power-point presentations Prezi
presentations were found to be 25% more effective.
Prezi Prezi is one of the best e-learning web apps that
provides beautiful designer templates for creating
visually stunning presentations. Using Prezi
presentations in the online classroom, you can grab the
students’ attention and keep them focused on the
lessons.
With the support of Quizlet’s free study sets, study
Quizlet modes, and in-class games you can instantly create a
highly interactive virtual classroom. This powerful e-
learning web app offers several study modes that make
virtual learning effective. Furthermore, you can use
gaming activities, study reminders, learning progress
checkpoints, etc to enhance the students’ learning
experiences.

Level/ Grade of the Class: 7th grade

Lesson/Topic: Modyul 1: Mga Angkop at Inaasahang Kakayahan at Kilos sa Panahon ng Pagdadalaga
at Pagbibinata

Explain why you selected the

Apps you plan to utilize in What is the use or purpose of app, based on the five criteria
the lesson. using the app. Describe how of developmental
you or the teacher will use appropriateness, motivation,
each? instructional design,
engagement and accessibility

Teachers can set assignments, I selected this app because it

have work submitted by easily accesses and also
Google classroom students, to mark, and to motivates learner to submit
return graded papers. Also, it assignment and do activities
provides digital collaboration whether it is distance learning.
to classrooms. Also, it makes teaching more
organized.

The teacher can use it to In this app learning and

 group discussion because it development is observed and
can deliver lesson effectively documented because it
Google meet and safely. They are able to facilitates open
meet via google meet because communication and
they can be able to see motivation
because of the camera.

It can be used as way of It encourages students to

Messenger sharing instructional explore and gain deeper
materials for teaching and knowledge. It helps the
learning process. For teacher to lessen their burden
example, soft copy of in sending important messages
modules, videos and etc. to or concern because they can it
help students understand via group chat messages.

How does this connect with that you know about selecting and using apps?
- As a future teacher, we have to know these apps because not all students can be able to use this
apps so as a teacher we have to utilize or use the app we can use to our students that can be able
to help them.

Notice
After you participated or assisted in the use of apps in teaching-learning, describe what you observed
and experienced by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated
and assisted.

- Using apps are quite hard but we have to be flexible as a future teacher. We have to learn
everything enable us to help our learners. Utilizing these apps are challenging because of the
availability of the students who have the access using these apps.

Analyze
What worked well during the activity using the apps?
- Imparting knowledge and disseminating information.
What part can be improved?
- Time gap due to connection
What would you have done differently? What would I change? What will make it next time?
- I will be more creative.
How does this connect with what you know about selecting and using apps?
- As a future teacher, we have to know these apps because not all students can be able to use this
apps so as a teacher we have to utilize or use the app we can use to our students that can be able
to help them.

Reflect
1. How ready am I organizing and using aps in the teaching-learning process?

- Not fully ready because I still need to know more about using apps in the teaching – learning.
 2. What do I still need to learn in order to use aps in teaching effectively?

- I still need to learned about the possible effect of it to the students whether it is positive or
negative.

3. What can I do to learn more about and practice the use of educational apps?

- I can learn more about the techniques and features about the use of educational apps.

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
1. What problematic situation/challenges/area of improvement prevailed in using aps?

- Access of students in technology.

- Browsing in unsafe sites
-

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

The education industry has undergone a
Best Applications for Teachers paradigm shift. As mentioned earlier, learning
and teaching have been redefined. While it is
https://blog.teachmint.com/applications-for- difficult to coin a neat definition for mobile
teachers/ applications for teachers, a healthy one would be:
“they refer to any program, app, or technology
that can be accessed via an Internet connection
and enhance a teacher's ability to present
information and a student's ability to access that
information” Apps that facilitate teaching and
learning, that simplifies the learning and teaching
process etc, qualify as mobile apps for teachers.”
Educational apps are helpful in making learning
Educational Apps easy, fun, and convenient and keeping students
engaged. Whether you prefer fully online
https://www.digitaltrends.com/mobile/best-apps- teaching or like to blend tech and in-person
for-teachers-education/ learning, these apps can help.

In this golden age of educational apps,

technology has transformed the classroom, this
Apps to Enhance Learning post has 10 apps to enhance learning in or out of
the classroom. No one can deny the fact that
https://www.teacherswithapps.com/10-apps-to- these electronic gadgets offer unique learning
enhance-learning/ opportunities to students from greater classroom
engagement to an extensive learning environment
outside the school. Recently the majority of the
schools have continued to integrate technology
into classrooms, but one thing worth mentioning
here is that the hardware is only one part of the
puzzle; teachers also need the right array of apps
to inspire young minds.

1. On what theories/principles can this problem can be anchored

 - This problem can be anchored to the principle of learning which is organization because which
explains that being actively organizing learning materials can be able help learners to meaningful
learning process. Just like in apps we have to choose that is fit both the teacher and learner.
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?)

- The availability of the apps to students

PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the problem

- Conduct an survey to students in what possible apps they can manage to use or learn.

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

- The impact of educational apps to the learning process of the learners.

Check for Mastery

Direction: Read the questions then choose the letter of correct answer.
1. An application (app) can be described by all of the following, EXCEPT,

D. All need to be used online.

2. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She is
happy because it has a feature where she can review how each child performed and give her
information about which skills she needs to reinforce more and which skills the children have
already mastered. Teacher Ruth has considered which criteria for selecting apps?

C. Developmental Appropriateness

3. Ms. Peralta found two apps that were both appropriate for high school students taking Physics.
They both have assessment and feedback and were quite enjoyable to play. She can use both on a
free but limited arrangement but need to choose one that the school will purchase for premium
use. She eventually selected that on that linked Physics with everyday life like Physics and the
Internet or Physics in amusement park rides. She based her decision on which criteria for
selecting apps?

D. Motivation
4. From among several apps that focused on grammar, Ms. Tayag chose the one which helped
learners gain mastery through games where players earn tokens when they succeed. Which
criteria did Ms. Tayag consider?

B. Motivation

5. The Pedagogy Wheel can help teachers chose apps by all, EXCEPT,

A. It helps teachers identify apps for different grade level of the learners.

Work on my Artifacts
Attach pieces of evidence of what you have accomplished in this episode

Learnin
FIELD STUDY 2 g Utilizing Learning
Episode Management
Systems

The

FS 1
Participate and Assist

Level/Grade of the Class:

Subject:

Lesson or Topic:

Lesson objectives/learning outcomes:

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

Moodle
Schoology
✓ Google Classroom
Edmodo
Geyo
Seasaw

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

What components or parts were present in Under these LMS components or parts, what
the LMS used by the teacher? tasks dis you participate/assist in?

 Create and distribute assignments  I used it in terms of submitting

and activities activities and assignments.
 Share files
 Grade activities and assessments

Notice
After you participated or assisted in the LMS, describe what you observed and experienced by
answering the items below.
2. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?

 A suite of online tools that allows teachers to set assignments, have work submitted by students,
to mark, and to return graded papers. It was created as a way to get eliminate paper in classes and
to make digital learning possible. It was initially planned for use with laptops in schools, such as
Chromebooks, in order to allow the teacher and students to more efficiently share information
and assignments.
3. 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 content was delivered properly and the learning activities are organized. The teacher put only
the important details so that the students can focus on what outcomes or learning they have to
learn or attain.
4. What was your experience in participating and assisting?

 My experience is really good because it easily to use and learn.

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?
 Organizing the activities and files

2. How did the teacher/or you use the LMS to implement the strategies/activities planned?
  The teacher can share different learning resources and makes learning easier by attaching videos

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

4. What problem or challenges did the teacher/you or the students encounter in working with the
LMS? How did it/they affect the teacher/leaners? What part/s of the LMS do you think can still
be improved? How can this/these be improved?

Reflect
4. How ready am I organizing and using an LMS?
 I am ready in using an LMS but I still have to learn more about using and organizing LMS.
5. Enumerate the knowledge, skills and attitudes you already have to organize your virtual learning
environment and use an LMS:

Content: I can give accessible information using LMS

Pedagogical: Knows how to guide in using LMS

Technological: Knows how to plan what possible LMS can be used

to provide successful learning process

6. What do you still need to learn in order to use the LMS effectively?
 I still need to learn about using it effectively and also the techniques.

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
6. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using an LMS?
 Effectiveness of Leaning Management Systems to the students
List at least three sources that you have read about this problem/challenge.

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

https://www.wgu.edu/blog/guide-learning- Learning can be challenging and is always

management-systems-lms2206.html limited by time. Learning management
systems make the process of learning more
efficient. They’re designed to optimize
learning and hone the talents of an
organization's employees or an educational
institution’s students.

https://www.teacherph.com/deped-learning- The Department of Education (DepEd) is

management-system-lms-electronic-self- preparing to release a Learning
learning-modules/ Management System (LMS) that can be
used by teachers and learners who would
like to adopt online classes as the modality
by which learning would be delivered. The
 LMS is a software that will allow teachers
to create virtual classes where they can
assign the activities that the learners need to
go through, monitor if the activities have
been completed, grade submissions, and
conduct online quizzes to assess
comprehension in conditions where face-to-
face classes are not allowed. The LMS will
work hand-in-hand with the DepEd
Commons to benefit the more than 8 million
learners who are already accessing the
platform.

https://depedtambayan.net/deped-learning- The Department of Education (DepEd)

management-system-lms/ Learning Management System (LMS) is a
software application or web-based
technology used to plan, implement, and
assess a specific learning process. It is
currently used by DepEd in its
implementation for its nationwide activities,
such as trainings, asynchronous seminars,
etc. Courses are made in the system that can
be configured to the type or mode of its
access. It is security wise that only
authorized user can access the platform. In
other words, LMS is a breakthrough in
teaching and learning. It supports efficient
distribution of materials, provides a number
of communication options, and produces a
variety of formats.

On what theories/principles can this problem be anchored?

SAMR model, it is a framework created by Dr. Ruben Puentedura. SAMR model is designed to
help educators infuse technology such as use of apps into teaching and learning.
REFLECT
What do I hope to address - the problem/challenge/area of improvement in LMS use? What change do
you want to achieve?)
 In improving this, the teachers should have the balance in using the LMS because it allows to
facilitate and provide learners with more options in their learning process.
PLAN
What strategies/solutions/means can you employ to improve the situation/solve the problem?
 The school itself should assist and supports the students as well as teachers in using LMS.
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos, 1-3):
 Impact of Learning Management Systems to the students and teachers
Check for Mastery
Direction: Read the following questions then select the letter of correct answer.
1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national larders. He is utilizing his C.
Technological Pedagogical Knowledge (TPK)

2. Ms. Del Rosario s careful to match the learning outcomes with the content and activities she is
going to do. She also sees to it that the assessment measures the attainment of the learning
outcomes. She is using her A. Pedagogical Content Knowledge (PCK)
 3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the topic
she and her students are exploring. She is using A. Technological Content Knowledge (TCK)

4. All are true about learning management systems, EXCEPT, A. Microsoft office is an example of
this

5. Through the LMS, the teacher can do the following tasks, EXCEPT, D. Meet students face to
face

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.

Learnin
FIELD STUDY 2 g Utilizing Web-
Conferencing Apps
Episode

FS 1
for Synchronous
e-learning

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 used.
Microphone icon on/off It is on when the students are being asked or
wants to recite and it is off when they are not
allowed to talk.
Camera icon on/off Yes, it is required when taking attendance and
during reporting
Screen share It was used when teacher present the lesson.
Reaction buttons It was used also in taking participation in
class.
Spotlight Not used.
View (using different views) Not used.
Polling Not used.
Recording Recorded videos used also to understand more
about the learning concepts.
Screenshots It is used for proof of attendance and also,
they used it when saving information that
presented in the class

7. 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?

 Teacher is very flexible when it comes to teaching process. After the lesson they gave soft copies
of the lesson that can enable students to study again if they didn’t catch up because of the internet
connection.

8. What was your experience in participating and assisting in synchronous classes? What were your
thoughts and feelings while you participated and assisted?

 It is hard to facilitate and assist in synchronous classes because of the internet connection.

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?

 The apps should be low percentage of gigabyte

2. Referring 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 teacher knows what activity should be utilize and it gives additional information about the
lesson.

Social Presence
  Teacher uses also messenger to ask students progress because messenger is easily to used.

Cognitive Presence
 Teacher always motivate students and ensures students to learn effectively.

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?

 The low internet connection is one of the challenged I encounter. It can affect the learning
process of the students.
Reflect
1. How ready are you in teaching an online synchronous class?

 Not much ready

2. Using a web-conferencing app, how else would you better establish:

Teaching presence
 Provide more ways to inquire knowledge about the lesson

Social Presence
 Using another app in establishing professional relationship with the students.

Cognitive Presence
 Conducting evaluation of learning through another app

3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?

 Providing another alternative method in imparting knowledge to students.

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.
1. What problematic situation challenges /area of improvement did you see while you participated and
assisted using a web-conferencing app for synchronous learning?

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

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

https://www.nyu.edu/faculty/teaching-and-learning- Web conferencing can be used to support

resources/strategies-for-teaching-with-tech/ interactive learning or student-centered
instructional-video-and-web-conferencing/benefits- teaching and learning in a team-oriented,
of-teaching-with-web-conferencing.html virtual environment. Group projects may
include case studies and role plays, or process-
oriented, guided inquiry strategies.

https://technolingualteacher.com/web-conferencing/ Web conferencing applications allow you and

your students to meet virtually, in real-time.
Think Skype or Google Hangouts (which can
 be used for web conferencing!). Hold live
video/audio meetings with your students. Type
comments or send private messages in the
attached chat box. Record your sessions.
Schedule virtual office hours. Give speaking
tests from a distance.

Most tools allow you to share your screen and

your presentations. Many let you draw or
annotate on your screen. More advanced tools
let you send live polls and knowledge checks.
You can even facilitate group work, using the
tool to set up “breakout session” spaces for
groups of students.

https://www.educatorstechnology.com/2012/07/ The future of education is hybrid education, a

great-7-web-conferencing-tools-for.html fact that is now more evident than in any time
before. The larged scale disruptions caused by
the current pandemic resulted in a mass
electronic exodus. We have seen this e-
migration first hand in the field of education as
teachers and educators were suddenly forced
to migrate all of their work to the cloud.

On what theory/principles can this problem be anchored?

 SAMR model, it is a framework created by Dr. Ruben Puentedura. SAMR model is designed to
help educators infuse technology such as use of apps into teaching and learning.

REFLECT
What do I hope to address the problem/challenge/area improvement in web of conferencing app
use? What change do you want to achieve?

 The apps should be low percentage of gigabyte.

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

 Factors that affect in using web conferencing apps

ACT

3. What strategies/solution/means can you employ to improve the situation/solve the problem?
 Know the student’s perception in using web conferencing apps.

Check for Mastery

Direction: Select the letter of the correct answer,

1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully. She allows
time for the students to know more about their classmates through interesting polls. She also
provides opportunities for the students to work together and collaborate. She uses the reaction buttons,
smiley, heart, or clap to appreciate the students' effort and excitement to participate. She was able to attain
which essential element?

C. Social presence
 2. During a two-hour online synchronous class, the Science teacher taught about centripetal and
centrifugal forces. She did not introduce the learning goals for the session. She shared on screen the first
PowerPoint she found on the internet and lectured about the topic to students without engaging them to
participate. They were passive the whole time. Some students turned off their cameras. She ended the
class with a quiz on the topic. The teacher did NOT effectively demonstrate which essential element?

B. Teaching presence

3. The topic of the online synchronous session for the day was how the Philippines will attain
herd immunity from Covid 19 the fastest way. After introducing the topic, the teacher explained
to the student’s one learning outcome which for them to analyze the current situational factors that may
impede and hasten the Philippines' goal of attaining herd immunity. Another learning outcome was for
students to articulate suggestions on how the Philippines will succeed on this goal. The teacher provided
readings ahead of time and also placed the links on the chat box. She allotted time for the students to go
to the small group meeting rooms she arranged on the web conferencing app for discussion. Later,
students went back to the big group, and student actively shared their outputs. The teacher fostered which
essential element?

D. Cognitive presence

4.All are example of web-conferencing apps, EXCEPT,

D. Canva

5. When a teacher is mindful demonstrating teaching presence, social presence and cognitive
presence consistently, she is adhering to the model of

B. Community of Inquiry.

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Paste pictures of conferencing apps that are widely used in the educational setting (e.g. Google
Classroom, Zoom, Microsoft Teams, etc.), or the apps that your RT uses whenever he/she holds a
virtual class.

Learnin
FIELD STUDY 2 g Assessing FOR,
Episode AS and OF

FS 1
Learning

Notice
Analyze
  Did the formative assessment tasks help students master what they were expected to
learn?
 Yes, the formative assessments help students to master learnings int the subject.
 Was students' response to formative assessment exercises favorable or unfavorable? Why?
 It is favorable because the students respond well to the given assessment and the result are good.
 Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
 Yes, because they can now assess their learnings that they attained during the process of learning.
 What was the effect of students assessing their own progress on their motivation to learn?
 They are learning how to realize and analyze their own learning in the lesson.

Reflect
How would attainment of learning outcomes be affected if there were no formative assessments nor self-
assessments?
 The students will not be informed if their learnings are enough and also it can’t be determined if
they already understand the lesson.

Write Action Research Prompts

1. One thing that went well in the development use /administration of formative assessment tasks
(assessment for learning) is the students participate and understand well.

2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is some students can’t comprehend questions well.

3. One good thing observed in students' self-assessment (assessment as learning) is they have idea
and knows what to say.

4. One thing in students' self-assessment (assessment as learning) that needs improvement based on
what were observed is organizing their ideas.

REFLECT

The formative assessment activities went well because the students cooperate well. Also, the
teacher gives the assessment effectively.

The formative assessment activities process did not go well because some students can’t
comprehend well so the teacher have to repeatedly tell and explain the questions.

For the students, self-assessment worked because they know how to reflect to themselves.

For the students, self-assessment did not work because some of them don’t know what they have
to say an also, they can’t easily organize their ideas and thoughts.

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 how I will give assessments effectively
to the students

PLAN
To help improve formative and self-assessment practices, I plan to conduct action research on
 Effectiveness of formative assessments to the students

Check for Mastery

Direction: Read each of the following then choose the letter of the correct answer

1. Assessment for learning refers to assessment that teachers give during instruction to ensure that the
intended learning outcomes are attained. Is the statement true?

A. Yes

2. A student monitors his own progress in relation to learning targets which he has set for

himself. Under which types of assessment does this fall?

C. Assessment as learning

3. To finally determine how well students have attained the learning outcomes by grading, in which type
of assessments is teacher engaged?

B. Assessment of learning

4. To ensure attainment of learning outcomes, which can teacher do in the process of instruction?

D. Do peer tutorial

5. Which is/are most likely the effect/s of self-assessment and formative assessment?

I. High percentage of students with passing grades

II. 100% passing
III. 50% with passing grades, 50% with failing grades

A. I only

Work On My Artifacts:
Compile activities/techniques in formative
assessment and in self-assessment used by your
FS Resource Teacher in the classes you
observed. Include
 Asking your annotations/-
questions
 Concept map
 Homework
 Journals
 Learnin
FIELD STUDY 2 g
Using Traditional and
Authentic Types of

FS 1
Episode Assessment for
Formative and
Summative Purposes

Notice
1. Take notice of:
 The alignment of the different assessment task/s both paper-and-pencil (traditional) and non-
paper –and-pencil tests (authentic) used to assess the learning outcomes.
 The quality of both traditional and authentic assessment tasks used (if constructed in accordance
with principles of test construction/ assessment tasks development.
 The students’ comments/ reaction /response/behavior while doing both traditional and authentic
assessment tasks
 The CT’s comments/ reaction /response/behavior while giving both traditional and authentic
assessment tasks
 The assessment tasks used for formative purposes (to ensure lesson understanding and mastery)
and for summative (grading) purposes
 Your own feelings and thoughts as you assisted your CT:
- formulate the assessment task
- administer the assessment

Analyze
1. Are the assessment tasks aligned with the learning outcomes?
 - Yes, they are aligned

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

- Yes, they both use traditional and authentic assessment tasks.

3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance with
principles of test construction?

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

- No, because they not provide useful feedback.

5. Where were assessment results students better – in the results of traditional or authentic
assessment?

- Authentic assessments were better because it is more valid when it requires higher-order thinking
skills.

6. Which assessment activity/ activities did the students like more? like least? Why?

- The least is quizzes because information can transferrable. The students like more performance
tasks because they can directly demonstrate what they learn.

Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?
- Use effective and many methods in assessments.

Write Action Research Prompts

Observe
1. One thing/ some things went well is/ are in the development/ use/ administration of assessment
tasks are the methods and strategies.
2. One thing/ some things is/ are that did not go very well in the development/ use / administration
of assessment tasks are none.

Reflect
This part of the assessment process went well because the type of assessment is effective.
This part of the assessment process did not go well because some students failed in the assessment.

Act
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on improving assessments in the class.
Plan
To help improve assessment practice, I would like to conduct action research on Effectiveness of
Traditional Assessment in evaluating the learners.
Check for Mastery
Direction: Select the letter of the correct answer.
1. Teacher C made her students write a paragraph about their favorite food to check their ability to
pronounce words correctly, her intended learning outcome. Is the assessment task aligned with the
assessment tasked?
A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with a concrete
example.” Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand.
B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is a completion test: _____________ is an example of an invertebrate. Is the completion test in
accordance with the principles of test construction?
A. Yes
B. Somewhat
C. No
D. Yes, it is specific
4. For the course on Practice Teaching/ Teaching Internship, the College Supervisor of student teachers
required each student intern to compile his/ her lesson plans with comments from their Cooperating
Teacher and to write their reflections and lessons learned. Which type of assessment are the student
interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before they
worked on their projects. Which type of rubric did Teacher use to assess her students’ work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric

Work on my Artifacts

Compile samples of traditional and authentic assessment

your annotations/ improvements on the assessment tasks.
 Learnin
FIELD STUDY 2 g
Grading and

FS 1
Episode
Reporting

Notice
1. Take note of:
 The individual student’s scores in relation to established criterion of success or cut-off
score;
 Parents’/guardians’ participation and comments during Card-Giving Day / Parents’-
Teachers’ Conference
 Your own feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC

Analyze
1. What are the teaching implications of the students’ test scores and grades?
- Tests results and grades are the result in the evaluation of the assessments in these
results we can determine the student’s feedback about the lesson.
2. In what subjects did students perform best? Poorest?
- Math was the poorest as well as English and the best is Values.
3. How was the PTC attendance of parents and guardians? What does this imply?
- The PTC attendance was successful because they communicate well and discussed all
important matters that should be addressed.
4. What parents/guardians’/comments were most common during Card-Giving Day?
- They are happy to hear their child’s development and progress.

Reflect

What personal message do I get from these students’ scores, grades and parents’/guardians’ PTC
attendance and comments?
- The teacher explained well the grades achieved on the assessments, activities and
performance to the students as well as to the parents.
Write Action Research Prompts

OBSERVE
1. One good thing that I observe in scoring/grading/Parents-Teachers Conference was all are
organized.
2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was some of
the parents can’t come to the conference.

REFLECT

The scoring/grading/Parents-Teachers Conference went well because they cooperated well.

The scoring/grading/Parents-Teachers Conference did not go well because some students can’t be
accompanied by their parents in the conference.

ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to ensure that
the students learn, I will read researches on … or view video on … Tips on improving parents
cooperation in terms of their child education.

PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to conduct
action research on The role of teachers and parents to the improvement of the students

Check for Mastery

Direction: Select the letter of the correct answer.

1. In a test, Teacher A set a score of at least 48 out of 50 as the criterion of mastery or success: In 2
sections of 100 students, 30 got a score of 48 , 10 got a score of 49, 5 got a score of 50 but all the rest
scored from 10 to 47. Which conclusion can be derived?
A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of %% and above

2. Nachielle, a Grade 5 pupil, got the following scores in Filipino for the first grading period: 1) Written
work – 40/50; 2) Performance task - 60/80 and 3) Quarterly assessment – 40/50. What is her non
transmuted grade?
A. 85 C. 77.5
B. 77 D. 85.5
3. Johann, a Junior high school student, got the following scores in Math for the second grading period: 1)
Written wok – 30/50; 2) Performance task – 50/80 and 3) Quarterly assessment – 30/50. What is his non
transmuted grade?
A. 65.5 C. 66.5
B. 66 D. 65
4. Kenn, a Senior high school student in STEM, got the following scores in Work Immersion, first
grading period: 1)Written work – 20/30: 2) Performance task – 60/80 and 3) Quarterly assessment –
15/30. What is his transmuted grade?
A. 78 C. 77
B. 76 D. 79

5. Which should you avoid in a Parents’-Teachers’ Conference in a Card Giving Day?

I. Blame the student for failure.
II. Compare a student’s grade with one who performed better and one who performed worse.
III. Show students’ performance and assure the parent of child’s passing.
A. I
B. II
C. III
D. I, II and III

Work on my Artifacts
 Learnin
FIELD STUDY 2 g Writing an Initial

FS 1
Episode Action Research
Plan
Analyze
We said in the beginning that all teachers should make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the simple cycle.
You will share your output with your mentor for an opportunity to work together.

Topic you chose: Preparing the Learning Environment

Episode number and Title: Preparing the Learning Environment: An Overview
Writing Action Research Prompt Page: 40

Model A:

Activity 1: Developing an Initial Action Research Plan

A. Observe/Notice:
What problem/concern have I noticed that affect teaching-learning?

 Write your own observed/noticed classroom problem here:

The classroom that I am currently in has problems with regards to ventilation,
hindrances and annoyances such as noise pollution. Thus, making it distracting to
the student’s learning.

B. Reflect:
Think deeply of the problem and your observation. Why is this happening? Can the slow learners
be helped? How will it be done?

 Write your reflective response to the problem you stated:

With the current curriculum in full swing, majority of classrooms have lost touch,
especially in action of the demands for proper ventilation and classrooms that can
lessen noise pollution. In this scenario, I believe that the best course of action is to
provide numerical data that can help in lessening the burden of classrooms, as well
as testimony from teachers and students.

C. Plan for Action:

Key Questions:

- What will I do as a teacher to solve the problem?

- How will I describe my intervention, innovation, or actions to the identified problem?
- How long will it take to introduce the intervention?
- With whom shall I work?
- What materials do I need?
- Are methods, participants, data collection, time table considered in my Plan for
Action?

 Write your own Plan of Action Research based on the key questions. You give more
details.
For this to work, I would first need to assess the situation of individual classrooms if
they have the same problem as to what I have observed. Next is to gather numerical
data and testimony from students and teachers. For this reason, I would like to
 work with the Head Principal of the institution so that he/she can guide me on the
process, as well as sharing our insights with the problem.

D. References
Include at least 3 reading materials about the intervention that will be used.
1. Classroom Safety (Tips). (2023). Classful. https://classful.com/classroom-safety-tips/

2. Dustova, G., & Cotton, S. (2015). Classroom Management Strategies. The CTE Journal.

3. Schuler, A., Huth, R., Stark, E., Pierce, J., Aasen, A., Madlem, R., Hamersly, T., Kaduon, D.,
Leor, K., Blackford, E., & Pagel, A. (2015). A Journal for Pre-service Teacher Candidates by Pre-
service Teachers. Journal on Best Teaching Practices, Issue 2.

Model B:

ACTION RESEARCH PROPOSAL

Name: KDP
Proposed Title: Effective Classroom Practices and its Relationship to the Behavior of
Students
I. Content and Rationale

Managing a classroom has always been tough for teachers. Also,

students would less likely listen to instruction on any teacher that has poor

instruction, let alone a poor classroom management. As what everybody says,

“a classroom is a second home for the students” in which learning takes place.

As stated by Classful (n.d.), having a classroom that is conducive, safe and

mitigated the chances that students will face to any potential danger that they

might encounter. Generally speaking, a classroom is built to be the second

home for the learners. For this reason, it is important to know that creating a

safe workspace for learner is crucial since they can learn sufficiently and are

not distracted by any means. This is where Classroom Management Practices

come into play in which these practices help in a classroom to become more

conducive and safer for the learners to do their lessons. As stated by Dustova

& Cotton (2015), having effective Classroom Management Practices help not

only in safety, but also in disciplining the students and forging new behavioral

patterns that are crucial for the growth of the student. Accordingly, Huth (2015)

stated in the article entitled “Journal on Best Teaching Practices” that teachers

who are well prepared and have background knowledge on what to do before,

during, and after class have a more likely chance that their students will learn
 sufficiently and have improved on their skills that they got from their lessons.

This action research focuses on the classroom management practices

used by the teacher, its effectiveness, and its impact on the students’ behavior.

The action research will also try to understand if effective classroom

management practices have any effect on the behavior of the students.

II. Action Research Questions

These are the questions that the researcher shall answer during the

proceedings of the research.

a. What are the different Classroom Management Strategies that were

employed by the teacher?

b. What are the behaviors of the students present in the classroom?

c. Are these behaviors the product of effective classroom management

practices?

d. Is there a significant relationship between effective classroom management

practices and the behaviors of the students?

III. Proposed Innovation, Intervention Strategy

The researcher’s plan is to use past data as basis for measuring the

behavior of the students. Furthermore, the researcher will also search effective

classroom management practices in the web as the basis for finding out what

the teachers use on the latter. This plan of action is necessary as the new

curriculum changes the environment of the classroom. As such, educators are

now finding new ways in having effective classroom management practices

that can also shape the behavior of students. As such, this action research will

help educators in creating a fit environment for students to learn without having

any hindrances or distractions during the learning process.

IV. Action Research Methods

a. Participants/Other sources of Data

The participants of this study will be 10 teachers with 25 students with

an age range of 18-55 that are randomly selected using convenience sampling,
 years old from a certain high school near the researcher’s geographic location.

The researcher will seek the approval of the school head, advisers and the

students in the conduct of the study.

b. Data Gathering Methods

In the data gathering process, the researcher will use modified

questionnaires that have pre-determined classroom management practices

used by teachers, and for the students will be pre-determined behaviors(?) that

are commonly seen in students. The researcher will ask permission through

the use of Informed Consent Form (ICF), and the data gathered will be

compiled through the use of programs.

c. Data Analysis Plan

The data will be analyzed through the use of mean and pearson R

correlation.

V. Action Research Work Plan

Managing a classroom has always been tough for teachers. Also,

students would less likely listen to instruction on any teacher that has poor

instruction, let alone a poor classroom management. As what everybody says,

“a classroom is a second home for the students” in which learning takes place.

This action research aims to see the effectiveness of classroom management

strategies used by the teacher, and its impact on the students’ behavior. The

action research will also improve the current classroom management practices

by providing new ones that are proven to be effective in the classroom and are

also proven to improve the discipline and behavior of the students. The

participants of this study will be teachers and students with an age range of 18-

55 years old from a certain high school. In the data gathering process, the

researcher will use modified questionnaires that have pre-determined

classroom management practices used by teachers, and for the students will

be pre-determined behaviors(?) that are commonly seen in students, and the

 data will be analyzed using mean and pearson R correlation.

VI. Cost Estimate

ACTIVITIES TIME NATURE OF AMOUNT TOTAL

FRAME EXPENSES NEEDED
ITEM UNIT
COST
Production February
and printing of 2024
survey
questionnaires
100 pieces
(teachers) PHP PHP
of bond PHP 1.00
Production February 100.00 200.00
paper.
and printing of 2024
survey
questionnaires
(students)

VII. Plan for Dissemination and Utilization

The results of this study will be shared to the researcher’s advisers, and

to the educators who will benefit from this research. Accordingly, the results of

this study will help educators in finding new classroom management practices

that are effective in classrooms, and help students on their behaviors.

Moreover, the study will also guide students in handling their behavior in the

long run.

VIII. References

Classroom Safety (Tips). (2023). Classful. https://classful.com/classroom-safety-tips/

Dustova, G., & Cotton, S. (2015). Classroom Management Strategies. The CTE
Journal.

Schuler, A., Huth, R., Stark, E., Pierce, J., Aasen, A., Madlem, R., Hamersly, T.,
Kaduon, D., Leor, K., Blackford, E., & Pagel, A. (2015). A Journal for Pre-
service Teacher Candidates by Pre-service Teachers. Journal on Best
Teaching Practices, Issue 2.

Reflect
Remember: Reflection is a process of making sense of one’s previous experience.
Please take a look at what you do in the classroom and think about why you do it.
Recall things that you have done in the previous segment. You may include your
thoughts, feelings, reasoning, relating and reconstructions about it.

What was your experience in writing the action research plan?

- My experience in writing the action research plan is that it is hard to solve
problems involving the classroom as a whole, and my inexperience with
 regards to creating action research.

What knowledge, attitude, and skills did you have that helped you accomplish it?
- It would be my thesis creation since it gave me an idea on how to create an
action research plan.

What do you still need to learn and develop in yourself to be a skilled teacher-
researcher?
- I still need to learn the basics of creating a proper Action Research that is
worthy to share to my future colleagues and researchers.

Check for Mastery

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

Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan in this episode. You
just expand the answer that you have given and place in the template below.

My Initial Action Research Plan

Proposed Title: Effective Classroom Practices and its Relationship to the Behavior of Students

I. My Identified Problem: Students’ behavior is correlated with the classroom practices that the
teacher uses as a having effective classroom practice can affect the development of the learner.

II. MY Reflection about the Problem

- My experience in writing the action research plan is that it is hard to solve problems involving
the classroom as a whole, and my inexperience with regards to creating action research.
Furthermore, I still need to learn the basics of creating a proper Action Research that is
worthy to share to my future colleagues and researchers.

III. My Plan of Action

Managing a classroom has always been tough for teachers. Also, students would less likely
listen to instruction on any teacher that has poor instruction, let alone a poor classroom
management. As what everybody says, “a classroom is a second home for the students” in which
learning takes place. This action research aims to see the effectiveness of classroom management
strategies used by the teacher, and its impact on the students’ behavior. The action research will also
improve the current classroom management practices by providing new ones that are proven to be
effective in the classroom and are also proven to improve the discipline and behavior of the students.
The participants of this study will be teachers and students with an age range of 18-55 years old from
a certain high school. In the data gathering process, the researcher will use modified questionnaires
that have pre-determined classroom management practices used by teachers, and for the students
will be pre-determined behaviors(?) that are commonly seen in students, and the data will be
analyzed using mean and pearson R correlation.
 References:
Classroom Safety (Tips). (2023). Classful. https://classful.com/classroom-safety-tips/

Dustova, G., & Cotton, S. (2015). Classroom Management Strategies. The CTE Journal.

Schuler, A., Huth, R., Stark, E., Pierce, J., Aasen, A., Madlem, R., Hamersly, T., Kaduon, D., Leor, K.,
Blackford, E., & Pagel, A. (2015). A Journal for Pre-service Teacher Candidates by Pre-service
Teachers. Journal on Best Teaching Practices, Issue 2.

Submitted by:
Name: _________________________________ Degree Pursued: ___________________
Name of Institution: ________________________ SY _________________

Congrats! You completed your FS!!!

 My Sample Lesson Plan (4As and 7Es approach)

Reminder: The format of the lesson plan should adhere to what school you are currently assigned. Never
use formats different from your assigned school.

4As
LESSON PLAN (4-A method)
Name of Teacher
Subject English
Grade/Section English 8
Teaching Date and Time

Content Standard The learner demonstrates understanding of: Southeast Asian

literature as mirror to a shared heritage ; coping strategies in
processing textual information; strategies in examining features
of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.
Performance Standards The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use
of properly acknowledged information sources, grammatical
signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
Learning Competencies EN8LT-IIIe-10: Analyze literature as a mirror to a shared
heritage of people with diverse backgrounds.

Specific Objectives: At the end of the lesson, the students are expected to:
1. Identify the elements of a story;
2. Analyze the video clip presented;
3. Create a plot diagram out of the story, and
4. Appreciate literature as a mirror to a shared heritage of people
with diverse backgrounds.

II. CONTENT/SUBJECT Afro-Asian Stories: The Tale of Two Pebbles

MATTER:
III. LEARNING https://www.scribd.com/presentation/447216435/Elements-of-a-
RESOURCES Short-Story-Grade-8-ppt
https://boords.com/storytelling/the-5-key-story-elements
https://www.youtube.com/watch?v=ZTeHCDrByoQ&t=39s
https://www.youtube.com/watch?v=QFmiHl7LU38
IV. PROCEDURES Prayer
Checking of attendance
Motivation CLIP VIEWING
View the movie clip and list down some important notes. After
listing, answer the following questions in a ½ crosswise.
Answers only.
Activity Questions to ponder:
Who is the main character in the movie clip?

What is the goal of the main character in the movie clip?

What did the main character do to know where Francis is?

Analysis (Above activity)

Abstraction The Elements of a Story
What are the important elements of a story?
There are 5 elements that make up a story, and those are:
1. Setting - The time and place in which a story takes place.
 Place – The geographical location of where the story took
place. This answers the question “where is the action of
the story taking place?”
Ex. The Museum, at the park, the mountain tops,
or beside a river bank.
 Time – Tells the reader of what time did the story occur?
(historical period, time of the day, year, etc.)
Ex. A long time ago, 5 months ago, 4 score and seven
years ago, etc.
2. Plot – The sequence of events in a story.
- There are 5 parts of a plot, and these are:
a. Exposition/Introduction
 The setting and characters are revealed.
b. Rising Action
 This is where the events of the story become
complicated and the conflict in the story is revealed.
c. Climax
 It is the turning point of the story and the highest point
of interest.
(What will happen next? Will the conflict be resolved or
not?)
d. Falling Action
 The problems and complications begin to be resolved.
e. Denouement
 This is the final outcome or untangling of events in the
story.
3. Conflict – The problem or struggle of the characters in a story.
- There are two types of conflict, namely External Conflict and
Internal Conflict.
a. External Conflict – One character in conflict with another
character.
Ex. Man vs. Man
Man vs. Society
Man vs. Nature
Man vs. God or Supreme Being
b. Internal Conflict – One character in conflict with oneself.
- Man vs. Self
 Decision making
 Overcoming fear
 Overcoming sickness

Application PLOT IT OUT

Directions: Plot out the story of The Tale of Two Pebbles using
the plot diagram provided. Use manila paper in writing the plot
diagram, and after that, answer the questions that follow.
  How did you come up with your answers?

 Can the story work without any characters, conflict,

setting, plot, and theme? Why or why not?

Rubrics:
5 - Excellent 3 - Good 1 - Fair
Accuracy The content The content The content did
accurately somewhat not answer what
answered what answered what is needed, and
is needed, and is needed, and the questions
the questions the questions being asked in
being asked in being asked in the group
the group the group activity.
activity. activity.
Grammar All sentences Most Sentences sound
are well- sentences are awkward, are
constructed and well distractingly
have varied constructed repetitive, or are
structure and and have difficult to
length. The varied understand. The
writer makes structure and writer makes
very few errors length. The numerous errors
in grammar, writer makes a in grammar,
mechanics, few errors in mechanics,
and/or spelling. grammar, and/or spelling
mechanics, that interfere with
and/or understanding.
spelling, but
these mistakes
do not interfere
with
understanding.
Teamwork All members 1 member did 2 or more
helped in the not help in the members did not
group activity. group activity. help in the group
activity.
Confidence All members of All of the All of the
 the group or the members of members group
selected the group or or the selected
member of the the selected member of the
group is well member of the group did not
prepared for the group is prepare for the
presentation. somewhat presentation.
prepared for
the
presentation.

Evaluation Directions: Identify the elements of a story. Write only the letter
of the correct answer.
1. What type of setting is present if it answers “where is the
action of the story taking place?”
a. Time
b. Historical Time
c. The past
d. Place

2. “I am fighting over my best friend as to who will get the highest

score in our English Subject.”
a. man vs. man
b. man vs society
c. man vs. God
d. man vs. Woman

3. This is the main problem of the story.

a. Setting
b. Theme
c. Character
d. Conflict

4. This the sequence of events in a story.

a. Plot
b. Setting
c. Character
d. Conflict

5. These are the people involved in the story.

a. Plot
b. Setting
c. Character
d. Conflict

Answers:
1. d.
2. a
3. d
4. a
5. c
Assignment Directions: Fill in the blanks using the appropriate cohesive
devices. Write it in a ½ crosswise. Copy and answer.
 In addition Moreover on the contrary
Otherwise firstly besides
However in spite of this
As a result in general

1. It was raining heavily.______ the match continued.

2. He directed the movie brilliantly.______ he composed all the
songs.
3. ______ I would like to thank all of you for coming.
4. ______ we are happy about the result.
5. Answer only if you are sure.______ you will lose marks as
there is negative marks for wrong answers.

Answers:
1. In spite of this/However
2. In addition/moreover
3. Firstly
4. In general
5. Otherwise

I. REMARKS

II. REFLECTION

A. No. of students B. No. of students C. Did the remedial D. No. of students

who earned 80% in who require lessons work? No. who continue to
the evaluation: additional activities of students who require
for remediation who have caught up the remediation:
M- M- M- M- M- scored below 80%: lesson:
F- F- F- F- F-
M- M- M- M- M-
F- F- F- F- F-

E. Which of the teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I use or discover
which I wish to share with other
teachers?

Prepared by: Corrected by: Checked by:

____________________ ___________________ ______________________

Pre-Service Teacher Cooperating Teacher Assistant Principal JHS
Date: Date: Date:

7Es

Detailed
Detailed Lesson Plan in English
Teacher
Subject English
Year/Section Grade 8
Teaching Date and Time

III. OBJECTIVES
Content Standards The learner demonstrates understanding of: South and West
Asian literature as an expression of philosophical and
religious beliefs; information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials; word
decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic writing.
Performance Standards The learner transfers learning by composing a variety of
journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring
use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and
behavior.
Learning Competency Expand the content of an outline using notes from primary
and secondary sources (EN8WC-Illc-1.1.6)
Specific Objectives/ At the end of the lesson, the students are expected to:
Learning Outcomes 1. Identify what are primary and secondary sources of
information;
2. Gather information from primary or secondary sources,
and
3. Share your thoughts on why identifying different sources of
information is essential.

IV. CONTENT

Primary and Secondary Sources of Information

V. LEARNING MELCS-8
RESOURCES ENG8-Q4-MOD2

A. References
1. Teacher’s 2. Learner’s 3. Textbook
 Guide pages Material pages pages
4. Additional Materials
from the Learning
Resource portal
B. Other Learning Manila paper, flip chart, visual aids, printed pictures, video clip
Resources

VI. PROCEDURE
Teacher’s Activity Learner’s
Activity
Preliminary Activity Prayer (Students will
Greetings follow.)
Checking of attendance
Setting of Classroom Standards
A. Reviewing Class, let me ask you; Sir. That is
previous If I were to ask about writing that are imaginary, fiction.
lesson or what text am I reffering to?
presenting the Sir. That is
new lesson. What about a text that depicts real life events? non-fiction.

Finally, it is a text that tells a story which can be Sir. That is

fiction and non-fiction? narrative.

B. Establishing a Before we start let me show you a news report, and later a Sir. The news
purpose for the conversation between two people and I want you to is first hand
lesson compare these two later on.

A conversation of two students regarding about the

hot weather.
Student 1: "Did you see the news? They're saying the
weather's going to get even hotter."

Student 2: "Seriously? I didn't think it could get worse.

How much hotter are we talking?"

Student 1: "They're predicting record-breaking

temperatures tomorrow. It's like the heat just keeps
cranking up."

Student 2: "Great, just what we need. I might have to

invest in one of those portable fans or something."

Student 1: "Yeah, good idea. Maybe we should start a

petition for the school to install misters or something.
Anything to survive this heatwave."
C. Presenting From the two sources that were shown, which Sir. That
illustrative among the two presentations gave first-hand would be the
examples/ information? first one which
instances of is the news.
the lesson Which among the two gave a brief summary of the Sir. That
news? would be the
second since
they have just
talked about
it.

Do you have any idea what might be our topic for Sir. We have
today? somewhat an
idea about the
topic.

Alright then, so now let us read our objectives for this

session;

At the end of the lesson, the students are expected to:

1. Identify what are primary and secondary sources of
information;
2. Gather information from primary or secondary sources,
and
3. Share your thoughts on why identifying different
sources of information is essential.
D. Discussing the (Selected
new concepts students will
and practicing go to the
new skills #1 board and
answer.)

Primary
Sources:
Activity 1: Sort It Out! Archives and
Directions: Identify which among the sources of Manuscripts
information are primary or secondary. Categorize these Books
sources through the use of the organizer chart below. Newspapers
Data
Archives and Manuscripts Magazine Pamphlet
Primary Sources Secondary Sources Personal
Books Maps Accounts
Films
Encyclopedias Textbooks
Almanacs Data
Secondary
Periodicals Pamphlet Sources:
Commentaries Personal Accounts Magazine
Maps
News Films Textbooks
Encyclopedias
Book Reviews
Almanacs
Periodicals
Commentaries
Book Reviews
E. Discussing the Primary sources are sources of information that provide (Students will
new concepts credible evidence and first-hand information. While on the listen to the
and practicing other hand, secondary sources summarize or discusses discussion
new skills #2 information originally presented in another source. and/or take
down notes.)

They are
best when
used
together.

F. Developing Activity 2: Let’s try it out! (Students will

mastery Directions: The class will be grouped into three, and do the group
(guides using the provided fact sheets you must gather information activity, and
formative about the text provided by using the guide questions. their answers
assessment) Write your answer in a ½ sheet of paper. may vary.)

Guide questions:
1. Who is the speaker or writer of the text?
2. What is the text all about?
3. What are the said promises of the speaker?
4. What kind of source is the text that you have
analyzed? Is it a primary source or a secondary
source? Explain briefly.
5. If you were to read Stephanie’s campaign speech in
a school paper article, what source of information is
it considered? Explain briefly.

Rubric:
5- 4 - Fair 1 - Poor
Outstanding
Accuracy & The content The content The content
Content completely has 2 has 3 or more
followed the inconsistencies inconsistencies
topic. Its main with the topic. with the topic.
idea and sub- Its main idea The main idea
ideas are and sub-ideas and sub-idea
parallel to the are somewhat are not parallel
topic that is to parallel to the to to the topic
be discussed. topic that is to that is to be
be discussed. discussed.
Grammar, All of the 2-3 sentences Sentences
Punctuation, sentences are are well sound
and Spelling well constructed awkward, are
constructed and have distractingly
and have varied repetitive, or
varied structure and are difficult to
structure and length. The understand.
length. The writer/s makes The writer/s
writer/s only 1-2 errors in makes 4 or
made 1 error grammar, more errors in
in grammar, mechanics, grammar,
 punctuation, and/or spelling, mechanics,
and spelling. but these and/or spelling
mistakes do that interfere
not interfere with
with understanding.
understanding.
Quality of Piece was Piece was Piece had no
Writing written in an written in an style or voice.
extraordinary interesting Gives no new
style and style and information
voice. Very voice. and very
informative Somewhat poorly
and well informative organized.
organized. and organized.
Timeliness Output was Output was Output was not
finished on somewhat finished and
time. finished and was late for 3
was late for 1 or more
minute before minutes before
the the
presentation. presentation.

(Teacher will give fact sheets.)

Good afternoon, students and staff members! My name

is Stephanie, and I'm
running for student body president. I'll keep this quick as
I'm sure you are ready to
get out of here.

You might be saying to yourself, "Should Stephanie

really be the student body
president? After all, she's only been at our school for
two years."

It's true that I am fairly new to Jefferson Anderson High

School. At first glance, this
may seem like a disadvantage. I didn't attend this school
for my freshman and
sophomore years, and I've only known most of you for a
couple of years.

When you think about it though, there is actually a

benefit in choosing someone who
is coming into the school from somewhere else. I have
new ideas that I can bring in
from the school I was at before. Are you tired of doing
the same old things year after
year? Are you ready to do something different?

One thing I noticed about this school when I came last

year is that most of the
students didn't really get to make any of the decisions
here at the school.

Did anyone ever ask you what you wanted to do for a

fundraiser? Did anyone ever
ask you what you wanted to buy with the money we
raised? Who makes these
decisions?
 Those types of decisions are left up to the student
council. The person you choose to
represent you as president will speak for the entire
senior class. Do you want to
choose someone who will make those decisions for you
without knowing what you
want?

If you vote for me as a student council president, I

promise to always get your
opinions before making any decisions. You should have
a say in the actions that will
affect you.

Every single one of you can come to me with your ideas,

and I promise to listen and
speak for you. I may not be the most well-known person
running for student council
president, but I promise to listen to each and every one
of you.

You matter. Your opinion matters. Don't choose

someone who will make all of the
decisions for you. Don't vote for the person who will pick
whatever their friends want
them to choose.

Choose someone who wants to be your spokesperson.

Choose someone who cares
about what you want.

Choose me, Stephanie, for your student council

president.

G. Finding Why is it essential to know the different sources of (Student’s

Practical information? answer may
applications of vary.)
concepts and How come primary and secondary sources are
skills in daily important?
living
H. Making What if I say that this source of information is first- Sir. That is an
Generalization hand? outline.
s and
abstraction What about a source of information that is Sir. Those are
about the summarized and taken from a source material? examples of
lesson Primary
If I say that I am using letters, photographs, sound Sources.
recordings, data, and film in gathering useful
evidence for my research, what source of Sir. Those are
information is used? examples of
Secondary
What about when I use textbooks, articles, and Sources.
encyclopedias, what source of information am I
using?
I. Evaluation of Directions: Identify the following primary and secondary (Students will
Learning sources of information. Write only the letter of the correct do the
answer in a ¼ sheet of paper. activity.)
Answers:
1. What kind of source does an almanac belong?
a. Primary Source 1. a
b. Secondary Source 2. b
c. Tertiary Source 3. a
d. None of these 4. c
5. b
2. This source of information uses textbooks, articles, and
almanacs as their sources of information.
a. Primary Source
b. Secondary Source
c. Tertiary Source
d. none of these

3. Letters, photographs, and sound recordings are

examples of what source of information?
a. Primary Source
b. Secondary Source
c. Tertiary Source
d. None of these

4. What kind of source does a manuscript belong?

a. Primary
b. Secondary
c. Tertiary Source
d. None of these

5. The following are examples used in secondary sources,

EXCEPT
a. Almanacs
b. Letters
c. Reviews
d. Textbooks

J. Additional Directions: Research for any old advertisement, and (Students will
activities for answer the following questions. Use the rubric as a basis do the
application or in doing the activity. assignment.)
remediation
Title of the advertisment: _________________________

1. What is the advertisement all about?

2. What product is being endorsed in the advertsiement?
3. What propaganda technique is being used in the
advertisement?
4. What kind of source does an advertisement belong?

Rubric:
5- 4 - Fair 1 - Poor
Outstanding
Accuracy & All of the 2-3 sentences Sentences
Content sentences are are well sound
well constructed awkward, are
constructed and have distractingly
and have varied repetitive, or
varied structure and are difficult to
 structure and length. The understand.
length. The writer/s makes The writer/s
writer/s only 1-2 errors in makes 4 or
made 1 error grammar, more errors in
in grammar, mechanics, grammar,
punctuation, and/or mechanics,
and spelling. spelling, but and/or spelling
these mistakes that interfere
do not with
interfere with understanding.
understanding.
Grammar, All of the Most Sentences
Punctuation, sentences are sentences are sound
and Spelling well well awkward, are
constructed constructed distractingly
and have and have repetitive, or
varied varied are difficult to
structure and structure and understand.
length. The length. The The writer
writer makes writer makes a makes
very few errors few errors in numerous
in grammar, grammar, errors in
punctuation, mechanics, grammar,
and spelling. and/or mechanics,
spelling, but and/or spelling
these mistakes that interfere
do not with
interfere with understanding.
understanding.
Quality of Piece was Piece was Piece had no
Writing written in an written in an style or voice.
extraordinary interesting Gives no new
style and style and information
voice. Very voice. and very
informative Somewhat poorly
and well informative organized.
organized. and organized.

VII. REMARKS

VIII. REFLECTION
A. No. of students B. No. of students C. Did the remedial D. No. of students who
who earned 80% in who require lessons work? No. of continue to require
the evaluation: additional activities students who have remediation:
for remediation who caught up the lesson:
scored below 80%:

E. Which of the teaching

strategies worked well? Why did
these work?

F. What difficulties did I

encounter which my principal or
supervisor help me solve?

G. What innovation or localized

materials did I use or discover
which I wish to share with other
teachers?

Prepared by: Corrected by:

Pre-Service Teacher Cooperating Teacher

Date: Date: