FS 2

FS 2 Learning Episode 1:
The Teacher We Remember
PARTICIPATE AND ASSIST
Participate actively by assisting your Resource Teacher in his or her daily task. Take the
initiative to offer your assistance. Don’t wait for your Resource Teacher to ask for it.
NOTICE
1. Take of the following:

 Your Resource Teacher comments, facial expressions, gestures and actions in class
 Students’ comments, facial expressions, gestures and behaviour in class.
 How your Resource Teacher relates to you
 The classroom proceedings
 The classroom atmosphere – relaxed or threatening?
ANALYZE
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx videos
that you viewed, what competencies does a great teacher possess?
2. Are these competencies limited only to professional competencies?
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.
4. For a teacher to be great, which is more important – personal qualities or professional
competencies?
5. Who are the teachers that we remember most?
REFLECT
 Which personal traits do I possess? Not possess? Where do I need improvement in?
 Which professional competencies am I strongly capable of demonstrating?
 In which competencies do I need to develop more?
 Who are the teachers that we remember most?
WRITE ACTION RESEARCH PROMPTS
1. OBSERVE In assessing my Resource Teacher, I observed that personal traits such

as________________________________________________________ and professional
competencies like_______________________________________________ were least /not
displayed and as a result, students were / class was_________________________________
2. REFLECT The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by
3. PLAN I would like to address this problem (mentioned in #2) by conducting an action
research on
4. ACT
a. The main objective of my action research is
b. My specific research questions are:
c. To answer my specific research questions, I
CHECK FOR MASTERY
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignments
D. Makes test easy
2. According to students, a great teacher is “chill”. What does this mean? Teacher is_________
I. Cool
II. Calm
III. Doesn’t get overwhelmed
A. I, II and III
B. I and II
C. I only
D. I and II
3. Which professional competency refers to content knowledge and pedagogy?
I. Apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and
learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning
A. I only
B. II only
C. I and II
D. I, II and III
4. To address the diversity of learners, which professional competency must teacher display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use problem-based learning
D. Employ project-based learning
5. In the Southeast Asian teachers’ competency framework, who is at the center with whom
the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/ guardian
WORK ON MY ARTIFACTS
Attach your reflection here.

Learning Episode 2:
Embedding Action Research for Reflective Teaching
PARTICIPATE AND ASSISST
You must have experienced in your past subjects, doing some activities or some activities or
accomplishing tasks similar to an action research. These are activities that required you to do
Reflection and Make Action or the other way around. Schon (1987) distinguishes Reflection in Action
or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an action Research. Now is the opportunity
for you to participate and assist in ways that you are capable of doing.
Here is what you will do.
Making a List of Completed Action Research Titles by Teachers in the Field
1. Make a library or on-line search of the different Completed Action Research Titles
Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor as
reference.
INVENTORY OF SAMPLE ACTION RESEARCH CONDUCTED BY TEACHERS
List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1.
2.
3.
4.
5.
NOTICE
Based on your activity on making a List of Completed Action Research Titles, let’s find out
what you have noticed by answering this following questions.
Questions My Answer
1. What have you noticed about the 1. Identified problem to be solved in title
action research titles? Do the action no. 1
research (AR) titles imply problems to
be solved? Yes______ No______
2. Identified problem to be solved in title
no. 2

If YES, identify the problem from the title you no. 3
have given. Answer in the space provided.

no. 4

no. 5
2. What interpretation about action Title of the Action Research:

research can you make out of your
answer in Question No. 1?
From the title, I think, the study
3. Write the title and your interpretation

of the study from the title.
4. What do you think did the author/s do I think the author/s

with the identified problem as
presented in their titles?
ANALYZE
Action research seem easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problem in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
Key Questions My Answer

Choose from the options given. You may check
more than one answer.
1. From what source do you think, did the Choices:
authors identify the problems of their _____copied from research books
action research? _____from daily observation of their teaching
practice.
_____from difficulties they observed of their
learners.
_____from their own personal experience.
_____from the told experiences of their co-
teachers.
2. What do you think is the teacher’s Choices:

intention in conducting the action _____to find a solution to the problematic
research? situations
_____to comply with the requirements of the
principal
_____to improve teaching practice
_____to try out something, if it works
_____to prove oneself as better than the others
3. What benefit do you get as a student in Choices:

FS 2 in understanding and doing action _____prepare me for my future job
research? _____get good grades in the course
_____learn and practice being an action
researchers
_____improve my teaching practice
_____exposure to the realities in the teaching
profession
_____become a better teacher everyday
4. In what ways, can you assist your Choices:

mentor in his / her Action Research _____by co-researching with my mentor
Activity? _____by assisting in the design of the
intervention
_____by assisting in the implementing 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
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

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.
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
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
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
CHECK FOR MASTERY
Direction: Read the best answer.
1. Every future teacher should do action research because__________

A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add points to teacher’s performance
D. It is part of the teacher’s standard
2. Spotting a problematic situation in teaching and learning will__________
A. Spark an idea of doing teacher action research
B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine
3. Which of the following statements motivates a teacher to do action research?
A. Any problem that occurs in my class will soon pass
B. For every teaching-learning problem, there is always a solution
C. Leave the problematic situation for other teachers to solve
D. There are more important classroom routines than finding solutions
4. “Every Teacher, should be an action researcher. “This statement is___________
A. Applicable only for teachers in big schools.
B. Not doable and very idealistic
C. The call for teachers in the current times
D. Appropriate for honor graduates
5. Which of the following statement is TRUE?
A. Action research problem is created by the teacher
B. Noticing helps a teacher spot problematic situation
C. Much of the teaching time should be spent in action research
D. Action research is an optional teacher activity.
Your artifact will be an Abstract of a completed action research.
Learning Episode 3:
Understanding AR Concepts, Processes and Models
PARTICIPATE AND ASSISST
You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to learn and
provide the needed assistance to your teacher mentor in doing Action Research.
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1.
2.
3.
4.
Since the 3 models are all for action research, what are the common elements of the three?
ANALYZE
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyze the components vis-à-vis only one model out of the 3 presented.
 If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the
components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR

OBSERVE The problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendation
 If you choose to compare with Model B-Nelson, 2014, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR

OBSERVE The problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in Model A)
Key Component Action Research Process
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Describe Innovation/Intervention/Strategy

Intervention Strategy
IV. Action Research Methods Describe Action Research Methods
a. Participants/ Other sources
of Data
b. Data gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write cost estimate
VII. Plan for Dissemination and Describe how the results will be shared
Utilization
VIII. References Write at least 3 references.
What have you understood about the concept of Action Research and how will these be
utilized in your practice?
REFLECT
As a future teacher, is conducting an Action Research worth doing?
Why?
How can AR be useful for every classroom teacher?
OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions

that I raised in my mind. These include:
a.
b.
c.
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve
the problem or answer the question, like:
a.
b.
c.
PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b, c)
because
ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.
CHECK FOR MY MASTERY
Direction: Check from the choices, what answer/s respond to the question correctly and put an X if
otherwise.
1. Action research requires a teacher to be:

_______Observant of what is happening in the classroom
_______asking oneself of how to improve teaching
_______following the daily routine all the time
_______finding ways on how children should learn better
_______blaming learners for their inability to learn
2. There are many ways of doing action research which follow a cyclical process. The process
include:
_______observe, reflect, plan, act
_______observe, plan, act, reflect
_______reflect, act, plan, observe
_______plan, observe, act, reflect
_______modify, observe, plan, reflect
3. As an action researcher, I will be developing my skill as a person who is
_______systematic
_______reflective
_______rigorous
_______futuristic
_______situational
4. On which of the following would you choose to conduct an action research. Why?
_______changes in the classroom practices. Why?
_______effects of curriculum restructuring. Why?
_______understanding of self as a teacher. Why?
_______teaching a new process to the students. Why?
5. Which of the following relates closely to what action research is?

_______used to address practical problems in the classroom
_______refers only to everyday life of the learners
_______allows teachers to study their own classroom
_______brings theories and practices together
Your artifact will be a full blown completed Action Research

Learning Episode 4:
Matching Problematic Learning Situation with Probable Action
What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problem I identified are:
1.
2.
3.
4.
5.
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION.
A. Conduct a tutorial lesson.

B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. conduct a Tutorial. So you have identified the SOLUTION that
matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Difficulty in
Conduct a Tutorial
Comprehension of
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain
Difficulty in
Show video lessons
Comprehension of
What about letter C as a SOLUTION to the same PROBLEM? Why?
Difficulty in Make learning tasks to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observed problems in the class
and suggest actions to be done.
NOTICE
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Explain.
A creative and innovative teacher can find one or more than one solution or more answer to
the same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.
ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. Thisscenario might
be to the class you have observed and noticed.
Scenario A:
Miss Fely is a grade four teacher in a typical elementary school. She has forty learnersin her
class. One half of them cannot classify animals into vertebrates and invertebrates. Shehas
been repeating the same science lesson for two weeks, yet no progress was observed.This
situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem?
 Can you find a solution to solve her problem? Give your two suggestions.
a.
b.
 What solution can solve Miss Fely’s problem?
How?
Are they matched with the problem?
Scenario B:
Sir Ryan teaches in a disadvantages urban community. Most of his learners comefrom
families that are disrupted, either with single parents or with their guardians who standonly
as parents. They are deprived of the necessary food, clothing and shelter
 Can you identify the most probable teaching learning problems in the class of Sir Ryan?
a.
b.
 Can you propose a solution to solve one of the problems that you have identified?
REFLECT
After reading the two scenarios given above, how would identifying problematic situations and
finding solutions to these problems help you to become a better teacher?
Explain:
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
REFLECT
What changes do you want to achieve?
PLAN
What strategies will you use to improve the situation?
ACT
What would be the title of your Action Research should you conduct the study?
Add: solutions/ actions:
CHECK FOR MASTERY
Here are some problematic situations in the teaching learning environment as observed and
experienced by the teachers. Match the problems listed in Column A with corresponding probable
solutions in Column B. you may use the letter once, more than once or not at all
Problematic situations Probable solutions /actions
_________1.Connectivity for On-line learning A. Rearrange classroom setting
_________2. Disruptive Classroom behavior B. Maximize use of varied instructional

materials
_________3. Poor interest and motivation C. Regular parent-teachers circles
_________4. Parental non-involvement D. Use of rewards
_________5. At risk students E. Group studies and study buddies
F. Use of Flexible Learning
G. Silent Reading Exercises
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research
II. Authors:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study

LEARNING EPISODE 5:
PREPARING THE LEARNING ENVIRONMENT
What will you do to assist your mentor in setting up a conductive learning environment inthe
following conditions?
1. Bulletin Board Display
2. Small Group Discussion
3. Checking class attendance in a virtual classroom (i.e.google meet or Zoom)
NOTICE
Learning Environment 1.
 What have you noticed of the display in the class bulletin board? What message or theme
does it convey?
 What makes it attractive to the learners?
 Does it help in the learning process? How?
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?
 Can you describe?
 How can you as a teacher help to make such environment conductive for learning?
ANALYZE
The examples above, describe two contrasting situations. The first shows that the learners
are in the same room or space while in the second, the learners maybe in different learning spaces
like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why?
REFLECT
Based on my noticing and analysis, I realized that
a.
b.
c.
OBSERVE
What probable problem may result from the two situations of the learning environment?
REFLECT
What solutions can I think of to solve the problem?
PLAN
How should I do it?
CHECK FOR MASTERY
Choose the best answer from the options given.
1. Learning environment is only confirmed to a specific place called schools. This statement
is______.
A. True
B. False
C. Doubtful
D. Cannot be determined
2. What kind of learning happens anytime, anyplace and anywhere?
A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-face learning
3. In which situation can learners learn with more physical presence and intervention of the
teacher?
A. Face-to-face
B. Virtual
C. On-line
D. All of the above
4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?
A. Face-to-face, because there is always the presence of the teacher who will give
guidance to the learner
B. Virtual/on-line, because the learners are given time to learn on their own and
progress at their own rate.
C. Both, because they can always shift from one modality to another
D. Face-to-face, because there is always the need of a teacher in a classroom all the
time
5. If on-line or virtual learning environment is not applicable, the traditional face-to-face or in-
school will continue. How will you improve the physical learning environment?
A. Use tables with chairs to allow cooperative learning
B. Provide learning spaces or corners for independent study
C. Give credits to success than failures
D. A, B and C
In not less than 300 words, write an essay on the topic: “My Conductive Learning
Environment”
“MY CONDUCTIVE LEARNING ENVIRONMENT”
BY
LEARNING EPISODE 6
ENHANCING A FACE-TO-FACE LEARNING ENVIRONMENT
Given the concepts and the infographic, how can you participate and assist in a face-to-face
learning environment?
NOTICE
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environmental Before Classroom Environmental Now
ANALYZE
What do you think brought the changes in the face-to-face learning environment now?From the
changes that you identified, choose one that you can do. How will you do it?
REFLECT
Do you think making the learning environment conductive for a face-to-face classroom willenable
the learners to achieve better learning outcomes? Explain your answer.
OBSERVE
What common problem have I noticed in a face-to-face learning environment?Can I
translate this problem into a question?
REFLECT
How would I solve the problem? Will it improve my teaching? How?
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
CHECK FOR MASTERY
Choose the best answer from the options given.
1. In the face-to-face learning environment, the most critical elements is/are the_______.
A. Arrangement of chairs and table
B. Physical, psychological and social consideration
C. Students and teacher interaction
D. None of the above
2. The traditional classroom spaces are still considered valid and effective for so long as these
conditions exist. What are these conditions?
I. There should be one teacher to one students ration
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time to guide learning.
IV. All student should be heard in class discussion
A. I & II
B. II & III
C. I & IV
D. III & IV
3. The best instructional materials in the traditional classroom is the_______.
A. Blackboard
B. Computer
C. Teacher
D. Bulletin board
4. Outdoor activities like group games, scavenger hunt and the like provide a positive______.
A. Psychological environment
B. Social environment
C. Physical environment
D. Cognitive environment
5. It is observed that different classrooms have different arrangements of chairs, tables and
benches because of_______.
A. School budget
B. Different purposes
C. Delivery of supply
D. Donations received
Visit a school, where the learning environment is face-to-face. Prepare a detailed report describing
the face-to-face learning environment in terms of the three components:
Physical Environment
 Is the space inside the room more than enough for learners to move about?
 Does the room arrangement match with teaching-learning principles? Arethere several room
arrangements in the school?
 Are the visual displays attractive and do they simulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are learners comfortable in terms of light and ventilation?
Psychological Environment
 Are there sets of rules and procedures followed? What are these?
 Are there sets of expectations that can motivate the learners to learn?
 Are these observable in the classroom?
 Classroom atmosphere based on trust, cooperation and empathy?
 Modelling of positive attitude, respectful behavior, constructive actions
 Avoidance of ridicule, sarcasm, superiority in the classroom
 Opportunities for learners to share their experiences and learning with each other.
Social Environment
 Are there opportunities for positive interaction inside the classroom?

 Are there outdoor activities that foster friendship, camaraderie and cooperation?
 How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment
Describe the physical environment:
Describe the psychological environment:
Describe the social environment:

LEARNING EPISODE 7:
MAKING ON-LINE OR VIRTUAL LEARNING ENVIRONMENT SAFE ANDCONDUCTIVE
NOTICE
Unlike the traditional face-to-face classroom, online or virtual environment is a bit difficult to
manage. It is because Virtual Learning Environment (VLE) is imaginary and not in the physical sense.
It has no corners or walls and it can be set up with the support of technology.
As a teacher, what have you discovered to be easy to implement in your virtual class?
How did the students show their activate participation in the lesson?
ANALYZE
Which of the following is/are your analysis/analyses of on-line learning environment? Check one or
more.
___________It was difficult to observe physical behavior of the students.
___________It takes time for students to learn how to use the platform.
___________Students who are alone in their home space find difficulty to make responses.
___________Internet connectivity is a great factor to support a conductive environment.
REFLECT
As a future teacher I feel that on-line learning environment can be safe if
I think that teaching in a virtual learning environment is
WRITE ACTION RESEARCH PROMPTSOBSERVE:
Identify the problems brought about by the on-line learning environment.
REFLECT:
How would you solve this problem?
PLAN:
What initial plan do you intend to do to solve the problem?
CHECK FOR MASTERY
Direction: Choose the appropriate answer.
1. What is common among the following learning environment: (a) remote learning, (b) virtual
learning, (c) on-learning learning?
A. Presence of a teacher
B. Use of cyberspace
C. Asynchronous delivery
D. Use of module
2. If your co-teacher asks you to borrow your email address password for an urgent concern,
which action should you take as a safety measure?
A. Deny your friends request because privacy
B. Open your email yourself and print your friends email
C. Quickly share your password to your friend
D. None of the A, B, C
3. Why should be parents b involved and be part of a safe on-line environment?
A. Parents should provide guidance in the selection of websites for children’s
references
B. Parents know better than the children so they can coach in answering on-line
C. Parents can do research for their children’s assignments
D. Parents should sit by their children’s side during virtual class time.
4. In virtual synchronous class, when a student would like to talk, which of the following
actions should be done?
A. Mute the microscope
B. Open the camera
C. Raise hand
D. Send message to chat box
5. Which would describe a safe and conducive virtual learning environment?
A. When parents are involved
B. When the teacher provides open communication
C. When students are supported with resources
D. A, B and C
Make a list of 10 websites where you can source references and instructional materials for this
episode. Place the list in the matrix like the one below. Share this with your mentor.
LIST OF WEBSITES and the TITLES of the CONTENTS
Name of Websites Topics/ Title of Content or Instructional

materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
LEARNING EPISODE 8
ESTABLISHING MY OWN CLASSROOM ROUTINES AND PROCEDURES IN AFACE-TO-FACE REMOTE

LEARNING
To ensure that I can carry out/ perform my task efficiently and effectively in participating and
assisting my cooperating teacher in establishing routines and procedures, in the classroom or in
remote learning, I must be guided by the following by the following questions:
1. How will I gain student attention in the classroom/ remote learning?
2. What are the routines and procedures that I need to establish before, during and after my classes
whether on a face to face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need help/attention
in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and others in the classroom/
remote learning?
5. How will students transition to group work and other cooperative activities in the classroom /
remote learning?
6. What procedures must be followed by students who need to attend to personal necessities in the
classroom/ online classes?
7. What rules must be set for students who finish task early/ and for those cannot complete work on
time?
8. What procedures must be observed for tardiness/ early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in the classroom/
remote learning?
10. What procedures must be employed in movements into and out of the classroom/remote
learning?
Having these guide questions in mind, consult your Resource Teacher on the possible assistance or
participation that you can do to help her/ him in doing the classroom routines. Complete the matrix
for the routines that you can employ before, during and after classes in the classroom/ remote
learning to ensure order and discipline in your classes. List down the problems which you have
encountered while implementing these
routines. __________________________________________________________________________
_ ___________________________________________________________________________ ____
____________________________________________________________________
NOTICE
After doing your classroom routines and formulating your procedures, state what you noticed by
answering the following questions:
 How did you feel after employing your classroom routines and establishing your procedures
in the classroom/ remote learning?
 How did your students respond to your classroom routines and procedures?
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
 Was there a change in the classroom environment/ teaching-learning process after you have
implemented your classroom routines and procedures?
 What was the feedback of your Resource Teacher on your classroom routines and
procedures?
ANALYZE
1. What factors/conditions prompted you to establish those classroom routines and

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

classroom routines?
3. Did the teaching learning process improve? Justify your answer.
REFLECT
What insights have you gained while doing thus learning episode?
OBSERVE
1. The problems/ challenges I encountered in establishing my classroom routines
_____________________________________________________________________
________ _____________________________________________________________
REFLECT
2. I hope to achieve to address those problems and challenges by
PLAN
3. Some strategies/ ways which I can employ to improve my classroom routines are
ACT
4. Based on my answer in nos. 1-3 , the possible title of my action research on this episode is
To further enrich my knowledge on establishing classroom routines and procedures whether

in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (Includes books, websites, YouTube videos and the like and share
these to your peers).
CHECK FOR MASTERY
Direction: Read the questions and choose the letter of the correct answer
1. Ms. 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?
A. She should have a seating arrangement/plan
B. She would assign a group leader to monitor student’s discipline
C. She should not let them in until they are ready
D. She should have an entry pass before they get in
2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever
they need to attend to personal necessities. This is an example of which of the following
classroom management techniques?
A. The use of cards
B. The use of gate
C. The use of transition
D. The use of clear schedule
3. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class.
What is the benefit of having this practice?
A. Ensure discipline and responsibility in class
B. Make her students busy at all times
C. Develop camaraderie in class
D. Ease her of small stuff
4. During inclement weather one of the routines established by Ms. Returan is for her class
to fall in line along the corridors and not in the school yard. What must be the reason why
she implement this?
A. To have another area for line formation
B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom
5. Why is it best to establish routines at the beginning of the class
A. To eliminate stress of teachers at the beginning of the class
B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times
Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the reasons
for these.
LEARNING EPISODE 9
CREATING MY CLASSROOM/ REMOTE LEARNING MANAGEMENT PLAN
After realizing the different
MY CLASSROOM MANAGEMENT PLAN
Philosophical Statement
Classroom Rules and Procedures
Teacher-Student Relationship
Schedules and Timeframes
Classroom Structure, Design and Arrangement

Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
NOTICE
After reading and reviewing the classroom/remote learning management plan from different
sources and creating your own plan, answer the following questions.
1. What salient components have you noted?
2. Why is there a need to utilize the information to create your classroom management plan?
3. What were the significant things that you noticed when you were implementing your plan?
4. Were there items in your classroom/ remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
ANALYZE
1. What elements in your classroom/remote learning management plan were mostly followed/
complied with?
2. What elements in your plan were the most difficult to implement? Why?

REFLECT
 What were your realizations after creating and implementing your classroom/remote
learning management plan?
WRITE ACTION RESEARCH PROMPTSOBSERVE
1. The problems/ challenges I encountered in wring my classroom Management plan
REFLECT
2. I hope to achieve to address these problems and challenges by
PLAN
3. Some strategies/ solutions/ means that I can employ to improve these situations/problems
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is
To further enrich my knowledge on 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, YouTube videos and the like and share these to your
peers).
CHECK FOR MASTERY
Direction: Read the questions then choose the letter of the correct answer.
1. Why is a classroom management plan important?

A. To assist the teacher in instruction
B. To ensure that the students obey the classroom rules
C. To develop the sense of belongingness in class
D. To make the students responsible and accountable for their actions
2. Why is there a need to make the classroom management plan clear and simple?
A. For students to understand and follow easily
B. To make it doable for the teacher
C. To prevent chaos in class
D. To ensure compliance of superiors
3. Why is there a need to have a classroom structure/layout?
A. For aesthetic purposes
B. For compliance with school rules
C. To be at par with others
D. For the safety and security of students
4. When is the best time to make the classroom management/remote plan?
A. At the beginning of the school year
B. At the beginning of each class
C. At the middle of the year
D. At the end of the year
5. Which of the elements in the classroom management/remote plan must be given more
emphasis?
A. Classroom rules and procedures
B. Schedule and time frame
C. Strategies for rewards and consequences
D. Classroom design, structure and arrangement
Paste your classroom/Remote Management Plan

LEARNING EPISODE 10:
WRITING MY LEARNING /LESSON PLANS
With all these information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on the learning
competencies of the lesson. Consider the age appropriateness and level of communication of your
students.
Request lesson plan exemplars / lesson plan templates from your Resource Teacher. If not
available, you can make use of the basic components of a lesson plan.
Lesson Plan in _______________
(Subject)
Grade level
Learning Outcomes
Learning Content
Learning Resources
Learning Procedures
The Department of Education has issued Department Order 42s 2016, Policies Guidelines on Daily
Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL).
INSTRUCTIONAL PLANNING
DETAILED LESSON PLAN (DLP) FORMAT
School Grade Level
Teacher Learning Area
Time & Dates Quarter
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s guide pages
2. Learner’s materials pages
3. Textbook pages
4. Additional materials from
learning Resources (LR)
portal
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
DAILY LESSON LOG (DLL)

School Grade level
Teacher Learning area
Teaching date Quarter
Teaching time Section
Monday Tuesday Wednesday Thursday Friday
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s guide pages
2. Learner’s materials
pages
3. Textbook pages
4. Additional materials
from learning Resources
(LR) portal
B. Other learning resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No. of learners who
requires additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers.
NOTICE
1. In writing your lesson/ learning plans?
2. What difficulties did you meet in writing your lesson /learning plans?
3. What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/ learning plans?
4. What were the best features / areas for improvement of your lesson learning plans?
ANALYZE
Analyze the various components of your lesson plans by answering the given matrix. Take note 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 motivational techniques did you
indicate in your plan?
2. How did you respond to the diverse
types of learners?
2.1. gender , needs, strengths, interests

and experiences
2.2. linguistics, cultural, socioeconomic
and religious backgrounds
2.3. with disabilities, giftedness and
talents
2.4. in difficult circumstances
2.5. from indigenous groups
3. What instructional strategies will you

employ in face to face or in a remote
learning delivery for this lesson?
Explain.
4. Was the language used appropriate to

the level of the students? Explain your
answer briefly
5. What types and levels of questions did

you formulate? Are they of the higher
order thinking skills (HOTS)? Write two
(2) examples.
6. What instructional resources will you

use? Why? Cite the possible online
resources that you can utilize whether
done in the classroom or in remote
learning?
7. Are your modes of assessment aligned

with your learning outcomes and
activities? Cite a specific example.
8. Will your performance tasks ensure the

mastery of the learning competencies?
Explain briefly.
9. In a scale of 1-10, how will you rate

your learning plans? Justify your
answer.
10. If this lesson is not implemented face to

face how are you going to do it
remotely?
REFLECT
Why is lesson planning an integral part of the instructional cycle?
OBSERVE
1. The problems/ challenges I encountered in writing my learning/ lesson plans
REFLECT
2. I hope to achieve to address these problems and challenges by
PLAN
3. Some strategies/solutions/means that I can employ to improve these situations/problems
ACT
4. Based on my answers in nos. 1-3 the possible title of my action research on this episode is
To further enrich my knowledge in writing my learning / lesson plans whether in the classroom or in
remote learning, these are some of the online resources which will help me in these activities.
(Include books, websites YouTube videos and the like and share these to your peers.)
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level of difficulty of
doing the following based on your experienced.
4 –very difficult
3 –difficult
2 -Moderate in difficulty
1 –not difficult
4 3 2 1
Very Difficult Moderately Not
difficult difficult difficult
1. Stating learning outcomes
2. Identifying learning resources to

be used
3. Sequencing the lesson in an
engaging and meaningful manner
4. Planning specific learning
activities
5. Identifying strategies to be used
6. Formulating higher order thinking

questions (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. Others
(please specify)
CHECK FOR MASTERY
Directions: Read the questions then choose the letter of the correct answer.
1. Why are learning/lesson plans important?

A. To allow students to participate more
B. To maintain order in class
C. To ensure quality instruction
D. To comply with school standards
2. Which is not in the cognitive domain?
A. Identify nouns in sentence
B. Differentiate noun from pronoun
C. Give examples of noun
D. Draw examples of nouns
3. Why are attention getters needed at the beginning of the class?
A. To arouse student’s interest
B. To avoid truancy in class
C. To make the students active
D. To keep the students focused
4. Which is considered high order thinking skills in the given questions?
A. Why are plants important?
B. What are the needs of plants?
C. How do we take care of plants?
D. If you are plant, what will you tell humankind?
5. Which of these objectives does NOT belong to the group?
A. Narrate a story using varied materials
B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story
Paste one lesson plan and write your simple reflection.

LEARNING EPISODE 11: DELIVERING MY LESSONS
After you have written your lesson plan, confer with your Resource Teacher on how you can
participate/assist in delivering instruction in one of his/her classes. The Robert Gagne’s Nine Events
of Instruction, will guide you to implement the various steps well.
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 Learning Events of Instruction Strategies and Learning

Activities used Resources/Materials
Preparation 1. Gaining
Attention
2. Inform
Learning
Objectives
3. Stimulate
Recall of Prior
Learning
Instruction and 4. Present
Practice Learning
Guides
5. Provide
Learning
guides
6. Elicit
Performance
7. Provide
Feedback
Assessment and 8. Assessment
Transfer Performance
9. Enhance
retention
NOTICE
Using Robert Gagne’s nine events of instruction, what did you notice in the following segments of
learning:
 How did the students react to the activities various elements to arouse their interest?
 Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
 How did the new learning relate with what they really know?
 Did you notice some students who need assistance? What will you do?
 Did the students find difficulty in applying the theories/ concepts learned to real life?
 How did your students react to your feedback?
 What pieces of evidence can prove that the students had retention of learning?
ANALYZE
After planning your lesson(s) you may be requested by your resource teacher to deliver the
lesson(s). Your resource teacher will use a classroom observation sheet to evaluate the delivery of
your lesson(s) Schools use different tools in rating classroom online observations. Below is an
example observation sheet.
Areas of Strength Areas of Improvement

1.Subject Matter Content
Demonstrate depth and

breadth of the subject matter
Shows mastery of the subject

matter
2. Organization Of The Lesson
Presents subject
matter sequentially and
logically
States clear learning outcomes
Synthesizes main points
Meets class at scheduled time
Regularly monitors classroom

online course
3.Rapport/Interaction With
The Students
Holds interest of students
Is respectful, fair and Impartial
Provides immediate feedback
Encourages active
participation
Interacts with students
Shows enthusiasm
4. Teaching Methods and

Strategies
Utilizes relevant teaching
methods strategies
Uses learning aids, materials,

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

clear, precise, and appropriate
Stays focused on and meets

stated learning outcome
5. Presentation Of The Lesson
Establishes online course

or classroom environment
conducive to learning
Maintains eye contact
Uses a clear voice,

strong, projection, proper
enunciation
Has a good command of the

Language
Uses a language within the

level of students
6. Classroom Management
Begins and end classes on time
Uses of time wisely
Attends to course interaction
Demonstrates leadership
ability; maintains discipline
and control
Maintains effective classroom

and e-platform management
7. Sensitivity To Students
Needs
Exhibits sensitivity to
students personal culture,
gender, differences and
disabilities
Responds appropriately in
anon-threatening, pro-active
learning environment
8. Support/ Assistance To
Students
Assists students with

academic problems
Clarifies points in the lessons

which are not clear to the
students
Allots time
for questions/comments
9. Personal Competencies
Shows self confidence
Maintains professional
distance and professional
appearance
10. Physical Aspects Of The

Classroom
Oversees the physical

attributes of classroom (light,
ventilation, acoustics)
Checks number of students in

attendance
Checks layout of room,

distraction, if any
Lists any observations on how

the physical aspects of the
classroom affected content
delivery
Overall impression of teaching effectiveness:
REFLECT
Having implemented several lessons in your cooperating schools under the supervision of your
cooperating teacher, in what areas of the lesson do you need to improve?
Write Action Research Prompts
1. OBSERVE
Problem / challenges I encountered in delivering my lessons
2. REFLECTS
I hope to achieve to address these problems and challenges by
3. PLAN
Some strategies/ solutions/means that I can employ to improve the situations?
4. ACT
Based on my answers in nos. 1-3 the possible title of my action research in this episode is
To further enrich my knowledge on delivering my instruction whether in the classroom or

remote learning, these are some of the online resources which will help me in these
activities (include, books, websites, YouTube videos and the like and share to your peers.
CHECK FOR MASTERY
1. Which of the following characterizes a well-motivated lesson?

A. The class is quiet
B. The students are participative
C. The teacher explains the lesson well
D. The students are highly engaged in the activities
2. In which part of the lesson does the learner give examples to connect to the broader
aspects of life?
A. Presentation
B. Discussion
C. Application
D. Evaluation
3. Why should teachers provide immediate feedback and reinforcement?
A. To be liked and loved by students
B. To motivate students to do more and learn more
C. To get students’ attention
D. For students to get high grades
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
B. Law of exercise
C. Law of effect
D. Law of sensitivity
5. Which part of the lesson is preferred to when students give similarities and differences in
the concepts presented?
A. Presentation
B. Discussion
C. Comparison and abstraction
D. Generalization
Attach pieces of evidence of your delivery of lesson plans, pictures, screenshots and the like
LEARNING EPISODE 12: SELECTING NON-DIGITAL OR CONVENTIONAL RESOURCES
ANDINSTRUCTIONAL MATERIALS
PARTICIPATE AN ASSIST
Subject: Grade Level:
Topic:
Learning Objectives/Outcomes
Resources/instructional What is the use or purpose Explain why you selected the
materials you plan to utilize of resource/material? Describe resources/material based on the
in the lesson. how you will use the guide points mentioned above.
resources/materials to attain How are this criteria met?
the learning
objectives/outcomes.
Resources /instructional What is the use or purpose of Explain why you selected the
materials you plan to utilize resource/material? Describe resources/material based on the
in the lesson how you will use the guide points mentioned above.
resources/materials to attain How are this criteria met?
the learning
objectives/outcomes.
5. As the situation would permit, try out the resources/materials with the students. Be sure to
follow the steps on using instructional materials found in the Infographics section of this
Episode.
NOTICE
After you participated or assisted in using resources/instructional materials in teaching-learning,

described what you observed and experienced by answering the items below.
1. How did your prepare for this activity?
2. Describe how you or the teacher utilized the resource/instructional materials. Narrate your
experience as you participated and assisted.
3. What were your feelings and thoughts while you were assisting with the use of there
sources/materials?
4. Describe how the students responded and participated.
ANALYZE
 What worked well during the activity using the resources/materials?
 What part can be improved?
 What would you have done differently? What would I change? What will make it better
time?
 How does this connect with what you know about selecting and using instructional
materials?
REFLECT
1. How ready am I in selecting and developing resources/instructional materials in the
teaching-learning process?
2. What do I still need to learn to select and develop resources/instructional materials in
teaching effectively?
3. What can I do to learn more about and practice the use of resources and instructional
materials?
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials,

what problematic situation/challenges/area of improvement did I find?
REFLECT
2. List at least three sources that you have read about this problem/challenges/area of
improvement
Resources or Reference About the Topic Key Points / Findings in what I Read
On what theories/principles can this problem be anchored?
3. What do I hope to achieve to address the challenge/area of improvement? What change do I

want to achieve?
PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve the problem?
ACT
5. If you will conduct action research, what will be the title (base this on your answers in nos. 1-
3):
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_______.
A. Level of thinking
B. Extent of being flexible or fixed
C. Extent of being concrete or abstract
D. Extent of adaptation and modification
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?
A. Collaboration among learners
B. Inclusive and free of cultural bias
C. Students interest and engagement
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 seemed 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?
A. Student interest and engagement
B. Inclusive and free of cultural bias
C. Developmental appropriateness
D. Time and cost-efficient
4. Which of the following gives the learners the most concrete experience?
A. Watching a Theatre play on The Death March
B. Listening to the teacher discuss about the first chapter of Noli Me Tangere
C. Viewing a photo exhibit of the EDSA revolution
D. Independently reading the Biography of Andres Bonifacio
5. A teachers should consider all these criteria for choosing a resource or material, EXCEPT.
A. Aligns to the learning objectives/outcomes of the lesson
B. Is the most expensive therefore the most durable
C. Is inclusive and free from cultural bias
D. Is developmentally appropriate
Attach pieces of evidence of what you accomplished in this episode.

LEARNING EPISODE 13
UTILIZING APPLICATION (APPS) FOR TEACHING AND LEARNING
Before you participate and assist in tasks related to apps, first enumerate the apps you already know
and have probably tried. Explore the pedagogy wheel and learn at least five more. Fill out the below.
Apps that I already know/have recently How can I utilize this in teaching-learning?
explored
Level/Grade of the class:
Lesson/Topic:
Apps you plan to utilize in the What is the use or purpose of Explain why you should
lesson using the app. Describe how selected the app, based on the
you or the teacher will use five criteria of developmental
each appropriateness, motivation,
instructional design,
engagement and accessibility.
How does this connect with what you know about select in and using apps?
Attach pieces of evidence of what you accomplished in this episode
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.
ANALYZE
What worked well during the activity using the apps?
What part can be improved?
What would you have done differently? What would I change? What will make it better next time?
How does this connect with what you know about selecting and using apps?
REFLECT
1. How ready am I in organizing and using apps in the teaching-learning process?
2. What do I still need to learn in order to use apps in teaching effectively?
3. What can I do to learn more about and practice the use of educational apps?
This part allows you to synthesize or put together what you notice, analyzed, and reflected on to
come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/challenges/area of improvement prevailed in using apps?
List at least three sources that you have read about this problem/challenges/area of improvement
Resource or Reference about the Topic Key points/findings in what I Read
On what theories/principles can this problem be anchored?
REFLECT
2. What do I hope to address- the problem? (What change do you want to achieve?)
PLAN
3. What strategies/solution/means can you employ to improve the situation/solve the

problem?
ACT
4. If you will conduct an action research, what will be the title (base this on your answers in
nos. 1-3).
CHECK FOR MASTERY
1. An application (app) can be described by all of the following. EXCEPT.

A. A software
B. Have a wide range of function
C. Some can be used offline
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?
A. Accessibility
B. Motivation
C. Instructional design
3. Ms. Peralta found two apps that were 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 the one that linked Physics everyday life
like Physics and the internet or Physics in amusement park rides. She based her decision on
which criteria for selecting apps?
A. Engagement
B. Accessibility
C. Developmental appropriateness
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?
A. Accessibility
B. Motivation
C. Instructional design
5. The pedagogy wheel can help teachers choose apps by all, EXCEPT.
A. It helps teachers identify apps for different grade level of the learners
B. It helps teachers identify apps according to the levels of Bloom’s taxonomy
C. It helps teachers see the type of technology integration in the SAMR model
D. It helps teachers explore apps useful for both apple and android users.

UTILIZING LEARNING MANAGEMENT SYSTEM
Level/Grade of the Class:
Subject:
Lesson or Topic:
Lesson Objectives/Learning Outcomes:
Which LMS did the teacher use: Check one or more that were used.
______Moodle
______Schoology
______Google Classroom
______Edmodo
______Genyo
______See saw
______Others:
What tasks did you participate or assist in? Fill out the table below.
What components or parts were present in the Under these LMS components or parts, what
LMS used by the teacher? tasks did you participate/assist in?
NOTICE
After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What main
components did you find?
2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?
3. What was your experience in participating and assisting?
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?
2. How did the teacher/or you use the LMS to implement the strategies/activities planned?
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/learners? What parts of the LMS do you think
can still be improved? How can this/these be improved?
REFLECT
1. How ready are you in organizing and using an LMS?

2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual
learning environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
This part allows you to synthesize or put together what you noticed, analysed and reflected
on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges / area of improvement did you see while you
participated and assisted using an LMS?
List at least three sources that you have read about this problem/challenge.
On what theory/principles can this problem be anchored?
REFLECT
What do I hope to address – the problem/challenge/area of improvement in LMS use? What

change do you want to achieve?
PLAN
2. What strategies/solution/means can you employ to improve the situation/solve the

problem?
ACT
3. If you will conduct an action research, what will be the title (Base this on your answers in
nos. 1-3):
CHECK FOR MASTERY
Direction: Read the following questions then select the letter of the 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 qualifies of national leaders. He is utilizing
his_______.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
2. Ms. Del Rosario is careful to match the learning outcomes with the content and activities she is
going to do. She also sees to it that the assessment measures the attainment of the learning
outcomes. She is using________.
A. Pedagogical Content Knowledge (PCK)
B. Pedagogy Technological Knowledge (PTK)
D. Technological Content Knowledge (TCK)
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)
B. Pedagogical Content Knowledge (PCK)
D. Content Technology Knowledge (CTK)
4. All are true about learning management systems, EXCEPT
A. Has components and features that teachers can use in teaching
B. Is a platform for a virtual learning environment
C. Microsoft office is an example of this
D. Canvas is an example of this
5. Through the LMS, the teacher can do the following tasks, EXCEPT
A. Post assignments and projects
B. Set up discussion boards
C. Make students collaborate
D. Meet students face to face

LEARNING EPISODE 15
UTILIZING WEB-CONFERENCING APPS FOR SYNCHRONOUS E-LEARNING
Class Grade Level: ______Subject: __________________ No. Of Hours/Minutes: ________
Name of Resource Teacher:___________________________________________
Dates When You Observed: _____________________________________________
Dates When You Participated and Assisted: _______________________________
NOTICE
After you participated or assisted in synchronous classes using a web-conferencing app, describing
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
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different views)
Polling
Recording
Others
2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the student engaged? How did the students
respond to the teacher? To the activities?

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?
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?
2. Referring to the community of the inquiry infographic, how well did the teacher/or you use
the web-conferencing app to establish: (describe in detail)
Teaching Presence?
Social Presence?
Cognitive Presence?
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
REFLECT
1. How ready are you in teaching an online synchronous class?2.Using a web-conferencing app,

how else would you better establish:
Teaching Presence?
Social Presence?
Cognitive Presence?
2. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
This part allows you to synthesize or put together what you noticed, analyzed, and reflected
on to come up with a possible topic for an action research.
OBSERVE
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 problems/challenge.
On what theory/principles can this problem be anchored?
REFLECT
What do I hope to address the problem/challenge/area of improvement is web-conferencing

app use? What change do you want to achieve?
PLAN
2. If you will conduct an action research, what will be the title (base this on your answers in no.
1-3):
3. What strategies/solution/means can you employ to improve the situation/solve

the problem?
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?
A. Teaching presence C. Social presence
B. Cognitive presence D. Community 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 their cameras. She ended the class with a quiz on the topic. The teacher did
NOT effectively demonstrate which essential element?
A. Community presence C. Cognitive presence
B. Teaching presence D. Social 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 students’ one learning outcomes which for them to analyze the current
situational factors that may impede and hasten the Philippines’ goal of attaining herd
immunity. Another learning outcome was for students to articulate suggestions on how the
Philippines will succeed on this goal. The teacher provided readings ahead of time and also
placed the links on the chatbox. 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?
A. Teaching presence C. Community presence
B. Social presence D. Cognitive Presence
4. All are example of web-conferencing apps, EXCEPT,
A. Microsoft Teams
B. Zoom
C. Skype
D. Canva
5. When a teacher is mindful demonstrating teaching presence, social presence and cognitive
presence consistently, she is adhering to the model of
A. Community of Practice
B. Community of Inquiry
C. Community Learners
D. TPACK
Attach pieces of evidence of what you accomplished in this episode

ASSESSING FOR, AS AND OF LEARNING
1. Assist your CT in the conduct of formative assessment.
2. Offer you assistance to students to engage in self- assessment through your CT.
NOTICE
1. Take notice of:

 The alignment the different formative tasks used with the learning outcomes
 The student’s participation, behavioral response, comments in the formative
assessment tasks.
 How the students assess their own progress
 Our own feelings and thoughts as you assisted your CT:-Formulate the formative
assessment tasks.-Administer formative assessment tasks.
ANALYZE
 Did the formative assessment tasks help the students master what they were expected to
learn?
 Was student’s response to formative assessment exercises is favorable or unfavorable?

Why?
 Did the conduct of formative assessment and self- assessment affect student’s attainment of
learning outcomes? How?
 What was the effect of students assessing their own progress on their motivation to learn?
REFLECT
How would attainment of learning outcomes be affected if there were no formative assessments nor
self-assessments?
OBSERVE
1. One thing that went well in the development/ use / administration of formative assessment
tasks (assessment for learning) is
2. One thing that did not go very well in the development/ use/ administration of formative
assessment tasks (assessment for learning) is
3. One good thing observed in students’ self-assessment (assessment as learning) is
4. One thing in students’ self-assessment (assessment as learning) that needs improvements

based on what were observed is
REFLECT
The formative assessment activities went well because
The formative assessment activities process did not go well because
For the students, self-assessment worked because
For the students, self-assessment did not work because
ACT
To ensure that formative and self-assessment process serve their purpose, to helpstudents learn, I
will learn from others best practices by researching on
PLAN
To help improve formative and self-assessment practices, I plan to conduct an actionresearch on

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
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student’s assessment
2. A student monitors his own progress in relation to learning targets which he has set for
himself. Under which type/s of assessment des this fall?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
3. To finally determine how well students have attained the learning outcomes by grading, in
which type of assessment/s is teacher engaged?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
4. To ensure attainment of learning outcomes, which can teacher do in the process of
instruction?
A. Pair fast learner with another fast learner to challenge them even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial
5. Which is/are most likely the effects 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
B. II only
C. III only
D. I, II and III
Compile activities/techniques in formative assessment and in self-assessment used by your FS

Resources Teacher in the classes you observed. Include your annotations/improvements on the
assessment tasks.
Add other activities techniques that you have researched on e.g. TED talk’s on assessment.
LEARNING EPISODE 17
USING TRADITIONAL AND AUTHENTIC TYPES OF ASSESSMENT FOR FORMATIVE AND SUMMATIVE

PURPOSES
ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?
2. Did teacher make use of both traditional and authentic assessment tasks?
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction?
4. Were the assessment tasks for formative purposes also used for summative purposes? Why
or why not?
5. Where were assessment results students better – in the results of traditional or authentic
assessment?
6. Which assessment activity/activities did the students like more? Like least? Why?
REFLECT
How can I make the assessment process more meaningful to and more acceptable to students?
1. One thing / some things that went well is/are in the development/ use /administration of
assessment tasks are…2.One thing / some things is/are that did not go very well in the
development/ use/administration of assessment tasks are…
REFLECT
This part of the assessment process went well because…
This part of the assessment process did not go well because…

ACT
To ensure that the assessment process serves in purpose, to help students learn, I will read
researches on … or view video on…
PLAN
To help improve assessment practice, I would like to conduct an action research on…
CHECK THE MASTERY
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 task?
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 teachers and to write their reflections and lessons learned. Which type of
assessment are the students 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 rubrics
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric
Compile samples of traditional and authentic assessment tasks used in the classes you observed.
Include your annotation/improvements on the assessment tasks.
LEARNING EPISODE 18
GRADING AND REPORTING
ANALYZE
1. What are the teaching implications of the students test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians comments were most common during Card-Giving Day?
REFLECT
What personal message do I get from these students’ scores, grades and parents/guardians’
attendance and comments?
1. One good thing that I observe in scoring/grading/ parents-teachers Conference was
2. One thing that did not go very well in scoring/grading/parents- teachers conference was
REFLECT
The scoring/grading parents- teachers’ conference went well because
The scoring/grading parents-teachers conference did not go well because
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that students learn, I will read researches on … or view video on …
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to conduct
an action research on
Compile samples of scoring and grade computation that you did. The tests and products/portfolios
that you score and students’ report card must belong to the same students to see development.
Include snapshots of PTCs and list of parents/guardians’ comments during PTC and how these
comments were addressed.
CHECK FOR MASTERY
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 establish criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of 55 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 – 30/50.
What is his 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 work – 20/30; 2) performance task – 60/80 and 3) quarterly assessment –
15/30. 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 for
the first grading period; 1) written work – 20/30; 2) performance task – 60/80 and 3)
quarterly assessment – 15/30. What is his non-transmuted grade?
A. 78 C. 77
B. 79 D. 76
5. Which should you avoid in 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 another 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
LEARNING EPISODE 19
WRITING AN INITIALL ACTION RESEARCH PLAN
ANALYZE
We said at the beginning that all teachers could make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a plan for our Action Research by following the simple
cycle. You will share your output with your mentor for an opportunity to work together.
Topic you choose: (from the episode)
Episode number Title:
Writing Action Research Prompt page:
Model A:
Activity 1: Developing An Initial Research Action Plan
A. Observation/Notice
What problem/concern have I noticed that affect teaching-learning?
 Write your own observed/noticed classroom problem here:
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow learners
be helped? How will it be done?
 Write your reflective response to the problem you stated:
C. Plan for Action
Key questions:
- What will I do as a teacher to solve the problem?
- How will I describe my intervention, 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, and time table considered in my plan for
action?
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame & Biel, R. (2015) group work: Using cooperative learning groups effectively.
http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies, and
Technologies. Granite pressbooks. Pb.Chap.7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of Minnesota, USA
 Enter your reading list

1. K
2. L
3. L
E. Act (Implementation of the Action Research Plan)
Model B: Deped Template
ACTION RESEARCH PROPOSAL
Name:
Proposed Title:
I.Context and Rationale Study Background
II. Action Research Question AR Questions

III. III. Proposed Innovation, Intervention Strategy Describe Innovation/ Intervention/Strategy
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/ Other Sources Of Data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan (Summative Action Research Work Plan)
VI. Cost Estimate (Write Cost Estimate
VII. Plan For Dissemination And Utilization (Describe How The Results Will BeShared)
VIII. References (Write At Least Three References
REFLECT
What was your experience in writing the action research plan?
What knowledge, attitude and skills did you have that helped you accomplish it?
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
CHECK FOR MASTERY
Direction: Choose the most appropriate answer from the options given.
1. As a beginning action researcher, what should be your primary task?

A. Identify the problem that is a cause of concern in the class
B. Reflect on the other problematic situations
C. Ask help from your mentor on how to solve the problem
D. Disregard the problem, after all you are still a student
2. In doing action research, continuous reflection in every step of the way should be done.
A. This statement is NOT true since reflection has its own time
B. This statement is true since research requires continuous inquiry
C. This statement is doubtful since there are steps to follow
D. This statement is only applicable to other kinds of research
3. In looking for an appropriate solution to the identified problem, the main purpose is
to______.
A. Remove malpractices in teaching-learning
B. Reward learners who do more than others
C. Promote teachers who conduct research
D. A, B and C
4. In an action research, you should see to it that the intervention________.
A. Is doable C. is of short duration
B. Is new D. should not require statistics
5. Planning an action research requires a researcher to________.
A. Follow strict procedure
B. Frequently reflect on the process
C. Match the solution to the identified problem
D. A, B and C
MY INITIAL ACTION RESEARCH PLAN
PROPOSED TITLE:
I.My Identified Problem:

II. My Reflection About The Problem
III. My Plan Of Action
References:
Submitted by:
Name: Degree Pursued:
Name of Institution SY

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FS 2 Learning Episode 1:

The Teacher We Remember

PARTICIPATE AND ASSIST

1. Take of the following:

 Which professional competencies am I strongly capable of demonstrating?

 In which competencies do I need to develop more?

 Who are the teachers that we remember most?

WRITE ACTION RESEARCH PROMPTS

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

CHECK FOR MASTERY

Attach your reflection here.

Embedding Action Research for Reflective Teaching

PARTICIPATE AND ASSISST

Here is what you will do.

Making a List of Completed Action Research Titles by Teachers in the Field

INVENTORY OF SAMPLE ACTION RESEARCH CONDUCTED BY TEACHERS

List of Completed Action Research Titles Author/Authors

3. Identified problem to be solved in title

4. Identified problem to be solved in title

5. Identified problem to be solved in title

2. What interpretation about action Title of the Action Research:

3. Write the title and your interpretation

4. What do you think did the author/s do I think the author/s

Key Questions My Answer

2. What do you think is the teacher’s Choices:

3. What benefit do you get as a student in Choices:

4. In what ways, can you assist your Choices:

WRITE ACTION RESEARCH PROMPTS

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

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

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

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

CHECK FOR MASTERY

Direction: Read the best answer.

1. Every future teacher should do action research because__________

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

PARTICIPATE AND ASSISST

You are now ready to participate and assist!

Choose the AR sample Abstract that you submitted in Episode 2.

Key Components Entry from your Sample AR

PLAN Plan of Action

Key Components Entry from your Sample AR

PLAN Plan of Action

Title and Author: (the same as your entry in Model A)

Key Component Action Research Process

I. Context and Rationale Study Background

II. Action Research Question AR Questions

III. Proposed Innovation, Describe Innovation/Intervention/Strategy

VI. Cost Estimate Write cost estimate

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

WRITE ACTION RESEARCH PROMPTS

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

CHECK FOR MY MASTERY

1. Action research requires a teacher to be:

_______effects of curriculum restructuring. Why?

_______understanding of self as a teacher. Why?