FS 2
FS 2
FS 2
FS 2 1
We Remember
2. You will view on youtube 2 TEDx talks on “What makes a good teacher great” and “The
Power of a Teacher”.
Notice
1. Take note of the following:
Your Resource Teacher comments, facial expressions, gestures and actions in class
Students’ comments, facial expression, gestures and behavior in class
How your Resource Teacher relates to you?
The classroom proceedings
The classroom atmosphere – relaxed of threatening?
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?
Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
Which professional competencies am I strongly capable of demonstrating?
OBSERVE
REFLECT
2. The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by ___________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PLAN
3. I would like to address this problem (mentioned in #2) by conducting an action research on
___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
ACT
4. a.) The main objective of my action research is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Work On My Artifacts
Attach your reflections here.
Learning
FIELD STUDY 2 Episode
Embedding Action
Research for
Reflective Teaching
FS 2 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
be familiar about action research as a reflective teacher
underscore the importance of doing action research
2.
3.
4.
5.
Congratulations!!! You have done a good job. By doing so, you have assisted your
mentor and together you will journey towards becoming an action researcher.
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. Identified problem to be solved in title no. 1
research titles? Do the action research (AR)
titles imply problems to be solved? Yes ____ 2. Identified problem to be solved in title no. 2
No ____
If YES, identify the problems from the title
you have given. Answer in the space
provided. 3. Identified problem to be solved in title no. 3
4. Identified problem to be solved in title no. 4
3. Write the Title and your interpretation of From the title, I think, the study
the study from the title.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
4. What do you think did the author/s do with I think the author/s……
the identified problem as presented in their
titles?
Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday 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.
My Answer
Key Questions Choose from the options given. You may
check more than one answer
Choices:
___ Copied from research books
___ From daily observation of their teaching
practice.
1. From what source do you think, did the
___ From difficulties they observed of their
authors identify the problems of their action
learners.
research?
___ From their own personal experience.
___ From the told experiences of their co-
teachers.
Choices:
___ To find a solution to the problematic
situation
___ To comply with the requirement of the
2. What do you think is the teacher’s intention
principal
in conducting the action research?
___ 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
___ Learn and practice being an action
3. What benefit do you get as a student in FS researcher
2 in understanding and doing action research? ___ Improve my teaching practice
___ Exposure to the realities in the teaching
profession
___ Become a better teacher everyday
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
REFLECT
PLAN
What strategies, activities, and innovations can I employ to improve the situation or solve
the problem?
ACT
Work on my Artifacts
Your artifact will be an Abstract of a completed action research.
Learning
FIELD STUDY 2 Episode Understanding
AR Concepts,
FS 2 3
Process and
Models
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Use concept and processes of action research.
Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
Nelson, 2014.
Action research has been embraces in education for its value in transforming school practices
by the practitioners themselves. It is used to address practical problems in the classroom. It is a
process that allows teachers to study their own classroom and school setting to improve their
effectiveness. Teacher Action Research (TAR) is a method for educational practitioners
(teachers, school leaders) to engage in the assessment and improvement of their own practice. It
is a tool to help classroom teachers consider their teaching methods or to adopt a strategy in
order to solve everyday problem in the school setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tichen, 2015)?
Systematic – Like any form of research, it follows a system.
Rigorous – It has rigor, meaning a strict adherence to the rules of empirical studies.
Reflective - It follows a continuous reflection and action.
Situational – It is more specific to the location (school) circumstances (teaching and
learning, etc.)
Participative – AR can be participative where teachers and learners are co-researchers.
Future-oriented – It seeks solution to current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
AR can help me to learn how to improve my practice as a teacher in terms of teaching
methods, classroom management, preparation of the learning environment, developing
instructional materials and assessment.
AR can help me learn more about a wider range of research methods that I can use in
the future.
AR can provide me more space to think deeply about the issues that confront teaching
and learning.
AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
AR can help me develop new knowledge which is directly related to my are of
specialization.
3. What types of classroom action studies that I can engage in?
Creating changes in the classroom practices. Example: What changes will daily writing
have on my students?
Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?
Enhancing new understanding of learners. Example: What happens when students get
demotivated?
Teaching a new process to the students. Example: How can I teach third graders to do
reflection?
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 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 land 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 Recommendations
If you choose to compare with model B- Nelson, O. 2014, here are the components.
Titles 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
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?
OBSERVE
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 FS2, I plan to make a plan for my solution to problem (choose from a,
b, c) because
ACT
Action will come later, given enough time in FS 2 or during my Teaching Internship.
Work On My Artifacts:
Your artifact will be a full blown completed Action Research
0
Learning
FIELD STUDY 2 Episode Matching Problematic
Learning Situation
FS 2 4
with Probable Action
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Analyze teaching learning problems prevailing in the classroom.
List matching action as probable solution to teaching-learning problems.
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 choose letter B: Show video lesson as a SOLUTION for the same PROBLEM? Explain
______________________________________________________________________________
The Problem is: The Action is:
Difficulty in
Show video lesson
Comprehension of
Interesting, isn’t it? Now, you can assist you 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 answer to
the same problem. Each solution matches with the problem. The more solutions identified to
choose from, the better for an action research.
Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
Scenario B: Sir Ryan teaches in disadvantaged urban community. Most of his earners come from
families that are disrupted, either with single parents or with their guardians who stand only as
parents. They are deprived of the necessary food, clothing and shelter.
Can you identify the most probable-teaching-learning problem/s in the class of Sir
Ryan?
a. ________________________________________________________________
b. ________________________________________________________________
Can you propose a solution to solve one of the problems that you have identified?
____________________________________________________________________________
REFLECT
____________________________________________________________________________
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:
Write Action Research Prompts
Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
REFLECT
PLAN
ACT
What would be the title of your Action Research should you conduct the study?
Add: Solutions/Actions
Work On My Artifacts
Your artifact will be an Abstract of a completed Action Research.
III. Abstract
Learning
FIELD STUDY 2 Episode Preparing
The Learning
FS 2 5
Environment: An
Overview
Target Your Intended Learning Outcomes
At the end of this episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.
The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students
for security and order, love and belonging, personal power and competence, freedom and
fun.
2. Create a sense of order. For example, teacher should teach students how to
Enter the classroom and become immediately engaged in the activity;
Distribute and collect materials;
Find out about missed assignments due to absence and how to make up for them;
Get the teacher’s attention without disrupting the class and
Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or online classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and tem activities.
6. In a conducive learning environment, success whether small or big is recognized, and
celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive result but in
different ways, so usually in practice both approaches are combined
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid).
Notice
Learning Environment 1:
What have you noticed of the display in the class bulletin board? What message of 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 conducive 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 1or Learning Environment 2.
Explain your choice: Why?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Reflect
Based on my noticing and analysis, I realized that
a.____________________________________________________________________________
b.____________________________________________________________________________
c.____________________________________________________________________________
Write Action Research Prompts
OBSERVE
What probable problem may result from the two situations of the learning environment?
REFLECT
PLAN
Work on my Artifacts
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
Learning
FIELD STUDY 2 Episode Enhancing a
Face-to-Face
FS 2 6
Learning
Environment
Target Your Intended Learning Outcomes
At the end of this episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.
Analyze
What do you think brought the changes in the face-to-face learning environment now?
From the changes that you identify, choose one that you can do. How will you do it?
Reflect
Do you think making the learning environment conducive for a face-to-face classroom will
enable the leaners to achieve better learning outcomes? ________ Explain your answer.
REFLECT
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
Work on my Artifacts
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 the learners to move about?
Does the room arrangement match with teaching-learning principles? Are there
several room arrangements in the school?
Are the visual displays attractive and do they stimulate learning?
Are the school premises safe and is the classroom space free from hazards?
Are learners comfortable in terms of light ventilation?
Psychological Environment
Are there sets of rules and procedures followed? What re these?
Are the 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, respect, 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
Learning
FIELD STUDY 2 Episode Making On-line or
Virtual Learning
FS 2 7
Environment Safe
and Conducive
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.
Turn on your camera. Use kind words all the Teacher and learners
time. are dressed
appropriately.
Try to handle one on-line class and use the guidelines above. Happy virtual teaching!
Notice
Unlike the traditional face to face classroom environment, 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 concerns 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 shows their active participation in the lesson?
Analyze
Which of the following is/are your analysis/analyses of on-line learning environment?
Check one or more.
Reflect
As a future teacher I feel that the on line learning environment can be safe if
OBSERVE Identify the problems brought about by the on line learning environment.
REFLECT How would you solve this problem?
Work On My Artifacts:
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.
Name of Website Topics/Title of Content or Instructional
Materials
1.
2.
4.
5
6
7
8
9
10
Learning
FIELD STUDY 2 Episode Establishing My Own
Classroom Routines
FS 2 8
and Procedures in a
Face-to-Face/ Remote
Learning
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Establish my classroom routines and procedures before during and after classes in a
face-to-face or in remote learning.
Explain the classroom routines (what to do, how to do it, when to do it, and why
those need to be done).
Reflect on the basic questions when building my classroom routines and procedures
in the classroom and in remote learning.
List down some possible topics for action research on classroom routines and
procedures.
Use professional reflections and learning to improve practice.
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 clearly/ and for those when cannot
complete work on time?
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?
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?
Reflect
What insights have you gained while doing this learning episode?
OBSERVE
REFLECT
PLAN
4.(Based on my answers in nos: 1-3), the possible title of my action research on this
episode is
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.
Learning
FIELD STUDY 2 Episode Creating my
Classroom/Remote
FS 2 9
Learning
Management Plan
Target Your Intended Learning Outcome
At the end of this Learning Episode I must be able to:
A classroom management plan is a plan that a teacher designs that sets the expectations
for every student. The purpose of a classroom management plan is to make the students
accountable for their actions. Effective classroom management increases students’ success,
enhances students’ academic skills and competencies and promotes social and emotional
development.
Schedule and Timeframes How will you organize your class schedule?
How will you keep your students to stay
focused and on task?
Classroom Structure, Design and How will you design your classroom to create
Arrangement an appropriate learning environment?
Classroom Safety Rules and Procedures How will you ensure the safety and security
of your students?
What rules will you formulate to safeguard
their protection?
Strategies for Rewards and Consequences What strategies will you employ for rewards
and consequences?
Teacher-Student Relationship
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 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 notice when you were implementing your plan?
4. Were there items in your classroom/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/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
plan?
OBSERVE
REFLECT
ACT
4. Based on my answers from 1-3, the possible answer to my action research on this episode is
Work on my Artifacts
Paste your Classroom / Remote Management Plan
0090
Learning
FIELD STUDY 2 Episode Writing My
Learning/Lesson
FS 2 10
Plan
Lesson Plan/Learning Plan- This refers to the blueprint of the daily teaching and
learning activities. It is a step-by-step guide which helps the teacher in maintaining the quality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience.
There are three types of lesson plans: detailed, semi-detailed and brief. Some schools
design their own lesson plan template which includes their vision, mission, goals and core
values.
The Department of Education had provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalized instructional planning which is
vital to the teaching-learning process. Guidelines were formulated to assist the teachers in
planning, organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the
learning outcomes. The modes of assessment must determine if the outcomes were attained at the
end of the lesson.
With all this information in mind, you are all set in writing your lesson plan. Based on the
instruction given by your Cooperating Teacher, prepare your lesson plan(s) based on the learning
competencies of the lesson. Consider the age appropriateness and level of communication of
your students.
Request lesson plan exemplars/lesson plan templates from your Resource teacher. If not
available, you can make use of the basic components of a lesson plan.
Learning 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
(The process of systematically planning, developing, evaluating and managing the instructional process using the
principles of teaching and learning- D.O. 42.s.2016)
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives
Write 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
Resource (LR) portal
IV. POCEDURES
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 application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning
Notice
1.
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 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 motivational techniques did you
indicate in your plan?
Questions Answers
2. How did you respond to the diverse types
of learners?
2.1 gender, needs, strength, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in different 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.
OBSERVE
REFLECT
PLAN
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this episode is
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 moderate in not difficult
difficult difficulty
Work on my Artifacts
Paste one (1) lesson plan and write your simple reflection.
Learning
FIELD STUDY 2 Episode Delivering
My
FS 2 11
Lessons
It features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are geographically remote
from each other during instruction.
Home Schooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to quality
basic education through a home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.
Blended Learning
This refers to a learning modality that allows for a combination of a face-to-face and
online distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face
and TV/Radio-Based Instruction (RBI), and face-to-face learning and a combination with two or
more types of distance learning.
Traditional Face-to-Face Learning
This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.
LEARNING MODALITIES
On Campus
Teaching learning happens when all the students are in the same physical space.
On-Line
Teaching-Learning activities that are managed is an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
Preparation . . . . . . . . . . . .. . . .
1. Gaining Attention
2. Informing Learners
Instruction and ................
3. Stimulating Recall of Practice
Prior Learning
4. Present the Content
5. Provide Learning
Guides Assessment and
6. Elicit Performance Transfer
7. Provide Feedback
8. Assess Performance
9. Enhance Retention
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 Strategies and Learning resources /
Learning Instruction Activities Used Materials
Preparation 1. Gaining Attention
2. Inform Learning
Objectives
3. Stimulate Recall
of Prior Learning
Instruction and 4. Present the
Practice Content
5. Provide Learning
Guides
6. Elicit Performance
7. Provide Feedback
Assessment and 8. Assess
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 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 needed assistance? What did you do?
Did the students find difficulty in applying the theories/ concepts learned to real life?
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 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
Encourages active
participation.
Shows enthusiasm.
4. Teaching Methods and
Strategies
Employs cooperative/group
involvement in the classroom
and remote learning.
6. Classroom Management
Demonstrates leadership
ability; maintains discipline
and control.
7. Sensitivity to Students’
Needs
Exhibits sensitivity to
students’ personal culture,
gender differences and
disabilities.
Responds appropriately in a
non-threatening, pro-active
learning environment.
8. Support/Assistance to
Students
9. Personal Competencies
Shows self-confidence.
Maintains professional
distance and professional
appearance.
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?
Write Action Research Prompts
OBSERVE
REFLECT
PLAN
ACT
4. 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 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.)
Work on my Artifacts
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the like)
Learning
FIELD STUDY 2 Episode Selecting Non-digital
or Conventional
FS 2 12
Resources and
Instructional Materials
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.
2. Describe how you or the teacher utilized the resources/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 the
resources/materials?
Analyze
What would you have done differently? What would I change? What make it better next 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/challenge/area of
improvement
Resource or Reference about the Topic Key points/findings in what I read
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):
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Utilizing
Applications (Apps)
FS 2 13
for Teaching and
Learning
Apps that I already know/have recently How can I utilize this in teaching – learning?
explored
How dos tis connect with that you know about selecting 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 would you have done differently? What would I change? What will make it next time?
How does this connect with what you know about selecting and using apps?
Reflect
1. How ready am I organizing and using aps in the teaching-learning process?
OBSERVE
List at least three sources that you have read about this problem/challenge/area of
improvement.
Resource or Reference about the topic Key points/findings in what I read
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?
ACT
3. What strategies/solutions/means can you employ to improve the situation/solve the problem?
4. If you will conduct action research, what will be the title (Base this on your answers in nos, 1-
3):
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Utilizing Learning
Management
FS 2 14
Systems
Your task in this episode is to participate and assist in virtual learning environment
through LMS. Notice how the teacher organized her virtual classroom. Apply your skills in
facilitating the teaching and learning process by participating in one or more of the teacher tasks
discussed above.
In this episode, consider what you learned in your technology class about the TPACK
model. An effective teacher has technological, pedagogical and content knowledge, TK, PK, and
CK. In planning, setting up, and utilizing a virtual environment through an LMS, these three
components interface. You need to have content mastery of what you will teach (CK). You also
need to know how to facilitate the teaching-learning process from beginning (gaining students’
attention) to end (assessment and transfer)(PK); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content
using the most appropriate pedagogical strategies in the context of a virtual learning
environment, and the learners achieve the learning outcomes, boom! You have successfully
interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. As
an FS student, participate and assist will on organizing and using the learning management
system as you apply your technological, pedagogical, pedagogical and content knowledge
(TPACK). Be attentive to your role as a future teacher-researcher as well. Continually discover
more effective ways of interfacing TPACK. When you do, you will become a teacher that
initiates well-thought-of ways to improve and enhance virtual teaching and learning.
Revisit the infographic on TPACK and how it relates to Learning Management Systems
(LMS). You may open the LMS sites on the internet to see how they are structured. You can try-
out how the different functions and tools work. It will help you recall and focus once more on
various learning management systems that serve as platform for virtual classrooms.
Subject:
Lesson or Topic:
Which LMS did the teacher use: Check one or /ore that were used.
_____ Moodle
_____ Schoology
_____ Google Classroom
_____ Edmodo
_____Genyo
_____ Seesaw
_____ others _______________________________________
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?
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?
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/leaners? What part/s of the LMS do you
think can still be improved? How can this/these be improved?
Reflect
1. How ready am I organizing and using an LMS?
2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual
earning environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
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 an action research.
OBSERVE
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
PLAN
ACT
If you will conduct action research, what will be the title (Base this on your answers in
nos, 1-3):
Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Utilizing Web-
Conferencing Apps
FS 2 15
for Synchronous
e-learning
1. Request your FS resource teacher to allow you to join his/her synchronous classes Have at
least two to three times to observe the classes, and at least two or more times to participate and
assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom, Skype,
etc. If possible, request the teacher to demonstrate features of the web conferencing app. 3. Ask
the teacher how you can participate or assist in tasks related to conducting the synchronous
classes.
4. Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you notice,
analyze and reflect very well.
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.
Screen share
Reaction buttons
Spotlight
Polling
Recording
Others
Others
2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students
respond to the teacher? To the activities?
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 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?
Teaching presence?
Social Presence?
Cognitive Presence?
3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
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 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 problem/challenge.
Resource or Reference about them Topic Key points/findings in what I read
OBSERVE
2. If you will conduct an action research, what will be the title (Base this on your answers in nos.
1-3):
ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?
Work On My Artifacts:
Attach pieces of evidence of what you accomplished in this episode.
Learning
FIELD STUDY 2 Episode Assessing FOR,
AS and OF
FS 2 16
Learning
Notice
1. Take notice of:
the alignment of the different formative assessment tasks used with the learning
outcomes.
the students' participation, behavioral response, comments in 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 students master what they were expected to
learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Was students' response to formative assessment exercises 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?
Write Action Research Prompts
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
4. One thing in students' self-assessment (assessment as learning) that needs improvement based
on what were observed is
REFLECT
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
PLAN
To help improve formative and self-assessment practices, I plan to conduct an action research on
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 your annotations/improvements on the
assessment tasks,
Add other activities/techniques that you have researched on. e.g. TED Talks on assessment.
Learning
FIELD STUDY 2 Episode Using Traditional and
Authentic Types of
FS 2 17
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?
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?
OBSERVE
1. One thing/ some things 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
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on…. or view video on….
PLAN
Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.
Learning
FIELD STUDY 2 Episode
Grading and
FS 2 18
Reporting
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
Interpret scores correctly
Compute grades based on DepEd’s grading policy
Report grades to parents meaningfully.
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?
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’ PTC attendance and comments?
OBSERVE
2. One thing that did not go very well in scoring/grading/Parents-Teacher 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 the 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
Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the 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.
Learning
FIELD STUDY 2 Episode Writing an Initial
Action
FS 2 19
Research Plan
Planning is an important sill that every teache3r should have Just like lesson
planning, doing research requires a double plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.
The ultimate goal of doing action research is improve teacher’s practices in order
to improve learning. It requires one to e reflective, observant, and inquiring and must be
ready to take action.
Any research action plan should be placed in writing, just like a lesson plan. This
is what we are going to do.
Use the following steps of the model. Your answer to the Key Questions in each step will
guide you in making your plan.
Step 4: ACTION on the PLAN: This step will l be done during the Teaching
Internship for FS 2 if given the time. You may collaborate with your mentor or your
classmate.
Notice
Remember: Noticing is making sense of your observations and making interpretation to adapt
to the situation. It begins with paying attention that leads to interpretation and deciding what
action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual Action
research. You will be able to assist your mentor to do similar research together.
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 chose: (from the past episodes)
Episode number and Title:
Writing Action Research Prompt page:
Model A:
A. Observe/ Notice
What problem/ concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The slow learners are left behind.
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will be done?
Example response. I think most of the activities are very competitive. There are always
winners and losers. The smart students overrule the poor students thus often they
continue to be losers. With situation, I believe, that I should modify my classroom
strategy.
- 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.
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
5. C Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
6. G. palmer. (2017) Cooprtive learning-Instructional Methods, Stategies and
Teachnologies, Granite pressbooks, pb. Chap .7
7. D. Johnson & R. Johnson (2017) Cooperative Learning. Universiy of Minnesota, USA
Enter your own reading list
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed
research action Plan will be required. The McNiff and Whitehead (2014) of DepEd (2016)
models may be used depending on the advice of the mentor.
Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan.
You can also watch this short video, explaining the parts of the DepEd Action research
template: HOW TO WRITE AN TACTION RESEARCH PROPOSAL? DedEd Order No. 16, s.
2017- YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/
344608953_Improving_Attendance_and_Academic_Performance_Among_Grade_12_Students_
through_Incentive-Based_Intervention
Proposed Title:
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Strategy Describe Innovation/Intentional/Strategy
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)
Reflect
Remember: Reflection is a process of making sense one’s previous experience. Please take a
look on 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 do you still need to learn and develop in yourself to be skilled teacher-researcher?
Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan in this
episode. You will expand the answer that you have given and place in the template below.
I. My Plan of Action:
Submitted by:
Name: ____________________________________ Degree Pursued: ________________
Name of Institution: _________________________________________SY___________
____________________________________
Signature of FS Teacher Above Printed Name