FS-2-MODULE-updated-2

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Name:
Course/Year:
Subject Teacher:

Field Study 2 Participation and Teaching Assistantship

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ORIENTATION NOTES for Field Study 2
What are the Field Study for?
Field Study 2
Where the future teacher assists and participates in guided actual teaching-learning
process. The conduct of action research begins in this course and concludes during teaching
internship.
As a Field Study student

What am I expected to learn and
develop?
Intended learning outcomes

- Refer to what you can do,
accomplish, achieve or become as
a result of a learning experience
LEARNING OUTCOME
- Is the heart of Outcome-
Based education or OBE
- The activities you and your
teachers will work on how
you will be assessed

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FIELD STUDY 2
THE TEACHER WE REMEMBER
FS 2
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
 Cite the personal qualities of an effective teacher
 State the professional competencies expected of a teacher
CLARIFY YOUR TASK
Before you embark on your one-semester journey in Observation and Teaching

Teaching Assistantship, it may be good to be reminded of the personal and professional qualities
which we, teachers, ought to possess. Striving to be the best teacher, the teacher who will leave an
imprint of himself/herself on his/her students, is a never-ending journey. The journey began three
years ago when you started discussing who the professional teacher is in your course on The
Teaching Profession, etc. The journey gets more focused and challenging now as you observe and
assist your Field Study Resource Teacher. Don't you worry! You have been prepared for this for
three years and you will end up stronger, happier and wiser!
Let's buckle down for work!

 You will review the qualities of g0od teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers
Competency Framework and the Code of Ethics for Professional Teachers.
 You will view on youtube 2 TEDx talks on "What makes a good teacher great" and The Power
of a Teacher".

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REVISIT THE INFOGRAPHIC/S
CAREER STAGES OF TEACHERS

(Source: DepEd order no. 42, s.2017)
Career Stage 4 Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They
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are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create a lifelong impact in the lives of colleagues,
students, and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the Philippines
Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They
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manifest an in -depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem-solving and
optimize opportunities gained from experience career stage teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their earning and practice.
They continually seek development their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.
Career Stage 2: Proficient Teacher

Teachers are professionally independent the application of skills vital to the teaching and
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learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
Practitioners who continually consolidate the knowledge, skills, and
Practices of Career Stage 1 Teacher
Career Stage 1: Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching profession.
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They have a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy. They possess the requisite knowledge, skills, and
values that support the teaching and learning process. They manage learning programs
and have strategies that promote learning based on the learning needs of their students.
They seek advice from experienced colleagues to consolidate their teaching practice.

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A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

for each career stage is given in DO 42, S. 2017 NATIONAL ADOPTION AND IMPLEMENTATION
OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher ought
to act in and relate to the state, community, teaching profession, higher authorities, school officials
and other personnel, learners, parents and business. It also states how a professional teacher
ought to act and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below.
state
herself/himself
community
as a person
higher
business authorities
Professional
Teacher
parents profession
school officilas
learner and other
personel

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Deepen and
Practice Master my Understand
broaden my
human teaching education
knowledge on
goodness in practice trends,
what I teach
my life and in policies and
my work curricula
Keep my self
know and
updated on
Know my self become a undestand local, national
and others better teacher what I teach and global
everyday developments
Joyful
Learner
Encourage engage the help my Know my

respect and
diversity
community student learn student
Use the most

Involve the
effective
community to Partner with Assess and teaching and
help my parents and give feedback learning
student learn caregivers on how my strategy
student learn
You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what makes

a good teacher great? Azul Terronez TEDxSantoDomingo and the Power of a Teacher, Adam
Saenz. TEDxYale - youtube www.youtube.com>watch
Who is the great teacher?
A great teacher A great teacher

loves to teach understands that
and loves to students have a life
outside school
learn
A great teacher
thinks like an A great teacher
adult but act as sings
a kid
A great teacher
A great teacher
listen to
is chill
students
A great teacher
notices
students
struggle

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PARTICIPATE AND ASSIST
(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
her daily task, please take note of what you are expected to give more attention to as asked
in the next step of this Learning Episode, NOTICE).
Participate actively by assisting your Resource Teacher in his/her daily task. Take the
initiative to offer your assistance. Don't wait for your Resource Teacher to ask for it.
NOTICE
Take note of the following:

 your Resource Teacher comments, facial expressions, gestures and actions
in class
 students comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to yo
 the classroom proceedings
 the classroom atmosphere- relaxed or threatening?
ANALYZE
1. Are these competencies limited only to professional competencies?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. 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.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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3. For a teacher to be great, which is more important personal qualities or professional

competencies?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. 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?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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WORK ON MY ARTIFACTS
Attach your reflection here.

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FIELD STUDY 2
EMBEDDING ACTION
FS 2
RESEARCH FOR
REFLECTIVE TEACHING

 Be familiar about action research as a reflective teacher
 Underscore the importance of doing action research
CLARIFY YOUR TASK
Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students can
do it together.
This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should take interest to know how students learn, wants to make innovations
in the curriculum and desires to improve teaching practice. In order to achieve these, a
teacher has to do action research on the everyday practical problems. These problematic
situations and observed discrepancies emerge between what is intended and what actually
occurs in the classroom

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Source: Kate Herbert-Smith IRIS connect
There is a general agreement among action research community that action research
is about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit of
continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain and
conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through
which practitioners like teachers, study their own practice to solve their personal or professional
practical problems. Further on, John Illiot in 1993 clarified that action research is concerned
with everyday practical problems experienced by the teachers, rather than the theoretical
problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and
students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known simply
as Action Research (AR).
Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their quality
and effectiveness. The processes of observation, reflection and inquiry lead to action that
makes a difference in teaching and learning. It bridges doing (practice) and learning (study)
and reflection (inquiry).

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You must have experienced in your past subjects, doing 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 English Mary Joy Olicia

for Grade Four Classes

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NOTICE
Based on your activity on Making 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.
research titles? Do the action research (AR)
titles imply problems to be solved? Yes 2. Identified problem to be solved in title no.
No __________
3. Identified problem to be solved in title no.

If YES, identify the problems from the title
you have given. Answer in the space 4. Identified problem to be solved in title no.
provided.
5. Identified problem to be solved in title no.
2. What interpretation about action research Title of the Action Research:

can you make out of your answer in __________________________________
Question No. 1? __________________________________
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?

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

Choose from the options given.
You may check more than one answer
1. From what source do you think, did Choices:

the authors identify the problems of Copied from research books
their action research? From daily observation of their teaching practice.
From difficulties they observed of their learners.
From their own personal experience.
From the told experiences of their co-teachers.
2. What do you think is the teacher's Choices

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

student in FS 2 in understanding and Prepare me for my future job
doing action research? Get good grades in the course
Learn and practice being an action researcher
Improve my teaching practice
Exposure to the realities in the teaching profession
Become a better teacher 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 implementation of the AR
By just watching what is being done

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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
___________________________________________________________________
___________________________________________________________________

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

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FIELD STUDY 2
UNDERSTANDING AR
FS 2
CONCEPTS, PROCESS
AND MODELS

 Use concepts and process of action research
 Identify sample models of AR such as of DepEd , 2017;
McNiff and Whitehead 2006, and Nelson, 2014
CLARIFY YOUR TASK
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.
Action research has been embraced 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

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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 (Titchen, 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 the 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 area of
Specialization.
3. What types of classroom action studies that can I 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?

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MODELS and GUIDE in CONDUCTING ACTION RESEARCH

 McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE identify the problem.

1. Based on observation and noticing, what problematic situations
prevail in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles I leaned before is the problem anchored?
REFLECT Reflect (Reflection continues all through out the process.)
1 What do I hope to achieve? What do I intend to change for the
better?
2 Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3 What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
 Nelson, O 2014 Model
OBSERVE identify The Problem
1. Based on observation and noticing, what problematic situation
prevails in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles leaned before are the problems anchored?
REFLECT 1. What do I hope to achieve? What do I intend to change for the
better?
2. Reflect (Reflection continues all through out the process.)
Is doing this action research important to improve my practice?
3 Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
1. What type of research will l use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2 How will I gather data or information?
3. What sense or meaning do I get out of the data?

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 Department of Education (DO 16) 2017 MOdel

Action Research Key Action Research Process
Components
I. CONTEXT AND RATIONALE ldentifying the Problem
1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS What problem/question am I trying to solve?
4. What do I hope to achieve?
III.PROPOSED INNOVATION, Proposed Plan

INTERVENTION AND 1. What do I plan as a solution to the problem l identified?
STRATEGY (Describe.)
2. What innovation will I introduce so solve the problem?
(Describe.).
3.What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH Plan of Action Research

METHODS 1.Who are to participate? (my students, peers, myself)
a. Participants and/ or other 2 What are my sources of information? (participants)
Sources of Data and 3 How shall I gather information?
Information 4.How will I analyze my data/information?
b. Data Gathering Methods
c. Data Analysis Plan.
V. ACTION RESEARCH WORK Action Research Work Plan

PLAN AND TIMELINES 1. What should my work plan contain? (targets, activities,
persons involved, timeline, cost)
2 How long will I conduct my intervention? ( For reliable
results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost if
externally
funded like DepEd, LGUs NGO or personal)
VIl. PLANS FOR Sharing Results

DISSEMINATION AND 1. How will I share the result of my action research? (Publish,
UTILIZATION Present, Flyers, LAC sessions)
2.Can I collaborate with other teachers to continue or
replicate my study?
VIII.REFERENCES References
1. What reading materials and references are included in my
review of literature?
Both Action Research Processes above are supported by the two AR Models which will be
presented next

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ACTION RESEARCH IS A DYNAMIC PROCESS ANCHORED ON REFLECTION ACTION

CYCLE OF OBSERVING REFLECTING, ACTING, EVALUATING AND MODIFYING
Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006
Action research is a cyclical, recursive process of observe>> reflect>> act>>
evaluate>> modify>> move in new direction is known as action-reflection (McNiff &
Whitehead, 2006) In 2011, McNiff defined action research as a form of inquiry that enables
practitioners to investigate and evaluate their work. Before that, Corey in 1953 viewed action
research as a recursive or repeated process, proceeding through spiraling cycle of planning,
actions, reflections and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with
Observe followed by Reflect, Plan and Act which can also go through evaluation and
modification. It also follows a cyclical process.B
Plan Act
The Action
Research
Cycle
Reflect Observe
Source: Nelson, O 2014

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You are now ready to participate!

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. _______________________________________________________________
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 and Whitehead, 2007 here are the
components
Title and Author of the Action Research
OBSERVE Entry form your sample AR
REFECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendations

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If you choose to compare with Model B-Nelson O. 2014, here are the components
Title and Author of the Action Research
OBSERVE Entry form your sample AR

REFECT Reflection
PLAN Plan of Action
ACT Implementation
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, Intervention Describe Innovation/ Intervention Strategy
Strategy
IV. Action Research Method Describe Action Research Methods
a. Participants/other source 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 result will be shared
Utilization
VIII. References Write at least three 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?

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FIELD STUDY 2
MATCHING
PROBLEMATIC
FS 2
LEARNING SITUATION
WITH PROBABLE
ACTION

 Analyze teaching learning problems prevailing in the
classroom
 List matching action as a probable solution to the teaching-
learning problems
CLARIFY YOUR TASK
Matching Problematic Learning Situations with Probable Actions as Solution

Identifying a problem is a tricky task. Action research begins with identifying a
problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: "Have
you identified a problem for your action research? Common answer will be: "My problem is
that, I do not have a problem." Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover of lot of problematic situations. You must have also observed these
problematic
Situations when you did your FSI course.
But matching these problems with appropriate action is trickier.

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A group of more than six hundred teachers was surveyed and asked what teaching learning
problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported by
teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE around
five words that you have also identified as problems in teaching-learning.
Figure 2. Word that Represent Common Teaching-Learning Problems identified by Filipino

Teachers (Felimon, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution

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

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

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Can you also choose letter B: Show video lesson as a SOLUTION for the same
PROBLEM?
Explain ______________________________________
Difficulty in Show video lesson

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

____________________________________________________________________________
Difficulty in Make learning task to

Comprehension of improve comprehension
Interesting, isn’t it? Now, you can assist your mentor by identifying observe 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 researcher.

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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.
 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 disadvantaged urban community. Most of his learners come from
families that are disrupted, either with single parents or with their guardians who stand only
as parents. They are deprived of the necessary food, clothing and shelter
 Can you identify the most probable teaching-learning problem/s in the class of Sir
Ryan?
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: ________________________________________________________________

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Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
II. Author/s:
III. Abstract
IV. Identify the Problem in the Study
V. Identify the Action Taken in the Study

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FIELD STUDY 2
PREPARING THE
FS 2
LEARNING ENVIRONMENT:
AN OVERVIEW

 Revisit the concept of learning environment in the context of
the teaching and learning situation.
CLARIFY YOUR TASK
Overview of the Learning Environment
A learning environment, traditionally called the classroom, is a space in a school that supports
student learning. It is a self-contained area where teacher teaches and children learn. In the
classroom are chairs or tables for students and a front table for the teacher. This a traditional face-
to-face classroom. Most often the students should face the teacher as the chairs are arranged that
way. But as teaching deliveries changed to enhance learning, modification in the seating
arrangement evolved and more opportunity for the learners to move about for cooperative learning
was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility There is opportunity to have small groups, movable walls.

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 Openness - Learning corners/areas which could be shared.

 Access to resources Audio-visual materials are ready and open for use.
 Physical classroom Space is clean and safe.
 Psychological atmosphere - It is friendly and accommodating.
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 on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each other.
5. Encourage class building activities like games and team 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 results but in
different ways, so usually in practice both approaches are combined

33
Face-to face Learning Environment On-line Learning Environment
 Time is set  Anytime, anyplace

 Self-contained classroom, anywhere
discussion, activities occur  Time  Synchronous or
inside the room. Passive  Place asynchronous classes
listening  Teacher’s role  Teacher moderates and
 Teacher prepares  Student’s role facilitate learning
instructional activities and  Content  Creates different learning
choose content  Evaluation environment
 Facilitates F2F learning. process  Creates the multimedia
Leads and guides the educational content.
learners
 Learners and teacher
engage in personal
communication
Learning environment can be traditional F2F, virtual (on-online) or a combination (hybrid)
What will you do to assist your mentor in setting up a conducive learning environment in the following
conditions:
1. Bulletin Board Display

________________________________________________________________________
________________________________________________________________________

34
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 help as a teacher to make such environment conducive for
Learning? ________________________________________________________
________________________________________________________________

35
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._____________________________________________________

36
In not less than 300 words, write an essay on the tonic: My Conducive Learning
Environment"
“My Conducive Learning Environment:
By: ___________________________

37
FIELD STUDY 2
ENHANCING A
FS 2
FACE-TO FACE
LEARNING
ENVIRONMENT

 I must be able to assist in the preparation of the traditional
face-to face learning environment
CLARIFY YOUR TASK
Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students learning. Equipment and instructional materials are made available in the classroom where
teaching and learning take place most of the time
Some of the advantages of a face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or
elsewhere;
 greater understanding and real world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom space

38
 learn more easily and more comfortably in familiar, traditional classroom

situation;
 access more relevant information from teachers and classmates interactions and
 greater opportunity to connect and socialize, network and solve problems
together with classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.

 Learning space is physical. Both the teacher and learner see and hear each other
from the same contained safe place called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading assignments
are from textbooks and other resources provided or referred.
 Class meetings occur regularly on a specific time or schedule.
 Teacher leads the conversation, within a limited amount of time.
 Assessment is done face-to-face and usually during the class meeting.
Notice the physical arrangement found in two classroom spaces. Spot the similarities
and differences

39
Given the concepts and the infographic, how can you participate and assist in a face-to f
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 Environment Before Classroom Environment Now
ANALYZE
What do you think brought the changes in the face-to-face learning environment now?
________________________________________________________________________
________________________________________________________________________

40
From the changes that you 1dentined, choose one that you can do. How will you do it?
________________________________________________________________________
________________________________________________________________________
REFLECT
Do you think making the learning environment conducive for a face-to-1ace classroom will
enable the learners to achieve better learning outcomes?
Explain your answer.

________________________________________________________________________
________________________________________________________________________

41
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? 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 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
 Modeling 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?

42

43
FIELD STUDY 2
MAKING ON-LINE OR
FS 2
VIRTUAL LEARNING
ENVIRONMENT SAFE
AND CONDUCIVE

 Explore the different ways of establishing a safe and
conducive on-line or virtual learning environment
CLARIFY YOUR TASK
Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements: ()) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered
synchronously or asynchronously, so the teacher's role is a moderator between the technology and
the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as computer

44
network. Virtual classrooms refer to digital learning environment that allows teachers and students
to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are some
safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
 Assist them on how to set up appropriate home learning spaces, if students will
be learning from home.
 Provide contact times and classroom schedules.
 Provide procedures to follow and consequence if they failed.
 Share information about protection from cyberbullying and image abuse.
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with
class length and topics.
 Make assignments as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
 Provide students with resources. Share with your student’s websites and videos
so as not to take them to inappropriate materials such as ads from You Tube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text, or
group chat. When using technology like zoom, google.meet, MOOCS allow public chatting
or group instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.

 All students should have individual password. This should not be disclosed.
 No one should log in as another person.
 All users should log off when they have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few.. As technology advances, so do
policies and guidelines.

45
CLASSROOM ONLINE

46
If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like google.meet, zoom, MOOCS or any
other platforms you are familiar with and are using
With the use of any google.meet, Zoom or any platform, organize a virtual class. Do this with
the guidance of your mentor.
Make sure your device is Find a quiet place free of Be on time for the class
charge distraction
Be respectful at all times Stay on mute and raise hand Stay focused and on task so
only if needed you won’t miss any
information
Turn on camera Use kind words all the time Teacher and learners are
dressed appropriately
Try to handle one 0n-line class and use the guidelines above. Happy virtual teaching!

47
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 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 active 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 the physical behavior of the students.
______It takes time for students to learn how to use the platform.
______Students who are alone in their home space find difficulty to make responses.
______Internet connectivity is a great factor to support a conducive environment.

48
REFLECT
As a future teacher I feel that the on-line learning environment can be safe if
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I think that teaching in a virtual learning environment

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

49
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 Website Topics/Title of Content or Instructional
Materials
10

50
FIELD STUDY 2
ESTABLISHING MY OWN
CLASSROOM ROUTINES
FS 2
AND PROCEDURE IN
FACE-TO-FACE
/REMOTE LEARNING

 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.
CLARIFY YOUR TASK
Establishing My Own Classroom Routines and Procedures

(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don't just make the life of the teacher easier. They save valuable classroom time. Efficient

51
routines make it easier for students to learn and achieve more. Establishing routines early in the
school year enables you to run your daily activities run smoothly; ensures that you manage time
effectively; helps you maintain order in the classroom; makes you more focused in teaching because
you spend less time in giving directions/instructions; and enables you to explain to the learners what
are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their children
when needed.
Students can take an active role in establishing classroom routines. They can brainstorm on
ideas which they will most likely do and follow. Routines are important especially when done in
remote learning so that there will be less distractions both for synchronous and asynchronous
participation.
Submission of task
and Requirements
Movement into
Use of washroom and out of the
classroom
Some Routines and Procedures

Transitioning to Checking of
group work Attendance
Classroom
Line formation
greetings
Others when Getting supplies

deemed necessary and materials

52
To ensure that I can carry out/perform my tasks efficiently and effectively 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 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 who 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. 1What 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.
_________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

53
NOTICE
Alter 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?
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________

54
ANALYZE
1. What factors/ conditions prompted you to establısh 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 have you gained while doing this Learning episode?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

55
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.

56
FIELD STUDY 2
CREATING MY
FS 2
CLASSROOM/REMOTE
LEARNING
MANAGEMENT PLAN

 explain the importance of my classroom management plan.
 enumerate the components of my classroom management plan.
 write my classroom management plan.
 use professional reflections and learning to improve practice.
CLARIFY YOUR TASK
Creating My Classroom/ Remote Learning Management Plan
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 1s 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.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.
Key Elements for Effective Classroom Management

57
1 Classroom Design: This refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care, respect and
sense of community in the class.
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in class.
This will ensure fairness and consistency in dealing with the students. This also includes the rewards
given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class.
This will make the students to stay on time and on task.
5. Organization. This refers to the systematic arrangement of files and records and keeping them
organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content. Tailoring
your techniques to the subject, grade levels and nature of the learner is really important.
7 Communication: Consistent open lines of communication to all the stakeholders of the school
community will lead to better teacher-student teacher relationship.
Source:
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-keyelements-
for-effective-classroom-management
In order to implement these elements effectively, a classroom management plan must be designed.
Each teacher has its own unique style of management to meet class needs, although the same elements are
found consistently. In order for a classroom management plan to be successful, the students must have a
complete understanding of each of the guidelines. At the same time, teachers must follow their plan to ensure
that the learning environment is safe, friendly, secured and non-threatening whether in the classroom or in
remote learning.
Components Of Classroom Guide Questions

/Remote
Learning Management Plan
What is your set of ideals, values, beliefs and goals on

classroom/ remote learning management?
Philosophical Statement
What set of criteria and/or standards will you set to judge
the quality of your classroom/ remote learning
environment?
What classroom rules and procedures will you formulate

Classroom Rules and Procedures
to ensure discipline and order in your class?
How will you treat every student in your class?

How will you interact with them?
Teacher-Student Relationships
How will you ensure good interaction between and among
students and superiors?
How will you organize your class schedule?

Schedules and Timeframes
How will you keep your students to stay focused and on
task?

58
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
How will you ensure the safety and security of your

Classroom Safety Rules and students?
Procedures What rules will you formulate to safeguard their
protection?
What strategies will you employ for rewards and

Strategies for Rewards and consequences?
Consequences
These are the steps in creating your classroom/ remote learning Management Plan
Steps in Designing Classroom Management Plan
Creating the Plan
Improving the Plan Implementing the Plan
Monitoring the Plan

59
After realızing the different elements and steps of a classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroonm/remote
learning. You may request a copy of the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars to guide you in creating
your plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan
 State your plan positively.
 Use simple specific terms.
 Use measurable and observable behaviors.
 Convey expected behaviors.
My Classroom Management Plan
Philosophical Statement
Classroom Rules and Procedures
Teacher -Student Relationships

60
Schedules and Timeframes
Classroom Structure, Design and Arrangements
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences

61
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?
______________________________________________________________________
______________________________________________________________________

62
REFLECT
What were your realizations after creating and implementing your classroom /remote
learning management plan?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

63
Paste your Classroom/ Remote Management Plan

64
FIELD STUDY 2
WRITING MY LEARNING
FS 2
/LESSON PLAN

 explain the importance of lesson/ learning plans.
 write learning/ lesson plans using the specified learning competencies
reflections, and effective communication skills.
 revise the lesson/ learning plans based on the feedback given by the
Resource Teacher
 cite some problems encountered in writing lesson/ learning plans.
 use professional reflection and learning to improve practice.
CLARIFY YOUR TASK
Writing My Learning/ Lesson Plans
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 teachers 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.

65
Some schools design their own lesson plan template which includes their vision, mission, goals and
core values.
The Department of Education has provided templates for Detailed Lesson Plan (DLLP) and
Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the
teaching- learning process. Guidelines were formulated to assist 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.
ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
LEARNING LEARNING LEARNING LEARNING

OUTCOMES CONTENTS RESOURCES PROCEDURES

66
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/Year Level ______________
Learning Outcomes
Learning Content
Learning Resources
Learning Procedures

67
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
by using9
principles of teaching and learning - D.O. 42, s. 2016)
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
Il. 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
V. 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
E Developing mastery (Leads to Formative
Assessment 5)
G. Finding practical applications of
Concepts and skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-preparation
for-the-K-to-12-basic-education-program/

68
DAILY LESSON LOG (DDL)

School Grade/Year Level
Teacher Learning Area
Teaching Dates 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
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
Learning
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Resource (LR) portal
B. Other Learning Resources
D. PROCEDURES
A. Review previews lesson or presenting a new
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of 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)
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about the
lesson
H. Making generalizations and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for application or remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on the formative
assessment
B. No. of learners who require 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.
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-quidelines-on-daily-lesson-preparation
for-the-K-to-12-basic-education-program/

69
NOTICE
1. What difficulties did you meet in writing your lesson/ learning plans?
________________________________________________________________________
________________________________________________________________________
2. What feedback was/were given by your Resource Teacher in your first draft / succeeding
lesson/ learning plans?
________________________________________________________________________
________________________________________________________________________
3. 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?
2. How did you respond to the diverse types of

learners?
2.1 gender, needs, strengths, interests and
experiences
2.2 linguistic, cultural, socio-economic and
religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in difficult circumstances

70
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 plan(s)? Justify your answer.
10. If this lesson is not implemented face-to-

face, how are you going to do it remotely?

71
REFLECT
Why is lesson planning an integral part of the instructional cycle?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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, you tube videos and the like and
share these to your peers.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Realizing the various skills that you need to master in preparing the
learning/lesson plans, which are the most difficult? The easiest to write? Conduct a
simple survey from among your peers by requesting them to answer this simple
questionnaire.
Instruction: These are the basic skills in lesson plan writing. Rate yourself on the
level of difficulty of doing the following based on your experience.
4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
4- 3- 2- 1- not
very difficult moderate difficult
difficult in difficulty
1. Stating learning outcomes
2. identifying learning resources to be
used
3. Sequencing the lesson in an

72
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)

73
Paste one (1) lesson plan and write your simple reflection.

74
FIELD STUDY 2
FS 2
DELIVERING MY LESSONS

 explain the importance of lesson/learning plans.
 execute my lessons/demonstration lesson well.
 apply all the given suggestions of my Resource Teacher.
 demonstrate the ability to teach two or more lessons or subjects using
appropriate teaching competencies and multiple teaching strategies.
 reflect on the instructional process to improve quality of instruction.
 use professional reflection and learning to improve practice
CLARIFY YOUR TASK
Delivering My Instruction
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further learning
and for collaborating with others in a diverse society and a rapidly changing world. The process of
instructional delivery involves applying a repertoire of instructional strategies to communicate and
interact with students around academic content' and to support student engagement. (Innovation
Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications for
State Policy

75
The process of instructional delivery involves applying a repertoire of instructional

strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities that
will support students to develop the skills, knowledge and understandings required to achieve the
intended learning outcomes (ILOs). Which will be assessed. The delivery of instruction must also
be responsive and relevant to the needs of the times.
These are the various Learning Delivery Modalities from the Department ofEducation.
Distance Learning
Teachers to a learning delivery modality where learning takes place between the teacher and the learners
who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows leaners to use self- learning modules (SLMs)
in print or digital format/electronic copy, whichever is applicable in the context of the learner and other
learning resources like Learner's Materials, textbooks, activity sheets, study guides and other study
materials.
Online Distance Learning

It features the teacher facilitating learning and engaging learner’s active participation using various
technologies accessed through the internet while they are geographically remote from each other during
instruction.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal 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 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 soci0-emotional
development of learners.
Alternative Delivery Modes (ADM)

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.
Source/Reference:
https://www.teacherph.com/deped-earning-aeilvery-modalities/Learning Delivery Modalities for
School Year 2020-2021. DepEd order No. O11, S. 2020, Revised Guidelines on Alternative Work Arrangement

76
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space.
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field word, practicum or off site.
INSTRUCTIONAL PROCESS
PLANNING INSTRUCTION
DELIVERY OF INSTRUCTION
ASSESSMENT OF LEARNING

77
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.
Robert Gagne's Nine Events of Instruction
Preparation
 Gaining attention
 Informing learners
 Stimulating recall
of prior learning
Instruction and
Practice
 Present the
content
 Provide learning
guides Assessment and
 Elicit performance Transfer
 Provide feedback
 Assess
performance
 Enhance retention
Source: https://www.google.com/search?qFgagnes+9+eventsS+of+instruction&oq=&aqs=chrome.5.69i59i4
5018.655958457j0j15&sourceid=chrome&ie=UTF-8

78
Complete the given matrix by using Gagne's Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or your
assistance is needed in any part of the lesson.
Segments of Events of Instruction Strategies and Learning Resources

Learning 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 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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

79
 How did the new learnings 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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 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.

80
Below is an example of a classroom observation form/sheet.
Areas of Strengths Areas of Improvement

1. Subject Matter Content
 Demonstrates 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 on-line
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 outcomes
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 language within the level
of students

81
6. Classroom Management
 Begins and end classes on time
 Uses 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 a
 non-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,
distractions, if any
 Lists any observations on how the
physical aspects of the classroom
affected content delivery
Source: https://www.isu.edu pdis 1aculty-staff-docs

82
Overall impression of teaching effectiveness:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

83
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like)

84
FIELD STUDY 2
SELECTING NON-DIGITAL OR
FS 2
CONVENTIONAL RESOURCES AND
INSTRUCTIONAL MATERIALS

 Show skills in the selection, development and use of a variety of teaching and
learning resources, to address learning goals.
 show skills in the positive use of non-digital/conventional resources and
materials for student engagement in teaching and learning.
 demonstrate positive attitude towards the use of resources and instructional
materials.
 use professional reflection and learning to improve practice
CLARIFY YOUR TASK
We choose the most appropriate or suitable resources or instructional materials based on

our lesson objectives or learning outcomes. Even when technology-based educational materials
abound, the teacher still needs to be competent in selecting and developing resources and materials
that are not ICT-based. Teachers should know how to be resourceful in tapping non- digital or
conventional resources and materials available in the area and situation.
Any book on educational technology or instructional materials would usually devote some
pages to Edgar Dale's Cone of Experience. It is a classic model articulating the different types of
audiovisual materials and how these audiovisual types relate to each other. Seventy-five years ago,

85
in 1946, Dale already identified ten classifications of instructional materials, which remain to be
relevant today, namely: (1) Direct, Purposeful Experiences; (2) Contrived Experiences; (3) Dramatic
Participation; (4) Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio/
Recordings/ Still Pictures; (9). Visual Symbols and (10) Verbal Symbols.
According to Dale, "The cone device is a visual metaphor of learning experiences, in which
the various types of audiovisual materials are arranged in the order of increasing abstractness as
one proceeds from direct experiences." As such, the Cone of Experience can be seen more as a
continuum, not just a hierarchy. It is a way to see instructional materials in a continuum from
increasing concreteness in one direction to increasing abstractness in the other.
Jerome Bruner explained the three ways by which we can represent knowledge. These
representations are: 1. Enactive which involves movement and physical manıpulation, 2.cone which
involves pictures and images; and 3. Symbolic, which involves symbols like letters and numbers.
Both the teachers and students make representations of knowledge. The teachers, when they teach
or impart knowledge, and by learners when they show or demonstrate what they have learned.
Ideally, the more direct and real the experience given to students to learn something, the
better is the opportunity for learning. However, it is not always possible to do so. For instance, during
the pandemic, all classes switched to flexible learning utilizing online modalities, TV, Radio, and
printed modules. Situation and context challenge teachers to choose the best instructional materials
considering the limitations. As you work on this episode, remember that you take the role of an FS
student now participating and assisting in the work of selecting non-digital or conventional resources
and instructional materials. You are not simply a detached observer, but you are now a participant
as well. You are more involved in the tasks, becoming more and more a teacher!
Be mindful that you are also developing yourself as a teacher-researcher. Always use your
capacity to notice what is going well? Or what can be missing; what can be improved? What can be
a new way of doing things? Then focus on finding out the answers to these questions. That as a
teacher, you can always find ways to do things better and more effectively. Also, aim to develop the
confidence to try and initiate to continuously improve your skills.
Revisit the infographics on the Dale Cone of experiences showing types of audiovisual
instructional materials and the selection criteria and steps in using instructional materials. (Today,
some of these materials can be described as multi-sensory, not just audio-visual.) They will prepare
you to perform well in this episode. Go FS student, go!

86
DALE OF CONE OF EXPERIENCES AND EXAMPLES OF RESOURCES AND MATERIALS
Text and Verbal Symbols
Audio Recordings/Photos  written words that represent Pictures/Visual Symbols

an object, an idea
 Recorded lectures  reviewer note  Charts
 Audio books  selected readings  Graphs
 Maps
 Drawings
VERBAL
Exhibits VISUAL/ Motion Pictures/TV

PICTUES
 Painting exhibits AUDIO  Biography movies
 Photo gallery RECORDINGS  Greek Mythology movies
 Career fair PHOTO  Documentaries
 Educational TV
MOTION PICTURES/ TV
EXHIBITS
Demonstration FIELD TRIPS Field Trips

 How to cook bibingka
 Zoo
 How to use the microscope DEMONSTRATIONS
 Museum
 How to wash hands properly
 Factory
DRAMATIZED EXPERIENCES
CONTRIVED EXPERIENCES
DIRECT AND PURPOSEFUL
EXPERIENCES
Contrived Experience
Direct Purposeful Experiences Dramatized Experiences
 Model of the brain
 Tree planting  Dramatic play
 Mock-up of a car
 Work with puzzles  Pantomime
 Simulation of the courtroom
session  Performing an experiment  Puppet
 games  Running a fund drive  Tableau

87
SELECTING RESOURCES AND INSTRUCTINAL

MATERIALS: SOME POINTS TO CONSIDER
 Has accurate and meaningful

content
 Aligns to the learning
objectives/outcomes of the
lesson
 Elicits students interest and
engagement
 Is inclusive and free from
cultural bias
 Is developmentally
appropriate
 Foster critical
thinking/aesthetic
appreciation
 Allows collaboration among
learners
 Flexible for group or self-
study
 Time and cost efficient

88
The Proper Use of Instructional

Materials (IM)
PREPARE YOURSELF


Be clear on your lesson’s learning outcomes
Have a plan on how you will use the IM 1
 Formulate the questions you will ask
 Determine how will you assist learning
Prepare your students
 Capture the students’ interest and attention

2  Communicate the intended learning
outcomes
 Provide scaffolding questions to guide them
 Communicate how their learning be assess
Present Material
3
 Ensure that you have the steps well-planned
out
 Ensure that everyone has good visual and/or
auditory access to IM
Follow-up  Be ready to answer the students questions
 Encourage students to interact in sharing

4 their experiences with the IM, their feedback
and insights
 Assess the attainment of the learning
outcomes
References: Instructional Media (Smith and Nagel) Educational Technology (Corpuz and Lucido)

89
1. Consult your FS Resource Teacher about this episode. Let your teacher know that the
task for this episode is for you to assist the teacher by providing suggestions on resources
and materials that the teacher can use in delivering a lesson on a specific topic.
2. Request your FS Resource Teacher for a topic/lesson he/she will be teaching soon. You
will also need the learning objectives/outcomes for this lesson. Some teachers may
instruct you to write a complete lesson plan.
3. Refer to these guide points. Consider which ones are applicable. The non-digital or
conventional resource or instructional material:
a. Has accurate and meaningful content
b. Aligns to the learning objectives/outcomes of the lesson
c. Elicits student interest and engagement
d. Is inclusive and free from cultural bias
e. Is developmentally appropriate
f. Fosters critical thinking/aesthetic appreciation
g. Allows collaboration among learners
h. Flexible for group or self-study
i. Time and cost-efficient
4. Fill out the table below.
Subject: Grade Level:

Topic:
Learning Objectives/Outcomes
Resources/ Instructional What is the use or purpose of Explain why you selected the
Materials you plan to utilize in the resource/material? Describe how resource/material based on the
lesson. you will use the resources/ guide points mentioned above.
materials to attain the learning
objectives/outcomes

90
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 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?
______________________________________________________________________
______________________________________________________________________
4 Describe how the students responded and participated.

______________________________________________________________________
______________________________________________________________________

91
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 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?
______________________________________________________________________
______________________________________________________________________

92
2. What do I still need to learn to select and develop resources/instructional materials n

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

93
Attach pieces of evidence of what you accomplished in this episode.

94
FIELD STUDY 2
UTILIZING
FS 2
APPLICATIONS (APPS)
FOR TEACHING AND
LEARNING

 Select applications that are most appropriate to the different aspects or the
teaching-learning process to address learning goals.
 Show skills in the positive use of applications for student engagement in
teaching and learning.
 demonstrate positive attitude towards the use of technology tools.
CLARIFY YOUR TASK
An app, (a shorter way of saying application) is a kind of software which can be installed in
various gadgets a desktop, laptop, smartphone, and tablet. There are thousands of apps, each with
specific functions. A wide range of functions among others includes, ordering food, getting a ride,
getting a date, doing bank transaction and even praying and meditating. Now, there are those that
are directly useful for teaching and learning which can be referred to as educational apps. Whether
the class is face-to-face, blended, or fully online, a vast number of apps can truly enhance the
teaching-learning process.
The judicious use of apps can make the teaching-learning process more effective, efficient,
and equally important, more fun and satisfying for both the teacher and the students, the teacher

95
can use apps in the different stages of planning, preparation, implementation and assessment.
Teachers use apps to prepare high-impact presentations that help them deliver content. Teachers
also use apps to motivate students to participate, resulting in greater and more enjoyable
engagement. Apps are also used to assess, document and report performance and achievement.
Your task in this episode is to demonstrate your skills in choosing and using appropriate
applications, enhancing both the delivery of content and the learning and mastery of the students.
You will accomplish this as you participate and assist in your Resource teacher’s class. Whether
the class is purely online or blended, carefully observe how the teacher utilizes apps for e-learning.
An excellent guide for choosing applications to enhance teaching and learning is the
Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns
applications to four essential levers. The apps' selection considers what attributes the students will
develop, student motivation, tapping higher-order thinking skills as articulated in Bloom's taxonomy
and at what level the app will be used in the SAMR Model. You will recall this from your previous
technology class and surely learn even more from this episode.
Apple gave a set of five criteria in selecting apps for teaching. The set of criteria includes
developmental appropriateness, motivation, instructional design, motivation and accessibility. It is
also most likely that you have experienced learning using many of these apps as a student. The
most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google slides, google docs,
Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example, there are
hundreds of apps for preschoolers or kindergarteners, like storybooks apps, alphabet and numbers
apps, etc. At the same time, there are apps for math, reading, and science for primary, intermediate
and secondary or even collegiate levels.
As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective teaching and
learning. You are inching closer to shifting the role from being a student to being the teacher.
Additionally, you take the role of a future researcher. Always use your capacity to notice what
is going well? Or what can be missing what can be improved? What can be a new way of doing
things? Then focus on finding out the answers to these questions. This is to develop in you the
disposition as a teacher-researcher. That as a teacher, you can always find ways to do things better
and more effectively. Also, aim to develop the confidence to try and initiate to continuously improve
your skills.
Revisit the Padagogy wheel infographics that follow. The links and QR codes are provided.
Once you have downloaded, enjoy exploring what powers these apps have by clicking their icons
directly from the Padagogy wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!

96
The Padagogy Wheel Model
"With Allan Carringtons Padagogy Wheel Model, teachers have an at-hand reference that
ties apps to specific learning outcomes directly connected to modern pedagogies and theories. They
can easily sit with the wheel during lesson planning to find tools that will best aid their students or
use them during class time to extend or deepen learning towards a specific 21sSt- century skill or
content area. This connection of theory, practice, and application make the Padagogy Wheel an
invaluable resource that should be on the wall of every classroom.
Matt Harris, Ed.D.
#EdTech Leader, Teacher, Mentor, Curator
Explore!
You can use the links or scan the QR codes to access either the Padagogy wheel for Android
or Apple apps. Once you open the PDF, you will see that all the apps are already hot-linked. You
can readily explore by clicking on the icons. For Android they connect to the Google Play site. For
Apple iOS they connect to the web preview pages and will open your iTunes.
For Apple
http://bit.ly/AppleENGV5Screen
For Android
http://bit.ly/AndroidENGV5Screen

97
THE ART OF
Choosing apps for teachers
Developmental Appropriateness
Is the app’s content appropriateness for the intended age group?

Does it have an age-appropriate interface?
Does the design appeal to the intended level?
INFORMATION SOURCE
A very good visual on how to evaluate educational apps to use in your class, educational Technology and Mobile Learning educators technology.com
Apples official guide to teaching with apps(techtaught.com)

98
Before you participate and assist in tasks related to apps, first enumerate the apps you already
know and have probably tried. Explore the Padagogy Wheel and learn at least five more.
Fill out the table below.
Apps that I already know/have recently How can I utilize this in teaching-learning?
explored
Your guide to participate and assist:

1. Interview your FS resource teacher on her experience in using the apps for teaching and
learning.
2. Ask the teacher how you can participate or assist in work involving the use of
 applications in one or more of these tasks:
 preparing materials,
 doing a motivational activity
 delivering a lesson,
 engaging the learners to respond
 giving an assignment,
 making learners practice a skill,
 making the learners collaborate and
 managing the class-checking of attendance.
The more opportunities to observe, participate and assist, the better.

99
Level/Grade of the Class:_________________________________________________________

Lesson/Topic:__________________________________________________________________
Apps you plan to utilize in the What is the use or purpose of Explain why you selected
lesson. using the app. Describe how the app, based on the five
you or the teacher will use criteria of developmental
each. appropriateness, motivation,
instructional design,
engagement and accessibility
How does this connect with what you know about selecting and using apps?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Attach pieces of evidence or what you accomplished in this episode.

100
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,
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?

101
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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

102
Attach pieces of evidence of what you accomplished in this episode.

103
FIELD STUDY 2
UTILIZING LEARNING
FS 2
MANAGEMENT
SYSTEM

 identify the components of an LMS as a virtual learning environment.
 demonstrate skills in using a learning management system (LMS) as a
platform for teaching and learning.
 demonstrate positive attitude towards use of technology tools.
CLARIFY YOUR TASK
The learning environment has recently radically changed. No one would have anticipated
that a pandemic would shift the four corners of the brick-and-mortar classroom to the four comers
of a computer screen, a tablet, or even a cell phone! While we believe teachers should be competent
in organizing and using resources in a physical classroom, a future teacher must be adept in utilizing
technology to set up, design, work and teach in a virtual classroom.
A virtual classroom is usually supported by a platform generally regarded as a learning

management system (LMS) in a flexible learning modality involving online learning.

104
LMS is a course organizer software. It helps teachers plan, create, manage, and deliver
online education programs (Habulan, 2016) The most common ones are Canvas, Moodle, Google
Classroom, Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.
As you have learned from your Technology for Teaching and Learning classes, Learning
Management Systems have features and functions that help teachers manage an online classroom.
These features and functions are called by different names depending on the LMS platform.
Below are some of the LMS common features and the functions and tasks that teachers are able to
use:
1. Dashboard allows the teacher to see all his/her class/course cards;

2. Module Container - uploads modules and organize them)
3. Sandbox- a workspace that will enable teachers to make drafts or explore the functions
and practice setting up a subject or course.
4 Announcements communicate with students regarding instruction, reminders and
changes
5. Discussion boards - set up discussion boards; make students collaborate
6. Meeting rooms - allow the teacher to present lessons and discuss with students
synchronously; enables learners to collaborate on a task/project
7. Assignment - allows orderly giving and scoring assignments
8. People- see who are the members of the class, get to know the learners more through
their profiles
9. Assessment/Quizzes administer formative and summative assessments
10. Resources and add-ons- share and store files, use apps that support or supplement the
other functions of the LMS
Your task in this episode is to participate and assist in a virtual learning environment
through an LMS. Notice how the teacher organized her virtual classroom. Apply more your Skills
in facilitating the teaching and learning process by participating in one or OCOL ne teacher tasks
discussed above.
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 Ch. 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.

105
As an FS student, participate and assist well in organizing and using the learning management
system as you apply your technological, 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
the various learning management systems that serve as platform for virtual classrooms.
Technological
Pedagogical Content
Knowledge
(TK)
Technological
Technological Technological
Pedagogical
Knowledge Content
Knowledge
(TK) Knowledge
(TPK)
(TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical
Content
Knowledge
(PCK)
CONTEXTS

106
WHILE YOU PLAN YOUR WORK IN THE LMS, ASK YOURSELF THESE QUESTIONS
(adapted from www.edapp.com)
How will I organized the LMS so that the

What is my students' prior knowledge of the What level are my student technology
content and the LMS capabilities are knowledge and skills? (What guidance do I
content? {Are those with advanced
adopted to each other need to provide my students so that they
knowledge within the class who can help
others? Should integrate opportunities for can use the LMS features well? Should I
Does the LMS allow for differentiation of
peer and social learning into the lessons?} provide additional orientation o to help my
content? (can my students use the feature of student’s interaction within the LMS?
LMS to respond to the task of the lesson in
How will I adapt the content to the interest
various ways?) What modifications in teaching strategies
and needs of my students? (How can i best
engage the learners prior knowledge do l need to make to adapt to the use of
What feature for restraints does the LMS the LMS? (Do you need to break down the
heighten their motivation, and consider their
possess which need to be address? content into bullet points to account for
different levels of understanding?
limited space on slides? Should you make
Does the LMS allow instant updates to my e-learning content responsive to
It is important to remember that even with information such as adjustment to content?
technology as a tool, teaching t should not different device? What activities
be more significant than the content of the which are not possible in traditional
How accessible is the LMS? Does the LMS
lesson the focus should always be upon learning methods, such as photography,
allow the students to return to a lesson once film, or online source or feedback can 1
learning the content in the most effective
day have completed it? take advantage of How do l develop critical
and sustainable way. i is also crucial to
consider your context Such as how and why thinking skis an engaging way
your learners ae using he LMS, to design the
best e-learning content How can I monitor progress, well as do
formative and summative assessment
through the LMS?

107
An Overview of Learning
Management Systems
CANVAS SCHOOLOGY
 Collaborative workspace  Video conferencing and streaming

 Recording or uploading of audio and  Session recording
video  File sharing
 Integrated learning materials  Interactive whiteboard
 Web-standard browser  Hand raising
 Copy and paste links from a  Participation controls
 Web browser  Survey tools
 LTI integrations  Screen sharing3
 Customizable content  Technical support
 Customizable user profiles  Text chat
 Open API  Markup tools
 Audio and video messages  Multimedia
 Integrated tools  Mass messaging
 .External service integrations  Push notifications
 Shared resources  Analytics
 RSS support  LMS integration
 Web conferencing tools  Classroom management
 Analytics  Online assessment variety
 Canvas app center  Automatic grading
 Course notifications  Gamification tools
 Graphics analytics reporting engine  Analytics dashboard
 Mobile integration  Reporting
 Integrated media reporting  Collaborative learning
 Open security  Cloud-based
 Cloud-based  reporting
 Open security
 Cloud-based

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MICROSOFT TEAMS GOOGLE CLASSROOM
 Full integration with Office  Video meetings (Google Meet)

 365  Create and manage classes, assignments,
 Conversations within channels and teams and grades online.
 Conversation threads  Add materials to your assignments, such as
 Chat function YouTube videos, a Google Forms survey,
 Direct access to email, Skype and other items from Google
 (For additional video conferencing),  Drive give direct, real-time feedback.
OneDrive and  Use the class stream to post announcements
 SharePoint (for document storage) and engage students in question-driven
 In-app video conferencing and screen discussions.
sharing  Invite parents and guardians to sign up for
 Audio conferencing email summaries with a student's upcoming
 Real-time collaboration or missing work.
 Cyber security  Customizable grading system
 Slash commands  Seamless acce0s to Google products such as
 Customizable apps Google Docs and Drive
 Tracking of students' and For students:
 class' progress through  Track classwork and submit assignments.
 Insights  Check originality, feedback, and grades.
 Accessibility features  Share resources and interact in the class
stream or by email.

109
BLACKBOARD MOODLE
 Group management  Al-in-one calendar
 Grading enhancement  Bulk Course creation and easy backup
 Student preview  Collaborative toll and activities
 Safe assign  Convenient file management
 Enhance clod profile  Customizable site design and layout
 Portfolio  Detailed reporting and logs
 Social learning  Embed external resources
 Data management  Manage user roles and permission
 Blackboard drive  Multilingual capability
 Course enrollment  Multimedia integration
 Active collaboration  Multiple progress tracking options
 Calendar  Notifications and automatic alerts
 Content editor  Outcomes and rubrics
 Retention center  Peer and self-assessment
 Dynamic content  Personalized dashboard
 Regular security updates
 Secure authentication and mass enrolment
 Simple add-ons and plugin management
 Simple and intuitive text editor
 Supports open standards

110
SEESAW GENYO
 Creative tools  The first fully integrated online
 Family messaging learning management system for
 Home learning codes Basic Education in the Philippines
 Posting of work by students
 Peer feedback through likes and comments  Have access to Curriculurm-
 Student assessment based, interactive, and digital
 Family communication, engagement, and resources for English, Science,
participation Mathematics,
 Create multipage activities and posts"  Filipino, and Araling Paniipunan
 Save drafts and send back work for revision which you can use for synchronous
 Create, save, and share activities and asynchronous learning
sessions.
 Schedule activities"
 Virtual Experiment feature
 School or district activity library*
 Moderated online forum
 Assessment features"
 Assignment feature
 Schoolwide management and engagement
features*  Game-based activities
 IT administration features"  Oral assessment activities
 Seesaw Plus  Virtual Reality tours
 Seesaw for Schools  Shared blog feature
 Progress monitoring
 Digital lessons

111
1. Request your FS resource teacher or another teacher who uses an LMS for his/her class to
give you access and allow you to, "observe" his/her virtual classroom through the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is organizing or
preparing in the LMS.
4. 4. Be guided by the TPACK infographic in this episode. The questions found there will help
you notice, analyze and reflect very well.
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
________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,
the LMS used by the teacher? what tasks did you participate/assist in?

112
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 lean 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

113
REFLECT
1. How ready are you in organizing and using an LMS?
3. What do you still need to learn in order to use the LMS effectively?

114
Attach pieces of evidence of what you accomplished in this Episode

115
FIELD STUDY 2
UTILIZING WEB
FS 2
CONFERENCING APPS
FOR SYNCHRONOUS
E-LEARNING

 Identify features and functions of web conferencing applications that are useful
to instruction.
 demonstrate skills in using a web conferencing app for synchronous teaching
and learning
 demonstrate positive attitude towards use of technology tools. Use professional
reflection and learning to improve practice.
CLARIFY YOUR TASK
The call of the times has made it more necessary for future teachers like you to develop skills
in planning, implementing and managing remote learning. One form of remote learning is done
online. Online remote learning can be done synchronous, where the teacher and students meet
and interact in real time and asynchronous, when learning is supported by prepared materials and
there is no real time interaction between the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes, you
will need to use web-conferencing apps. Some LMS already have these embedded; some do not.

116
You will need to know how to access, evaluate and utilize the features and functions of apps like
Zoom, Google Meet, Microsoft Teams, Skype, Blackboard, Webct, and even Messenger.
Again as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that
can guide you is the Community of Inquiry Model (COI). This model identified the essential
elements in an educational experience. These elements are (1) the teaching presence, which is
about basic teaching tasks; (2) the social presence, which focuses on establishing a sense of
belonging to a community; and (3) the cognitive presence, which fosters critical thinkıng and
engagement.
While the educational experience referred to in the COI model may also refer to face-to- face
modality, in this episode, you will use the COI model and its three elements in the context of online
learning, specifically the synchronous class. Review the COI and the three presences through the
infographics in this episode. We also included an infographic on the most common web-
conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer
who seeks to learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher agency,
which is the teacher's capacity to create impact and exert power.

WHICH WEB CONFERENCING TOOL IS THE BEST
FOR YOU AND YOUR CLASS?

117

118

1. Request your FS resource teacher to allow you to join his/her synchronous classes. Have
at least two to three times to observe the classes, and at least two or more times to participate
and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher is
utilizing. It can be part of a learning management system or a separate one, like Zoom,
Skype, etc. If possible, request the teacher to demonstrate the features of the web
conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to conducting the
synchronous classes.
4. Be sure to read all the questions in this episode before you start observation and
participation. This will help you focus your attention on the essential aspects of your
experience. Have in mind the Community of Inquiry Model. The descriptors under teaching
presence, social presence, and cognitive presence found in the infographic will help you
notice, analyze and reflect very well.
Class Grade Level: ________________Subject:__________ No. of hours/minutes:

Name of Resource Teacher:__________________________________________
Dates when you observed: ___________________________________________
Dates when you participated and assisted: _______________________________

119
NOTICE
After you participated or assisted in synchronous classes using a web-conferencing app described
what you observed and experienced by answering the items below.
1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it was

utilized in class
Virtual Background
Microphone icon is on/off
Camera icon is 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 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?

120
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?
REFLECT
1. How ready are you in teaching an online synchronous class
2. What do you still need to learn in order to conduct an online synchronous class using a
web-conferencing app effectively?

121
Attach of evidence of what you accomplished in this Episode

122
FIELD STUDY 2
FS 2
ASSESSING FOR, AS
AND OF LEARNING

 distinguish among assessment for learning, assessment as learning and assessment
of learning.
 cite ways of dong assessment for learning and assessment as learning.
 explain the effect of assessment for learning and assessment as learning on
summative assessment.
CLARIFY YOUR TASK
You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.

123
Three phrases on assessment that we have met in our Assessment courses are assessment
for learning, Assessment as learning and assessment of learning. Assessment for learning is more
known as formative assessment while assessment of learning is called summative assessment.
Several authors claim assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning an assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
Assessment for learning als0 referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase "assessment for learning "we assess
to ensure learning. That is why while instruction is in progress, it is wise for the teacher to check
If students are learning or not learning what is expected of them. If students are found not to be
learning what they are expected to learn, right there and then, remedial steps are taken through
formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is the
purpose of formative assessment.

124
The phrase “assessment as learning" implies that assessment itself is already an opportunity
for learning. It is learning by itself, indeed, when students engage in self-assessment reflect on their
own assessment results and make necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of learner agency which

means that the learner is ultimately responsible for his/her own learning for nobody can do the
learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning are
given below:
1. Do I set my own
learning target 2. Do I monitor
based on the my learning
learning outcome progress in
that teacher relation to my
presents at the learning target?
beginning of the
lesson?
3. Am I content
with how I am 4. Any adjustment
progressing? / remedial
Why or why not? measure that I
have to take for
learning to the
maximum and
optimum?

125
Assessment as learning also refers to self-assessment, The learner assesses his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given below
STUDENTS SELF-ASSESSMENT RUBRIC

126
To understand better formative assessment, let's compare it with summative assessment.

See Figure below.
FORMATVE
ASSESSMENT SUMMATIVE
For Staff ASSESSMENT:
 To monitor student For Staff
learning BOTH:  To measure whether a
 To ascertain progress.  Are ways to student has met
 To check Assess student learning
Understanding Learning &  outcomes, and to what
 To teach responsively.  Are opportunities extent at the end of a
to give and unit of study
For Students
receive feedback  To make further
 To evaluate their own  Are ways. To
learning improvements in future
evaluate the
 To build knowledge effectiveness of iterations.
 To identify strengths and teaching For Students
weaknesses.  To understand their
 To continually improve overall performance in a
learning unit of study.
 To target learning  To understand whether
they have met the
learning outcomes, and
to what extent, at the
end of a unit of study
Formative and Summative Assessment Compared
(Note to Student Teacher: As you participate and assist your CT in doing formative assessment and
in helping students engage in self-assessment, please take note of what you are expected to give
more attention to as asked in the next step of this Learning Episode
(NOTICE).
1. Assist your CT in the conduct of formative assessment:

2. Offer your assistance to students to engage in self-assessment through your CT.

127
NOTICE
Take notice of:

 The alignment of the different formative assessment 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
1. Did the formative assessment tasks help students master what they were expected to learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Was students' response to formative assessment exercises favorable or unfavorable? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Did the conduct of formative assessment and self-assessment affect students' attainment of
learning outcomes? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What was the effect of students assessing their own progress on their motivation to learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

128
REFLECT
How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

129
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

130
FIELD STUDY 2
USING TRADITIONAL
AND AUTHENTIC TYPES
FS 2
OF ASSESSMENT FOR
FORMATIVE AND
SUMMATIVE PURPOSES

 determine if an assessment task is aligned to the intended learning outcome.
 evaluate traditional and authentic assessment tasks in the light of the principles of
test construction.
 identify a problem related to traditional and authentic assessment for an action
research.
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of learning

content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome to
assess, the assessment task that teacher formulates can be a traditional assessment task or an
authentic assessment task.

131
CLARIFY YOUR TASK
You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Revisit
Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with leaning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Content/ Teaching- Assessment

Learning
Subject Learning
Outcomes activities Tasks
Matter
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning outcomes

132
There are many ways of classifying assessment but one basis of classifying 1s the nature of
the assessment task required of learners, whether the assessment task is done through paper-and-
pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic assessment).
Traditional Authentic
assessment/ assessment/ non-
Paper-and-pencil Paper-and-pencil
test test
Types of
Assessment
Task
Figure 4. Types of Assessment according to kind of task required of a learner
Paper-and-pencil test/ traditional assessment makes use of two types of test according to mode of
answering: the supply type and the selected-response type.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 5. Types of Paper-and-pencil test/Traditional Assessment

133
Types of Paper-and-Pencil Test / Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-pencil tests
are given below.
Supply-response Selected-response
type type
Paper-and-
pencil test
Traditional
assessment/
Figure 6. Example of Selected-Response type of test
Supply-response Supply-response
type type
Supply-response
Supply-response
type
type Supply type
Figure 7. Examples of Supply-response type of paper-and-pencil test

134
Authentic assessment or non-paper-and pencil test is done by requiring learners to come up with a
product or demonstrate a process as proofs of authentic learning. Examples of products are given
in Figure 8. Examples of processes are given in Figure 9.
Product Process
assessment Authentic assessment
Assessment
Task
Figure 8. Types of authentic assessment
Poems, essays,
Projects in
song competition,
art work Examples of Science, TLE, Math
Product
Assessment
Figure 9. Examples of product assessment

135
Focusing the
microscope
Dance
performance in Micro teaching
P.E. Examples of
Process
Assessment
Figure 10. Examples of process assessment
Portfolio falls under authentic assessment. A portfolio is a purposeful collection of selected

Significant samples of student work accompanied by clear criteria for performance which prove
student effort, progress or achievement in a given area or course. It is a direct evidence or learning.
It is not a mere collection of a student's work nor a mere work folder which serves as a receptacle
for student's work. It is an intentional collection of students' work guided by learning outcomes
accompanied by the student's reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is the
one that relates to our concern on assessment of learning. An assessment/evaluation portfolio can
come in an electronic/digital (e-portfolio) or in manual form.

136
Assessment/
Evaluation
Portfolio/
e-portfolio
Development Best work/

/Growth showcase/display
Portfolio/ Portfolio/
e-portfolio Types of e-portfolio
Portfolio/
e-portfolio
Figure 11. Types of Portfolio
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic rubric.
If, on the other hand, you wish to give specific scores on the different criteria for every dimension of
the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used to
access product
or process
Figure 12. Types of Scoring Rubrics

137
Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your Cooperating Teacher's lesson plans for the week. This may also be done face-to-face
or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, and supervise students as they do
assessment tasks.
NOTICE
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 task 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 tasks.
- administer the assessment.

138
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? 1like least? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

139
REFLECT
How can I make the assessment process more meaningful to and more acceptable to students?

140
Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/ improvements on the assessment tasks.

141
FIELD STUDY 2
GRADING AND
FS 2
REPORTING

 interpret scores correctly.
 compute grades based on DepEd's grading policy.
 report grades to parents meaningfully.
Introduction
It is said that students should not study only for scores nor grades. Students should study
most of all for learning. It is possible for students to obtain high scores and good grades but did not
really learn that much. What is ideal is for students to get high scores and good grades because
they really learned a lot.
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring and
screening for scholarships. So grades have pragmatic value. Therefore, it is best that students work
for good grades that genuinely reflect level of mastery.

142
CLARIFY YOUR TASK
In this Episode, you will interpret scores correctly, Compute grades based on the DepEd
grading system and report grades to parents /guardians during Parents - Teachers' Conference.
Norm and criterion-referenced assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare a

student's performance against a criterion of success which is the predetermined standard. In
criterion-referenced assessment, each student's performance is compared directly to the
predetermined standard, without considering how other students performed in the assessment.
Criterion-referenced assessment often use "cut scores" to place students into categories
such as basic," "proficient," and "advanced." Here is an example: The teacher's intended learning
outcome is "to solve at least eight out of ten problems on fractions correctly". Student A is able to
solve ten (10) out of ten correctly, Student B, eight (8) problems and Student C, five words (5). It is
obvious that only Students A and B were able to realize the predetermined standard as stated in
the intended learning outcome, "solve at least 8 out of 10 words correctly." The performance (score)
of each student is compared against a standard of success set by the teacher. It is not compared
against the performance of the other students.
Norm-referenced assessment. In norm-referenced assessment we compare a student's

performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example is
comparing the performance of Grade 6 pupils in Reading in a particular school system to the
performance of nation-wide group of Grade six pupils in Reading.

143
The meaning of a norm-referenced score is derived from a comparison of students’ Scores

against other students' scores (as stated in the scores of the norm group) while the meaning of a
Criterion-referenced score is derived from comparing students' scores with established criterion of
success. The norm-referenced score will not tell you whether a student met, exceeded, or fell short
of the standard of proficiency. It is the criterion-referenced score that will tell you whether or not a
student met the established standard of success or proficiency.
The DepEd Grading System

Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education
Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the
DepEd is contained in the said DepEd Orders.

144
Reporting Students' Progress and Grades to Parents

Students' progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.
Report Card. The Report Card is a standard method of reporting students' progress and grades to
parents. See sample report card for junior and senior high school from the Department of Education.

145
For a more meaningful reporting of students' progress, the meaning of grades is given. The
DepEd gives the following grade interpretation:
Descriptors Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectation Below 75 Failed
Report cards convey letter grades like A, B, C, D and F sometimes with +or - so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in Math,
93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The DepEd Student
Report Card include affective characteristics such as Maka-Diyos, Maka-tao, Maka-bansa and
Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student's progress and achievement (McMillan, 2007). These written reports may include the
student's performance on tests and quizzes, projects, oral reports... They also can include
information about the student's motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.
See Figure 13 for a sample written progress report.

146
Parent-Teacher Conferences. Durham (2006) asserts that parent-teacher conferences an

opportunity." The education of the learner is the primary responsibility of parents. In this task of
educating children. Parents are assisted oy the benefit of children then it is best for teachers and
parents to come together to discuss their children S progress. Parent-Teacher Conferences are a
perfect avenue for this purpose
It has been a practice of schools to set aside a day for Report Card distribution which is the
same opportunity for parents and teachers to confer regarding their Child's performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for
card-giving and parent-teacher conference/s. Parents are busy and can't just be there at
the school's beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate picture
of a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer
the parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading, Have a dialogue
not a monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent-teacher conference should only
be the parent's child. Never compare the child with other students.
8, End with an encouraging note in the same way that you began with a positive note. 1t not
the end of the world.

147
Reporting
Schools schedule Card Getting Day and Parents- Teachers' Conference (PTC) which are an
opportunity for parents and teachers to discuss about, students' performance and grades to make
sense of scores and grades. Unfortunately, based on observation, not all parents can attend
PTC and most often it is the parents of students with problematic performance that can't come for
PTC.

148
(Note to Student Teacher: As you participate and assist your FS Resource Teacher in Scoring
assessment tasks, computing grades and reporting grades to parents and guardians, please
take note of what you are expected to give more attention to as asked in the next step of this
Learning Episode (NOTICE).
 Confer with your Resource Teacher about scoring students assessment tasks, grade
computation and reporting. This may also be done face-to-face or online
 Ask your Resource Teacher what you can do to assist him/her in the scoring or student’s
grade computation and preparation for reporting in the Parents-Teachers Conference.
NOTICE
Take notice 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?

149
REFLECT
What personal message do I get from these students' scores, grades and parents guardians
PTC attendance and comments?
________________________________________________________________________
_______________________________________________________________________

150
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.

151
JOB WELL DONE!

Remember, you will be reflecting back on how you can conduct an Action Research in the different
topics that you will be able to participate and assist.
Good luck to all Enjoy your journey to becoming a Reflective Teacher Practitioner!

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1

Field Study 2 Participation and Teaching Assistantship

ORIENTATION NOTES for Field Study 2

What are the Field Study for?

As a Field Study student

Intended learning outcomes

Field Study 2 Participation and Teaching Assistantship

Field Study 2 Participation and Teaching Assistantship

THE TEACHER WE REMEMBER

CLARIFY YOUR TASK

Before you embark on your one-semester journey in Observation and Teaching

Let's buckle down for work!

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

CAREER STAGES OF TEACHERS

Career Stage 4 Distinguished Teacher

Career Stage 3: Highly Proficient Teacher

Career Stage 2: Proficient Teacher

Career Stage 1: Beginning Teacher

Field Study 2 Participation and Teaching Assistantship

A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

The Southeast Asia Teachers Competency Framework is also given below.

Field Study 2 Participation and Teaching Assistantship

Encourage engage the help my Know my

Use the most

You may also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what makes

A great teacher A great teacher

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

Take note of the following:

1. Are these competencies limited only to professional competencies?

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

Field Study 2 Participation and Teaching Assistantship

3. For a teacher to be great, which is more important personal qualities or professional

4. Who are the teachers that we remember most?

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?

Field Study 2 Participation and Teaching Assistantship

Attach your reflection here.

Field Study 2 Participation and Teaching Assistantship

Target Your Intended Learning Outcomes

CLARIFY YOUR TASK

Doing Action Research: An Overview

Field Study 2 Participation and Teaching Assistantship

REVISIT THE INFOGRAPHIC/S

Source: Kate Herbert-Smith IRIS connect

Field Study 2 Participation and Teaching Assistantship

PARTICIPATE AND ASSIST

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

Ex. Differentiated Instruction in Teaching English Mary Joy Olicia

Field Study 2 Participation and Teaching Assistantship

3. Identified problem to be solved in title no.

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

Field Study 2 Participation and Teaching Assistantship

Key Questions My Answer

1. From what source do you think, did Choices: