FS 2. Ep.11 15
FS 2. Ep.11 15
FS 2. Ep.11 15
LEARNING EPISODE 11
Delivering My Lessons
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.
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 need of the items.
These are the various Learning Diversity Modalities from the Department of Education.
Distance Learning
This refers 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 learners 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.
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.
Source/reference:
https://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery Modalities for
School Year 2020 – 2021. DepEd Order No. 011, s. 2020, Revised Guidelines on Alternative Work
Arrangement
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.
Source:
https://www.google.com/search?q=gagnes+9+events+of+instruction&oq=&aqs=chrome.5.69i59i450l8.655
958457j0j15&sourceid+=chrome&ie=UTF-8
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.
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?
They become curious to the possibilities and opportunities. Reading does not only help
develop a rich vocabulary but also helps them to process formal communication and
concepts.
Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
Yes, because learning objectives are the one that state what are the competencies they
are expected to gain at the end of the lesson. With that, they will be able to assess
what they need to do and where they should focused on with the lesson.
How did the new learnings relate with what they really know?
New learning changes the way they view specific thing. They develop their own stand and
enhances their critical thinking skills.
Did you notice some students who needed assistance? What did you do?
Yes, in each class, there is always someone who badly needs assistance. The thing I do
with him/her is I consult him/her, ask which part of the lesson makes it difficult for
him/her to understand and I will explain it to her in easier way.
Did the students find difficulty in applying the theories/ concepts learned to real life?
The students have learned the individual skill or piece of knowledge but can’t apply it in
complex context because they haven’t practiced the skills of integration and synthesis.
Students don’t view as cumulative and useful across courses and hence don’t draw relevant
prior knowledge from other courses.
What pieces of evidence can prove that the students had retention of learning?
That is when the students are able to participate in the class discussion even if the topic
was tackled before.
ANALYZE
After planning your lesson(s) you may be requested by your Resource Teacher to deliver the
lesson(s). your Resource Teacher will use a classroom observation sheet to evaluate the delivery of
your lesson(s) Schools use different tools in rating classroom/ online observations. Below is an example
of a classroom observation form/ sheet.
Shows enthusiasm
4. Teaching Methods and
Strategies
Utilizes relevant teaching
methods/ strategies
Demonstrates leadership
ability; maintains discipline and
control
Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support/Assistance to
Students
Assists students with
academic problems
Maintains professional
distance and professional
appearance
10. Physical Aspects of the
Classroom
Oversees the physical
attributes of classroom (light,
ventilation, acoustics)
Source: https://www.isu.edu>pdfs>faculty-staff-docs
Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?
I need to have an improvement when it comes to gathering visual materials for the lesson, the best
material that I could use to smoothly deliver my lessons to the class.
1. OBSERVE
Problems/ challenges I encountered in delivering my lessons
Sometimes, the given time is not enough to deliver single lesson due to unexpected
circumstances during discussion.
2. REFLECT
I hope to achieve to address these problems and challenges by
Practicing my focus skills. I easily get distracted and I have to change it to myself.
3. PLAN
Some strategies/solutions/means that I can employ to improve these situations/ problems
Organize the materials and the topics/sub topics I need to discuss during that day.
4. ACT
Based on my answers in nos. 1-3, the possible title of my action research in this episode is
“Practicing Organized Delivery of Lesson in Eastern Quezon College”
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 component I 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, 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 manipulation, 2. Iconic – 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 your 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 observe, 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!
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
The first thing I did was I identified the learning objectives, plan the specific learning
activities, plan to assess student understanding, create a realistic timeline, plan for a
lesson closure.
2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your
experience as you participated and assisted.
When we say instructional materials those are the things used by a teacher to simplify
their teaching. My resource teacher and I included both visual and audio-visual aids and
could either be concrete or non-concrete. These instructional materials bring life to
learning by stimulating students learn.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
I felt happy and satisfied knowing that I am making a progress in making
resources/materials. I know those learning will be a big help for me as an effective
educator in the near future.
What would you have done differently? What would I change? What will make it better next time?
I think incorporate mystery into lessons, don’t repeat classroom materials, create
classroom games, give your students choices, don’t take it seriously and make lesson
interactive.
How does this connect with what you know about selecting and using instructional materials?
Instructional materials are essential since they help the teacher and learners avoid
overemphasis on recitation and rote learning that can easily dominate a lesson. Resource
materials allow learners to have practical experiences which help them to develop skills
and concepts and to work in a variety of ways.
REFLECT
2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?
The thing that I still need to develop in making resources and materials is incorporating
them based on students’ learning style/preferences.
3. What can I do to learn more about and practice the use of resources and instructional
materials?
Accumulate a collection of high interest reading materials and spend time at the library
to create and collect a file for interesting articles.
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic to explore for an action research.
OBSERVE
1. Doing this episode on selecting and using resources/instructional materials, what problematic
situation/challenges/area of improvement did I find?
Lack of appropriate materials in textbook, time constraint, and non-availability of
materials.
REFLECT
2. List at least three sources that you have read about this problem/challenge/ area of
improvement
Resource or Reference about the Topic Key points/ findings I what I need
(Norberg 2012) where there is no technology While those limitations no longer exist
at all a teacher has to be in the same room culturally, the paucity of relevant
with his students to build learning professional development and training barrier
environment. to the growth of blended synchronous
learning.
(Cunninghanm, 2014) The technology can also On the other hand, some remote students
be imposition for f2f students for instance if have complained about being uncomfortable as
they need to be conscious of the they feel as if they are being made of the
orientation/positioning of cameras or are center of attention.
required to speak into microphone.
PLAN
2. If you will conduct an action research, what will be the title (Base this on your answer in
nos. 1-3):
The impact of having conferencing discussion online to the academic performance
of the students.
ACT
3. What strategies/solution/means can you employ to improve the situation / solve the
problem?
Conduct a research study to give extra solution to the problem
ATTACHMENT
LEARNING EPISODE 13
Utilizing Applications (Apps) for Teaching and Learning
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 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 utilize 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 the 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 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 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 of kindergarteners, like storybooks apps, alphabet and number apps,
etc. at the same time, there are apps for math, reading, 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 try and initiate to continuously improve your skills.
Revisit the Pedagogy 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!
“With Allan Carrington’s 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 21 st-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 pen 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.
Participate and Assist
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.
1. Interview your FS resource teacher on her experience in using the apps for teaching and
learning.
2. Ask the teacher how can you 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.
Level/ Grade of the Class: Grade 9
Lesson/Topic: English
Apps you plan What is the use or purpose of using Explain why you selected the app,
to utilize in the the app. Describe how you or the based on the five criteria of
lesson teacher will use each. developmental appropriateness,
motivation, instructional design,
engagement and accessibility
Google meet This is a quick, easy way to Because today we experience virtual
connect with your students via live learning so that we need application
video. You can use it do to connect to each other to continue
instruction, to hold group the learning or education.
discussions, and just to help
students see each other’s faces.
Zoom app For teachers the free version of Today we meet through online so
zoom provides a suite of useful that if we have more than 100
features including the ability to participants it easy and possible to
host meetings with up to 100 connect and join with the meeting.
participants.
Portfolios provide documented This is an application to compile or
E portfolio evidence of teaching from a help to us to collect our projects,
variety of sources not just student exams and quizzes.
ratings and provide context for
that evidence.
How does this connect with what you know about selecting and using apps?
Through the help of given applications above, the connection between teacher and
students become easy in just few clicks.
After you participated or assisted in the use of apps in teaching-learning, describe what you
observed and experienced by answering the items below.
1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated
and assisted.
My resource teacher and I utilized the applications by means of using them as a way of
delivering lessons. That makes the teaching and learning easier in these trying times.
ANALYZE
What worked well during the activity using the apps?
The applications that worked well are the Google meet because it is convenient to use and doesn’t
eat too much data/internet.
What would you have done differently? What would I change? What will make it better next time?
If there is one thing I would have done differently, that would be is incorporating trivia in the
class to make it engaging and exciting.
How does this connect with what you know about selecting and using apps?
Using technology of application, the teacher is easy to connect with the students,
educators who use instructional strategies allow students to make meaningful connections
between concepts learned in class and real-life situations
REFLECT
3. What can I do to learn more about and practice the use of educational apps?
Exploring continuously because applications develop over time
WRITE Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic for an action research.
OBSERVE
List at least three sources that you have read about this problem/challenge/area of improvement.
Resource of Reference about the Key points/ findings in what I read
Topic
Knowing their student well Teachers who know their kids learn can guide them and
lead them to grow in their learning. Teachers who
know their student as unique individuals can help them
to navigate the often confusing and anxiety filled lives
that they lead.
Understanding the different As a teacher you should know the types of learning
learning abilities and styles of the students after knowing which will help you
capabilities of the students. remember better, this will help you in the different
styles.
Motivating and encouraging Encourage students look to teachers for approval and
them when the students positive reinforcement and are more likely to be
underperform and have to deal enthusiastic about learning.
with parental and peer-
pressure.
REFLECT
2. What do I hope to achieve to address the problem? (What change do you want to achieve?)
The thing that I need to achieve is for all of us. The development for myself as a quality
teacher and the development for them as individuals that enable them to communicate
themselves in order for the whole class to function well.
PLAN
3. What strategies/solutions/means can you employ to improve the situation/solve the problem/
Teachers should plan to spend the first several days of class helping students
understand the technology and learn how to work with it. Practice exercises are a
great way for students to try out the technology and make sure they understand
what to do.
ACT
4. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-3):
ADVANTAGES OF USING TECHNOLOGY AS INSTRUCTIONAL MEDIA AS PERCEIVED BY
STUDENTS OF EASTERN QUEZON COLLEGE
Write on my Artifacts
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 corners 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.
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:
In this episode, consider what you learned in your technology class about the TPACK model. An
effective teacher has technological, pedagogical and content knowledge, TK, PK and CK. In planning,
setting up, and utilizing a virtual environment through an LMS, these three components interface. You
need to have content mastery of what you will teach (CK). You also need to know how to facilitate the
teaching-learning process from beginning (gaining students’ attention) to end (assessment and transfer)
(PF); and have technological knowledge (TK).
When you apply your technological knowledge to deliver accurate and relevant content using the
most appropriate pedagogical strategies in the context of a virtual learning environment, and the
learners achieve the learning outcomes, boom! You have successfully interfaced TPACK!
As you work on this episode, actively notice, analyze and reflect on your experience. As an FS
student, participate and assist 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 structed. 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.
REVISIT the Infographic/s
Participate and Assist
Subject:
Lesson or Topic:
Which LMS did the teacher use: Use one or more that were used.
Moodle
Schoology
Google Classroom
Edmodo
Genyo
See Saw
others _________________________
What tasks did you participate or assist in? fill out the table below.
What components or parts were present in the Under these LMS components or parts, what
LMS used by the teacher? tasks did you participate/assist in?
Moodle Assignment Activities
Google classroom Virtual classroom
Genyo Reporting
Canvas Modules
blackboard Browsers, mobile devises
Microsoft teams Share meeting, class posting.
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?
LMS made it possible for teachers to consolidate these resources for learners. The
systems also served as a portal through which students are able to easily see assignments
and grades, which can help them better manage their own learning.
2. How was the content taught or delivered? How were the learning activities arranged? What
strategies did the teacher or you use to help students attain the objectives/outcomes?
The contents were taught/delivered by means of weekly online consultation using teacher’s
preferred online platform together with different sections with the same level. It was arranged
so well because the necessary inquiries by students were addressed. The teacher tackled it one
by one according to its number.
ANALYZE
1. What do you think are the best features of the LMS that the teacher used? How did these
features help the students learn the content?
I think the best feature of LMS is its transparency where students are able to access to it all
the time wherever they are as long as they have internet connection. They are able to see their
profile and necessary data about them like their grades.
2. How did the teacher/ or you use the LMS to implement the strategies/activities planned?
The platform helps teachers create classes, send assignments, communicate with
students, grade coursework, and post feedback all in one place. It also streamlines
repetitive tasks so educators can focus on teaching.
3. How did this connect with what you know about LMS and TPACK?
Google classroom is served as virtual classroom for today so that TPACK can connect with
google classroom because TPK highlights the area where technology and pedagogy
influence each other. Incorporating technology into classroom often causes a change in
how the material is taught. A simple example might be when a teacher uses an
instructional video clip for a topic that they used to model on the board.
4. What problem or challenges did the teacher/you or the students encounter in working with the
LMS? How did it/they affect the teacher/learners? What part/s of the LMS do you think can
still be improved? How can this/these be improved?
The problem encountered by teacher and students is usually the internet connection and
availability of signal.
REFLECT
2. Enumerate the knowledge, skills and attitudes you already have to organize your virtual learning
environment and use an LMS:
Content:
Pedagogical:
Technological:
3. What do you still need to learn in order to use the LMS effectively?
I need to still explore it and know every feature of it so that I can use every aspect of LMS.
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed and reflected on
to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using an LMS?
Not clear setting goals; sometimes it’s difficult for me on how to approach students
so that I have sometimes not setting clear goals.
List at least three sources that you have read about this problem/challenge.
Work on my Artifacts
ATTACHMENT
LEARNING EPISODE 15
Utilizing Web-Conferencing Apps for Synchronous e-learning
The call of 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 wed-conferencing apps. Some LMS already have these embedded; some do not. 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 thinking 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.
REVISIT the Infographic/s
Participate and Assist
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 Using a virtual background takes the pressure off of you
having to show any parts of your home that you haven’t
cleaned, haven’t style yet or don’t want to show for
whatever reason. This can be great option for anyone with
kids or small spaces or any of those creative out there who
prefer chaos over clean.
Camera icon on/off Turning on camera allows others to see when you are doing,
and it is likely you would want to look productive. It also
causes you get less distracted by objects or phones.
Screen share The most important part of the screen sharing technology
is that it helps students to work together and communicate
easily with each other as well as their teachers. Its
advanced technology and unlimited features help students
becomes more productive and creative in their classroom.
Reaction buttons Reactions are an extension of the like button to give people
more ways share their reaction to a post in a quick and
easy way.
3. What was your experience in participating and assisting in synchronous classes? What were your
thoughts and feelings while you participated and assisted?
There were interruptions but they were able to manage. I was happy and satisfied with
how I assisted and participated.
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?
One of the best features in web conferencing app is that teacher is able to share any
file/document/presentation in real time.
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?
• Instructional design, especially providing different methods of providing content
• Facilitation of the discussion
• Direct instruction and assisting students with questions and assisting students with
questions and understanding
Social Presence?
• Communication between and with the instructor and all members of the class
• Interaction with the instructor and all members of the class
• Relation of learning community through the term
Cognitive Presence?
• Exploration through reflection and discussion
• Application of knowledge both in the course and outside the classroom.
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous
classes do you think can still be improved? How can this/these be improved?
There were interruptions but they were able to manage. I was happy and satisfied with
how I assisted and participated. Those problems encountered were usual that is why it
did not affect the whole class.
REFLECT
Teaching Presence?
• Instructional design, especially providing different methods of providing content
• Facilitation of the discussion
• Direct instruction and assisting students with questions and assisting students with
questions and understanding
Social Presence?
• Communication between and with the instructor and all members of the class
• Interaction with the instructor and all members of the class
• Relation of learning community through the term
Cognitive Presence?
• Exploration through reflection and discussion
• Application of knowledge both in the course and outside the classroom.
3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
I still need to learn how to make my class fully engaged on our discussions with the use
of features of web conferencing app.
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and reflected on
to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you participated
and assisted using a web-conferencing app for synchronous learning?
The availability of students is one of the problems. Our home serves as our
classroom nowadays and due to that, students are having a hard time managing
their time due to added responsibilities for their home.
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
(Norberg 2012) where there is no While those limitations no longer exist
technology at all a teacher has to be in the culturally, the paucity of relevant
same room with his students to build professional development and training
learning environment. barrier to the growth of blended
synchronous learning.
(Cunninghanm, 2014) The technology can On the other hand, some remote students
also be imposition for f2f students for have complained about being uncomfortable
instance if they need to be conscious of as they feel as if they are being made of
the orientation/positioning of cameras or the center of attention.
are required to speak into microphone.
Stewart et all 2011. Factors like these And additional class time and energy
students leave f2f student feeling blended encouraging remote students to contribute
synchronous delivery negatively impacts as well as stimulating meaningful
upon their learning. communication and collaboration between
groups.
REFLECT
What do I hope to address the problem/challenge/area of improvement in a web-conferencing
app use? What change do you want to achieve?
Due to poor internet connection, the communication process has always been the major
problem in web conferencing. I know it can’t be solved but I am still hoping that one day,
it will be addressed. As of today, consideration for the students is the least we can do.
PLAN
2. If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-
3):
PROS AND CONS OF WEB CONFERENCING TO THE ACADEMIC PERFORMANCE OF
STUDENTS IN EASTERN QUEZON COLLEGE
ACT
3. What strategies/solution/means can you employ the situation/solve the problem?
Conduct observation and action research to provide appropriate intervention to the
problem.