Task 11 - Delivering My Lessons

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.

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 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.

Online Distance Learning. It features the teacher facilitating learning and

engaging learners' 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 socio-
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-learning-delivery-modalities/Learning Delivery Modalities for School
Year 2020-2021. DepEd Order No. 011, s. 2020, Revised Guidelines on Alternative Work

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.

Participate and Assist

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
1. Gaining Attention
2. Informing Learners
3. Stimulating Recall of Prior Learning

Instruction and Practice

4. Present the Content
5. Provide Learning Guides
6. Elicit Performance
7. Provide Feedback

Assessment and Transfer

8. Assess Performance
 9. Enhance Retention

Source:https://www.google.com/search?q-gagnes+9+events+of
instruction&oq=aqs=chrome.5.69i59i450I8.
655958457j0j15&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.

Segments of Events of Strategies and Learning Resources

Learning Instruction Activities Used / Materials
Preparation 1. Gaining Drills, Action Songs, Lesson plan/dll,
Attention Pictures and Videos Internet,
laptop(audio visual
materials)
Preparation 2. Inform Learning Drills, and Videos Lesson plan/dll,
Objectives Internet,
laptop(audio visual
materials)
Preparation 3. Stimulate Recall Action Songs, Lesson plan/dll,
of Prior Learning Pictures and Videos Internet,
laptop(audio visual
materials)
Instruction and 4. Present the Pictures, Videos and Lesson plan/dll,
Practice Content Learning Materials Internet,
laptop(audio visual
materials)
Instruction and 5. Provide Videos and Pictures Lesson plan/dll,
Practice Learning Guides Internet,
laptop(audio visual
materials)
Instruction and 6. Elicit Videos, Rubrics and Lesson plan/dll,
Practice Performance Pictures Internet,
laptop(audio visual
materials)
Instruction and 7. Provide Picture and Other Lesson plan/dll,
Practice Feedback Materials Internet,
laptop(audio visual
materials)
Assessment and 8. Assess Rubrics and Lesson plan/dll,
Transfer Performance Performance Internet,
laptop(audio visual
materials)
Assessment and 9. Enhance Rubrics and Lesson plan/dll,
Transfer Retention Performance Internet,
laptop(audio visual
 materials)

Using Robert Gagne's Nine Events of Instruction, what did you notice in the
following segments of learning:
1. How did the students react to the activities various elements to arouse their
interest?
Answer: Students react to the activities, like in what I observed when the teacher gives
activity like drawing, answering questions by putting happy face and sad face,they are
excited to answer because it's aligned to their interest. But when the given activities are
like solving problems some of them are excited to answer, but the other are not
because for them it was so difficult. So I can say that the participations of the students
are base on their interest.
2. Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
Answer:Yes, the students focus at the beginning of the lesson because, first they do not
know the lesson is so they will listen, but their excitement in listening was only from the
start, because some of them find it boring. Specially when they are not interested in the
subject, like Math and A.P.
3. How did the new learning relate with what they really know?
Answer: The new learning relate with what students really know when they already
experience or already happened those things to them, they can relate thier past
experiences to the new,so that they can create new learning
4. Did you notice some students who needed assistance? What did you do?
Answer: Yes I noticed that some of students are need assistance, because some of
them are not fast learner that can understand so easily the lesson that what you teach.
The things that I did is, my attention was on them and I call them to know if they really
get the lesson,like in reading when they are not listening, I call those not listening to
answer the question,so that next time or in other subject they will listen because they
are afraid to answer
5. Did the students find difficulty in applying the theories/concepts learned to real
life?
Answer: Yes, some of the students find it difficult, like in solving math you give an real
life situation example, but still some of them can't get the example. So in the end they
get tired to understand or some of them was lazy to answer, even how many times you
explain they can't understand. That's why they will not answer and the other will copy
the answer of their seatmate.
6. How did your students react to your feedback?
Answer: After the lesson done, and there's a lot of students that didn't get the lesson or
there's a lot of students get a lowest score, the teacher will going to teach the lesson
again. And because of that those students that get the high score or the fast learners,
was get boring, but they have no choice but to participate and listen to the teacher.
7. What pieces of evidence can prove that the students had retention of learning?
Answer: Base on my observation, every students have a weaknesses and strength and
they also have uniqueness and strategies to make them learn and to retain their
learning. Like some students are learning by familiarizing, memorizing the lesson.
 After planning your lesson(s) you may be requested by your Resource Teacher to
deliver be 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.

What was the overall impression of your teaching effectiveness? Write here.
Answer: During my fs, there's a time that I teach because my CT was busy, I am glad
because, the students like me to teach them. And I am glad too that my CT want me too
to teach.

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?
Answer: I guess I need to improve the way I speak and communicate with the students,
because sometimes I got nervous and because of that sometimes I've forgot what I
need to say. But then I still hopping that I conquered my fear.

Task 12 – 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 tide, 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 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 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 at what level the app will be used
in the SAMR Medel. 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, 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.

THE ART OF Choosing apps for teachers

DEVELOPMENTAL APPROPRIATENESS
Is the app's content appropriate for the intended age group? Does it have an age-
appropriate Interface? 'Does the design appeal to the intended level'

ENGAGEMENT
 Does the app have an intuitive interface?
 Is it user friendly?
 Does the app open new ways to learn?

INSTRUCTIONAL DESIGN
 Does the app support your teaching goals?
 Does it meet students learning expectations?
  Does it include interactive features that allow for feedback, assessment and
reflection?

MOTIVATION
 Is the app's content inviting and relevant for the intended grade level?
 Does it include gaming principles and motivating methods?
 Does it help students connect learning with their life/world experiences (e.g via
GPS, Bluetooth, or Wi-Fi).

ACCESSIBILITY
 Does the app have multiple learning styles?
 Does the app include personalization features?
 Does the app include a range of levels for a variety of users with differing skill
levels?"

Participate and Assist

Before you participate and assist in tasks related to apps, first enumerate the
apps you already know and have probably tried. Fill out the table below.

Apps that I already know/have recently How can I utilize this in teaching-learning?
explored
Ms word This editing app helps me when I need to
edit some documents or when I need to
encode some lesson or activity. This apps
was good to use in editing documents or
files.
WPS This apps helps me when I need to make
PowerPoint presentation, Encoding some
documents. This apps was good to use
and less hustle, because you can use this
through cellphone.
Canva This apps helps me when I need to edit or
need to make programs, editing pictures,
and invitations.
Google apps This app helps me a lot, specially when
through online learning, and when you
need to search some pictures.Google apps
has everything.
Film maker, Viva video, YouTube This app helps me to when I need to edit
some videos, because it helps me to make
my videos creative and attractive to my
student, through this apps you can apply
also sounds, pictures and also text.and
also you can use YouTube app in
downloading videos.
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.

Level Grade of the Class:

Lesson/Topic:

Apps you plan to utilize in What is the use or purpose Explain why you selected i
the lesson of using the app. Describe the app, based on the five
how you or the teacher will criteria of developmental
use each. appropriateness,
motivation, instructional
design, engagement and
accessibility
Ms PowerPoint Ms PowerPoint is an app I choose this app, because
that you can use in adding it has the criteria that
or inserting pictures, mentioned above. This app
videos, designs and text or was appropriate and
documents. This apps can applicable to all grade
help teacher to less their levels. It also give
works and expenses. motivation and
Because you can play it on engagement to the
TV. students.
MS Excell MS Excell is an app in I choose this app, because
where the teacher can use it can help teachers to
in input and computing the maximize his/ her
students grades. The expenses in printing or in
feature of this app is to making tarpapel. And it can
help to make your work help teacher to make his/
easy like in computing her work easy like in
grades, you don't need to computing grades or data,
 use calculator. by the help of this app you
don't need to use
calculator. And this app
has the criteria that
mentioned above.

How does this connect with what you know about selecting and using apps?
Answer: This is connected, the things that I know about this selecting and using apps,
for the teaching and learning of the students is to engage and to see through using
technology, and also for teacher for them to less hassle in preparing papers
instructional materials.

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

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.
Answer: In my first day of my observation. I observed that my Cooperating Teacher use
tv to play audio visual, playing videos, and as I see she's very talented in using
technology and using apps for her teaching.
Analyze

1. What worked well during the activity using the apps?

Answer:I think the app that work well during the activity was, a type of software app
that allow to perform specific task or activities that students might disregard.and also a
YouTube because, it's very useful in downloading videos and attractive for students.
2. What part can be improved?
Answer: I think the part that need to improve is being creative.
3. What would you have done differently? What would I change? What will make it
better next time?
Answer: I think I could change and balance the design of every output and the large of
the text.
4. How does this connect with what you know about selecting and using apps?
Answer: I realized that based on what I observed, I only know to use the apps as a
students and not as facilitator of the class. The matter is we learned a lot not just about
how to manipulate the apps but also we learned if it was effective and the students will
learned
Reflect

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

Answer: I can measure my readiness in using the apps for teaching and learning
process as I rate my readiness in 1-10, I will rate my self as 9. Because I really need to
practice the other apps, because I think I was still in the process of familiarizing the
process of using the other apps. And I need to learn more and practice more in using
apps in the teaching.

2. What do I still need to learn in order to use apps in teaching effectively?

Answer: I think I still need to learn the appropriateness for the class that I need to teach.
And also the proper application using the apps in teaching effectively

3. What can I do to learn more about and practice the use of educational apps?
Answer: The things that I can don to learn more about the use of educational apps is to
read more about the app and make some practice on how to use it properly, by using
reviews and tips on the internet.

Task 13 - Using Traditional and Authentic Types of Assessment for Formative and
Summative Purposes

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.

You are expected to formulate/develop traditional and authentic assessment

tasks for formative and summative assessments that are aligned with learning
outcomes.

Let's revisit the basic concepts that you have learned about traditional and
authentic assessment tools of outcome-based reaching-learning In outcome-based
teaching-learning (OBTE), subject matter /content, teaching-learning Activities and
assessment tasks are aligned with learning 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 outcomes.
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities
and Assessment Tasks with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is
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),

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.

Figure 5. Types of Paper-and-pencil test/Traditional Assessment

Types of Paper-and-Pencil Test/Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-

and-pencil tests are below.
 Figure 6. Examples of Selected-response type of test

Figure 7. Examples of Supply-response type of paper-and-pencil tests

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.

Figure 8. Types of authentic assessment

 Figure 9. Examples of product 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 dent effort, progress or achievement in a given area or course.
It is a direct evidence of 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. h un 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.
 Figure 11. Types of Portfolio

You need a rubric for a reliable scoring of products or processes or a portfolio of

the 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.

Figure 12. Types of Scoring Rubric

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:
o formulate the assessment tasks
o administer the assessment.

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

Answer: Yes, the assessment tasks are aligned with the learning outcomes, because the
learning of the students are depends on how the teachers craft his/her objectives.
2. Did teacher make use of both traditional and authentic assessment tasks?
Answer: Yes, teacher make use of both traditional, by using papers and pencils.and
authentic assessment tasks, that was the product of the students learning and the
application of the knowledge to create product.
3. Are the traditional and authentic assessment tasks (written tasks) formulated in
accordance with principles of test construction?
Yes, the traditional and authentic assessment tasks, because the teacher formulate an
assessment without relying on the principle of test construction.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Answer: Yes, some assessment use in formative assessment. Formative assessments,
provide a highly effective and risk-free environment in which students can learn and
experiment.
5. Where were assessment results students better in the results of traditional or
authentic assessment?
Answer: For me the students give better result in authentic assessment, because as a
teacher in authentic assessment you can evaluate their knowledge by the product that
they create.
6. Which assessment activity/activities did the students like more? like least? Why?
Answer: For me the activities that students like the most was doing an authentic
assessment in where they are enjoying,and in where they are free to move. Authentic
assessment are in where they can apply their knowledge that they have to learned.

Reflect

How can I make the assessment process more meaningful to and more
acceptable to students?
Answer: I think meaningful assessments can come in many shapes and sizes. In fact, to
be thoroughly engaging and to draw the best work out of the students, assessments
should come in different formats. And I can make meaningful assessment through
delivering the lesson well.
Task 14 - Grading and Reporting

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.

In this task, 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.

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.

Reporting Students' Progress and Grades to Parents Students' progress and

grades are reported to parents through Report Card, Parents-Teachers conference and
written conferences.

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 at https://www.teacherph.com/progress-
report-card-elementary-jhs/

For a more meaningful reporting of students' progress, the meaning of grades is

given: The Deplid 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 us
Maka-Diyos, Makatao, 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.

Parent-Teacher Conferences. Durham (2006) asserts that "parent-teacher

conferences are both a responsibility and an opportunity. The education of the learner is
the primary responsibility of parents. In this task of educating children, parents are
assisted by the school. For 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 at the same time the 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. It is not the end of the world.

Reporting

Schools schedule Card Getting Day and Parents- Teachers Conférence (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.

Participate and Assist

1. Confer with your Resource Teacher about scoring students assessment tasks,
grade computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of
students assessment tasks, grade computation and preparation for reporting in
the Parents. Teachers Conference.
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
o score tests and compute grades
o prepare for PTC
o respond to queries and other concerns raised in the PTC

Analyze

1. What are the teaching implications of the students’ test scores and grades?
Answer: When students are able to see how they are doing in class, they able to
determine whether or not they understand the course. The assessment also can help
motivate students.Also communicating students on how they performing the subject or
course, it is important to know the students performance.
2. In what subjects did students perform best? poorest?
Answer: Based on what I observed the subject that the students perform best was in,
Filipino and Mother- tongue, and the poorest was in mathematics and English.
3. How was the PTC attendance of parents and guardians? What does this imply"
Answer: Attending a parent - teacher conference is an excellent way to start having
adequate communication between the parents and the teachers, so that they can
discuss what they will do with each students since the teacher discuss the behavior of
the students. And the teacher reports the students academic achievements based on
the classroom observation.
4. What parents guardians"/comments were most common during Card-Giving Day?
Answer: Some parents are happy in the achievement of their child and they are happy
toknow that their child was studying well, and thank their teacher for teaching their child
very well. And on the cards of every students has a comments about on how their child
can improve their grades and on how to achieve the expected grades for each lesson.

Reflect

What personal message do I get from these students' scores, grades and
parents/ guardians’ PTC attendance and comments?
Answer: The teacher carefully explain the grades achieve on the test, activities and
Performance of the students. As a result, assist parents in assisting students in
furthering their knowledge, efforts and abilities.

Task 15 - Writing an Initial Action Research Plan

Developing an Initial Action Research Plan

"A good plan is half of the work done" goes a saying.

 Planning is an important skill that every teacher should have. Just like lesson
planning, doing research requires a doable plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.
The ultimate goal of doing action research is to improve teacher's practices in
order to improve learning. It requires one to be reflective, observant, inquiring and must
be ready to take action.
Any research action plan should be placed in writing, just like a lesson plan. This
is what we are going to do.

Tasks 7 and 8 helped you learn the important purpose and the processes
involved in doing action research.

In this final task, you are to write an initial action research plan. Any research
action plan should be planned and written well. Put together what you learned about
action research and all the insights you gained in working on the other tasks.

As you become more skillful in doing action research, you may like to use the
McNiff & Whitehead (2014) or DepEd DO 16 (2017) models.

ACTION RESEARCH COMPONENTS

Context and Rationale

1. Why am I doing this research?
2. What is the background of my action research?
3. What do I hope to achieve?

Action Research Questions

1. What problem/question am I trying to solve?

Proposed Innovation, Intervention, and Strategy

1. What do I plan as a solution to the problem I identified? (Describe.)
2. What innovation will I introduce to solve the problem? (Describe.)
3. What strategy should I introduce? (Describe.)

Action Research methods

1. Who are to participate? (my students, peers, myself)
2. What are my sources of information? (participants)
3. How shall I gather information?
4. How will I analyze my data/information?

Action Research Work 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)
Cost Estimates
1. Action Research Cost- (Consider also the maximum cost if externally funded like
DepEd, LGUs NGO or personal)

Plans for Dissemination and Utilization

1. How will I share the result of my action research? (Publish, Present, Flyers, LAC
sessions)
2. Can I collaborate with other teachers to continue or replicate ay study?

References
1. What reading materials and references are included in my review of literature?
Based on Dep Ed Order no. 16 s.2017

We said at the beginning that all teachers can make an Action Research. It is
easy to do. Let us try doing it. Today, you shall develop a Plan for our Action Research
by following the simple cycle

Use the following steps of the model. Your answer to the Key Questions in each
step, will guide you in making your plan.

Step 1: OBSERVE. Observe and notice to identify the common problems.

Key questions:
 What common problem have I observed and noticed?
 Can I translate the problem into questions?
 Why is the problem important to me as a future teacher?
 Why is the problem important to the teamers'
 What have I read and learned about this problem in my previous courses?
 What do references say about the problem?

Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is done
all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?

Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation, or actions to address identified
problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
 Will the result be of use? How?
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship. You
may collaborate with your mentor or your classmate.

Analyze

We said at the beginning that all teachers could make an Action Research. It is
easy to do it. Let's try doing it. Today, you shall develop a Plan for our Action Research
by following the simple cycle. You will share your output with your mentor or peer for an
opportunity to work together.

Topic you chose: _______________________________________________________________

Model A:

Activity 1: Developing an Initial Research Action Plan

A. Observe/ Notice

What problem/concern have I noticed that affect teaching-learning?

Example response. The problem I have noticed is that there is a lot of competition in the
classroom. The slow learners are left behind.

Write your own observed/ noticed classroom problem here:

answer: The problem I have noticed is that there's a lot of students that slow in reading
comprehension. ___________________________
______________________________________________________________________________

B. Reflect

Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will it be done?
Answer: I think this is happening because of the pandemic, this is the first year that they
go to school.I think it can help the slow learners, through giving time, and assisting
them. I think the teacher needs to give her attention to those students.With this
situation, I believe it should achieve her goal.
Example response: I think most of the activities are very competitive. There are always,
winners and losers. The smart students overrule the poor students thus often they
continue to be losers. With this situation, I believe, that I should modify my classroom
strategy.

Write your reflective response to the problem you stated:

C. Plan for Action

Key questions:
 What will I do as a teacher to solve the problem?
Answer: I will pay more attention to those students that didn't participating and, I will
teach them will so that they can get the lesson.
 How will I describe my intervention, innovation, or actions to the identified
problem?
Answer: Through data gathering and conducting research so that it can find the problem
and the possible solution
 How long will it take to introduce the intervention?
Answer: I think it will take 1 month or 1 month in half
 With whom shall I work?
Answer: I shall work with my assigned group.
 What materials do I need?
Answer: Laptop, cellphone
 Are methods, participants, data collection, time table considered in my Plan for
Action?
Answer: My plan is to introduce cooperative learning in the classroom. My participants
will be the students that who's slow in reading.

Example response: My plan is to introduce cooperative learning in the classroom. I

create a mixed ability grouping with fast, average and slow learners in their activities. I
will rotate the leadership in the group, so that each one will have a chance. The bright
will assist or help the slow ones. I will try this out for eight weeks. I think I can work
alone with my students. I need only tables and chairs or if not available, arm chairs
arranged in circles will be an alternative.

Write your own Plan of Action Research based on the key questions. You give more
details:

D. References

Include at least 3 reading materials about the intervention that will be used.
Example response.
List of Readings for Cooperative Learning
1. C. Brame & Biel, (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies, and
Technologies. Granite pressbooks. pb.Chap.7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of Minnesota,
USA

Enter your own reading list

1.
2.
3.
E. Act (Implementation of the Action Research Plan)

Note: The implementation of the Plan will follow when time allows. A more detailed
Research Action Plan will be required. The McNiff and Whitehead (2014) of DepEd
(2016) models may be used depending on the advice of your mentor.

Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this task to know how your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action
research plan. You can also watch this short video, explaining the parts of the DepEd
Action research template: HOW TO WRITE AN ACTION RESEARCH PROPOSAL DepEd
Order No. 16.s.2017-YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/344608953_Improving_Attendance_and_Aca
demic_Performance_Among_Grade_12-Students_through_Incentive-Based_Intervention

Model B: Deped Template

Action Research Proposal

Name/s: AMARO, CRISLYN L.
BALLARTA, JAZELLE V.
BADENAS, ROXANNE G.
BELMONTE, RICHELLE B.
CAUBALEJO, CHENIE JOY A.
CONDE, AMIRA M.
LAGO, ERIKA ANN MARIE L.
LARES, LYNHEL C.
OBLAN, BRIGETTE C.
PENTINIO, ALEX JOSEPH CARL M.
RADAM, JUDY ANN G.

Proposed Title: Improving Reading Skills of the Selected Grade Four Pupils at Andres
Soriano Memorial Elementary School
I. Context and Rationale (Study Background)
Reading skill is one of four language skills in English beside listening, speaking, and
writing. Reading ability is needed by the students for facing both local and national tests
of English tested in written form, so teaching reading should be learned earlier from
Kindergarten until the higher education level. Reading is considered as the difficult skill.
The learner cannot get the reading achievement which is the most important aspect in
reading comprehension, especially in English.
One of the important roles of primary school teachers is to help students improve
their reading comprehension skills. This function motivates teachers’ competent and
innovative efforts to adopt or employ effective for enhancing students’ reading
interests. Indeed, addressing poor reading comprehension appears to be a difficult task.
Reading, on the other hand, is a multi-faceted process that can only be developed
through consistent practice. Certain aspects of reading, such as fluency and word
recognition, can be mastered in a matter of years.
II. Action Research Question (AR Questions)
Action Research Question (AR Questions)
1. What are the profile of the grade four pupils at Andres Soriano Memorial Elementary
School in terms of:
1.1 Name
1.2 Age
1.3 Sex
1.4 Section

2. What are the strategies in improving reading skills of the selected grade four pupils
at Andres Soriano Memorial Elementary School?
III. Proposed Innovation, Intervention Strategy (Describe Innovation/Intervention/
Strategy)
This research study is about improving the reading skills of grade four pupils at Andres
Soriano Memorial Elementary School.

Upon the observation of the researchers on the reading skills of grade four pupils at
Andres Soriano Memorial Elementary School, there still have students who have
difficulties in reading basic English.

The researchers will encourage selected grade four pupils to read at least one hour
every week. The researchers will provide reading materials and booklets that are
composed of basic English words and phrases. And would conduct reading drills to do
guided reading together with the students.

IV. Action Research Methods (Describe Action Research Methods)

a. Participants/ Other sources of Data
In this action research study, the researcher first developed a definition of
participation based on scientific literature as well as personal reflections. The
participants of the action plan are the (1) District Supervisor, (2) School Principal
(1) Grade Four teachers in Andres Soriano Memorial Elementary School and the
(2) grade four pupils at ASMES.

b. Data Gathering Methods

A letter of permission to conduct an action plan will be sent to the office of the PSU
Roxas Campus Director and to the Andres Soriano Memorial Elementary School. Upon
the approval, the researchers will visit the participants to ask permission from the
School Head Principal. With the request letter approval, researchers will gather the data
through interview assuring that any data would be treated confidentially. The
researchers will conduct a face to face interview to the participants in their free time
and in a prefer place to avoid distraction. Participants will be given time to respond the
questions for assuring the information will be collected. Data gathering accompanied by
mobile phone for recording and camera for documentation upon permission from the
participants and ethical consideration was considered for their privacy.
c. Data Analysis Plan
Te analysis of data will employ thematic analysis. Thematic Analysis, according to
Smith et. al (2011) is a qualitative analysis process that is used to identify patterns in
data, such as commonalities or contrast. Examining and Formulating concepts found in
data which are important in finding strategies to help on improving the reading skills of
the selected Grade IV students at Andres Soriano Memorial Elementary School.

V. Action Research Work Plan (Summarize Action Research Work Plan)

The analysis of data will employ thematic analysis. Thematic Analysis, according to
Smith et. al (2011) is a qualitative analysis process that is used to identify patterns in
data, such as commonalities or contrast. Examining and Formulating concepts found in
data which are important in finding strategies to help on improving the reading skills of
the selected Grade IV students at Andres Soriano Memorial Elementary School.

VI.Cost Estimate (Write cost estimate)

LEARNING QUANTITY UNIT PRICE TOTAL PRICE
MATERIALS/ITEM

Bond paper 2 rims 215 430

Print 2,500 2,500

Fare 11 persons 15 165

Snacks 350 snacks 20 7,000

“ biscuits and
refresh”

Total: 10,095

VII. Plan for Dissemination and Utilization (Describe how the results will be shared)
The researcher aims to disseminate and utilize the researcher with full support of the
school principal, teachers through survey question to determine the number and names
of students that are going to participate and will serve as the respondents of this study
VIII. References (Write at least three references)
Smith et al. (2011). Qualitative data analysis: The framework approach
Nurse researcher 18, 52-62.

Munika, et. al. (2016). Descriptive Study on Teaching Reading at The Eight Grade of
SMP Muhammadiyah 4 Surakarta in 2015/ 2016 Academic Year.
Academic Year (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
IX.

Reflect

Remember: Reflection is a process of making sense of one's previous experience.

Please take a look at what you do in the classroom and think about why you do it. Recall
things that you have done in the previous segment. You may include your thoughts,
feelings, reasoning, relating and reconstructions about it.

1. What was your experience in writing the action research plan?

Answer: It was hard
2. What knowledge, attitude, and skills did you have that helped you accomplish it?
3. What do you still need to learn and develop in yourself to be a skilled teacher-
researcher?

Work on my Artifacts

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

My Initial Action Research Plan

Proposed Title:

1. My Identified Problem:

II. My Reflection about the Problem

III. My Plan of Action:

References:

Submitted by

Name/s:

Name of Institution:

Degree Pursued:

JOB WELL DONE!

Remember, in the succeeding tasks, 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!
NOTE:
 These contents’ format should not be altered however, the presentation of the
portfolio may be done more creative and contextualized by the Pre-service Teacher.
Further, do not forget to supply all the needed data which you will color the font
BLUE.