LEARNING EPISODE 1:

The Teacher We Remember

Analyze :

1. From the PPSTs, the Southeast Asia Teachers Competency

Standards and the TEDx videos that you viewed, what
competencies does a great teacher possess?
The competencies does a great teacher possess was great
because teacher did the best for his/her students to learn
especially to those slow learners. Good teacher must possess a
variety of competencies that go beyond just professional skills.
Some of competencies are :
1. knowledge and expertise in their subject matter
2. Effective communication and presentation skills
3. The ability to create a positive and inclusive classroom
environment
4. Strong organizational and time-management abilities
5. The ability to assess and evaluate student progress
6. Adaptability and flexibility in their teaching approach
7. Empathy and the ability to connect with students on a
personal level
8. A commitment to ongoing professional development and lifelong
learning. In addition to these competencies, great teachers also
possess personal qualities such as patience, creativity, and a
genuine passion for teaching. These competencies are not limited
only to professional skills, but also include personal qualities
skills , but also include personal qualities that enable a teacher
to connect with their students and create a positive and effective
learning environment.
2. Are these competencies limited only to professional
competencies?
No, it is most likely related to personal qualities of great teacher.

3. For a teacher to be great, is it enough to possess the

professional competencies to plan a lesson, execute a lesson
plan, manage a class, assess learning, compute and report
grades? Explain your answer.
It is not enough for a teacher to have professional skills; they
must also have the human attributes of a great teacher. Teachers
are subjected to more scrutiny and observation than any other
profession by people with whom they deal. Teachers are held to
a higher standard that professionals in other fields. The
personality they project determines the impressions they make on
learners and coworkers; their poise; bearing, and style of wearing
produce a dazzling and attractive appearance. Their warm
demeanor is conveyed by their facial expression.

4. For a teacher to be great, which is more important- personal

qualities or professional competencies?
In my own, they are both equal of importance because a great
teacher is not complete without them both. Teacher must be
always great everyday in teaching especially in the strategies that
are using.

5. Who are the teachers that we remember most?

The teachers that are remembered the most is the energetic,
comedian, has a sense of humor, a good communicator, listener
and mostly those teachers who made their students an
 inspiration being the best teacher in teaching. In addition, a
teacher in a great imparting and touching the lives a learners.
Reflect :

1. Which personal traits do I possess? Not possess? Where do I

need improvement in?
Based on my personal assessment I possess passion, patience,
empathy and fairness. Meanwhile the traits that I don ’t possess
are humor and enthusiasm and I think those are the personal
traits that I need improvement.

2. Which professional competencies am I strongly capable of

demonstrating?
I think that would be delivering of subject matter properly and
executing lesson plan that I had made.

2. In which competencies do I need to develop more?

I think that would be the managing the class most especially if
I have a student that has special needs. I need to know more
about them like on how to address their needs and in case they
had tantrums I have to study more on how should I handle
them.

3. Who are the teachers that we remember most?

Students remember professors who were nice, amusing, bright and
passionate just for my own opinion. Teachers who were
concerned about their students well being. We recall teachers
who were encouraging and supportive, or who recognized
something on their learners that no one else did. Also teachers
 that can relate to their learners and teachers that are accessible
and know how to listen.

Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that

personal traits such as ability to listen well to the needs of
the students and professional competencies like assessment and
coaching were least/ not displayed and as a result, students were
class/ was the students were facing such difficulties in their
lessons.

2. REFLECT The lack of these personal traits and professional

competencies (mentioned in #1) may be caused by lack of
information by the teacher, or he didn’t explore much when it
comes to knowing the different personal traits and professional
and competencies a teacher must possess.

3. PLAN I would like to address this problem (mentioned #2) by

conducting an action research on coping mechanism and
challenges of elementary students

4. ACT
a. The main objective of my action research is to determine the
challenges and coping mechanism of elementary students
b. My specific research questions are:
c. To answer my specific research questions, I

Check for my Mastery

 1. A
2. A
3. D
4. D
5. A

Work on my Artifacts:

After working on this episode, I’ve come to realize that, in

addition to professional skills, teachers should also have personal
traits.
Being a great teacher entails more than just being an expert in
lesson planning and material knowledge. However, a great teacher
must also have a compassionate and loving heart.

A teacher who pays attention to his or her students and teats

them as though they were their own children. A good teacher
will also detect if one of her/his students has a problem.
Teaching with enthusiasm has a positive impact on pupils and
leads in an efficient teaching-learning process. You will have the
ability to motivate and inspire your students.

Teachers should pay attention not just to their own professional

growth but also to the holistic progress of the students. Great
teacher always put their learners first before their selves. Give
love and care to his/her students like his/her children.

LEARNING EPISODE 2
Embedding Action Research for Reflective Teaching

PARTICIPATE AND ASSIST

Making a list Completed Action Research Title by Teachers in the
Field
1. Make a library or on-line search of the different completed
action research titles conducted by teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five titles of completed action research
studies to your mentor as reference.

Inventory of Sample Action Research Conducted by Teachers

List Of Completed Action Author/Authors

Research Titles
1. Increasing the awareness in
global warming of grade III
pupils of Burabod Elementary Gesta C. Corpin
School Through the use of
“Present-Engage-Build Infographic
Utilization Technique”
2. A Method for improving
Teaching and Developing School Alyanna Mari Gervacio
Culture
3. Project IRI: Increasing Reading
Level Of Primary Learner Ronnie Garillo
4. Enhancing the Performance of
Grade VI-pupils of Burabod Leo A. Reñola
Elementary School Through the
Arts in Math.
5. Enrichment of Learner’s
Reading Comprehension through Leo A. Reñola
Project

Notice

Based on your activity on making a list of completed action

research titles, lets find out what you have noticed by answering
the following questions.
 Questions My answer
1. What you have noticed about 1. Identified problem to be solved
the action research titles? Do in title no. 1
the Action Research (AR) titles
imply problems to be solved?
Yes/ NO__ 2. Identified problem to be solved
If Yes, identify the problems from in title no. 2
the title you have given. Answer
the space provided
3. Identified problem to be solved
in title no. 3

4. Identified problem to be solved

in title no. 4

5. Identified problem to be solved

in title no. 5
2. What interpretation about Titles of the Action Research:
action research can you make
out of your answer in question Project IRI: Increasing Reading
no. 1? Level Of Primary Learner

From the title:

Project IRI: Increasing Reading
Level Of Primary Learner

From the title I think, for me

the study is not that easy. This
 study is where some learners
3. Write the Title and your are having difficulties in reading.
interpretation of the study from This could be the best study for
the title. me because I want some
learners in Burabod will enhance
their reading skills.

4. What do you think is the I think the author;

author/s do with the identified The author had observed in the
problem as presented in their school that’s why he chose that
titles? title.

Analyze

Let us continue to examine and analyze what you have noticed

and interested in the previous activity.
Key questions My answer
Choose from the options given. You
may check more than one answer
1. From what source do Choices:
you think, did the  From daily observation of their
authors identify the teaching practice
problems of their action  From difficulties they observed of
research? their learners.
  From their own personal
experience
2. What do you think is  To find the solution to the
the teacher’s intention in problematic situation
conducting the action  To improve teaching practice
research?
3. What benefit do you  Improve my teaching practice
get as a student is FS 2  Exposure to the realities in the
in understanding and teaching profession
doing action research?  Become a better teacher everyday
4. In what ways, can you  By assisting in the design of the
assist your mentor in intervention
his/her Action Research  By assisting in the
Activity? implementation of AR

Reflect

Based on the reading you made and the previous activities that
you have done,

1. What significant ideas or concepts have you learned about

action research?
I learned that action research can help me understand what is
happening in my classroom and identify ways to improve the
teaching and learning which is the significance of action research.

2. Have you realized that there is a need to be an action

researcher as a future teacher? Yes / No__. If yes, complete the
sentence below.
I realized that action research enable the teacher not only to
practice but also to improve the situation under which the
practice is done.

Write Action Research Prompts

OBSERVE
From what teaching principles of theories can this problem be
anchored?
I have observed and noticed that Action Research begins with a
problem or a problematic situation.

Write an example of a problematic situation that you have

observed and noticed.
The difficulties of literacy and numeracy.

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a
solution.

Write a probable solution to the problematic situation above.

For me the solution is to let the pupils practice on reading

everyday, at home or in school. Pursue them to enhance their
literacy and numeracy skills.

PLAN
A
What strategies, activities, innovations can I employ to improve
the situation or solve the problem?
I will do all the strategies where my learners develop their skills
in literacy and numeracy, such like by counting numbers with
the picture of what number it is. Let my pupils practice on how
to read after lunch and I will listen what they read.

ACT

If I conduct or implement my plan, what can be it’s title?

My title would be “The Literacy and Numeracy Skills
Development”

Check for Mastery

Direction : Choose the best answer.

1. B
2. A
3. B
 4. C
5. A

Work on My Artifacts :

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

This study assessed the effectiveness of Jigzaw Technique in

improving mathematics performance. The researcher also aimed to
determine the difference between the level of Mathematics
Perfomance of Diagnostic Test and Evaluation Test results when
grouped as lecture method and Jjigzaw technique of Buug National
High School for the year 2017-2018. The descriptive method of
investigation was used in this study. The findings indicated that
the mean of the Coookery students which is the control group
(lecture method) is placed at 20.076 which means that the cookery
students have a Good level of mathematics skills. It also indicated
that the mean of the Computer Hardware Servicing Students which
is the treatment group (Jigzaw Technique) is placed at 20.664
which means that the Computer Hardware Servicing students have
a Good level of mathematics skills. Furthermore, the findings
indicated that the mean of the Computer Hardware Servicing
students in the Evaluation Test shows higher mathematics
performance with a mean of 26.712 (very good level) as compared
for the cookery students with a mean of 24.276 (very good level.
Based on the study, there is no significant difference in the level
of students’ learning of the control and treatment groups in the
Diagnostic Test. The findings showed that the result of the
Diagnostic Test of the two groups, control and treatment have no
significant differences. This explains that the level of learning
outcomes between the two groups is in the same level without
significant difference. Moreover, between lecture method and Jigzaw
technique. The findings stressed that the results of the Evaluation
Test of control and treatment groups have significant differences.
This explains that the levels of learning outcomes between the two
groups have improved in the same direction and their achievement
level. In addition, teachers should design activities to promote
mathematics understanding by having students practice, solve,
manipulate, reason, and perform. Such mathematics activities may
help students make connections across mathematical skills and
concepts, and other disciplines. Following any mathematical activity,
students should have time to discuss how they perform in solving
the mathematical activities. With careful planning implementation
and evaluation mathematical activities can be achieved successfully
by most students.
https://www.researchgate.net/publication/
344462805_COMPLETED_ACTION_RESEARCH_JIGZAW/citations
©2008-2022 ResearchGate Gmbh. All rights reserved.

LEARNING EPISODE 3
UNDERSTANDING AR CONCEPTS, PROCESS AND MODELS

Notice :

What concepts have been emphasized in the task and info

graphics? Give at least four.
1. the main problem in the classroom that is needed to solve
2. the models that you will be using
3. the procedures and steps
4. elements in the cycle

Since the 3 models are all for action research, what are the
common elements of the three?
They have the same cycle and elements like the McNiff and
Whitehead models and Nelson Model, it has common elements
like title and authors, observe, reflect, plan, and act. The said
elements are also the same as the DepEd model but the DepEd
model elements are more specific and the information needed is
more emphasis rather than the two models.

What have you understood about the concepts of Action

Research and how will these be utilized in your practice?
Action research develops reflection practices based on the
interpretations made by participants. Knowledge is created
through action and application. Action research can be based on
problem-solving, if the solution to the problem results in the
improvement of practice.

Reflect

As a future, is conducting an action research worth doing?

Yes it is worth doing even it is difficult but unless you tried to
find the solution of the problem. This may help to enhance my
teaching process as I enhance awareness. It is crucial for the
teacher to have a good learning environment and most of all it
will develop one’s personal and professional capability.
How can AR be useful for every classroom teacher?
Action research creates an opportunity for teachers help
students grasp abstract concepts. By using the interaction and
experimentation that Action Research technologies offer, the teacher
can enhance classroom experiences.

Write Action Research Prompts

OBSERVE

Remembering my classroom observation in FS 1, I noticed that

there are many questions that I raised in my mind. These include :

a. What are the competencies that the teacher always uses? Is it

effective even up to this day?
b. poor performance of the students in Mathematics subject
c. What are the strengths and weaknesses of that specific
competency?

REFLECT

Thinking deeply about those problems, perhaps something must

have been done to solve problem or answer the question,
like :

a. How I can solve this problem? Is there anyone who can help me
with this problem?
b. What are the skills that need to work on?
c. What are the steps in determining the problem?

PLAN

Now that I am in FS 2, I plan to make a plan for my solution

to problem (choose from a, b, c,) because ;

I plan for my solution to problem B (Poor performance of the

students in Mathematics subject ) because I remember when I was
in elementary, a lot of students are saying that they hate to
compute and to solve math problems than any other subjects
 and I am one of them, so it comes in my mind to do a
research regarding that issue.

ACT

My action will come later, given enough time in FS 2 or during my

teaching Internship.

I am hoping that during my teaching internship, I will finish

my Action Research and provide answers and solutions
regarding that problem.

Check for my Mastery

1. Action research requires a teacher be :

/ observant of what is happening in the classroom.
/ asking one self of how to improve teaching.
/ following the daily routine all the time.
/ finding ways on how children should learn better.
X blaming learners for their inability to learn.

2. There are many ways of doing action research which follow a

cyclical process. The process include:
/ Observe, Reflect, plan, act
X Observe, plan, reflect, act
X reflect, act, plan, observe
X plan, observe, Act, reflect
X modify, observe, plan, reflect

3. As an action, researcher, I will be developing my skill as a

person who is
/ systematic
/ reflective
/ Rigorous
/futuristic
/situational

4. On which of the following would you choose an Action Research.

Why?
/ Understanding of self as a teacher. Why? As a future teacher,
I must strive to create compassionate and motivating
learning environments; it is vital that we emphasize self-
 awareness in order to provide a secure setting for our
students to express their feelings; we must also practice
compassion and understanding for ourselves.

5. Which of the following relates closely to what action research is?

/ Used to address practical problems in the classroom
/ Refers only to everyday life of the learners
/ Allows teachers to study their own classroom
/ Brings theories and practices together

Work on my Artifacts

Your artifact will be a full-blown completed research.

Title : Level of Readiness of Grade 7 Students on Online Distance

Learning Modality : Basis for Action Planning

Author : Jeanette Q. Alvarez

Head Teacher III
Jacobo Z. Gonzales
Link: https://www.depedbinan.com/media/research/SDO-RES
_001.433 A4731_2021.pdf

Abstract

In order to help the teachers in providing quality and appropriate

technical assistance, the researcher assessed Grade 7 students ’
readiness on Online Distance Learning (ODL) modality in terms of
availability of ICT equipment, level of proficiency/competence of
student-respondents in using the different Software and platform,
level of competency of student-respondents’ family members/s and
friends/neighbors in using the different computer software and
online and internet applications and communication platforms.

For this study, the researcher used descriptive quantitative

research design to describe students’ self assessment on their
readiness instrument was adopted from the assessment tool
provided by the Department of Education (DepEd) as stipulated in
DepEd Memorandum No.119 s. 2020 entitled “Conduct of School
Readiness Assessment on Online Learning’. The first part
concentrated on the profile of student-respondents. The second part
on focused on student’s self-assessment on their readiness on
online distance learning modality.

Based on the results, the student-respondents are not yet

ready learning in terms of availability of ICT equipment and
internet accessibility. The researcher concluded that the students ’
decision to adopt e-learning is not contingent upon how familiar
they are with related technology because majority of them are not
knowledge in MS Excel, MS Power point, Adobe, Movie maker,
Microsoft Teams, Hangouts, Quiz Maker and majority are beginner
in Zoom and Google Meet. Parents/Guardians, friends and neighbors
of students respondents can provide technical assistance because
majority of them are competent in using computer software and in
using different online and internet applications and communication
platforms.

LEARNING EPISODE 4
MATCHINGPROBLEMATIC LEARNING SITUATIONS
WITH PROBABLE ACTIONS AS SOLUTION

Participate and Assist

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

The problems I identified are:

1. Reading Difficulty A large number of students struggle with reading.

2. Connectivity Poor internet connectivity jeopardizes many students'
academic futures.
3. Motivation A lack of motivation results in no progress.
4. Comprehension Poor comprehension will result from a lack of
concentration while reading.
5. Bullying is still prevalent among many students.

How can you assist your mentor, after knowing that the learners
have difficulty in reading?

MAKE A CHOICE FOR YOUR ACTION.

A. Conduct a remedial lesson.
B. Show video lessons to help enhance reading skills.
C. Make a learning task to develop reading skills.

Suppose you chose letter A. Conduct a remedial lesson. So you have

identified the SOLUTION that matches the PROBLEM which is difficulty
in reading.

The problem is: The action is:

Can Difficulty in Conduct a Tutorial

you also choose
letter Comprehension & remedial session
B: Show video
lesson as a SOLUTION for the same PROBLEM? Yes
Explain ____________.

The problem is: The action is:

I believe that selecting B, which is to show video lessons as a solution

to the same problem, can also help students improve their reading
skills. Furthermore, a video lesson is an excellent strategic intervention
material for teaching a student proper pronunciation; they can read it
while hearing how to pronounce the words. Also demonstrate them
how to solve such a solving problem in subject Math.

What about letter C as a SOLUTION to the same PROBLEM? Yes

Why?

The problem is: The action is:

I believe that the final solution, which is to create learning tasks, can
improve reading skills in such a way that it is a viable solution for
teachers to implement. Furthermore, teachers can track students'
learning progress, identify which words are difficult for them to read,
and devise the best strategic intervention material.

Notice

What have you noticed of the problem identified above?

Can there be more than one solution to the problem? Explain
 Reading difficulty is a common issue among students, especially in
light of the pandemic. Students' reading development is being
hampered as a result of the crisis that we are faced from the past
almost 3 years. The results is many pupils having difficulties in
reading.

Analyze
Let us try to look into the following scenarios in he daily life
of a teacher. This scenario might also be similar to the class
you have observed and noticed.

Scenario A : Miss Fely is a grade four teacher in a typical

elementary school. She has forty learners in her class. One half
of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same science lesson
for two weeks, yet no progress was observed. This situation has
been bothering Miss Fely.

What solution can solve Miss Fely’s problem?

Among the two solutions I suggested to Miss Fely, I believe the use of
video presentations with content on the topic is the most likely to solve
her problem. Because she works with fourth-grade students, I believe
students in that grade level will find it entertaining to watch videos,
and I am confident that this solution will address Miss Fely's problem.

How?
Well, by putting the solution into action. First, she must select videos
appropriate for fourth- grade students. Next, she must ensure that the
content does not include any violent clips that would be inappropriate
for students to watch. In addition, she must present the videos to the
class and elaborate on the topic. As a result, at the end of the
presentation, she must reiterate and emphasize key points from the
lesson.

Are they matched with the problem?

Yes, I believe so. The solutions I proposed above correspond to Miss
Fely's problem. Miss Fely's problem of her students' poor
understanding of their topic on vertebrates and invertebrates is
addressed by the solutions provided. Furthermore, because the
solution proposed includes the use of visual and audio-visual materials
such as charts and educational videos, these would aid her in her
 elaboration of the topic to her students. Furthermore, this would allow
her students to easily assimilate information and make connections
from the materials presented about their topic.

Scenario B: Sir Ryan teaches in a disadvantaged urban community.

Most of his learners come from families that are disrupted, either with
single parents or with their guardians who stand only as parents. They
are deprived of the necessary food, clothing and shelter.

Can you identify the most probable teaching-learning problem/s in

the class of Sir Ryan?
The most likely teaching-learning issue in Sir Ryan's class would be a
lack of parental assistance, as the majority of his students came from a
disrupted family, which immediately reduces time and parenting
inputs to their children. Another issue that could arise is poor
attendance and insufficient student motivation, as students in the
disadvantaged urban community are deprived of basic human needs
such as food, clothing, and shelter, which has a negative impact on
their interest.

Can you propose a solution to solve one of the problems that you
have identified?
Among the problems identified, I believe that holding students and
parents accountable for frequent and unjustified absences is one of the
best solutions to poor attendance and inadequate student motivation.
He must also put in place a strict attendance policy that addresses the
issue of excessive absences. In terms of motivation, Sir Ryan must
share motivational quotes, stories, or videos every day before beginning
the class discussion. These things will encourage his students to value
education and recognize that their current situation is not permanent.
He must make his students realize that there are many stories of
people who rose from rags to become well-known and wealthy, and
that they, too, can do so if they are motivated to study.

REFLECT

After reading the two scenarios given above, how would identifying
problematic situations and finding solution to these problems help
you become a better teacher? Explain:
As a future teacher, you must be observant in order to identify
problematic situations. How? By allowing yourself to pay attention to
 the details that occur in your surroundings. Identifying problematic
situations in the classroom and finding potential solutions will help me
become a better educator someday by improving my ability to look and
observe attentively. Aside from that, it allows me to develop and
comprehend the issues that commonly arise in classrooms.

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR

prompts that follow:

OBSERVE
What problematic situation prevails in the classroom?
The following problematic situations that can arise in the classroom
include connectivity, involvement, home, and social status, all of which
can have an impact on the teaching-learning process for both teachers
and students. Furthermore, based on scenario two, Sir Ryan's
students came from a disadvantaged urban community, with the
majority of his students coming from disrupted families. The possibility
is that they are unable to focus on every lesson provided by teacher
Ryan, that there are a greater number of drop-outs, that there are a
greater number of absent students, and that they are disinterested in
the lessons.

REFLECT
What changes do you want to achieve?
The first change I want to make is to provide learners with a
meaningful teaching-learning process while also interacting with them
socially. Second, I want them to participate in all activities and realize
that there is hope and assistance available to them. Third, I want them
to know and believe that I am willing to do everything in my power to
help them become better versions of themselves, and that I will
encourage them to be more cooperative and have a more positive
educational experience. Finally, I want them to shift their mindset and
believe in their own ability to make positive changes for their own
benefit.

PLAN
What changes do you want to achieve?
 The changes that I want to achieve is the learners have an
improvement on their studies, such like to their literacy and
innumeracy will have a progress.

ACT
What would be the title of your Action Research should you
conduct the study?
The Development of Literacy and Innumeracy

Check for Mastery

Here are some problematic situations in the teaching-learning

environment as observed and experienced by the teachers. Match
the problems listed in column A with corresponding probable
solutions in column B. You may use the letter once, more than
once or not at all.

Problematic Situations Probable Solutions/Actions

1. Connectivity for on-line A. Rearrange classroom setting
learning
2. Disruptive Classroom B. Maximize use of varied
behavior instructional materials
3. Poor interest and motivation C. Regular parent-teachers circle
4. Parental non-involvement D. Used of rewards
5. At risk-students E. Group studies and study
buddies
F. Use of flexible
G. silent reading excercise

Work on my Artifacts

Your artifact will be an Abstract of a completed action reasearch

I. Title of Action Research : Improving the performance of

Elementary School Pupils with strategic Intervention Material (SIM)

II. Author/s : RONELA ENCINAS

III. Abstract This paper attempted to prove that the Strategic Intervention
Material (SIM) can significantly address the least mastered skills and
learning competencies from the K-12 curriculum guide. Different and
multiple activities were created in order to improve and make the pupil
understand difficult concepts about the subject matter. Assessments
were made and subjected to parallel testing. The items in the test were
analyzed. The activities were finalized and administered in T. Elementary
School, with 23 Grade IV pupils as respondents. The mean, mastery and
performance level on the actual lesson and the utilization of SIM were
computed. The results were also compared. The mastery and
performance level before and after the use of the Strategic Intervention
Material were interpreted. It showed that there was significant difference
on the mastery and performance levels of pupils. This suggests that the
utilization of SIM helps the pupils to master the difficult and least
mastered competencies.

IV. Identify the Problem in the Study The study's problem is that
students are having difficulty understanding how to improve their
performance level through the use of multiple activities.

V. Identify the Action Taken in the Study Improving the Performance of

Elementary School Pupils with Strategic Intervention Material (SIM)

LEARNING EPISODE 5
Preparing the
Learning Environment: An Overview

Participate and Assist

What will you do to assist your mentor in setting up a conducive

learning environment in the following conditions:

1.Bulletin Board Display To assist my mentor in creating a conducive

learning environment, I will assist her by providing necessary
suggestions, related ideas about various subjects, and extending her
innovations that are relevant to the twenty-first century. I will also help
my mentor by conducting creative research and creating a poster, which
is required to create a conducive learning environment. Because I
understand that a bulletin board can be "another teacher"
who reflects new lessons and helps students understand new materials,
reinforce new words and concepts, and challenge students to participate
in new ways.

2.Small Group Discussion To assist my mentor in leading and initiating

this small group discussion, I will request permission from her to lead
and initiate this activity. I will prepare all necessary related topics and
materials. I will also give them enough time and space to gather their
thoughts and contribute to discussions. It will assist students in making
better use of their time and in becoming more productive.

3. Checking class attendance in a virtual classroom (i. google meet

or zoom) Before the class or meeting begins, I will seek permission
from my mentor to prepare for and monitor class attendance. By
starting this, she will be able to simplify her work.

Notice

Learning Environment 1:

● What have you noticed of the display in the class bulletin board?
What message or theme does it convey?
During our virtual observation with our cooperating teacher, I noticed
that the bulletin board listed the names of the second quarter
honorees. It's beautifully painted, and every edge of the paper was
meticulously cut. The title is written in large letters and is clear. The
teacher used vibrant colors that drew the children in and could be
seen from a long distance. It communicates directly to the students,
telling them in their minds and hearts that they must become
persistent in doing academic work every time they see it. It will inspire
them to continue studying hard so that their name will appear on the
bulletin board someday.

● What makes it attractive to the learners?

It attracts learners by using vibrant colors, it is written in large letters,
and it can be seen from a long distance. It appeals to me because it
motivates children through educational and entertaining activities.

● Does it help in the learning process? How?

 teacher is doing her job to monitor their performance by giving them
grades for that quarter. The teacher will be able to tell if the students
are giving their all. It will also determine the students' specific needs
and interests, allowing them to improve the teaching-learning process
for both of them.

Learning Environment 2:

● If the teacher is using a distance delivery of learning through the

modules, where is most likely the learning space of the students?
In their own home, particularly during this pandemic. Home is the
best and most secure place for students to learn. Parents are
responsible for their children's education, and they are the ones who
receive the module at school.

● Can you describe?

Learning at home is enjoyable, exciting, and meaningful. Children can
learn new skills and knowledge with the assistance of their parents
while progressing in their careers. However, the learning environment,
particularly our home, must be conducive. It refers to the physical
space in which we live; our home must be well-lit, comfortable, clean,
and warm. It must be quiet so that the learners are not distracted, and
it must also meet the needs of the children.

● How can you as a teacher help to make such environment

conducive for learning?
As a teacher, I can assist them by holding a meeting and providing
advice on how to create a conducive learning environment. I will also
pay them a visit at home to see if they have a conducive learning
environment. As a teacher, I will never tire of reminding them to
prioritize their children's learning needs. Furthermore, I will seek the
assistance of the local government in this matter, so that they can have
any materials or gadgets at their disposal, allowing them to experience
a meaningful teaching-learning process even from the comfort of their
own home.

Analyze
The examples above, describe two contrasting situations. The first shows
that the learners are in the same room or space while in the second, the
learners may be in different learning spaces like homes, study hubs or in
extreme cases parks or under the trees. ·
As a teacher, in which of the two situations would you prefer to
manage for learning? Choose between Learning Environment I or
Environment 2.
As a teacher, creating a conducive learning environment is
essential for facilitating effective learning experiences for
students. There are countless factors that contribute to a
positive learning environment, and as an educator, it is
important to carefully consider the best approach for managing
for learning. When choosing between two different learning
environment, and as an educator, it is important to carefully
consider the best approach to carefully consider the best
approach for managing for learning environments, it is crucial
to weigh the pros and cons of each in order to make an
informed decision.

Learning Environment 1 is a traditional classroom setting with

rows of desk, a teachers desk at the front, and the teacher as
the sole authority figure in the room. This environment is
structured and often characterized by a more formal and
disciplined approach to education. In this setting, the teacher has
full control over the flow of information, and the students are
expected to listen and absorb knowledge as it is presented to
them. While this environment can foster a sense of order and
discipline, it may also limit opportunities for student engagement
and independent thinking.

On the other hand, learning environment 2 is a more

student-centered and collaborative setting. This environment
features flexible seating arrangements, open spaces for group
work, and opportunities for student-led discussions and activities.
In this setting, the teacher takes on the role of a facilitator,
guiding and supporting students as they explore and discover
new concepts. This environment encourages active participation,
critical thinking , and creativity, but it may also present
challenges in terms of classroom management and keeping
students focused and on task.
 As a teacher, I would prefer to manage for learning in
environment 2. This student-centered approach aligns with my
belief in the importance of fostering a supportive and
collaborative learning community. By creating an environment that
promotes students engagement, critical thinking, and creativity, I
believe that students will be more motivated and invested in
their own learning. Additionally, this approach allows for more
personalized instruction and opportunities for students to take
ownership of their learning, ultimately leading to a deeper
understanding of the material.

Write Action Research Prompts

OBSERVE
What probable may result from the two situations of the
learning environment?
I think the the probable problem is that how sure the teacher
that his/her students are learned using this two learning
environment

REFLECT
What solutions can I think of to solve the problem?
First, as a teacher, I need to interact with the students by visiting them
at their homes and asking how they are and how I can help them.
Second, as a teacher, I must have a plan A and a plan B in place to
meet all of the students' learning needs and interests. Third, I need to
speak with the parents to learn about their current situation and
status. Fourth, I need to be creative and cultivate a mindful attitude.
Fifth, I need to go the extra mile in order to fully comprehend my
current profession. Finally, I must be adaptable in everything I do
because the future of the students is in my hands.

PLAN
How should I do it?
As a teacher, as I explained previously, I should be prepared for any
eventuality. I must exert my effort and willingness to complete the task
and assist the children in their needs. The teacher plays an important
role in resolving these issues. And the specific actions that I can take
are as follows: first, I need to seek the help and advice of the principal
 before taking the necessary action. Second, I will meet with the parents
to learn about their current situation. Third, I will seek intervention
and assistance from local leaders. Fourth, as a teacher, I will create all
of the necessary instructional materials. I will adjust all of my teaching
abilities based on their needs and circumstances in order to cater to all
of them. These solutions are intended for use in a two-learning
environment.

Check for Mastery

Choose the best answer from the options given.

1.B
2.B
3.A
4.B

Work on my Artifacts

In not less than 300 words, write an essay on a topic: “My Conducive
Learning Environment”.

My Conducive Learning Environment

As a future teacher, I plan to emphasize the following qualities in my

conducive learning environment: The first is flexibility. I intend to
rearrange the furniture in my classroom to create a number of open,
spacious activity zones where students can work in groups. For those
who do not have access to a table or desk, I will also provide clipboards
and whiteboards. In addition, I will use outdoor learning spaces when
appropriate. In addition, in order to motivate students to study, I will
display their work as well as the process of creating that work on the
wall. Finally, I will meet with students to discuss the types of spaces they
prefer in their learning environment.

The second quality is openness. I'd like to decorate the walls with
children's artwork. This will increase the children's self-esteem. Creating
a cozy reading corner for six-year-olds, for example, will encourage the
children to read more. Furthermore,
I believe that I can help the children reach their full physical, mental,
and emotional potential by introducing shared open spaces with other
classes.

The third factor is the availability of resources. As a future teacher, I

must remember that not only will making the most of my resources save
me time and money, but it will also benefit a child's ability to learn and
develop. So I'm going to give myself permission to obtain the resources I
require to improve my child's learning experience. Videos, PowerPoint
presentations, worksheets, folders and files, and books and dictionaries
are examples. This enables me and my students to keep an organized
environment while also assisting them in making the most of their
learning experience.

The physical classroom is the fourth option. As a future teacher, I will

make certain that the arrangement of desks and work space, the
attractiveness and appeal of bulletin boards, and the storage of materials
and supplies are all in their proper locations. My students will be able to
see that the space is both clean and safe.

The psychological environment is the final one. As a future teacher, I

intend to make my classroom welcoming and accommodating to
children. I'd like them to express their thoughts and feelings about
something. I'll also make certain that I can meet their expectations

Learning Episode 6
Enhancing a Face-to-Face Learning Environment

Participate and Assist

Give the concepts and infographic, how can you participate and assist a face- to-
face learning environment?

First and foremost, classroom management is very important in conductive learning

environment to all learners. Therefore, I can help my mentor by cleaning and arranging
the classroom facility yo make it look clean and comfortable to move around. I can
also help and assist in arranging the chairs because I want to create a learning
environment where students will be encouraged to participate in discussions and I
would not be able to do so if the school facility was not conducive and highly
ventilated.
Notice
Classroom Environment Before Classroom Environment Now
The classroom space is crampedand each The chair and table are separate and the
armchair is too close together arrangement of the classroom is more
spacious
The floor is rough and look dirty The floor was tiled and quickly cleaned
There are not enough and proper facilities More conductive and highly ventilated
Teachers use only traditional visual aids The visual materials used are more high-
and chalk tech.

Analyze

What do yo think brought the changes in the face- to- face learning environment
now?
In my opinion, what has brought a big change in today’s face-to-face learning
environment is technology because along with the rapid shift in learning modalities
that teachers are using is the eventual adaptation and integration of ICT in their
teaching. Before, we just stuck to the traditional visual aids, blackboard and chalk, but
now, the school is more high-tech when it comes to using various learning platforms
such as google meet application and so on. It is now much easier and convenient to
share knowledge even when teacher and student are far apart. Therefore, much has
changed in the education system since the discovery of modern technology.

From the changes that you identified, choose one that you can do. How will you do
it?
As a 21st century teacher, it is normal for us to eventually adapt and integrate ICT into
the classroom. This is what I want to shape and hone to my skills so that I can be a
more effective teacher in the future. I will only do this if I continue to embrace the
changes brought about by modern technologies especially now that the teaching
equipment or learning materials used by almost all teachers is now high-tech.
Therefore, ICT can help a lot to make the class more interesting, fun and engaging for
all learners

Reflect
Do you think making the learning environment conductive for a fce-to-face
classroom will enable the learners to achieve better learning outcomes? Explain
your answer.
Yes, because students will learn more and be encouraged to participate in the
discussion if the learning environment is conducive. The result of learning can only be
achieved if the motivation and learning materials used by the teacher are carefully
prepared and the teacher's effort can really be seen. When the teacher makes the
activities he/she has prepared more interesting, fun and engaging, there is no more
reasons for students not to learn effectively and achieve the expected learning
outcomes.

Write Action Research Prompts

Observe

What common problem have I noticed in a face-to-face learning environment?

Based on my observation, the common problem I have noticed with the students within
the classroom is their inactive participation and involvement in class discussion and the
rapid loss of their interest and attention to what their teacher was teaching.

Can I translate this problem into a question?

Yes, and it can be translated as “What are the factors that affect students’ inactive
participation in class discussion during face-to-face classes?” and “What are the causes
of the sudden loss of interest and attention of students in class?"

PLAN

How would I solve the problem?

Think of possible solutions like ice breakers , classroom rulea and other tricks to get
their attention.

Will it improve my teaching?

Yes of course, it will let my flexibility and creative thinking skills and it really
contribute to me to improve my teaching ability.

Plan

What will I do to solve the problem? Describe briefly how will you do it.
The best way that you can do is to create a classroom rules, do's and don'ts, try to
think about building ice breakers to get their attention every times needed, figuring
out when you are going to do, what you are going to do them share it with the whole
class to motivate them to focus on what they are doing inside the classroom.

Check for Mastery

1. B
2. D
3. A
4. A
5. B

Work on my Artifacts
Visit a school, where the learning environment is face-to-face. Prepare a detailed
report describing the face-to-face leaning environment in terms of the three
components:

Physical Environment

• Is the space inside the r0om more than enough for learners to move about?
Yes I think it's enough.
• Does the room arrangement match with teaching-learning principles? Are the
several room arangements in the school?
Yes
• Are the visual displays attractive and do they stimulate learning?
Yes I think
• Are the school premises safe and is the classroom space free from hazards?
Yes and I think it is very safe and free from hazards
•Are learner's comfortable in terms of light and ventilation?
Yes, I am very sure

Psychological Environment
• Are there sets of rules and procedures followed? What are these?
Yes, some of this rules and procedures are Cleaners of the Day., Seating Arrangement
and Do not Tamper with the filing cabinet and its very important for them to follow
• Are there sets of expectations that can motivate the learners to learn?
I didn't observe this but as l experienced before, yes there are sets of expectations that
can motivate the learners to learn.
• Are these observable in the classroom?
-Classroom atmosphere based on trust, cooperation and empathy
-Modeling of positive attitude, respectful behavior., constructive actions
-Avoidance of ridicule, sarcasm, superiority in the classroom
-Opportunities for learners to share their experiences and leaning with each other
Yes all of this is observable in the classroom,
Social Environment
•Are there opportunities for positive interaction inside the classroom?
Yes, actually they are continue practicing positive interaction inside the classroom and
it is good.
• Are there outdoor activities that foster friendship, camaraderie and cooperation?
Yes, they have different camps that also build their social skills and friendships to
others.
•How are individual needs and differences considered?
They never forget to respect each other, they also consider the boundaries and
limitations of everyone. I think that that is the best way for the students to consider the
needs and differences of each individual.

Portfolio Entry
Title: Face- to face Learning Environment

Describe the Physical Environment:

The Physical Environment of the school reflects the importante of safe, clean, and
comfortable surroundings in creating a positive school climate in which students can
learn. Itnassesses the level of maintenance, ambient noise, lighting, indoor air quality,
and/or thermal comfort of the school's physical structure, as well as its location within
the community.

Describe the psychological environment:

Teachers communicate within the psychological environment through their attitudes,
feelings of excitement, values, and principles. Most students enter the educational
process expecting to be encouraged and assisted in their learning. The psychological
environment in the classroom sets the stage for the expression of ideas, opinions, and
attitudes, the asking of questions, and the investigation of concerns. Essentially, the
quality of relationships among students as well as between students., teachers., other
school personnel, and school leadership.

Describe the social environment:

Positive social environments promote acceptance, kindness, forgiveness and
opportunities to make mistakes without consequences. These gentle learning
environments can be incredibly important for diverse students.

Learning Episode 7
Making On-line or Virtual Learning Environment Safe and Conductive

NOTICE
Unlike the traditional face-to-face classroom, online or virtual environment is a bit
difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary
and not in the physical sense. It has no cornerS or walls and it can be set up with the
support of technology.

As a teacher, what have you discovered to be easy to implement in your virtual

class?
As an observer in an online class, I discovered that online classes to manage, but we
must find a solution Even though everything is done online, the first thing I'll do is
establish rules and controls. My students' participation will be recorded, and I will use
synchronize and offbeat to give them enough time to finish their activities. The thought
is that it would be fantastic for three times its Current price,

How did the students show their active participation in the lesson?
Students demonstrate active participation in the lesson by arriving on time for
an online virtual class and always participating in the class by raising their hands or
clicking the raise hand icon They also. though not always. pav close attention, ask
probing questions, and actively participate in all activities.

Analyze
Which of the following is/are your analysis/analyses of on-line learning
environment?
Check one or more.
✓ It was difficult to observe the physical behavior of the students.
✓ It takes time for students to learn how to use the platform.
✓ Students who are alone in their home space find difficulty to make responses.
✓ Internet connectivity is a great factor to support a conducive environment.

REFLECT
As a future teacher I feel that on-line learning environment can be safe if
The instructor employs appropriate innovation We knew it was critical to define online
security for students so they know what to avoid and report when doing classwork
online. This understanding equips students with the knowledge and skills they will
need to develop secure online habits in the future. It also teaches students how to use
the internet responsibly and ethically, which can help them stay safe even when they
are not doing schoolwork. This is, in my opinion instructive.

I think that teaching in a Virtual learning environment

Will be interesting and exciting for me because I will be able to present
my lessons using a variety of apps and online tools, On the other hand believe
virtual teaching is complicated because I only have a basic understanding of how to
use digital learning platforms. As a result, I'll have to go to webinars or seminars to
learn how to use those apps
WRITE ACTION RESEARCH PROMPTS
OBSERVE
Identify the problems brought about by the on-line learning environments.
Social Isolation.
Limited access to technology.
Individuals who are computer illiterate are unable to access the system.

REFLECT
How would you solve this problem?

This problem could be solved in the classroom by implementing a strong

inovation integration strategy When implementing learning innovation. I was aware
that there are factors beyond the instructors' control. External challenges must be
addressed at the organizational level, and most changes are ongoing. The access
restriction refers to problems caused by a lack of hardware or a network. Implementing
instructional innovation is only possible if a teacher's school has adequate resources
and a fast internet connection. During this time of crisis, the government must assist
our students in coping I agree that no one should be denied education, even if we are in
an emergency. because children are our hope for a better future.

PLAN
What initial plan do you intend to do to solve the problem?

According to experts, the most important thing is to stay in touch with teachers and
keep them up to date on what's going on They should be understanding and
accommodating of the situation, even recording course sessions as a backup.
Encourage students to do their best and avoid distractions: try to stay away from
anything that could interfere with your learning. There are various stages at
which you can engage and communicate with you To avoid missing live lectures or
sessions, make sure to plan breaks and stick to your learning schedule. Furthermore, all
you may need at home is a high-speed internet connection.
Keep in mind where you can get assistance from your organization, as well as.any
specialized issues with software and devices for compelling learning Students should
have access to support devices that can help them investigate specialized issues via
phone, mail, or live chat. You should keep your instructor in mind throughout the
problem- solving process.

Check for Mastery

1.
2.
3.
4.
5.
Work on my Artifacts

LIST OF WEBSITES and the TITLES of the CONTENT

Name of Website Topic/ Title of Content or Instructional
Materials
1. readwritethink.org Thousands of lesson plans organized by
subject, learning objective, grade level, and
theme in a massive online
teacher resource bank. These lesson plans,
ranging from Kindergarten to 12th grade,
are ideal for any teacher
looking for developed, clear, and well-
organized lesson plans. This website will
be especially beneficial to English teachers
because it contains over 500 different
fiction and
literature resources!
2. kaizena.com A web-based assessment tool that allows
teachers to provide students with
immediate or real-time feedback on Google
documents, PDFs, or other uploaded work.
Teachers can also upload their own rubrics
or other
resources to create a more interactive,
discussion-based assessment. Feedback is
ideal for 6-12 teachers who want to build
more meaningful relationships with their
students.
3. socrative.com An easy-to-use quiz app that allows
educators to monitor and evaluate student
learning while saving time. Socratic E
allows you to create multiple-choice,
true/false, or short-
answer questions and provides results and
student experience reports. It's perfect for
any 6-12 teacher
looking to improve their assessments
4. classDojo.com A free website with several features and
platforms for tracking, managing, and
improving student behavior and
learning. It includes messaging apps that
can be linked to both students and families.
i incentives learning
opportunities, and much, much more. This
tool is ideal for 6-12 teachers looking for a
 way to improve classroom management
and engagement.
5. kahoot.com The classic interactive and in quiz style
game is always a hit with students. You can
use Kahoot to create your own assessment,
design your own questions, and get
immediate feedback. To be sure, this is a
teacher classic. It's great for both in-person
and online learning, but it's especially fun
in the classroom. All students in grades 6
through 12 should have Kahoot.
6. gonoodle.com This website is an excellent resource for K-
8 teachers because it includes videos and
content that are ideal for
quick brain breaks and mini-lessons. While
remaining educational and content-driven,
the videos emphasize
physical activity and total student
engagement. GoNoodle is an excellent way
for younger students to relieve stress while
remaining focused on their studies. Their
YouTube
channel is also jam-packed with content.
7. edpuzzle.com A video-based platform that allows
teachers to upload or choose their own
YouTube video and then have students
respond to it. Teachers can use the video to
create quizzes
or tests and receive immediate feedback
Edpuzzle also encourages student
accountability by allowing teachers to see
if students are watching the videos, how
many times
they've watched each section, and if the
content is understood. Ideal for distance
learning or teachers in
grades 6-12 who want to incorporate more
visual media into their lessons.
8. teach- nology.com Large database of no-nonsense,
uncomplicated lesson plans for grades K-
12, with a particular strength in Math due
to its massive collection of lesson plans
ranging from primary to high school math.
Perfect for both new teachers and seasoned
veterans looking for fundamental lessons!.
9. readtheory.org Hundreds of reading passages, exercises.
 and worksheets
designed to keep students engaged while
also developing critical reading skills and
comprehension. It is easy to use and highly
adaptable, making it suitable for both in-
person and distance learning. We
recommend ReadTheory to any teacher
looking to improve their students' reading
skills because it has materials for students
in grades K-12.
10. quizlet.com Classic flash-card and quiz-based website
that works well for individual or class-wide
test reviews, informal assessments, or
quick checks for understanding. Create
your own quizlet or select one from the
vast library of pre- existing reviews.
Quizlet is ideal for 6-12 educators looking
for additional online resources to assist
students in understanding difficult concepts
and developing academic vocabulary

Learning Episode 8
Establishing My Own Classroom Routines and Procedures in a Face-To- Face or
Remote Learning

Participate and Assist

Having these guide questions in mind, consult your Resource Teacher on the
possible assistance or participation that you can do to help her/him in doing the
classroom routines. Complete the matrix for the routines that you can employ
before, during and after classes in the classroom/remote learning to ensure order
and discipline in your classes. List down the problems which you have encountered
while implementing these routines.

When we asked our resource teacher about the possible assistance or participation that
I can do to help her in doing classrooms routines, she says I can help her on checking
or monitoring of class attendance. Here are the routines that I can employ before,
during and after classes in the classroom/remote learning.

ROUTINES in a CLASSROOM REMOTE LEARNING

BEFORE CLASS DURING CLASS AFTER CLASS
•Checking cleanliness and •Recap •Summarization for the
orderliness of the classroom •Checking of assignment lesson(
(face to face) •Start/discussion new lesson voluntary or a roll call)
•Checking students if •Recitation (it should be •Closing prayer
wearing complete uniform voluntary or a roll call) •Other concern( giving
(face to face) •Having short quiz (If assignments, activities
•Arrives on the necessary before going to clarification&
class/meeting on time. another topic) announcement)
•Opening Prayer (ask a •Closing greeting
student to lead the prayers)
•Checking of class
attendance
•Greet the students
•Having warm-up or
energizer

The problem I'm encounter in implementing these routines are the following:

• Difficulties on checking of attendance because some of the learner are coming late on
the class.

• Some of the students afraid to participate on the recitation or even on the given
question

• Some of the students lack of initiative to follow the routines we have like coming
late.

Notice

After doing your classroom routines and formulating your procedures, state what
you noticed by answering the following questions:

How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?

After employing my classroom routines and establishing my procedure in the

classroom/remote learning, I feel at ease on that moment where I'm assure this will be
the start of having good classroom management in order to have meaningful learning
experiences inside the classroom. But there was a circumstances that I feel discourage
when I saw some students does not internalize their part as a student.

How did your students respond to your classroom routines and procedures?

As what I noticed to their reactions, they are agreeing of having this classroom routines
and procedures, where I saw to them the excitement to follow and practice it in the
class even though some are not following it. But. before that, most of the students
 showed deeper interest in a way of asking questions for some clarification about the
routines and procedure we have.

What was the feedback of your Resource Teacher on your classroom routines and
procedures?

Some of the routines I have in the matrix we consult it to our resource teacher if it is
okay she agree to us that is good. Also she add that having icebreaker or energizer in a
online class can reduce the time for the discussion so they skip it because the allotted
time for the lesson is limited which is good only for 1 hour. But according to her it is
better to have
icebreaker or energizer in the class,

Was there a change in the classroom environment/teaching-learning process after

you have implemented your classroom routines and procedures?
Yes, I noticed that having the routines and procedure inside the classroom the class run
Smoothly. unnecessarily behavior was minimize, and all action we have in the class
are effecience to have effective learning. Also students are become more organize
inside the class.

What was the feedback of your Resource Teacher on your classroom routines and
procedures?
Some of the routines I have in the matrix we consult it to our resOurce teacher if it is
okay, she agree to us that is good. Also she add that having icebreaker or energizer in
an online class can reduce the time for the discussion so they skip it because the
allotted time for the lesson is limited which is good only for l hours. But according to
her it is better to have icebreaker or energizer in the class,

Analyze

1. What factors/conditions prompted you to establish those classroom routines and

procedures?
The factors that motivated me to establish those classroom routines and procedure are
the order on the classroom environment, unnecessary behavior that arises in the class,
my expectation to the learners,

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

your classroom routines?
Yes, the improvement we have after employing my classroom routine are the
following: we start the class on a right time: everyone are fully prepared which they
are guided on what is needed to do: I deliver my lesson effectively because no more
distraction I encountered: learners good behavior are improved very well in the class.

3. Did the teaching-learning process improve? Justify your answer.

Yes. Having these routines and procedure in the class, learners become more aware
on what they are going to do where it's a big help to have good start of the class
 every day, so time was not wasted. Also it teach students to have self-disciplined
like on how to be prepared on the class. asking with good manner, and being
organize from the task they have. Those sets of the routines and procedures poster
good classroom management where a big help to us to run the class smoothly and
have a meaningful teaching-learning experience because teacher can deliver the
lesson proper while students engage on the class.

Reflect

What insights have you gained while doing this learning episode?
Doing this episode, I have remembered my all teachers from elementary, high school
and in college. Where. I realized now that all routines and procedures they employ to
us is very important in order to maintain the good flow of the class and good behavior.
So, as a future Teacher while thinking this routines and procedures that I employ in my
class, I learned that I need to think deeper, know what expectation should I have to my
students for that I can develop appropriate routines and procedure to the class. Also,
delivering this routines and procedures to class I need to ensure that they know and
clear to them so I can teach them how to do it. In this way, day by day they can
practice them in their own but I need to observe them strictly, where at the end of the
day I can correct those who didn't do it proper. In addition I realized that having a
brainstorming in my students they can contribute to have effective routines and
procedure on their behavior because they feel there ideas are matter in the class.

Write Action Research Prompts

OBSERVE

1. The problems/challenges I encountered in establishing my classroom routines

✓Difficulties on checking of attendance because some of the learners are coming late
on the meeting we have.
✓Some of the students afraid to participate on the recitation even their names are
called by thcir teacher.
✓Some of the students lack of initiative to follow the routines we have like attending
late to the meeting.

REFLECT

2. I hope to achieve to address these problems and challenges by

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. |
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.
PLAN

3. Some strategies/ways which I can employ to improve my classroom routines are

✓As their teacher I'm their model so to ensure they know how to follow and do the
routines and procedure we have I need to model it by showing to class like for example
arrive the class five minutes before the time so that they will learn to manage their time
where in the next meeting they know how to enter the meeting on time.
✔ Praise students can motivate them to be active in the class because they will feel the
effort in the class is worth it.
✓ Giving rewards also can motivate them to perform better on the class, follow
routines and procedure.
✓Posting a piece of copy or images of routines on the wal/ Google classroom for them
remember it every day. Also show a video clip on the class that implies same routines
and procedure.

4. (Based on my answers in nos. 1-3), the possible title of my action research on this
episode is

The Effectiveness of Modeling on the Routines and Procedure to Improve the

Discipline of the Learners Specifically on Having Time Management.

To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning. these are some of the online resources
which will help
me in these activities. (Include books, websites, youtube videos and the like and share
these to your peers.)

• https://youtu.be/XBamzdbyXYU
• https://www.edutopia.org/article/establishing-routines-remote

CHECK FOR MASTERY

1. C
2. D
3. A
4. C
5. D

Learning Episode 9
Creating my Classroom/ Remote Learning Management Plan
 PARTICPATE AND ASSIST

After realizing the diferent elements and steps of a classroom/ remote

management plan, you are now ready to make your own plan which you can
implement in your classroom remote learning. You may request a copy of the
Classroom Remote Learning Management Plan of your Resource Teacher or
you may surf the internet for more samples/ exemplars to guide you in creating
your plan.

Be guided with the guide questions for each of the elements. Follow these
reminders in writing you plan.

Philosophical Statement
∆ I will create a safe, enjoyable, and cooperative learning environment.
Discipline will be applied as soon as possible and as necessary. Every student in my class will
begin each day with a clean slate. Each student will get the one-on-one attention they need to
succeed.
Classroom Rules and Procedures
To ensure the discipline of my students, I will establish classroom rules and procedures such
as:
> Show your teacher respect and pav attention to what he or she is saving
> Be considerate of your classmates.
> Be prepared for class.
> Raise your hand to speak if you want to.
> Remain silent when your teacher speaks.
> Share new concepts
> Maintain a clean classroom at all times,
> Stick to the seating arrangement.
> Use positive language.
> Remain alert at all times.
> Take part in the discussions
> Obey all school regulations.
> Be on time.
> Finish your homework on time.
> Tell the truth.
Teacher- Student Relationship
In order to maintain positive relationships with my students, I will treat them fairly and
with respect. I'll teach them to be morally upright and to respect others I find that using
positive words when interacting is more effective. I'll teach them both how to speak and
how to listen I'll remind them that I'm their teacher and they're my students, so they must
keep me informed of any developments.
Schedule Time-frames
> In terms of time and scheduling I will organize my class schedule based on what my co-teachers and
I agreed upon I should always consider my
coworkers' and students' perspectives. I will make every part of my lesson interesting and interactive in
order to keep my students' attention on the task at hand. I should always draw the attention of all of my
 students, even those in the back. I should also take into accOunt their emotions and circumstances.
Classroom Structure, design and Arrangements
> I will provide materials that will aid in the growth and development of my
students in order to create a conducive learning environment in my classroom.
I'll l also include some technology that we'll use in class on a daily basis.
Furthermore, in my classroom, I will eliminate anything that can cause
distractions and stress.
Classroom, Safety, Rules and Procedures
> To ensure the safety and security of my students, I will provide a medicine
cabinet in case something goes wrong Aside from that, I should get rid of anything that
could be dangerous, such as knives, chemicals, or anything else.

For security reasons, the classroom should have two doors and a fire
extinguisher. I will impose rules such as requiring students to notify me or a
security guard if they have any concerns, posting a cellphone number in case of an
emergency, and prohibiting students from leaving campus during class hours to ensure
their safety
Strategies for Rewards and Consequences
> I intend to impose class rules and procedures that will hold students
accOuntable for actions, and I believe that students will comply if
sanctions and rewards are attached to each rule.

1. What salient component have you noted?

I noticed that as teachers, we should always be aware of each student's needs..In order
for students to learn and reflect, we must always consider their level of.comfort. This
episode will focus n classroom routines and procedures

2. Why is there need to utilize the information to create your classroom

management plan?
I believe there is a need to use the information to create my Classroom
management plan because having different options for what rules and
procedures are more effective for students will help me as a teacher to have an
effective classroom management plan for diverse students.

3. What were the significant things that you noticed when you were implementing
your plan?
The most important thing I've discovered while putting my plan into action is that
planning is the key to having a well-managed and organized classroom. The Classroom
Management Plan assists students in focusing on learning and understanding what is
expected of them. One of the primary goals of this plan is to provide a healthy and
effective learning environment while preventing distractions within our school.

4. Were there items in your classroom / remote learning

 management plan which were not tailored to the needs of your students? How will
you improve on this?
No, and I believe that in order to improve, I should focus on the items that they will
use rather than those that will only be display ed in the classroom.

ANALYZE
1. What elements in your classroom/remote learning management plan were mostly
followed/complied?
The cleanliness of the classroom and the students' moral character were mostly
followed; respecting teachers and students, using positive language, and so on.
2. What elements in your plan were the most difficult to implement? Why?
"Be on time" was the most difficult aspect of my plan to implement because some
students have multiple household choirs and are frequently late for class.

REFLECT
What were your realizations after creating and implementing your classroom
remote learning management plan?
I understand the importance of having a classroom management strategy. It not really
reminds students of their school responsibilities, but it also assists in the development
of the student's mind in order for the student to have a good moral character. Because
there are no distractions, it also helps my students focus on their studies.

WRITE ACTION RESEARCH PROMPTS

OBSERVE
1. The problems/ challenges I encountered in writing my classroom Management
Plan is that they are diverse: some of them have domestic responsibilities that may affect
the
Classroom Management Plan,

REFLECT
2. I hope to achieve to address these problems and challenges by proposing an action
research project on the subject. I believe it will also help if I consult my plan with other
teachers and solicit their feedback and suggestions.

PLAN
3. Some strategies/solutions/means that I can employ to improve these
situations/problems soliciting feedback from other teachers on these issues and
conducting action research on how to resolve this issue In addition, I will question my
students about the issue and invite them to share their thoughts and opinions. I will try to
readjust and revise my strategy if necessary

ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this
episode is "Developing an Efficient Classroom Management Strategy for Diverse
Students"
To further enrich my knowledge on designing my classroom' remote management plan,
whether in the classroom or in remote learning, these are some of the online resources
which will help me in these activities. (include books, websites, you tube videos and the
like and share these to your peers.)

MY CLASSROOM REMOTE PLAN

Philosophical Statement
> I will create a safe, enjoyable, and cooperative learning environment.
Discipline will be applied as soon as pOssible and as necessary. Every student in my
class will begin each day with a clean slate. Each student will get the one-on-one
attention they need to succeed.
Classroom Rules and Procedures
>To ensure the discipline of my students, I will establish classroom rules and
procedures such as:
> Show your teacher respect and pay attention to what he or she is saying
>Be considerate of your classmates.
> Be prepared for class.
> Maintain a clean classroom at all times,
> Raise your hand to speak if you want to.
> Remain silent when your teacher speaks.
> Share new concepts
> Stick to the seating arrangement.
> Use positive language.
> Remain alert at all times.
> Take part in the discussions
> Obey all school regulations.
> Be on time
> Finish yOur homework on time.
> Tell the truth.
Teacher- Student Relationship
>In order to maintain positive relationships with many students, I will treat them fairly
and with respect. I'll teach them to be morally upright and to respect others. I find that
using positive words when interacting is more effective. I'll teach them both how to
speak and how to listen. I'll remind them that I'm their teacher and they're my students,
so they must keep me informed of any developments
Schedule Time frames
> In terms of time and scheduling, I will organize my class schedule based on what my
co-teachers and I agreed upon. I should always consider my
coworkers' and students' perspectives. I will make every part of my lesson interesting
and interactive in order to keep my students' attention on the task at hand. I should
always draw the attention of all of my students, even those in the back, I should also
take into accOunt their emotions and circumstances
Classroom Structure, design and Arrangements
> I will provide materials that will aid in the growth and development of my
 students in order to create a conducive learning environment in my classroom. I'll also
include some technology that we'll use in class on a daily basis. Furthermore, in my
classroom, I will eliminate anything that can cause distractions and stress.
Classroom, Safety, Rules and Procedures
> To ensure the safety and security of my students, I will provide a medicine
cabinet in case something goes wrong. Aside from that, I should get rid of anything that
could be dangerous, such as knives, chemicals, or anything else.
For security reasons, the classroom should have two doors and a fire
extinguisher. I will impose rules such as requiring students to notify me or a
security guard if they have any concerns, posting a cellphone number in case of an
emergency, and prohibiting students from leaving campus during class
hours to ensure their safety.
Strategies for Rewards and Consequences
> I intend to impose class rules and procedures that will hold students
accountable for their actions, and I believe that students will comply if
sanctions and rewards are attached to each rule.

Learning Episode 10
Writing My Learning / Lesson Plans

PARTICIPATE AND ASSIST

With all this information in mind, you are all set in writing your lesson plan. Based
on the instructions giving by your Cooperating Teacher, prepare your lesson plan
(s) based on the learning competencies of the lesson. Consider the age
appropriateness and the level of communication of your students.

Request lesson plan exemplars/lesson plan templates from your Resource Teacher.
If not available, you can make use of the basic components of a lesson plan.

LESSON PLAN IN MATH

Grade level_ Grade One
Learning Outcomes
Knowledge
> Visualizes, and represents one-di git numbers with minuends through 18
> Visualizes, and represents subtraction of one-to two di git numb ers with
minuends up to 99 without regrouping
Skills
> Subtract one-di git numbers with minuends through 18
> Subtracts one- to two-digit numbers with minuends up to 99 without
regrouping

Affective
> Finds joy in sharing things to others
Learning Content
 > Subtracting 1-di gt numbers with minuends through 18 and 1-2 di git numbers
with minuends up to 99 without regrouping
Learning Resources
> MATH 1 -Q2-WEEK-5-SSC.pdf
Learning Procedures
> Showing a short video presentation on subtracting 1-di git numbers with
minuends up to 18 and 1-2 di git numbers with minuends up to 99 without
regrouping https//www.youtube.com/watch?v=84lvn9lzq414
> Posing the Problem
> Solving the problems in different ways
> Processing the solution and answers
> Reinforcing the concept
> Summarizing the lesson
> Applying to new and other situations

1. What factors did you consider in writing your lesson /1learning plans?
When developing my lesson/learning plan, I kept my learners' ages in mind to ensure
that the language and activities I used are appropriate for them. Im also thinking about
incorporating different activities into performance tasks, because I want my students to
be able to express what they've learned in class. I want to make my lessons more
engaging and ex citing so that my students are motivated to learn

2. What difficulties did you meet in writing your lesson /learning plans?
I'm having trouble imagining how I'll present the lesson and what activities I'll include
in my lesson plan because were doing an online class. Because Im unfamiliar with
how to make online lessons engaging, Im having difficulty
deciding on specific strategies to implement.

3. What feedback was/were given by your Resource Teacher in your first draft
lesson learning plans?
My resource teacher was unable to review my draft lesson plan due to a lack of time
and a hectic schedule. But she's ecstatic that I passed the semi -in-depth lesson. Im also
confident that my learning strategy can be improved.

4. What were the best features/areas for improvement of your lesson learning plans?
In my opinion, the best part of my lesson is when I allow students to solve problems in
a variety of ways, such as drawing or using a place value chart. I believe it has the
potential to promote learning because students will collaborate to explore and discover
things on their own. Meanwhile, one aspect of my lesson that I can improve is the
manner in which I will present the lessons, I need to improve my teaching strategy to
avoid boredom.
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must has provisions to đo this lesson on a face-to-face, modular
or through online learning.

(Because it was canceled and there isn't enough time to implement the lesson, some
answers will be based on observations, previous demo teaching experience, and pre-
recorded delivery of instructions with children from the previous year)

Questions Answers
1. How did you arouse students' By showing video and posing a problem, I pique my
interest? students' interest. I used video presentations because
What motivational techniques did they can capture students' attention and help them fully
you indicate in your plan? understand the lesson if they are shown to them
Furthermore, posing problems in the classroom can
enhance students' learning experiences and allow them
to create problems in a realistic setting. Problem-
solving activities can
help students improve their mathematical
understanding while also allowing them to express
themselves freely. Students' engagement, participation,
and motivation improve as a result of this learning
experience.
2. How did you respond to the I addressed the various types of learners by tailoring
diverse types learners? my examples and activities to different genders,
2.I gender, needs, strengths, interests religions, indigenous groups, and so on. I also
and experiences encouraged my students to think of their own examples
2.2 linguistic, cultural, socio- based on personal experiences or interests.
economic and religious backgrounds Furthermore. I used instructional and assessment
2.3 with disabilities, giftedness and strategies that catered to the students' individual needs
talents and interests, such as allowing them to draw or use a
2.4 in difficult circumstances place value chart to express their learning about
2.5 from indigenous groups Subtracting 1-digit numbers with minuends through 18
and 1-2 digit
numbers with minuends up to 99 without regrouping.
3. What instructional strategies will To deliver this lesson via remote learning or face-to-
you employ in face-to-face or in a face, I will employ the following instructional
remote learning delivery for this strategies:
lesson? Explain.
• Quizizz - because it is well- known for its free
gamified quizzes and interactive lessons,
which can captivate any
• Video presentations – because it helps students learn
all subjects, but especially those that are
complex and/or highly visual, such as step-by-step
procedures, problem-solving, math formulas.
• Group activities – because it can be an effective
 means of motivating students, encouraging active
learning, and developing critical-thinking,
communication, and decision-making abilities.
• Written assessment – because it enables students to
demonstrate their abilities and knowledge while also
indicating their progress toward meeting educational
goals and standards.
4. Was the language used appropriate to Yes, I took the initiative of using English terms that
the level of the students? Explain your the Grade 1 students would recognize, especially when
answer briefly. assessing their comprehension. Furthermore, I will use
language that is not biased against any of the students.
5. What types and levels of questions Lower-order and higher-order thinking skills questions
did you formulate? Are they of the are the types and levels of questions I formulate. In my
higher order thinking skills (HOTS)? lesson, here are some examples of higher oder thinking
Write two (2) examples. skills questions:
1. What is the solution represented
by the number sentence?
2. How did you arrive at your
solution using the Hundred
Chart?

Why is lesson planning an integral part of the instructional cycle?

OBSERVE
1.The problems challenges encountered in writing my learning lesson plans
arose as I considered how I would present the lesson and what learning resources
I would employ. I Was having trouble coming up with instructional strategies and
learning resources that would not bore or disengage the students because the class
will be held online. It was difficult to incorporate appropriate leaning resources
that would meet the students' individual needs

REFLECT
2. I hope to achieve to address these problems and challenges by interviewing
some teachers about the instructional strategies and leaning resources they used in
their online classes. In addition, I plan to attend webinars about various
instructional strategies and learning resources that I can use in my classroom This
will provide me with knowledge of additional strategies or techniques that will
improve the learning experience of my class.

PLAN
3. Some strategies/solutions/me and that I can employ to improve these
situations/ Problems is I intend to use the strategies I've included in my lesson
plan particularly the use of video presentations., when discussing my lesson. Ill
begin by administering a pretest using the discussio. method of teaching the
lesson about subtracting one-digit numbers with minuends through 18 and
 subtracting one to two-digit numbers with minuends up to 99 without regrouping,
and then I'll implement this strategy. Following that, I'll give students a post-test
to see if their performance has improved.

ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on
this episode is "A study of the effects of video presentations on student
engagement and performance in a first-grade mathematics class."

To further erich my knowledge in writing my learning / lesson plans whether in

the classroom or in remote learning, these are some of the online resources which
will help me these activities (include books, websites. you tube videos and the
like and share these to yor peers.)

Learning Episode 11
Delivering My Lessons

PARTICIPATE AND ASSIST

Complete the given matrix by using Gagne9s 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 Event of Strategies and Activities Learning

Learning Instruction Used Resources/Materials
Preparation 1. Gaining I used visuals, Visual Aids and
Attention icebreakers, and a Digital Learning
pointing system through Resources (videos,
strips with audio, text,
corresponding points animation and
images.)
2. Inform I prepared a PowerPoint Visual aids,
Learning presentation of the PowerPoint
Objectives learning objectives
3. Stimulate I used memory games Colored paper and
Recall of Prior and flashcards. I also flash cards
Learning prepared a pretest.
Instruction and 4. Present the I used provoking Digital Learning
Practice Content questions to spark the Resources (videos,
curiosity of the students. audio, text,
I also used behavior animation and
management to reduce images.)
the disruptive behavior
of the students
5. Provide I gave concrete examples Digital Learning
Learning and elaborate the lesson Resources (videos,
Guides in the easiest way. I used audio, text,
 clear and precise animation and
language while images.)
discussing the topic. I Printed handouts,
have repeated my textbook.
directions. I provided
videos from YouTube.
Call-on non-volunteers,
those students who do
not raise their hands.
6. Elicit I prepared group Visual Aids and
Performance activities and shared Videos
them. I also used concept
mapping and learning
games such as scatter-
gories and Pictionary.
7. Provide I have my personalized Notebook and sheet
Feedback notebook for writing of paper
feedback. There were
also criteria and rubrics
where students can also
give their opinions and
comments.
Assessment and 8. Assess I provided written exams PPT and visual aids
Transfer Performance and questions in essay
format. I also used
diagnostic assessment.
9. Enhance I provided real-life Visual aids.
Retention scenarios and topics Multimedia and
where students wrote lectures.
essays. I also gave
assignments and
activities that will be
uploaded on Facebook.

NOTICEUsing Robert Gagne’s 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?
Students reacted differently to the activities and various instructions. There were
students who prefer learning games to lectures. There were some students who asked
questions and actively participated by sharing their ideas and insights. Of course, there
were some students who were shy and prefer group and pair activities.
Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
Yes, students were all listening attentively because I already caught their attention at
the beginning of the lesson. I have prepared a presentation and they were able to read
the objectives clearly while explaining these to them.

How did the new learnings relate with what they really know?
New learnings can be applied and related to what they already know. Students can
focus on the relevance of the new knowledge they have gained to the prior knowledge.
In this way, learners can generalize, reflect, and self-explain the concepts and ideas
they have learned and know. They can also identify the gaps in their prior learning
with the new learnings.

Did you notice some students who needed assistance? What did you do?
Yes, there were students who needed assistance that is why I employed pair and group
activities. In this way, students who were shy and not confident to ask questions and
share ideas in a discussion can do so through peer teaching and group tasks.

Did the students find difficulty in applying the theories/concepts learned to real life?

Not really, students had the chance to apply what they have learned in composing
essays through their correct structure. As a student teacher, I was able to give students
to collaborate and learn from each other where they can apply concepts, they have
learned in real-life such as collaboration and multidisciplinary team experience. I was
also able to develop activities that relate to deeper relationships and similar organizing
of ideas.

How did your students react to your feedback?

Students reacted to my feedback positively, they accepted my opinions and suggestions
wholeheartedly on how they can improve their outputs based on my constructive
criticisms.

What pieces of evidence can prove that the students had retention of learning?
I was able to know that students had retention of learning because they were able to
compose an essay using its correct structure through the assignment I have given. They
were able to create a good thesis statement for their essay, although there were some
inevitable grammatical errors, at least they know the parts and elements of writing an
essay.

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.
 Areas of Strengths Areas of Improvement
1. Subject Matter Content Shows mastery of the Must improve posture in
Demonstrates depth and breadth of subject matter. front.
the subject matter.
Show mastery of the subject matter.
2. Organization of the lesson Have a precise lesson Must have a rapport with
Present subject matter sequentially plan, objectives, the student.
and logically. States clear learning motivation, and
outcomes. Synthesizes main points. learning outcomes in
Meets class at schedule time. hand.
Regularly monitors classroom on-
line course.
3. Rapport/ Interaction with the Provides different Must shows extra effort by
Students Holds interest of students activities that can means of being energetic,
Is respectful, fair and impartial catch the interest of don’t show frustration.
Provides immediate feedback, the student.
Encourages active participation
Interacts with students, Shows
enthusiasm
4. Teaching Methods and Strategies Provided different Must provide clear
Utilizes relevant teaching learning materials instruction for the student
methods /strategies Uses learning such as PowerPoint, will truly understand what
aids, materials, and technology flashcards and are they going to do. Give
Employs cooperative /group scaffoldings. specific guidelines in doing
involvement in the classroom and activities.
remote learning
Uses examples that are simple,
clear, precise and appropriate
Stays focused on and meets stated
learning outcomes.
5. Presentation of the lesson Choice of words are N/A
Establishes online course or excellent, it leveled
classroom environment conducive on the students in
to learning, class. Speaks fluently
Maintains eye contact but clear as well.
Uses a clear voice, strong, Very good in voice
projection, proper enunciation moderation.
Has a good command of the
language
Uses language within the level of
students.
6. Classroom Management Shows leadership in Please manage time
Begins and end classes on time front, as a teacher it properly, avoid overtime.
Uses time wisely is so important.
Attends to course interaction Student teacher
Demonstrate leadership ability; shows that she is the
maintains discipline and control source of learning
Maintain effective classroom and e- inside the class.
platform management.
7. Sensitivity to Students’ Needs Very accommodating N/A
Exhibits sensitivity to students’ and approachable
personal culture, gender differences
and disabilities,
Responds appropriately in a
nonthreatening, proactive learning
environment
8. Support /Assistance to Students Asked follow up N/A
Assists students with academic questions that the
problems, student might not
Clarifies points in the lessons which understand. Very
are not clear to the students, good!
Allows time for questions/
comments.
9. Personal Competencies Shows professional N/A
Shows self-confidence, integrity and
Maintains professional distance and liability. Shows
professional appearance. selfconfidence
especially on
presenting the lesson
proper.

Overall impression of teaching effectiveness:

As a professional teacher, society’s expectation was so high. As a student-teacher,
there are a lot of things that you must consider and learn at the same time but it is all a
step-by-step process. Aside from this, there are also a lot of positive attributes that you
have, standing as a professional with confidence and most importantly you knowing
what are you going to teach. Overall, it is a good performance tho.

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?
The area of the lesson that I need to improve is on providing learning guides. I have to
improve my presentation to engage my students on the topic. Also, in gaining the
attention of the students although I caught their attention in the beginning, I need to
continue this until we finish the discussion. Gaining the attention of the students will
help them increase their focus and prevent their disruptive behavior. In that way, I can
easily employ my instructional strategies and learning management plan, distractions
can also reduce.
WRITE ACTION RESEARCH PROMPTS OBSERVE

1. Problems/challenges I encountered in delivering my lessons student engagement

and motivation on the topic.

REFLECT
2. I hope to achieve to address these problems and challenges by asking assistance with
my Resource Teacher about their suggestions and tips on how can I engage well my
student.

3. Some strategies/solutions/means that I can employ to improve these

situations/problems is to watch tutorials on YouTube and read different articles.
ACT
4. Based on my answers in no.1-3, the possible title of the action research on this
episode is <Facilitating Student
Engagement and Motivation Through Educational Technology.=

To further enrich my knowledge on delivering my instruction whether in the

classroom or in remote learning, these are some of the online resources which will
help me in these activities include books, websites, YouTube videos and the like and
share these to your peers.)
1. YouTube: Discussing the New Literacies | Chalk
https://youtu.be/vqZ6H7dLbWw

2. Website: Facilitating Student Engagement Through Educational Technology:

Towards a Conceptual Framework
https://jime.open.ac.uk/articles/10.5334/jime.528/

3. Book:
TITLE: Engaged Learning with Emerging Technologies
AUTHOR: D. Hung
PUBLISHER: Springer Science & Business Media, 2006
ISBN: 1402036698, 9781402036699
LENGTH: 290 pages

CHECK FOR MASTERY

1. D
2. C
3. B
4. A
5. C

Learning Episode 12
 SELECTING NON-DIGITAL OR CONVENTIONAL RESOURCES AND
INSTRUCTIONAL MATERIALS

PARTICIPATE AND ASSIST

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

Fill out the table below.

Subject: ARTS Grade Level: 8
Topic: ARTS of India
1. Learning Objectives/Outcomes:
2. Understand the history and background of each art for each country;
3. Identify contributions made by the named countries in the field of Art;
4. Create different motifs and designs as manifested in the represented artwork.
Resources/ Instructional What is the use or Explain why you selected the
materials you plan to purpose of resources/ resource/ material based on
utilize in the lesson. material? Describe how the guide point mentioned
you will use the resources/ above. How are these criteria
materials to attain the met?
learning objectives/
outcomes.
We were assigned to make The ARTS of India - In the criteria, it has accurate
a presentation regarding PowerPoint presentation and meaningful content
the topic given to us. It is can be an effective tool for because it is very informative
about the Arts of India. presenting material in and the examples are
meetings and encouraging relatable.
student learning.
We are going to improve PowerPoint can be used to Aligns with the learning
the PowerPoint and cite project visuals that would objectives/ outcomes of the
examples in those otherwise be difficult to lesson because, in the first
principles. bring to class. PowerPoint part of the resource material,
can be a useful tool in thethe objectives are presented,
classroom for presenting and all students can read it.
material and encouraging Elicits student interest and
student learning. engagement in activities
wherein they can draw freely
on a blank online canvas. It is
inclusive and free from
cultural bias by giving equal
examples and is not offensive
to other cultures. It is
developmentally appropriate.
It is applicable to these Increasing visual impact, Fosters critical thinking/
criteria: Aligns to the improving students’ focus, aesthetic appreciation
learning objectives/ providing because the examples are
outcomes of the lesson; annotations and from different art sites and
elicits student interest and highlights, analyzing and just like mandala art where it
engagement; is inclusive synthesizing complexities, showcases different forms. It
and free from cultural enriching the curriculum allows collaboration among
bias; is developmentally with an interdisciplinary learners by giving them an
appropriate; and fosters approach, increasing activity where they can join
critical thinking/ aesthetic spontaneity and freely. Flexible for group or
appreciation. interactivity, and selfstudy and Time and cost-
increasing wonder are efficient because it is very
some of these benefits of clear and samples are
ppt. accurate.

As the situation would permit, try out the resources/materials with the students. Be
sure to follow the steps on using instructional materials found in the Infographics
section of this Episode.

NOTICE
1. How did you prepare for this activity?
I prepared by scanning first and then planning on what to improve and finding some
ideas online. The challenging part is that PowerPoint presentations should assist
students in organizing their notes rather than simply ’being’ the notes. This is
especially dangerous for students who have grown accustomed to receiving
PowerPoint notes to study from. Some students may need convincing that they should
take notes in addition to what is already on the slides.
2. Describe how you or the teacher utilize the resources/ instructional materials.
Narrate your experience as you participated and assisted.
The resource teacher did use the material, it was a basis for learners on what to write
or screenshot on their own for them to study it. Assisting my resource teacher9s
lesson is exciting but at the same time, it pressures me on what to design and all
because it is my first assistance to her class, and of course, I don’t want to get
disapproval and disappointed face from 9am so I prepared and show to her that I
exerted effort to her task.

3. What were your feelings and thoughts while you were assisting with the use of
resource materials?
Classroom response systems, I realized, can improve students’ learning by involving
them actively in the learning process. Instructors can use the systems to collect
individual responses from students as well as anonymous feedback. It is possible to use
technology to administer quizzes and tests, record attendance, and calculate class
participation. Some of the systems include game formats that promote debate and
teamwork. Typically, reports are exported to Excel and then uploaded to the
instructor’s grade book.

4.Describe how the students responded and participated.

When teachers design sessions for greater classroom interaction, such as using student
response clickers, designing PowerPoint to facilitate case studies, or using the slides as
a replacement for paper worksheets, students often respond better. However, during the
activity, they demonstrate a thorough understanding of the lessons because they
applied the concepts discussed in their work.

ANALYZE
What worked well during the activity using the resources/materials? And which
part can be improved?
Students’ participation in the teaching and learning process grows as a result of their
use of such materials, making the dialogue more intriguing and engaged and ensuring
that the learning objectives are satisfied.

What part can be improved?

The capacity to choose appropriate and effective instructional resources to improve the
effectiveness and success of the teaching and learning process.

What would you have done differently? What would I change? What will make it
better next time?
For me, I don9t see anything that needs to be changed. It was totally fine and
informative; you can really use it soon when the same topic is discussed in my class.

How does this connect with what you know about selecting and using instructional
materials?
This relates to what I know about selecting and using instructional materials because I
already know that they are important because they help the teacher and students avoid
 overemphasis on recitation and rote learning, which can easily dominate a lesson.
Resource materials provide learners with hands-on experiences that help them develop
skills and concepts and work in a variety of ways. One important aspect of teacher
education that is receiving a lot of attention is the use of instructional materials. A
teacher’s instructional materials are the materials he or she uses to teach students.
They should simplify their instruction. They can be concrete or non-concrete and
include both visual and audio-visual aids. This instructional material brings learning to
life by motivating students to learn.

REFLECT (p.105-106)
1.How ready am I in selecting and developing resources/materials in the teaching-
learning process?
Based on my experience as a resource teacher’s assistant, I believe I am not yet ready
to select and develop the best resources/instructional materials for use in the teaching-
learning process, as I have learned that knowing what categories of criteria to consider
in selecting instructional materials takes a lot of practice. For example, accuracy and
visual appeal, standard alignment and depth of knowledge, ease of use and support,
and engagement and capacity to satisfy students’ needs are all factors to consider.

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

materials in teaching effectively?
I believe that the things I need to learn in order to select instructional materials in
today’s way of teaching, which includes technology (both traditional and non-
traditional), are things that answer the following questions: what is the effect of
resources, methodologies, and technologies on student learning, how are students using
them, what are students learning from them, which students are using them, and how
and to what extent are students using optional resources.

3. What can I do to learn more about and practice the use of resources and
instructional materials?
I would interact and assist the resource teacher, and if possible, I would request a
lesson to teach in class so that I could gain experience teaching and select and use
appropriate instructional materials to help children learn more successfully.

WRITE ACTION RESEARCH PROMPTS (p.106-107)

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?
Selecting relevant instructional tools that are suited to the specific lesson in order to
make the teaching and learning process more engaging and boost student participation
is one of the areas where I believe there is potential for improvement.
 REFLECT
List at least three sources that you have read about this problem/challenge/area
of improvement

Resource or reference about the topic Key points/findings in what I read

<School Leaders’ Role in Selecting and *School leaders prioritized two critical
Supporting Teachers’ Use of Instructional dimensions of quality instructional materials that
Materials: An Interview Study= facilitated teachers’ use—usability and standards
alignment. Fewer school leaders identified
by Elaine Lin Wang, Andrea Prado Tuma, cultural relevance, language-acquisition supports,
Rebecca Ann Lawrence, Julia H. Kaufman, and social-emotional learning supports as
Ashley Woo, Daniella Henry essential dimensions of quality instructional
materials. School leaders’ perceptions of the
https://www.rand.org/pubs/research_repo essential features of good instructional materials
rts/RRA134-9.html largely did not vary across contextual factors,
although there appeared to be differences in the
grade levels served by their schools (i.e.,
elementary, middle, high).
*During the COVID-19 pandemic, school leaders
grew more concerned about the engagement and
social-emotional learning supports that materials
offered. School leaders realized the importance of
having materials that are available, accessible, or
adaptable for online instruction, and they
considered opportunities for reshaping instruction.
<Teachers’ Perceptions of What Makes *In general, teachers in this study did not regard
Instructional Materials Engaging, themselves as implementers of curricula but as
Appropriately Challenging, and Usable: A curators, modifiers, or creators of instructional
Survey and Interview Study= materials.
*Teachers’ reasons for supplementing and
by Elaine Lin Wang, Andrea Prado Tuma, modifying materials suggest that engagement,
Sy Doan, Daniella Henry, Rebecca Ann appropriateness of challenge, and usability are
Lawrence, Ashley Woo, Julia H. Kaufman key dimensions that they pay attention to when
deciding how to use materials.
https://www.rand.org/pubs/research_repo *Teachers using at least one standards-aligned
rts/RRA134-2.html material had lessfavorable perceptions of their
materials; because of this, teachers, particularly of
struggling students, might find that such materials
provide an inappropriate level of challenge.
*Teachers perceived engagement, challenge, and
usability as distinct but intertwined dimensions of
instructional materials and considered the
materials in context-based ways.
<Evaluating Digital Instructional Materials Teachers deserve access to instructional materials
for K-12 Online and Blended Learning= that they can use with students with confidence
(Kim et al., 2017). The 4A Framework for
by Mary Frances Rice & Kelsey R. Ortiz evaluating digital instructional materials provides
teachers and those who support them with
https://link.springer.com/article/10.1007/s important guidance for making decisions about
11528-021-00671-z teaching and learning (Mayer, 2019). Even after
teachers choose materials, they must continue to
be vigilant. Informing teachers9 judgement about
major concerns can help them make decisions for
their students (Chu, 2000). Of course, more
research is needed that focuses on supporting
teachers and other decision makers in evaluating
learning materials for children with different
needs, strengths, and interests. Specifically, more
research is needed to investigate how teachers use
the 4A Framework and whether and how it
improves their ability to evaluate instructional
materials. Even so, this framework adds a needed
update and consolidation of ideas about quality
online instructional materials in K-12 settings.

On what theories/principles can this problem be anchored? As an educator, the

concepts of an effective and successful teacher are to use effective resources to
assist students to develop the necessary skills and abilities to become decent and
responsible individuals, as well as to engage students in the teaching and learning
process.

3. What do I hope to achieve to address the challenge/area of improvement? What

change do I want to achieve?
To use and use the most appropriate and effective resources to fulfill learners’
particular needs in terms of cultural background, ages, gender, level of understanding,
and other characteristics in order for students to learn and acquire the necessary skills
and achieve the lesson’s objectives.

PLAN
4. What strategies/solutions/means can I employ to improve the situation/solve
the problem?
I will employ a range of instructional strategies, techniques, styles, and approaches to
address individual student needs in a way that fosters compassion and respect for
individual diversity while also achieving the desired learning outcomes in a more
efficient and enjoyable manner.
ACT
4. If you will conduct action research, what will be the title (Base this on your
answers in nos. 1-3):
 <Addressing to Students’ Individual Needs through the Use of the Most Effective
and Appropriate Educational Tools and
Resources"
CHECK FOR MASTERY
1. C
2. D
3. B
4. A
5. B

WORK ON MY ARTIFACTS

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

 Learning Episode 13
UTILIZING APPLICATIONS (APPS) FOR TEACHING AND LEARNING
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 Pedagogy Wheel and learn
at least five more. Fill out the table below

Apps that I already know/have How can I utilize this in teaching-learning?

recently explored
YouTube I can use YouTube videos to introduce a topic,
explain an online activity, motivate my learners, or
simply extend the information conveyed by my
eLearning course.
Google Classroom I can use Google classroom to simply create,
distribute, and grade assignments and engage students
in learning online or remotely. It is designed to help
students and teachers communicate, collaborate,
organize and manage assignments.
Google Forms As a teacher, I can use google forms to assess my
students at the beginning of the class and gauge pre-
existing knowledge. Educators allow to create forms,
surveys, and quizzes as well as to collaboratively edit
and share the forms.
Google Drive Using the slide service, I can upload my presentations
and organize them into folders based on specific
topics. Drive is also great for assignment
submissions. By creating a folder viewable only by
the teacher, students can submit their papers or other
assignments.
Gmail I can create regular email progress reports and course
notifications. Offer live learning events and support
via Gmail chat. Encourage group collaboration
through Gmail hangouts and upload and share
important paperwork or reference documents.

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.

Level/Grade of the Class: Grade 8 -______

Lesson/Topic: ARTS of India

Apps you plan to utilize What is the use or purpose Explain why you selected the
in the lesson of using the app? Describe app, based on the five
how you or the teacher will criteria of developmental
use each. appropriateness,
motivation,
instructional design,
engagement and accessibility
Google Classroom Google Classroom is a suite Google classroom offers
of online tools that allows numerous ways to make
teachers to set assignments, learning interactive and
have work submitted by collaborative. It offers teachers
students, mark, and return the ability to differentiate
graded papers assignments, include videos
and activities, and create
collaborative group
assignments. Through the
classroom, teachers are easily
able to differentiate instruction
for learners.
Google Forms Google Forms allows the Manage event registrations,
creation of surveys and create a quick opinion poll,
quizzes. It9s a versatile tool and much more. Easy to access
that can be used for various and No special software
applications, from gathering required. You can get instant
information or data and results as they come in. And,
creating a simple quiz or an you can summarize survey
examination. results at a glance with charts
and graphs.
YouTube Some students learn better Most of the lessons can simply
with visual aids and YouTube access in YouTube videos that
is a visual aid. Students who can help the students to
learn visually allow students understand their lessons.
to physically see what is
being taught and help them
understand the course work
better.

How does this connect with what you know about selecting and using apps?
 Using educational apps improves the education system and makes it easier for students
to learn things and remember for a long time. Education apps are easier to understand
and use than books and lectures that students attend in the classrooms. It helps us to
analyze what they have been taught and what is the source of it which makes them
curious to know more but in a systematic way where they know how, when and what
to explore. This overall process helps the students.

NOTICE
After you participated or assisted in the use of apps in teaching-learning, describe
what you observed and experienced by answering the item below.

1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
Some of the apps used for educational purposes such as Google Classroom, Google
Drive, Google Forms, YouTube, Gmail, google meet, zoom and etc. It is used in this
situation when the pandemic is present. In addition to assisting teachers with grading
and organization, technology helps a teacher educate their students. Apps can act as
built-in lessons and aid a teacher in tracking a student9s progress. Furthermore, the
right app can enhance a teacher9s lesson by offering another approach to a subject.

ANALYZE
What worked well during the activity using the apps?
Using the apps has been a good outcome that it makes things easier for us to do some
of our activities. Some of the teachers used apps to conduct different activities to be
able to enjoy and learn with the students even facing distance learning. One of the best
examples is the question-and-answer portion using the Kahoot app. In this app the
student needs to pick a category, in each category, there are 10questions that need to
answer by the student. And most of the students enjoyed what they did.

What part can be improved?

In some educational apps, no need to be improved but using the apps to conduct the
class activity needs to be improved in the way of using different apps in every
synchronous class but still, there are relationships to the topic.

What would you have done differently? What I change? What will make it better
next time?
It will be better next time if all the students can participate and instead of a group
activity, we need to try an individual activity to be able to participate all the students in
a class.

How does this connect with what you know about selecting and using apps?
Selecting and using the apps is based on what you have read, what they suggest, and on
what they need. It is important to know the function of the apps and how to use it if
this app can help us to learn.

REFLECT
1. How ready am I in organizing and using apps in the teaching-learning process?
I think I am totally ready in organizing and using the apps in the teaching-learning
process because most of the educational apps I have already learned to use and
analyze. And in this generation, we are digitally transformed integrating technology
into our everyday realities and we are focused on virtual reality.

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

Maybe setting goals and expectations, adjusting the learning experience, establishing a
system of handling passwords and login info, being aware of apps that abuse in-app
purchases, and doing further research on best practices.

3. What can I do to learn more about and practice the use of educational apps?
Simply, use and explore the apps or watch some video tutorial on how to use them and
what their function of it or read the manual of apps or attend some seminars and
training regarding that apps.

WRITE AN ACTION RESEARCH

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 prevailed in using

apps?
The problems and challenges using the apps in teaching-learning are some teachers do
not know how to operate the current apps, some students do not understand how to
operate the apps well, and sometimes the teachers are still confused to find out the best
way how to combine the material with a suitable app. Many apps can be used in online
teaching, but not all of them can support the learning goal itself.

List at least three sources that you have read about this problem/challenge/area of
improvement.

Resource or Reference about the Topic Key points/findings in what I read

Teachers9 Skills to Integrate Technology in According to the findings of this study, the most
Education: Two Path Models Explaining significant factor in the instructional and
Instructional and Application Software Use application software use of teachers was found as
perceived technology skills. As teachers
By Selcuk Dogan, Nihan Agacli Dogan & perceived that they have skills in using particular
Ismail Celik software, they would use that particular software
in the class more. This is parallel to the related
https://link.springer.com/article/10.1007/ literature concluding that perceived skills or
s10639020-10310-4#Sec20 technology competency directly and positively
influenced teachers9 use of technology (Celik et
 al. 2014; Inan and Lowther 2010; Kabakci
Yurdakul and ˙oklar 2014; Mathews and Guarino
2000). Therefore, professional development for
perceived skills or technology competencies of
teachers might contribute to increasing the
instructional or application software use of
teachers.
Enhance Learning Experience Using In light of many advancement in technology,
Technology in Class instructors can support and enhance their
students9 academic performance by
By Luai Al-Labadi , Saurabh Sant incorporating a technological tool into their
instructional design. If technology is
https://files.eric.ed.gov/fulltext/ implemented properly and used strategically, it
EJ1303230.pdf can completely outweigh the benefits of using
traditional teaching methods. Students will be
able to solidify their understanding of even the
most mundane topics taught in some courses. An
ideal classroom setting would be where
communication between students and instructors
is maximized. In turn, instructors are better able
to foster deeper learning and, in turn, change
their students9 perceptions to more positive
views regarding the subject being taught.
Student-instructor communication can be
supported by taking advantage of technological
tools in both teaching and learning.
Associations Between Emotional States, The findings of the study revealed that, rather
SelfEfficacy for and Attitude towards than a linear sequence leading from emotional
Using states, through beliefs and then to attitude, as
Educational Technology suggested in the TAM, there may be bidirectional
and cyclical relationships between emotional
By Oğuzhan Atabeki states, self-efficacy, and attitude. Sub-dimensions
of attitude were predicted by subdimensions of
https://files.eric.ed.gov/fulltext/ self-efficacy, and vice versa. In a similar vein,
EJ1249973.pdf subdimensions of attitude and self-efficacy were
predicted by negative emotional states while sub-
dimensions of anxiety were predicted by sub-
dimensions of attitude and self-efficacy.
Workplace anxiety seems to orient preservice
teachers to improve themselves in using
educational technology while making it more
difficult for them to actually use educational
technology. Additionally, technical anxiety
seems to move the individuals away from using
educational technology for instructional purposes
and closer to using it for classroom management
 and selfimprovement.

On what theories / principles can this problem be anchored by the help of SAMR
Model, it is a framework created by Dr. Ruben Puentedura that categorizes four different
of classroom technology integration. The letters <SAMR= stand for Substitution,
Augmentation, Modification, and Redefinition. SAMR is a model designed to help
educators infuse technology such as the use of apps into teaching and learning. SAMR
provides a lens for educators to design, develop, and infuse digital learning experiences
that utilize technology.

REFLECT

2. What do I hope to achieve to address the problem? (What change do you want to
achieve?)
Conduct a webinar about the educational apps that helps our teachers in teaching and
learning in an online class. And also, the school system should support online learning
by providing supporting facilities and media.

PLAN
3.What strategies/solutions/means can you employ to improve the situation/solve the
problem:
The strategies used by the teachers to solve their problems in using the apps for
teaching online classrooms such as watching the video tutorial and discussing their
problems with their friends, especially for how to apply the application in their online
classroom. And for the poor internet connection, the teacher can find an alternative
way such as using printed materials and some apps that didn9t need an internet
connection.

ACT
4.If you will conduct action research, what will be the title (Base this on your
answers in nos. 1-3):

<The Challenges of Using Mobile Apps and Application Software in Teaching and
Learning in Distance Learning Approach.=

CHECK FOR MASTERY

1. D
2. C
3. D
4. B
5. A
 Learning Episode 14
UTILIZING LEARNING MANAGEMENT SYSTEMS

PARTICIPATE AND ASSIST (p.125)

Level/Grade of the Class: Grade 8

Subject: English
Lesson or Topic: Context Clues Lesson Objectives/learning outcomes:
1. Determine the meaning of unknown/unfamiliar words or expressions
reflecting local culture by noting context clues;
2. Understand the meaning of Context Clues and its types;
3. Make your own definition of words using context clues.

Which LMS did the teacher use: check one or more that were used. ✓ Google
Classroom

What tasks did you participate or assist in? Fill out the table below.
What components or parts were Under these LMS components or parts, what
present in the LMS used by the tasks did you participate/assist in?
teacher?
Video meeting through Meet As I joined the class through Google Meet, my
resource teacher asked me to share the link with
everyone who is part of the class, especially my co-
FS observers.
Stream section for announcement The lesson was posted by the teacher ahead of time.
So I downloaded it as my reference in-class
discussion so I will be able to follow and even
supplement insights regarding the topic.
Classwork indicated as new material The teacher on that day has posted an announcement
or new assignment about the schedule of the virtual class. I was being
informed about that so I attended the class on time
and was able to observe and participate in the
discussion.

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?
Google Classroom was the LMS used by the teacher. This LMS is very suitable and
intended for classes online. It is organized through its features wherein subjects that
students enrolled in are being shown, notifications will pop up on the screen when
announcements, material, and assignments are being posted. Classwork sections of
 activities are provided from the latest down to the earliest post. Then, seen on top of
the to-do list including assigned tasks, missing tasks, and done tasks.

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 entire discussion was actually good. It was delivered in a simple yet
comprehensive way. However, students seemed to be not interested in a discussion
because the teacher is the only one discussing most of the time. Yet, there is an
interaction that happened between the students and the teacher but the way the students
responded was seemed to be inattentive to the discussion. No activities were done
during that time, so students were not really engaged in it.

3. What was your experience in participating and assisting?

At that time, we were only silent observers. So, I didn9t have the chance to participate
and assist. But overall, I do have learned something on that day that is meaningful and
useful to my future undertaking.

ANALYZE (p.126-127)

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?
The best feature of the LMS is the video button or the meet which is used for
discussion of the topic or delivering a lesson. This helps students to virtually see the
presentation of the lesson and listen to the discussion of the teacher. It is an
opportunity for them to be taught something that will benefit their mind that and make
them knowledgeable of the subject matter.

2. How did the teacher/or you use the LMS to implement the strategies/activities
planned?
She started a video meeting through the meet button and presents the prepared lesson
through PowerPoint presentation using the share screen tab of the application.

3. How did this connect with what you know about LMS and TPACK?
It connects with what I know about LMS and TPACK due to the advent of technology
that dominates nowadays. In today9s generation, students have been engaged in this
kind of software, so it is easy for me to explore the LMS and assimilate the TPACK.

4. What problems and 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
LMS do you think can still be improved? How can this/ these can improve?
Internet connectivity is one major problem that is commonly encountered when using
LMS. It affects the discussion that so many considerations and adjustments will be
made by the teacher while students struggle to cope with the lesson and learning will
be a challenge. I think there is no part to be improved in the case of LMS.
REFLECT
1. How ready are you in organizing and using an LMS?
I can state that I will be able to manage my class in LMS based on my previous years
as a K-12 student and our courses in technology-related subjects. Because, as a 21st-
century learner, I am well-versed in the latest updated technology. I already have the
resources I need, such as a laptop and an internet connection, as well as the knowledge
on how to utilize the LMS.

2. Enumerate the knowledge, skills, and attitudes you already have to organize your
virtual learning environment and use an LMs:

Content: I can create learning activities in which learning content were delivered in
various formats. Such as downloadable documents, learning journals, and audiovisuals.

Pedagogical: I can facilitate learning through the use of ICT, because of the pandemic
we weren9t able to conduct a faceto-face class and end up to a virtual class as an
alternative.

Technological: I can use the different software available in Microsoft such as the
spreadsheet, PowerPoint presentation, MS Word, and Publisher. I can also use the other
applications that were helpful in virtual learning.

3. What do you still need to learn in order to use the LMS effectively?
I still lack technological other skills I think I have to nurture those skills so that I can
facilitate the LSM more effectively. And also, by figuring out how the other
applications.

On what theory/principles can this problem be anchored?

The problem mentioned was one of the principles of online Learning using LMS. It is
said that Effective online teaching and learning requires a carefully designed classroom
that promotes student engagement with faculty, peers, and course content. In order to
provide students with a quality learning experience and compensate for the distance
associated with space and time, teaching-learning strategies must be carefully
constructed with online classes becoming increasingly popular.

REFLECT
1. What do I hope to address - the problem/challenge/area of improvement in LMS
use? What change do you want to achieve?
When it comes to the overall LMS User Experience, many LMS users instantly think
of their administrators and content creators. However, regardless of their degree of
experience, your online learners must be able to use the tool to access critical online
training content. The navigation controls and learner dashboards, as well as the content
delivery technique, are all part of this. I want to achieve this by testing the online
learners, collecting feedback and ask for recommendations.

PLAN
 2. What strategies/solution/means can you employ to improve the situation/solve the
problem?
The effectiveness and success of online learning can be considerably improved by
using a learning management system. As a result of the pandemic, e-learning is
becoming more popular in schools. Thus, I want to make the content creative,
actionable, and meaningful. This will help to catch the attention of students and will
improve their developmental approach.
ACT
3. If you will conduct action research, what will be the title (Base this on your
answers in nos. 1-3):
<The Effectiveness of using Learning Management System and Collaborative Tools in
Web-Based Teaching.=

CHECK FOR MASTERY

1. C
2. A
3. A
4. C
5. D

Learning Episode 15
UTILIZING WEB-CONFERENCING APPS FOR SYNCHRONOUS E-
LEARNING

NOTICE (p.137-138)
After you participated or assisted in synchronous classes using a web-conferencing
app, described what you observed and experienced by answering the items below.

1.Which web-conferencing app did the teacher use for synchronous classes?
Describe its features and how you or the teacher used these features.

Web-conferencing App Feature Was it utilized, If Yes, describe how it was utilized in
class
Virtual Background Yes, our resource teacher used a virtual background to
be formal and professional during class sessions.
Microphone icon on/off As a meeting observer, I used to mute my microphone
always unless the resource teacher tells me to assist like
in prayer. This setting is very useful it can lessen the
disruptions during discussions.
Camera icon on/off The camera is required for us observers to close. While
our resource teacher was always open her camera to
engage students in learning discussion.
Screen share The screen sharing is used by the teacher to see her
discussion and for able to engage the learners.
Especially the PowerPoint presentation allows students
 to be more active throughout the discussion and for the
students to follow. It is used also to watch videos and to
guide in sharing the content via computer or laptop.
A practice sharing the contents for the teacher with her
device.
Reaction buttons As one observer, we are responsible for giving reactions
by clicking the reaction as a response. The reaction
buttons are used to provide feedback to the host of the
meeting without interrupting the class discussions.
View (using different views) N/A
Polling The Resource Teacher used polling in Messenger since
it is much easier than the other. She also recommended
that she uses this feature to pose questions to the
students and get real-time feedback on their responses.
Recording The Resource Teacher uses the record option in the
Google Meet so that she can share the video after the
meeting, especially for those students who can9t be able
to join the meeting for a valid reason. Students can get
benefit from recorded videos to play back for the lesson
they cannot understand and to review the lesson
properly.
Others: Chat box In Google Meet the teacher allows the students to use
the chat box for questions, concerns, and their answers.
This is useful for the teachers allowing sharing her
instructions that can be viewed in the breakout rooms or
links.

2.How was the content taught and delivered? How were the learning activities
facilitated? What strategies did the teacher, or you used to keep the students
engaged? How did the students respond to the teacher? To the activities?
The teacher’s prepared learning activities were perfectly engaging, and at some point,
students were cooperative. Our resource teacher always reminds us when developing
activities and lessons that we need to address different learning styles and multiple
intelligences in students, which is why we prepared a variety of activities such as
videos, games, writing, and so on. Teaching is more than just spoon-feeding; it is also
the exchange of knowledge and ideas between teacher and learner. Students can
respond very well in every discussion because of this, and they are active in
participating and cooperating.

3. What was your experience in participating and assisting in synchronous classes?

What were your thoughts and feelings while you participated and assisted?
Even though the students will be learning from a distance, I will be virtually attending
a class session each week, along with the instructor. I was able to demonstrate my
skills and learning9s by participating and assisting the teacher. My ability was
 demonstrated while being challenged by the set-up. I’m overwhelmed and grateful that
I’m able to experience it; there are some stressful moments, but it was a fantastic
experience and all worth it in the end.

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?
The best feature of the web-conferencing app: Google Meet, in my opinion, is the
share screen and chatbox. Screen share, perhaps Google Meet most useful teaching
feature, allows students to see the PowerPoint presentation and videos that the teacher
wants to share. The chatbox, which can be accessed from the bottom of the screen by
both the teacher and the students, can be used to send messages to students during
class.

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?

Design & Organization: She emphasizes preparing learning modules for an online
learning environment with specific learning goals, reading assignments, brief
instructional materials, learning activities, assessment procedures, and so on.

Direct Instruction: She is allowing students to see her disciplinary expertise through
online interaction with them, which includes presenting content and questions,
focusing the discussion on specific issues, summarizing the discussion, confirming
understanding, disposing of misperceptions, injecting knowledge from various sources,
and responding to technical concerns. And providing learners with timely feedback
that their work is prioritized allows them to adjust as the lesson progresses.

In terms of facilitation, the teacher is encouraging, acknowledging, or reinforcing

student contributions by saying: "Thank you for your insightful comments." The
teacher is also drawing in participants and prompting discussion by saying: "Do you
have any thoughts on this topic/lesson?" and so another saying.

Social Presence?

Affective Expression: She encourages students to incorporate their feelings, experiences,

and ideas into their work. She frequently encourages students to bring to the class what
they have learned from their own experiences. Students are more open when discussing
their situations and how they handle them, and they express their emotions more
frequently.
Open Communication: She provides opportunities for students to connect with one
another and with the instructor. She sometimes forces students to interact and participate
in informal discussion areas, social and informational lounges, or virtual discussions.

Group Cohesion: When the teacher asks a section to brainstorm ideas, they should be
able to connect with their peers easily and conveniently in order to build trust and have a
continuous discussion.

Cognitive Presence?

Triggering Event: During the lesson, the teacher assigns a student activity designed to
engage catch the student’s interest and pique the student’s curiosity. It could be a
quandary or real-world problem to which students can relate.

Exploration: During a discussion, the teacher will ask students multiple questions as
they begin to search for relevant information and possible explanations. They must
brainstorm ideas and exchange information via personal narration/opinions.

Integration: When the teacher is connecting or building on the ideas of others, she asks,
"How do these ideas relate to each other?" What are the key ideas that emerged from this
discussion? In addition, ask the students to summarize or reflect on the topic they
discussed.

Resolution: The teacher is requesting a solution to the problem. She is determining

whether the students understand and can apply the solution in a real-world context.

3. What problem or challenges did the teacher/you or the students encounter during
the synchronous classes? How did it/they affect the teacher/learners? What part/s of
synchronous classes do you think can still be improved? How can this/these be
improved?
Technical issues, computer knowledge, and a poor internet connection are some of the
online learning challenges that teachers and I face. These educational setbacks can
have a significant impact on students’ learning; they may not receive the information
and knowledge that the teacher wishes to convey. And it reduces opportunities for
learning in and outside of the classroom for teachers. They will need to schedule
another session to repeat and explain the parts where they lost connection; this will
have an impact on their lesson plan, weekly guide, and time management. We can still
improve the synchronous class by preparing for suitable technology, planning the
online classes, and maintaining a consistent line of communication with the students.

REFLECT

1. How ready are you in teaching online synchronous class?

If I were to rate my readiness to teach in an online synchronous session, I would
probably rate it an 8 out of 10. Although I have the experience and knowledge to
 establish this type of learning, there are challenges that may affect our performance as
future teachers. I am quite comfortable with technological tools and can adjust the
degree of difficulty of this setup. I believe I am physically, emotionally, intellectually,
and experientially prepared to teach online classes.

2.Using a web-conferencing app, how else would you better establish:

Teaching Presence? In terms of discussion, the most common format in the Google
Meet app is forums (asynchronous) or chat rooms (synchronous). Setting a minimum
number of posts per lesson, requiring students to respond to a certain number of other
posts, or requiring students to post on a certain number of different days can all help to
increase the number of posts and thus participation. Most course management systems
can track chat room attendance and the number of postings. Instructors can make it clear
that simply being present—having the chat room open—does not imply participation.
Students must participate in the chats.

Social Presence: It can be difficult to provide necessary support for learners in an e-

learning platform because students are often hesitant to ask for or receive help from their
teachers. To encourage student engagement, send a pre-class email welcoming all
students, make calls, or host a video conference meeting the first week of class to see
how everyone is settling in and to answer any questions that may arise. I will require
students to post a brief introduction outlining each student’s goals for the class as well as
information about their personal lives that they are willing to share.

Cognitive Presence: Through sustained reflection and discourse, I will invite students to
construct and confirm meaning. I may use the chat function to elicit opinions or questions
during synchronous discussions in which all learners participate at the same time.
Students can use drawing tools to highlight or circle information that is important to
them. When conducting the webinar, learners may be divided into multiple chat rooms so
that groups can work on projects that are most relevant or interesting to them at the same
time.

3. What do you still need to learn in order to conduct an online synchronous class
using a web-conferencing app effectively?
I need to learn how to keep lecture type videos short, no more than 40 minutes each,
because in the last practice demo teaching, I took advantage of their free time and took
overtime. To build a healthy community, I must also develop a detailed plan that
includes collaborative work, solo work, or group discussions, as well as practices for
engaging directly with students. Establish norms and expectations and communicate
with parents and families on a regular basis about expectations and student progress.
Finally, because I need to learn how to use a single learning management
system/platform that allows for easy access and integration of various learning assets
such as polling and breakout rooms, etc.

On what theories/principles can this problem be anchored?

Gladhart (2001) developed a Levels of Adoption model by adapting the Apple
Classrooms of Tomorrow (ACOT) study by Dwyer, Ringstaff, and Sandholtz (1992).
Gladhart9s model addressed the issues of teacher behavior, student behavior, and
technology tools regarding computer integration. The teacher behavior part of the
model lists the following five levels of computer technology integration: entry,
adoption, adaptation, appropriation, and invention.

Russell (1996) identified six stages that learners move through as they learn to use
technology: awareness, learning the process, understanding the application of the
process, familiarity and confidence, adaptation to other contexts, and creative
applications to new contexts. Russell9s action research specifically addressed the use
of email by over 400 teachers in postgraduate study. The students emailed meta-
cognitive reflections regarding their experiences, resulting in the emergence of six
categories <learners typically go through as they learn to use technology=.

REFLECT

1. What do I hope to address the problem/challenge/are of improvement in web

conferencing app use? What change do you want to achieve?
Because of sudden changes in the learning environment some students still struggling
to utilize the video-conferencing app. Poor internet connection is also one of the
problem/challenges not only for the students but also for teachers. In changes, Google
Meet must be collecting a ton of data for each meeting, such as when attendees enter
and exit so that attendance can be easily checked. Some teachers used another
application just to check for attendance wherein students need to access another app.
Most of the students cannot enter their information because of poor connectivity.

PLAN

2. If you will conduct an action research, what will be the title (Base this on your
answers in nos. 1-3)

<The Use of the Google Meet Application in the Learning Process: Its Effectiveness
and Difficulties=

ACT

3. What strategies/solutions/means can you employ to improve the situation/solve

the problem?
I’ll gather researchers and read articles to figure out how I can recommend
improvements to the Google Meet. I will also seek advice from teachers who can
introduce me to new perspectives and novel solutions. I’ll think about asking a diverse
group of colleagues or peers what they would do in your situation. There are studies
 that have the same study, and it will be a great help to me because I will be able to use
those in implying their conclusions and recommendations.

CHECK FOR MASTERY

1. C
2. B
3. D
4. D
5.

Learning Episode 16
ASSESSING FOR, AS AND OF LEARNING

ANALYZE

• Did the formative assessment tasks help students master what they were expected
to learn? Yes, Formative assessment help not only the students but also the teacher, And
the one I prioritize is that observation helps to fulfill the weak hole of students who see
by the teacher. This assessment helps both students and teachers with what they expected
to learned teacher learned to handle the more unexpected issues or problems and students
are guided by the students well of what should they work for each individual.

• Was students’ response to formative assessment exercises favorable or

unfavorable? Why? No, for the fairness of individual favorable is not the key, if we do
something to have the advantage to students, they might be learned we must defend to
what the students may result to their assessment. And I do not prefer to use unfavorable
and favorable to be responses from my students the result of the assessment will be the
response and I am there to help where they need a helped and guide them.

• Did the conduct of formative assessment and self-assessment affect students’

attainment of learning outcomes? How? Yes, they conducted their self-assessment to
motivate themself to do their mission to teach. Making plans, decision making, etc. All of
these affect the attainment of the learning outcome of both students and teachers.

• What was the effect of students assessing their progress on their motivation to
learn? The center isn’t fundamentally on having understudies create their own grades,
but rather giving openings for them to be able to distinguish what constitutes a great.

REFLECT (p.149)
How would attainment of learning outcomes be affected if there were no formative
assessments or self-assessments?
All of the teaching strategies were you doing were be useless if this assessment were
gone, I don9t think we can make proper teaching for our students. The assessment was
very important to the student and also to the teacher assessment was fundamental to
teaching if this was gone it9s may cause teaching with no concrete results.
WRITE ACTION RESEARCH PROMPTS

OBSERVE

1. One thing that went well in the development/use/administration of formative

assessment tasks (assessment for learning) is that formative assessment involves
creating learning objectives and tracking progress toward those objectives, many students
are motivated. Because the students were focused on what they wanted to achieve, the
outcomes improved.

2. One thing that did not go very well in the development/ use/ administration of
formative assessment tasks (assessment for learning) is because of a simple
misunderstanding about the assessment’s guidance, some students got off track.

3. One good thing observed in students’ self-assessment (assessment as learning) is

because just a few students were reliant on their close friends, some of them didn’t like
the procedure of self-evaluation.

4. One thing in students’ self-assessment (assessment as learning) that needs

improvement based on what was observed is because few students were dependent on
their close friends, several of them were unenthusiastic by the process of self-evaluation.

REFLECT

The formative assessment activities went well because there were a lot of students who
identified their strengths and limitations, as well as the areas in which they needed to
improve. It efficiently aids in the monitoring of student progress in order to provide
ongoing feedback that can be used by both teachers and students to improve their
learning.

The formative assessment activities process did not go well because some students
misunderstand the teacher’s feedback as well as the teaching.

For the students, self-assessment worked because it aids in gaining a better picture of
students’ genuine understanding and identifying knowledge gaps.

For the students, self-assessment did not work because some of them lack the
motivation and confidence to analyze their degrees of comprehension and learning.

ACT

To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other’s best practices by researching on
1. The Impact of Self-Assessment on Academic Performance: A Meta-Analysis Study By
Pınar Karaman https://files.eric.ed.gov/fulltext/EJ1319061.pdf

2. Formative Assessment as Practice: The Role of Students’ Motivation

By Leenknecht, Martijn; Wijnia, Lisette; K hlen, Martine; Fryer, Luke; Rikers, Remy;
Loyens, Sofie https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1765228

PLAN

To help improve formative and self-assessment practices, I plan to conduct action

research on <The Effects of Using
Formative and Self-Assessment on Students’ Academic Performance=

CHECK FOR MASTERY

1. A
2. C
3. B
4. D
5. A
WORK ON MY ARTIFACTS
I recommend that the assessment should improved by providing the student with
examples that are more familiar or interesting for them. Aside from that, include
scenarios to help students apply what they’ve learned to real-life scenarios.

Roisin Rice from TED Talks - TEDxDerryLondonderryWomen challenge educators to

make examination and evaluation systems equal for all students and suitable for the
future.

The global pandemic has provided us with the opportunity to make a difference and has
launched a worldwide educational revolution. Teachers were entrusted with establishing
fundamental assessment grades as well as the transition to online learning. We can build
a new fit-for-purpose examination and evaluation system with the introduction of new
technology, and now is the time to shake things up. One that assesses students’ talents,
focuses on problem-solving, logic, and creativity, and does not merely reward students
with good memories. Despite its shortcomings, the Coronavirus pandemic offered
education with its first real opportunity to adopt changes in educator leadership,
according to John Hattie. Now is the time to make a change. Let us create a positive
change to our examination and evaluation system, making it better for the future and
more equitable for everyone.

Learning Episode 17
USING TRADITIONAL AND AUTHENTIC TYPES OF ASSESSMENT FOR
FORMATIVE AND SUMMATIVE PURPOSES

ANALYZE (p.160)

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

Yes, the learning objectives are connected with the assessment tasks. It is a reliable
indicator of how well students are achieving the learning outcomes.

2. Did the teacher make use of both traditional and authentic assessment tasks?
Yes, but are more likely to be more valid than conventional tests, particularly for
learning outcomes that require higher-order thinking skills. It can be characterized by
open-ended assignments that require understudies to build expanded reactions, perform
an act, or create an item in a real-world context—or a setting that mirrors the genuine
world.

3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
Traditional tests have right or off-base answers, true evaluations have shifting
arrangements based on how an understudy comes to translate and illuminate a
challenge, issue or assignment. True assessments can be made for any subject matter.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Formative evaluations quizzes and tests that assess how somebody is learning fabric all
through a course. Summative evaluations are quizzes and tests that assess how much
somebody has learned all through a courseter.

5. Where were assessment results students better - in the results of the traditional or
authentic assessment?
Authentic assessment because understudies are inquired to perform real-world
assignments that illustrate the significant application of basic information and skills9
as is characterized.

6. Which assessment activity or activities did the students like more? Like least?
Why?
Traditional assessment because student9s attention will naturally be centered on and
restricted to what is on the test..

REFLECT

How can I make the assessment process more meaningful to and more acceptable to
students?
I will pick the assessment where do my understudies mold as better citizens of our
country even the acceptable by more of the student is traditional, I will do is authentic
assessment for them to learn not limited information and knowledge.

WRITE ACTION RESEARCH PROMPTS OBSERVE

1.One thing/Some things that went well is/are in the development/use/administration

of assessment tasks are& the <response to the video= because the video analysis task
was well enjoyed by all of the students, who wrote interesting insights based on the video
clip.

2.One thing / Some things is/are that did not go very well in the
development/use/administration of assessment tasks are& after the analysis and
discussion, some of the students are not ready to take an assessment.

REFLECT

This part of the assessment process went well because& most of them were caught
their attention by the video clip that9s why it is easy for most of them to answer the
assessment.

This part of the assessment process did not go well because& some of the students
aren’t ready for an assessment after the analysis and discussion, and maybe they did not
expect that they will be having an assessment at that time.
ACT

To ensure that the assessment process serves its purposes, to help students learn, I
will read researches on&. or video on&

1. The Everyday Creativity of Authentic Classroom Assessments | 2021 By M9Balia

Thomas
https://files.eric.ed.gov/fulltext/EJ1304584.pdf

2.The Impact of Formative Assessment on Students9 Assessment Preferences | 2021 By

Kagan Buyukkarci https://readingmatrix.com/files/24-o03594m3.pdf

PLAN

To help improve assessment practice, I would like to conduct action research on&
<Advantages and Disadvantages of

Using Traditional and Authentic Assessment on Students Academic Performance=

CHECK FOR MASTERY

1. B
2. A
3. C
4. D
5. B

Learning Episode 18
Grading and Reporting

ANALYZE

1. What are the teaching implications of the student’s test scores and grades?
Students test scores and grades imply the quality of teaching the teacher possessed and
implies the need for teachers to find ways to improve students9 learning if students got
low grades or consistently do his/her teaching practices and strategies if they obtained
high grades.

2. In what subjects did students perform best? poorest?

Unfortunately, I cannot answer this question because I didn9t have the opportunity to
go personally to the field to assist my resource teacher and be able to see the grades of
the students. Thus, I can9t identify what subjects the students perform best and poorest.

3. How was the PTC attendance of parents and guardians? What does this imply?
 The Parent-Teacher Conference is a great way to discuss students9 learning progress.
This implies collaboration and cooperation in improving the learning abilities of
students and an opportunity to connect and discuss what is best for the learners or their
children. Both parties are responsible for them that is why cooperation and
collaboration are a must to go hand in hand in winning learners progress.

4. What parents/guardians [comments were most common during Card-Giving

Day?
As I have observed, parents with a child who got low grades would most likely ask
what was happening to their child9s performance and what are those factors influenced
their child to get a poor grade.

REFLECT
What personal message do I get from these students’ scores, grades, and parents' or
guardians’ PTC attendance and comments?
I can only say that I have done my job as a teacher. Whatever grades the students
obtained are reflected on their performance yet it is also reflected on me in the quality
of my teaching. However, learning is somewhat a piece of evidence that is way more
significant than grades. So, it is a challenge for me as a teacher to work more
effectively to achieve my learning goals for my students where they will become
highly knowledgeable on the particular matter and gain meaningful learning. With the
cooperation of parents and teachers or the collaborative effort of both responsible
learners, I will put emphasis on the importance of this convergence as it seeks and aims
child9s learning development and progress. All comments, concerns, and issues
regarding their child9s performance will be considered and implies that I should
embody the competency of being a committed, responsible, and competent teacher.

WRITE ACTION RESEARCH PROMPTS

OBSERVE

1. One good thing that I observe in scoring/ grading / Parents-Teachers Conference

was the positive purpose of these three as they were made to present, discuss and
showcase students9 performance.

2. One thing that did not go very well in scoring/ grading/ Parents-Teachers
Conference was showcasing all grades and tend to have more questions to raise,
concerns, issues, and complaints from parents with their child who got poor or low
grades.

REFLECT

The scoring/ grading/ Parents-Teachers Conference went well because first and
foremost, the objectives were clear before the conduct of the meeting and the giving of
report cards that the said gathering is to discuss the students9 performance, how to
improve learning, address learning needs, and empower childs ability to learn.

The scoring grading/Parents-Teachers Conference did not go well because some

parents did not fully understand the purpose of doing the PTC and the process of grading
their child.

ACT

To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e.,
to ensure that students learn, I will read researches on&

• Taking the Stress Out of Grading | 2020 By Joe Feldman

https://www.ascd.org/el/articles/taking-the-stress-out-of-grading

• Who9s Doing the Talking? Teacher and Parent Experiences of Parent-Teacher

Conferences By E M Lemmer https://files.eric.ed.gov/fulltext/EJ1136337.pdf

PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
Conduct an action research on

<Resolving Issues, Concerns and Queries of Students9 Performance Through

Quarterly Parent-Teacher Conference=

CHECK FOR MASTERY

1. B
2. C
3. D
4. A
5. D

WORK ON MY ARTIFACTS

Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and Student’s Report Card must belong to the
same students to see development. Include snapshots of PTCs and list of
parents’/guardians’ comments during PTC and how these comments were
addressed
Some parents and guardians used the Zoom App’s chat box to communicate their
concerns during the PTC, while the majority used video calls to share their thoughts and
concerns. Following that, the principal and the concerned teacher addressed each of their
concerns. Parents who are concerned about the same issues will be able to get a fast
answer. As a result, parents and guardians will be able to interact more effectively
throughout the PTC.

Learning Episode 19
WRITING AN ACTION RESEARCH PLAN

ANALYZE

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

Topic you chose: (from the past episodes) <Impact of the Financial Stress on Students’
Academic Performance=

Episode number and Title: Learning Episode 4 (Matching Problematic Learning

Situation with Probable Action)

Writing Action Research Prompt page: 30

 Activity 1: Developing an Initial Research Action Plan
Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?

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

• Write your own observed / notice classroom problem here:

The problem I have noticed is that there are some students who are not paying attention to the
class discussion because of hunger, others are sad because they don't have enough money to
buy a snack and some of them were absent during class which has a negative impact on
students academic performance.

Reflect
Think deeply of the problem and your observation. Why is this happening? Can the Slow
learners be helped? How will it be done?
Example response: I think most of the activities are very competitive. There are always,
winners and losers. The smart students overrule the poor students thus often they continue to
be losers. With this situation, I believe, that I should modify my classroom Strategy.

• Write your reflective response to the problem you stated:

The ability or otherwise of an individual to meet the basic needs greatly affects the person9s
mental alertness. In an academic institution, these basic needs go beyond food, shelter,
clothing, and energy. In addition to these four, the basic needs of a student extend to the cost of
transportation, health care, school supplies, and more recently, Information and
Communication Technology (ICT). Many students have been finding it difficult to feed
themselves because they lack enough money to do so. The government should sensitize
families on need and importance of supporting their children9s education for better academic
achievement. C. Plan for Action Key questions:

• What will I do as a teacher to solve the problem?

• How will I describe my intervention, innovation, or actions to the identified problem?
• How long will it take to introduce the intervention?
• With whom shall I work?
• What materials do I need?
• Are methods, participants, data collection, time table considered in my Plan for Action?

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. | 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.
My plan is to promote a school donation drive. Any form of help for students is acceptable. For
example, school supplies, free snacks/meals, monetary donations, or any other necessities. I
will try this out every last week of every month. I will collaborate with the community, parents,
teachers, alumni, and the school administration for a successful school donation drive. All I
need is permission from the school principal, a data collection of below-average students in
terms of financial status, boxes, or baskets for the storage of school supplies and food.

D. References
Include at least 3 reading materials about the intervention that will be used.

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

Enter your own reading list

1.M. Medina (2013) <Effects of Financial Stress on Academic Performance" | Student

Media at Florida International University
https://panthernow.com/2013/09/17/effects-of-financial-stress-on-academic-
performance/

2. A. Bernardo & K. Fernando (2018) <Financial Stress and Well-being of Filipino

Students: The Moderating Role of External Locus-of-hope= | Psychological Association
of the Philippines https://pap.ph/assets/files/journals/financial-stress-and-wellbeing-of-
filipino-students-the-moderating-role-ofexternal-locusofhope.pdf

3. W. Parrett & K. Budge (2015) "What Can Schools Do to Address Poverty?" |

Edutopia | George Lucas Educational Foundation
https://www.edutopia.org/blog/what-can-schools-do-to-address-poverty-william-
parrett-kathleen-budge

E. Act (Implementation of the Action Research Plan)

Note: The j mentation 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.
REFLECT (

What was your experience in writing the action research plan?

At first, I thought writing an action research plan would be challenging. But then I
discovered that it was easy to do, and that all I needed was a little time and patience to
write out everything I wanted to say about each part of the action research plan. While
working on it, I realized that an action research plan can benefit educators in bridging
the gap between theory and practice, producing fresh material that is immediately
applicable to their classrooms, and empowering teachers.

What knowledge, attitude, and skills did you have that helped you accomplish it?
Communication and social skills would have to be the assets I already possess that
enabled me to succeed. If I hadn’t been able to effectively collaborate with other
teachers and students, I might not have been able to finish this.

What do you still need to learn and develop in yourself to be a skilled teacher-
researcher?
As a researcher and educator, I must be able to deal with uncertainty, as well as have
an open mind and the willingness to evaluate my own teaching approach.

CHECK FOR MASTERY

1. A
2. B
3. D
4. A
5. C