FS 2 Learning Episode 1 19

Republic of the Philippines
ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
R.T. Lim Blvd., Baliwasan, Zamboanga City
In Partial Fulfillment of the

Course Requirements in
FIELD STUDY 2
(Participation and Teaching
Assistantship)
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?
Answer:
To be a great teacher you must have the four essential competencies: (1) knowing
and understanding what to teach, (2) helping students learn, (3) engaging the community,
and (4) becoming a better teacher every day.
2. Are these competencies limited only to professional competencies?
Answer:
No, teachers go out their borders for them to understand what students are going
through day by day they know their professions but they as a teacher know how to
implement it as well asgiving their students the best care and knowledge to execute every
detail of what theirstudent’s needs
3. For a teacher to be great, it is 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.
Answer:
The greatness of a teacher is not measured by how well he/she is able to plan a
lesson plan and execute it, manage a class, assess learning, or compute and report grades.
These are actually just manifestations that a teacher is doing his/her job based on his/her
job description.
 The greatness of a teacher is measured by his/her outputs--the students.
 If the students are gaining significant learnings from their teacher, we can say that a
teacher is great.
 If the students are applying their learnings in real-life situations, they've got a great
teacher.
 If students are influenced by the teacher to pursue their dreams and aim higher, their
teacher is a great one.
 If a teacher is able to touch the lives of his/her students, he/she is a great one.
4. For a teacher to be great, which is more important – personal qualities or professional

competencies?
Answer:
In my opinion both are important because we need to balance our personal and
professional life. creativity, imagination, and resourcefulness in problem solving.
curiosity and commitment to lifelong learning. leadership skills and qualities. And some
qualities of a good teacher include skills in communication, listening, collaboration,
adaptability, empathy and patience. Other characteristics of effective teaching include an
engaging classroom presence, value in real-world learning, exchange of best practices
and a lifelong love of learning
5. Who are the teachers that we remember most?
Answer:
Students often remember teachers who were kind or funny or brilliant or
passionate. They remember teachers who cared about them. They remember teachers who
were supportive or encouraging or saw something in them no one else did. They
remember teachers who challenged them and made them think.
REFLECT
Which personal traits do I possess? Where do I need improvement in?

Answer:
As a good teacher include skills in communication, listening, collaboration,
adaptability, empathy and patience. Other characteristics of effective teaching include an
engaging classroom presence, value in real-world learning, exchange of best practices
and a lifelong love of learning. And I need to gain much more experience and techniques
for me to grow and be effective as a teacher in a classroom. For me I need to improve
everything that I have because to be a good teacher we need to polish our skills and
personal qualities to be an effective as a teacher.
Which professional competencies am I strongly capable of demonstrating?

Answer:
I am good at interacting with students because for me educators must be able to
positively interact with all students. This includes difficult students, students who work below
grade-level and students whose personalities just grate on a teacher. Teachers must put aside their
prejudices and feelings in order to treat all students with respect, provide them with equal
opportunities for learning and make them feel confident.
In which competencies do I need to develop more?

Answer:
For me I need to develop and polish my Flexibility/Adaptability since I am lacking at
experience I belive that the working environment in a school is so intense. So I need to became
good at multi-taking because an ability to manage multiple assignments at the same time, and
being flexible enough to work under ever changing conditions, management, environment and
rules is highly appreciated. And being able to adapt from one working environment to the next,
or even from one type of assignment to another, is a big advantage. It demonstrates the
individual’s commitment to the organization, and will influence their career progression.
Who are the teachers that we remember most?

Answer:
My answer for this question is still the same students often remember teachers who were
kind or funny or brilliant or passionate. They remember teachers who cared about them. They
remember teachers who were supportive or encouraging or saw something in them no one else
did. They remember teachers who challenged them and made them think.
Write Action Research Prompts

SAMPLE CAN BE USED
1. OBSERVE
In assisting my resource teacher, I observed that personal traits such as bright personality
comes excitement and originalitv. hoth of which are essential for capturing the attention
and respect of students and professional competencies like establishing high but
achievable expectations encauraging a love for learning listening to others. being flexible
and capable of adiusting to novel situations and many more were least not displayed and
as a result, students were class was class not active and can destroy education.of every
student and it is said that educating themind without educating the heart isno education at
all.
2. REFLECT
The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by lack of students interest in teaching or the teacher is not a teacher at all he/she
don't do his ohligation as a teacher to provide the needs of the students or is not in the
classroom to guide his/her students. We all know that the esence of heing a teacher is to
teach because that is his/her professor.
3. PLAN
I would like to address this problem (mentioned in #2) by conducting an action research
on different sides of teaching lacking of personal traits can create a sold atmosphere in
the classroom they may think that vou are not a great teacher because voL can'L relate to
what students are stmggling with or needs of them Lacked of professional competency in
teaching may lead to a lot of dis alignment in teaching and teacher's behavior and cannot
manage the classroom well.
4. ACT
a. The main objective of my action research is to learn more ahout what is going on in a
particular district. school or classroom and to figure out how to increase student
learning in that environment.
b. My specific research questions are: Is it possible that a teacher's expectations have an

impact on a student's success2 Iwill.conduct some rescarch and reasons why teachers
expectations have an impact on a student's success by listing the negative and positive
sides of both students and teachers and how true that if you excellin everyıhing that
your teacher expects makes you successful
c. To answer my specific research questions, I will conduct some research to gather
some informations to be able to answer my research questions.
Work on my Artifacts
Attach your reflection here.
- .The level of development of countries is closely linked with the quality of education,which is
closely linked with the quality of teachers. A common characteristic of
theeducation systems of countries which are at the forefront in international examinations
andevaluations is competent teachers. A competent teacher is one of the most
substantialelements of a quality education system. Academic competence of teachers, their work
intheir profession, and their professional seniority are vital factors that affect their
students'learning achievements. Improving the quality of the education system in a country
requiresa teaching profession with sufficient power and high qualifications, including the
specialknowledge, skills and competences that teachers should have for their roles in a school
andin the education system. A teacher also should possess positive attitudes, as this has animpact
on the quality of education. Developing positive attitudes and professional self-efficacy
are important components in teachers' development through attaining professional qualifications.
LEARNING EPISODE 2: EMBEDDING ACTION RESEARCH FOR

REFLECTIVE TEACHING
Inventory of Sample Action Research Conducted by teachers’
List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1. Improvement of primary learner's
2. reading level through oplan SONY Sony V. Uy
3. Improvement of grade 8 low Elisa L. Baguio

performing students in mathematics
through ICT
4. Environmental and personal profiles of Arvin J. Bsico

leamers and their study habits
5. Improvement of pupil's numeracy and Villma S. Sumagaysay
literacy through indigenous knowledge
system practices integration
6. Improvement of reading Fe K. Zuniga and Gemma S. Barrantea

comprehension of grade ll pupil's
through reading program
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in title
research titles? Do the action research no. 1
(AR) titles imply problems to be Answer:
solved? Yes __✓__ No ____ "Low reading level of the students"
If YES, identify the problems from the

title you have given. Answer in the 2. Identified problem to be solved in title
space provided. no. 2
Answer:
"The low performance of grade 8 students
in mathematics through ICT"
3. Identified problem to be solved in title

no. 3
Answer:
"Problem in study habbit that can affect the
students these are the factors identified
intellectual ability, poor study habit,
achievement motivation, lack of vocational
goals"

no. 4
Answer:
"The lack of knowledge of the pupil's to
numeracy and literacy"

no. 5
Answer:
"The low level reading comprehension
of grade II student"
2. What interpretation about action Title of the Action Research:

research can you make out of your Answer:
answer in Question No. 1? "The students need to improvement their
reading comprehension"
3. Write the Title and your interpretation From the title, I think, the study
of the study from the title. Answer:
Title: Reading level though oplan sony
Interpretation: I think the study is focusing

to aid the need's of a student, especially in
reading comprehension.
4. What do you think did the author/s do I think the author/s

with the identified problem as Answer:
presented in their titles? "I think as he/she or they choose their title
problem, they do some research and survey
to look for a new way to prevent this kind of
problems again"
ANALYZE
My Answer
Key Questions Choose from the options given. You may check
more than one answer.
1. From what source do you think did the Choices:
authors identify the problems of their _____ copied from research books?
action research? ___✓__ from daily observation of their
teaching
practice.
___✓__ from difficulties they observed of
their
learners.
_____ from their own personal experience.
2. What do you think is the teacher’s Choices:

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

FS 2 in understanding and doing action ___✓__ prepare me for my future job
research? _____ get good grades in the course
___✓__ learn and practice being an action
Researcher
_____ improve my teaching practice
___✓__ exposure to the realities in the
Teaching profession
_____ become a better teacher everyday
4. In what ways can you assist your Choices:

mentor in his/her action research ___✓__ by co-researching with my mentor
avctivity? ___✓__ by assisting in the design of the
Intervention
___✓__ by assisting in the implementation of
the
AR
_____ by just watching what is being done
REFLECT
1. What significant ideas or concepts have you learned about action research?
Answer:
 I learned that action research provides qualitative data we can use to adjust our
curriculum content, delivery, and instructional practices to improve student learning.
Action research helps us implement informed change! Action research also helps us
to take charge of our personal professional development.
 Action research is basically a cycle of action and research to improve performance. It
helps build a bridge between theory and practice. It is a systematic method through
which a practitioner conducts a study to evaluate a specific problem or to solve a
problem.
 For example a teacher learns about a problem in the classroom and tries to solve it,
taking actions for improvement. While taking these actions, he or she undertakes a
study to analyze the effectiveness of these actions and to make improvements based
on the findings.
 So action research is a cyclical process of taking several actions to improve
something, studying the results of these actions, and taking further actions based on
the findings of the study.
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.
Answer:
I realized that Action research helps the teacher to turn from the traditional
methods of teaching to those methods that are modern and effective hence ensuring the
satisfaction of the needs of the students. It is therefore very important in ensuring
professional development for the teachers.
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.
Answer:
Lowering other students' and instructor’s motivation in or out of class.
REFLECT
What have I realized? What do I hope to achieve?

Answer:
I realize that an action research is situation and context-based. Action research
develops reflection practices based on the interpretations made by participants.
Knowledge is created through action and application. Action research can be based in
problem-solving, if the solution to the problem results in the improvement of practice.
I realized that for every teaching learning problem, there is a solution.

Answer:
And the importance of action research is vital in enhancing the reflective teaching
process as it enhances awareness. The process is more systematic than mere reflection
and it enhances accountability. It raises the consciousness of the participants to the
reflection process.
Write a probable solution to the problematic situation above.

Answer:
I think as a teacher we need to be strict somethings especially to a student that is
not respectful, because as a teacher we must do the right thing and decision that may lead
changes for our students in a good way as soon as possible like this one that I suggest.
Because not all the time we neef to be kind for me I think we need to be balance so that
our students do not become abusive to us and to ther co-students.
PLAN
What strategies, activities, innovations can I employ to improve the situation or solve the
problem?
Answer:
 First as a teacher we must impliment our own rules and regulation with a sanction or
punishment depending to their violation that can offend a teacher or their co-student.
 Second, we can conduct a personality activity so that we can enhance or change their
personality little by little because it is for their own sake.
As a future action researcher I can plan for an appropriate intervention like

Answer:
 First, I will decide what needs to happen.
 Second, Use a measurement system to gather information about the level of the
problem.
 Third, Decide who the intervention should help.
 Fourth, Involve potential clients or end users of the intervention.
 Fifth, Identify the issues or problems you will attempt to solve together.
So that we can create a good intervention that can solve the problem that we
currently facing at school to have a better teaching strategies and to grow as a future
action researcher as a teacher.
Work on My Artifatcs
Your artifact will be an Abstract of a completed action research.
The action research aims to enhance the performance of Grade VI-C Pupils in Mathematics in
Buyagan Elementary School through the use of Arts In Math (AIM). Specifically, the action
research sought to: 1) use Arts in Math (AIM) to enhance the mastery level of Grade VI-C in
Mathematics, 2) improve comprehension skills of Grade 6 on Mathematics concepts through the
use of "Arts in Math (AIM)", 3) use "Arts In Math (AIM)" to stimulate, motivate and sustain
pupils' interest in Mathematics and 4) improve the teaching strategy in Mathematics through
AIM. The study was conducted for two quarters from June-October 2015 (1st and 2nd Grading)
with 46 pupils as the target subjects. The study made use of the one-shot experimental design to
look into the effectiveness of "Arts In Math (AIM)" in improving pupils' performance in
Mathematics. The findings showed that the use of Arts In Math (AIM) enhanced the performance
of Grade VI-C Pupils in Mathematics. For the first quarter, there was an increase of 34.13 in the
MPS and 29.79 for the second quarter. Using the t-test of the difference between means of
correlated data, the t- test computed value of 23.71 for the first quarter and 32.37 for the second
quarter is more than the critical value of 1.676 at 0.05 level of significance with 45 degrees of
freedom. In conclusion, Arts In Math (AIM) enhanced mastery learning and comprehension of
Grade 6-C pupils based from the pretest and posttest. There was a significant difference between
the means of pretest and posttest using t-test as the statistical treatment. In addition, Arts in Math
(AIM) stimulated, motivated and sustained pupils' interest. Furthermore, Arts In Math (AIM)
improved the teaching strategy in Mathematics. As to the recommendations, teachers should be
encouraged and motivated to use Arts In Math so as to enhance pupils' performance in Math.
Moreover, integration of arts should not only be used in teaching Mathematics but also with
other subjects. The school head should encourage and support the generation and use of the Arts
In Math (AIM)
LEARNING EPISODE 3: UNDERSTRANDING AR CONCEPTS,

PROCESSES AND MODELS
NOTICE
What concepts have been emphasized in the task and infographics? Give at least four.
1. It emphasized how to do it in a right manner.
2. It emphasized the correct flow of action research.
3. It only has one directional flow.
4. Action research enables practitioners to research.
Since the 3 models are all for action research, what are the common elements of the three?
Answer:
All of them have the same 1 flow direction and the other common thing to them is, it
always move and end to a new direction.
ANALYZE
Choose the AR sample Abstract that you submitted in Episode 2.
 Analyse the components vi-a-vis only one model out of the 3 presented
 If you choose to compare with Model A-McNiff & Whitehead, here are the
components.
Title and Author of the Action Researcher: Improvement of reading comprehension of
grade ll pupil's through reading program, Fe K. Zuniga and Gemma S. Barrantea
Key Components Entry from your Sample AR

OBSERVE The Problem
1. The low level reading comprehention of grade II pupil's
2. I shall focus to the problem of grade II pupil's in reading
comprehention.
3. As a teacher we need to look for a new strategy or approach for the
good of our students.
REFLECT Reflection
1. I hope that we can work it out especially the problem of grade II
pupil's and I intend to change their learning strategies and undestandings
so that they can learn much faster and easier.
2. Doing some action research is important because we can gain
experiences and ideas on how to do it right as a future teacher we also
need it
3. For me doing an action research are much better if i collaborate
because we can think much broad topic to be discuss and to solve. doing
with a team is much easier that doing it alone in my own opinion.
PLAN Plan of Action

1. I think I will used a qualitative for my research.
2. I will describe my innovation by presenting it to our class to gain
feedback if it's good enough to go.
3. I think it is especially if we will work by group or so called
collaborative activity.
ACT Implementation
1. I will prepare the necessary things like budget, laptops, printer, and
other materials that is needed to able to do and I think i will do this
Action research for 3-4 months I think is the maximum timeframe.
2. I will gather data by suvey questionaire or inteview a few as long they
are willing.
3. I can get some feedback with is i can be my basis if my Action
research is effective or other suggetion that we can get from survey
questionaire.
EVALUATE Findings
1. The result of this Action research should be applied to the classroom
teaching strategy so that we can help the other teacher that have the
same diffuculties like ours.
2. My finding can help you if you have the same difficulties as mine. So
it is worth sharing to end a problematic situation so that we can solve it
with this kind of strategy.
MODIFY Recommendation
1. If there's a new problematic situation it can.
2.should i move to another cycle of action research?
If you choose to compare with Model B-Nelson, O. 2014, here are the components.
Title and Author of the action Research: Improvement of reading comprehension of grade
ll pupil's through reading program, Fe K. Zuniga and Gemma S. Barrantea
Key Components Entry form your Sample AR

OBSERVE The Problem
1. What kind of problematic situation can slow the learning of a
student?
2. Which of the problem I should be focus?
REFLECT Reflection
1. What can we do to achive better changes?
2.Should I work alone or with a team?
3. By doing this can enhance one self as a teacher?
PLAN Plan of Action

1. What kind of research I can used?
2. Is my action research doable in given timeframe?
ACT Implementation
1. How can I make it in action? How long it will take?
2. How can I gather the data need for my action research?
Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)
Key Component Action Research Process
I. Context and Rationale Study Background
II. Action Research Question AR Questions
What am I doing this?

What is the background of my action
research?
What problem/question am I trying to
solve?
What do I hope to achieve?
III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

Strategy
(Proposed Plan)
What do I plan as a solution to the

problem I identified?
What innovation will I introduce to
solve the problem?
What strategy should I introduce?
IV. Action Research Methods Describe Action Research Methods.
a. Participants/Other source of Data Who are to participate?

What are my sources of information?
b. Data Gathering Methods How shall I gather information?
c. Data Analysis Plan How will analyse my data/information?
V. Action Research Work Plan Summarize Action Research Work Plan.
What should my work plan contain?

How long will I conduct my
intervention?
VI. Cost Estimate Write cost estimate.
Action Research Cost-(Consider also the

maximum cost if externally funded like
DepEd.LGUs NGO or personal)
VII. Plan for Dissemination and Utilization Describe how the results will be shared.
How will I share my result in action

research?
Can I collaborate with other teacher to
continue or replicate my study?
VIII. References Write at least 3 references.
What really materials and references are

included my review of literature?
REFLECT
As a future teacher, is conducting an action Research worth doing?
Answer:
Yes.
Why? because Action research gives you the benefits of research in the classroom
without these obstacles. Action research provides qualitative data you can use to adjust your
curriculum content, delivery, and instructional practices to improve student learning. Action
research helps you implement informed change!. So for short action research can enhance the
awareness of a student teacher as a future teacher to become capable in doing solutions for
classroom problems.
How can AR be used for every classroom teacher?

Answer:
With AR apps, teachers can help make learning about science more engaging through
interactive lessons. By combining AR elements, videos, and animation, teachers can aid students
in their scientific inquiries. For example, Chem101 AR helps students to understand complex
compounds such as acids and oxides.

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include:
a. As a teacher how should we handle our students properly?
b. As a teacher if we encounter a problematic situation what should we do first?
c. What is the best way to became an effective teacher?
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the questions, like:
a. To handle our students we must do the following:
 Keep rules simple and easy to follow. Choose no more than five or six of the most
important rules. If students have too many rules, they will not remember any of them
—and will not follow any of them!
 Create effective consequences. Make it a process. Start out with something that
doesn’t affect them too much and make each consequence that follows a bit more
severe. Remember that developing some way of keeping up with behavior and being
consistent is a must.
b. To handle a problematic situation we should do the following:
 Hear what the student is saying.
 Empathize with student's situation.
 Assess what the student's needs are.
 Refer to campus resources.
 Tell the appropriate campus official or department.
c. As a teacher we should have this qualities to become an effective teacher the following
are:
 POSITIVE
Keep your students engaged with a positive attitude. Teaching is most effective when
students are motivated by the desire to learn, rather than by grades or degree
requirements.
 PREPARED
You should know the course material. If students are required to attend lectures and read
assignments, then it seems reasonable that you would do the same.
 ORGANIZED
Have a plan for what you want to teach. Your job is to illustrate key points and essential
context, to help students integrate all of their work (reading, labs, exams, papers, lectures,
etc.) for the course.
 CLEAR
Effective teachers can explain complex ideas in simple ways. As you develop expertise in
an academic field, it is easy to forget that students may have no prior knowledge of
fundamental concepts that you take for granted.
 ACTIVE
Keep your students thinking. Unless they are actively using the concepts you are
teaching, most students will remember only a small fraction of what you teach.
 PATIENT
Remember what it is like to learn something for the first time. Give students time to
process information and answer questions. Know that it is fine for students to make
mistakes if they can learn from them.
 FAIR
Consider what it would be like to be one of your students. Chances are you would want
an instructor who set clear expectations, applied them consistently and could admit when
they were wrong.
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
Answer:
I choose letter A because it s doable in a same timeframe and it will not take a very long
months I think and I choose this because s a teacher sooner or later we will face the same
problem whether as student teacher or a true teacher with degree we will face the same problem.
So I think it is good to take it as my topic.
ACT
My action will come later, given enough time in FS 2 or during my teaching Internship.
LEARNING EPISODE 4: MATCHING PROBLEMATIC LEARNING
SITUATION WITH PROBABLE ACTION
Participate and Assist

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

1. Working students have the difficulty in time management.
2. Students have limited resources.
3. Failed to create a time management.
4. Poverty can lead a student to quit attending at school.
5. Activity overload can make a student depress.
NOTICE
What have you noticed of the problem identified above? Can there be more than one solution
to the problem? ____yes_____ Explain
Answer:
It is because not all of the problem can solve by just 1 solution, first of all I agree that the
problem above as more than one solution for us to be able to solve the problem because every
problem has it own need. therefore not all of the problem are connected thatbcan be solve by one
solution. We can solve this problem by creating a solution one by one.
A creative and innovative teacher can find one or more than one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.
ANALYZE
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem? One half of her students cannot classify animals
to vertebrates and invertebrates even though she has been re-teaching the same lesson for
2 weeks.
 Can you find a solution to solve her problem? Yes Give your two suggestions.
a. Rephase the word that have been used to the lesson to an easier one.
b. Use another teaching tecniques that is applicable for the students.
 What solution can solve Miss Fely’s problem? I think Miss Fely's need to use another
appoach or techniques that suite for ther students.
How? For me by using another teaching approach or teaching technique miss fely's
problem will be solve because it can teach the student much more effective if the
technique picked is match for her students needs.
 Are they matched with the problem?

Yes, and it will help miss Fely's problem for her to overcome the current problem that
she's facing.
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand only
as parents. They are deprived of the necessary food, clothing and shelter.
 Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
a. The lack of appropriate clothing for school.
b. The lack of school supplies of the students.
 Can you propose a solution to solve one of the problems that you have identified?
I think the best solution to do is to raise a fund or donation for the students. The school
were the student is enroll they are the one must act as the head of this fund
racing/donation activity for their students because this will help their student needs for
their education and personal nesesities too.
REFLECT
After reading the two scenarios given above, how would you identifying problematic
situations and finding solutions to these problems help you to become a better teacher? Explain.
Answer:
First of all to became a good teacher you must know or be aware to your student feeling
and necessities as a teacher it is good to raise our awareness to became a dependable teacher by
doing so, We can identify school/personal problem of a student by learning the problem of your
student as a teacher we can come up or find a solutions for our student's problem. So I believe by
being aware, dependable and a good teacher it can help us as a teacher to became better not just
for our self but for our students too.

OBSERVE
What problematic situation prevails in the classroom?
 lateness or leaving early.
 inappropriate cellphone and laptop usage in class.
 side conversations.
 disregard for deadlines.
 grade grubbing.
 sniping remarks.
 cheating.
REFLECT
What changes do you want to achieve?
Answer:
I want to do the following for them to became a good student and to change their bad attitude to
a good attitude.
 Encourage a Classroom Code of Conduct
Every classroom should have standards and expectations that govern classroom behavior. Instead
of presenting students with a list of rules on the first day of class, consider involving your
students in the process of establishing the classroom code of conduct.
 Be a Role Model
To a significant degree, building a positive classroom starts with you. Students can be
impressionable, and the old adage “do as I say, not as I do” isn’t enough to convince youth to
behave a certain way when you and other adults behave differently.
 Reinforce and Reward Positive Behaviors
Parents and teachers know that it is much easier to focus on bad behaviors than the good ones,
but it’s important to reinforce positive behaviors when we see them happening. Praising positive
behaviors in the classroom is a simple, yet powerful, way to motivate students to be on their best
behavior.
 Practice Mindfulness
One of the most important strategies for creating positive change in the classroom is also often
the most difficult to carry out. A positive attitude will set the appropriate tone with your students
and demonstrate how you expect them to treat each other and themselves.
PLAN
What strategies will you use to improve the situation?
 Understand your students. Get to know each student as an individual.
 Practice patience with Rational Detachment.
 Set effective limits.
 Keep to the schedule you set.
 Be aware of the causes of behavior.
 Engage with students.
ACT
What would be the title of your action Research should you conduct the study?
The Effect of Classroom Behaviors and students Attentions on Written Expressions
Add: Solutions/Actions
The goal of this study was to build on previous research by not only looking at academic
behaviors in additions to attention, but also identifying gender differences in the relationship
between behaviour and writing performance in the context of a tier 1 performance feedback
intervention. Academic behaviors and attention were found to be major predictators of writing
fluency in female students, however neither behavioural measures were found to be important
predictors of writing productivity in female students, according to the study’s goals. Neither of
the behavioural measures were found to be significant predictors of male writings fluency or
productivity in male students. academic habits and attentions, on the other hand, were found to
be strong predictors of writing fluency for all children.
LEARNING EPISODE 5: PREPARING THE LEARNING

ENVIRONMENT: AN OVERVIEW
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display: Do some Reading Bulletin Boards: Interactive ideas to get
students more involved in reading. Suitable for later elementary and middle school for
them to be interested what ever topic it is.
2. Small Group Discussion Create a classroom that encourages interaction Teachers can
come out with thought-provoking topics that require the students to think and share their
opinions with no prejudice. Having discussions and even debates promotes creativity and
critical thinking, which are important life skills that students should inculcate while they
are still in school. Planned interaction also gives quieter students the opportunity to
express themselves where they would normally not speak up.
3. Checking class attendance in a virtual classroom (i.e. google meet or zoom)

as assistant I will do the following to help my mentor to create a good environment
for a teacher and student interaction.
 Ensure that your room is conducive to learning.
Choose a bright and open space that can inspire and encourage you to accomplish what
you need. Choose a quiet place to work without distractions from things like family,
friends, TV, and computer games.
 Learn good time management skills.
If you are taking an online course, it is especially important to learn good time
management skills. You will not have the support of a face-to-face classroom to help you
remember.
 Complete the course requirements as outlined by your instructor in the course
Syllabus.
Ensure that you understand course policies, responsibilities, grading system, and assigned
projects. Make sure that you are able to complete every designated project and
assignment on time.
 Be able to communicate through writing.
In the online learning environment, nearly all communication is written. It is critical that
you feel comfortable in expressing your thoughts in writing.
 Make the most of online discussion forums.
Check for new discussion topics at the beginning of every week and post early. Put some
thought behind your words. Include links to articles or other references that support your
comments and opinions. Stay respectful at all times and take advantage of the many
opportunities to connect with your fellow students.
NOTICE
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message or theme
does it convey?
Answer:
Their Bulletin board convey the students to be aware of their activities and
for the teacher it is a reminder tool for them to remember ex: meetings, activities,
holidays and etc.
 What makes it attractive to the learners?

Answer:
I think the color and design makes it attractive in the eyes of the students and
their design that had been used suites for kids too.
Does it help in the learning process? _____Yes_____ How?

Answer:
By creating a bulletin board with a reminders to students and a good design
it can help the students to remember bunch of stuff that they need to do. So it can
increase the awareness of the student to their activities and it can have a good
feedback for those students to their grades.
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?
Answer:
Most likely their learning space is at their home because it is the most
comfortable learning space that they can have other than the school while doing
their online classes.
 Can you describe?

Answer:
Try to put your look a quiet, organized, and distraction-free area where they
can focus on their school work and nothing else. If you have a home office or a spare
bedroom, that's perfect. Because a learning space should be quiet.
 How can you as a teacher help to make such environment conducive for learning?
Answer:
 Address Student Needs

Remember that students, like adults, have not only physical needs but also
important psychological needs for security and order, love and belonging, personal power
and competence, freedom and novelty, and fun.
 Create a Sense of Order

All students need structure and want to know that their teacher not only knows his
content area, but also knows how to manage his classroom.
 Let Students Get to Know You
Students come in to the classroom with preconceived perceptions of teachers.
Sometimes it’s good, sometimes it can be an obstacle.
ANALYZE
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between learning environment 1 or learning environment 2. Explain your choice: why?
Answer:
As a teacher I prefer the learning environment 1 because on this particular scenario we
can easily access and interact with our students and we can also see their needs right away in
much fastest way. And we can also observe them more entertain of their question much longer
and make things clarify.
REFLECT
Based on my noticing and analysis, I realized that
a. There are lot of ways that we can do for the students to learn more effective.
b. I realized that we can open a new possibility teaching style by doing an action research.
c. We can solve a problem because by doing action research we can discover a new
strategies or approach to be used in a specific problematic situation in classroom.

OBSERVE
What probable problem may result from the two situations of the learning environment?
Answer:
I think that the issue is how confident the teacher is that his or herstudents will learn using these
two learning environments.
REFLECT
What solutions can I think of to solve the problem?
Always keep an eye on each student's problems and growth. Ensure that the students pass the
exercise every quarter todemonstrate that they completed the work. To do so, you mustinform
students that they must also reflect on how well they aredoing and their plans for a nice and
healthy environment.
PLAN
How should I do it?
The first thing you should do is prepare a pre-test and post-test tomeasure the students'
knowledge before and after the school yearor semester. Always keep track of their activities and
present themwith options for what they want to learn. Always think about andrespect their
decision.
Work on My Artifacts
In not less than 300 words, write an essay on the topic “My Conducive Learning
Environment”
“My Conducive Learning Environment”
By: Winnie Mae A. Castro
So a conducive environment is defined as favorable surroundings or conditions. One
would make the environment conducive to learning starting within. We students should be and
are motivated internally as well as externally. Built in instructions, found within our genetics
drive the behavior of us. Meaning the student should have an excellent base to build their
education on. We student, especially an online learner, must learn to control the environment
which they have chosen to complete class work, homework and study/reading time. The student
must also develop the ability to absorb or ignore the surroundings available to him/her. In my
case I have a well maintained room, natural lighting is best, and ventilated area that is ventilated
of air and it can also be a heated maintaining a certain temperature for comfort. For me as a
student will I need the typical supplies to complete the required coursework. These supplies
and/or tools will come in handy but the area or environment one is utilizing to study, complete
class work and homework is just as vital. So as a students we all have numerous necessities on a
personal and student level. The environment a student decides to use for his/her educational
purposes vary from one person to the next. Every student has a special area that is conducive to
the person's education. The student should have a means of self control. And as a student we
must have initiative to do things in a cheaper way that right for our budget and I really like to do
things ex: projects, activities and etc. why? because by doing this habbit over and over again I
gain some ideas that I can used for future purposes on how to do things in a cheaper way but at
the same time well created. So we can learn much effective if our surrondings is a healthy
environment for education.
Learning Episode 6: Enhancing a Face -to-Face
Learning Environment
Given the concepts and the infographic, how can you participate and assist in a face-to-
face learning environment?
By giving the Golden Rules for Engaging Students in Learning Activities . Make it
meaningful, In aiming for full engagement, it is essential that students perceive activities
as being meaningful. To ensure that activities are personally meaningful, we can, for
example, connect them with students' previous knowledge and experiences, highlighting
the value of an assigned activity in personally relevant ways. Also, adult or expert
modelling can help to demonstrate why an individual activity is worth pursuing, and
when and how it is used in real life.
NOTICE
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Disruptive behaviour from one students can Disruptive behaviour from one student not affect
affect the whole class. the whole class.
Struggling learners may be overlooked when Students are more likely to be able to advance at
the majority is ready to move on. their own pace
Has interaction from both students and the No interaction between the students and the
Teacher. teacher
Teacher Centered Student Centered
ANALYZE
What do you think brought the changes in the face-to face learning environment now?
There is a lot of changes especially in the way of studying, most of the student are needed
to follow every health protocols to ensure their safety specially we are facing the amidst
of pandemic. The widespread use of modern technologies such as hardware resources
(computers, laptops, mobile phones and others), and software resources (learning
management system, software applications, social media sites and others).
From the changes that you identified, choose one that you can do. How will you do it?
The widespread use of modern technology, students have freedom to access course
information/content anytime and anywhere, irrespective of challenges such as the
pandemic outbreak—provided they have access to hardware and software resources.
REFLECT
Do you think making the learning environment conducive for a face-to-face classroom
will enable the learners to achieve better learning outcome? _____ explain your answer.
Absolutely. Before learning to take place, the human brain needs to know that it is safe
and that it is connected. Face-to-face interaction, as well as the development of loving
and trusting relationships, is always more successful for learning in an atmosphere that
fits those demands.
Write Action research Prompts
OBSERVE
What common problem have I noticed in a face-to-face learning environment?
Learning new technology is Difficult

Can I translate this problem into question?
• Difficultly Learning of Use New Technology
REFLECT
How would I solve the problem?
Use digital resources well: Schools can use digital resources in a variety of ways to
support teaching and learning. Electronic grade books, digital portfolios, learning games,
and real-time feedback on teacher and student performance, are a few ways that
technology can be utilized to power learning.
Will it improve my teaching? Yes, How?
Used to support both teaching and learning, technology infuses classrooms with digital
learning tools, such as computers and hand held devices; expands course offerings,
experiences, and learning materials; supports learning 24 hours a day, 7 days a week;
builds 21st century skills; increases student engagement and motivation; and accelerates
learning.
PLAN
What will I do to solve the problem? Describe briefly how you will do it.
Schools should also explore new technologies while exercising appropriate caution.
Before purchasing new software, request a trial period or demo. Also, explore how the
technology will add value to a remote and regular classroom.
Insights to Behavior is one such technological resource. Insights to Behavior can help
teachers manage regular and virtual classroom issues. If you’re a director of special
education, schedule an online personal demo to find out more.
Visit a school, where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components:
Physical Environment
• Is the space inside the room more than enough for learners to move about?
• Does the room arrangement match with teaching-learning principles? Are there several
room arrangements in the school?
• Are the visual displays attractive and do they stimulate learning?
• Are the school premises safe and is the classroom space free from hazards?
• Are learners comfortable in terms of light and ventilation.
Psychological Environment
• Are these sets of rules and procedures followed? What are these?
• Are there sets of expectations that can motivate the learners to learn?
• Are these observable in the classroom?

- Classroom atmosphere based on trust, cooperation and empathy
- Modelling of positive attitude, respectful behaviour, constructive actions
- Avoiding of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences and learning with each other
Social Environment
• Are those opportunities for positive interaction inside the classroom?
• Are there outdoor activities that foster friendship, camaraderie, and cooperation?
• How are individual needs and differences considered?
PORTFOLIO ENTRY
Title: The Face-to-face Learning Environment
Describe the physical environment:
Individuals live, work, learn, and play in their physical environment. People engage with
their physical environment in a variety of ways, including the air they breathe, the water
they drink, the homes they live in, and the transportation they use to get to work and
school.
Describe the psychological environment:
Psychosocial environment is the interaction of the various sources of stress in our lives
and how we respond to them, both individually and as communities. ... Our
"environment" includes both social determinants of health and physical environmental
determinants of health.
Psychosocial environment includes our responses to stressors in our lives, from
temporary ones such as a traffic jam to major stressors such as war, homelessness or
major disease. Our relationships with family members, friends, colleagues and other
individuals and groups with whom we interact in our communities are an important part
of this environment.
Describe the social environment:
A person's social environment is their society and all surroundings influenced in some
way by humans. It includes all relationships, institutions, culture, and physical structures.
Learning Episode 7: Making On-Line or Virtual Learning
Environment Safe and conducive
NOTICE
As a teacher, what have you discovered to be easy to implement in your virtual class?
Before the beginning of class, make sure your technology is up to date.

Educators should also be aware of common technological challenges that they or their
students may face while learning online, such as microphones that don't function or
embedded movies that don't play in presentations. This is especially necessary now
because many IT departments are overburdened with more urgent requests and larger
issues as a result of the widespread distribution of schools.
It's a good idea for teachers to test any devices or platforms they'll be using with video
and audio. Before live streaming or filming their lessons, they should think about doing a
run-through. These actions can help employees feel more prepared and prepared
throughout the day by reducing the amount of troubleshooting they have to undertake.
How did the students show their active participation in the lesson?
There are students who always raise their hand to participate and those who are cautious
to do so in every classroom. It can be difficult to engage kids into talks who are reluctant
to lend their voices, whether they are introverted, consider for a long time before
contributing, or are simply having a terrible day.
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 behaviour 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 the on-line learning environment can be safe if
As a future teacher do not give out personal information.

This includes your name, school, telephone number, address, photos, credit card numbers,
or information about yourself. Also do not give out information about your friends or
family. You do not have to fill out forms or answer questions on the Internet. Online
contests may be used to trick you into revealing personal information, so be cautious.
Beware of online bullying, Bullying happens at online school, too. If you are being
bullied online by other students or are receiving abusive messages, tell someone in
authority. For more tips about what to do if you're being bullied, visit Teens Against
Bullying.
OBSERVE
Identify the problems brought about by the on-line learning environment.
Technical Issues. Many students are not provided with the high bandwidth or the strong
internet connection that online courses require, and thus fail to catch up with their virtual
classmates: Their weak monitors make it hard to follow the Course Management System
and their learning experience becomes problematic. Moreover, most of them live off
campus and find it difficult to keep in tune with the technical requirements of the chosen
course. Some of them don’t even own computers and seek help in Learning Resource
Centers for technical assistance.
REFLECT
How would you solve this problem?
The only solution to this problem is knowing exactly what kind of technological
support they will need for a certain course before enrolling in it, as well as
properly equipping themselves for the course’s successful completion.
PLAN
What initial plan do you intend to do to solve the problem?
Capture: Collect all the information about the problem when you become aware of it.
Document that information in writing, voice-recordings, or other record-keeping systems.
Make a list of 10 websites you can source references and instructional materials for this
episode. Place the list in the matrix like the one below. Share this with your mentor.
LIST OF WEBSITES and the TITLES of the CONTENTS
Name of Websites Topics/Title of Content or instructional
materials
expii Maintain Internal Environment- Characteristic

of life
TEACHFORAMERICA Ways to secure Your Students Attention
KnowingKnowledge Balancing the Different Learning Needs of

Students
REACHOUT.COM Importance of understanding students’ needs
NIU.edu Teaching with Powerpoint
Britannica Classification of Mammals
Design+Teach+ Engage Lectures
ELCOMBLUS Basic Function of Communication
mitgurukul.com Importance of School Facilities in Education
Ballotpedia.org Academic Performance

Learning Episode 8: ESTABLISHING MY OWN ROUTINES AND
PROCEDURES IN A FACE-TO-FACE / REMOTE LEARNING
Having these guided questions in mind, consult your Resource Teacher on the possible assistance
or participation that you can to do 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.
- The problem I had been encountered while implementing these routines are:
Being Inconsitent, Waiting too long to intervene and Not communicating Expectations Clearly.
NOTICE
After doing your classroom routines and formulating your procedure, state what you noticed by
answering the following questions:
How did you feel after employing your classroom routines and establishing your
procedure in the classroom/ remote learning?
- Students can play an active role in setting class procedures, which makes me feel good
and satisfied. Use an early class to come up with new ideas. It allows for smoother class
operation and less distractions for both synchronous and asynchronous participation.
How did your students respond to your classroom routines and procedures?
.- They respond to routines and procedures in my classroom through action, which they
then apply to themselves. In addition, the class operates more smoothly, with fewer behavioral
issues.
Was there a change in the classroom environment/ teaching-learning process after you have
implemented your classroom routines and procedures?
-Yes, they become more active.

ANALYZE
1. What factors/ conditions prompted you establish those classroom routines and procedures?
- The factors/ conditions to establish classroom routines and procedure are to minimize the
behavior of the students, to ensures to manage time effectively and helps to maintain order in the
classroom.
2. Was there a marked improvement in classroom management after employing your classroom
routines?
- YES.
3. Did the teaching-learning process improve? Justify your answer.
- Yes, because the teacher is an effective teacher who knows how to deal with her pupils in a
distance learning environment, and the students were actively engaged in the discussion and
activities.
REFLECT
What insights have you gained while doing this learning episode?
- I learned more about classroom practices and procedures by participating in this learning
experience. It provides me a head start on how to develop classroom routines and procedures that
I can adopt or use in my own classroom in the future. This classroom routines and procedures
assist me in properly managing my time, maintaining order in the classroom, and minimizing
student misbehaving. Finally, it will aid in the seamless and joyful operation of my class.
Learning Episode 9: CREATING MY CLASSROOM /

REMOTE LEARNING MANAGEMENT PLAN

After realizing the different elements and steps of a classroom/remote management plan, you are
now ready to make your own plan which you can implement in your 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 your plan:
State your plan positively.

Use simple specific terms
Use measureable and observable behaviour
My Classroom Management Plan
Philosophical Statement
As a teacher, I take into account my pupils' uniqueness; each learner is unique, so I

must establish a conducive classroom physically, mentally, emotionally and socially.
It is my ambition to create a learning environment in which students can pursue
their interests while eagerly studying. I will also establish a safe environment for my
learners in which they can openly discuss their thoughts, feelings, ideas or problems
in order to foster camaderie and unity among their classmates.
Classroom Rules and Procedures
1. Raise your hand if you want to speak- To avoid noise and interrupt the class
discussion.
2. Respect your teacher and classmates- It helps promote positive culture inside the
classroom.
3. Keep our classroom clean- To minimize the distractions that can take the mind of
students away from learning.
4. Maintain your work ethic and always try your best- To make a positive impact.
Teacher-Student Relationships
In building rationship with my students, I consider the following:
Impartiality- As a teacher I must treat everyone in the class equally without

favoritism.
Respect- Everything start with respect so, respect involves treating students politely.
Respect their culture, experience, skills, knowlegde, interest, strength and
weaknesses.
Schedules and Timeframes
By Utilizing checklist- Checklist were my first step toward orgamizing my

classroom. After knowing my schedule I will print it and posted on the wall outside
of my classroom. I will keep my students to stay focused and on task by using warm
up where it engage students physical and intellectual activities before teaching. I
will also use visual aids, which will capture my students inaginations, encouraging
them to stay focused. Lastly I will do encourage participation by asking a question
with a timer.
Make sure also that the teacher use his/her time allotment in teaching properly.
Classroom Structure, Design and Arrangements
To create an appropriate learning environment as a teacher I will make sure that my

classroom is clean, the seating arrangement are organized and well ventilated.
Classroom setup is an important component in learning environment because it is
an essential piece of classroom management to support both teaching and learning.
Classroom Safety Rules and Procedures

To ensure the safety and security of my students first I need to learn the school's
emergency procedures.
Strategies for Rewards and Consequences
I will use behavioral chart as a strategy for rewards and consequences because this
behavioral chart can often used to help students maintain focus and control their
behavior. Also in utilizing behavioral chart it includes feedback, clear expectations,
increased motivation and focusing on the positive.
NOTICE
After reading and reviewing the classroom/remote learning management plan from
different sources and creating your own plan, answer the following questions.
1. What salient components have you noted?
2. Why is there a need to utilize the information to create your classroom management
plan?
Organizing information for a classroom means you want your students to be able to
understand the concepts in the simplest way.
3. What were the significant things that you noticed when you were implementing your
plan?
In implementing the plan it gives you better clarity of thoughts and improves your
own understanding. And In implementing your plan as a teacher you must have your own
unique style of management to meet the needs of the class..
4. Were there items in your classroom/remote learning management plan which were not
tailored to the needs of your students? How will you improve on these?
-None
ANALYZE
1. What elements in your classroom/remote learning management plan were mostly
followed/ complied with?
The elements in my classroom/remote learning management plan were mostly
followed/complied with are the Classroom design, Rules, Discipline, Scheduling,
organization, and communication.
2. What elements in your plan were the most difficult to implement? Why?
REFLECT
What were your realizations after creating and implementing your classroom/remote
learning management plan?
OBSERVE
1. The problems/ challenges I encountered in writing my classroom Management Plan
REFLECT
2. I hope to achieve to address these problems and challenges by
PLAN
3. Some strategies/solutions/means that I can employ to improve these situation/problems
ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this
episode is 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.)
LEARNING EPISODE 10: WRITING MY LEARNING /

LESSON PLANS
LEARNING EPISODE 11: DELIVERING MY LESSONS
Segments of Events of instruction Strategies and Learning

Resources/Materials
Learning Activities Used
Preparation Gaining Attention I used visuals, Visual Aids and

icebreakers and Digital Learning
pointing system through Resources( videos,aud
strips with io, text, animation and
corresponding points. images.)
Inform Learning I prepared powerpoint Visual aids, PPT

presentation of the
Objectives learning objectives.
Stimulate recall of I used memory games Flash cards and

and flash cards. I also colored paper
prior learning prepared pretest.
Instruction and Present the content I used provoking Digital Learning

Practice questions to spark Resources (Videos,
curiosity of the audio, text, animation
students. I also used and images.)
behavior management
to reduce disruptive
behavior of the
students.
Provide learning I gave concrete Digital Learning

examples and elaborate Resources
Guides the lesson in the most ( videos,audio, text,
easiest way. I used clear animation and
and precise language images.)Printed hand
while discussing the outs, textbook.
topic. I have repeated
my directions. I
provided videos from
YouTube. Call-on non
volunteers, those
students who do not
raised their hands.
Elicit performance I prepared group Visual Aids and

activities and sharing. I Videos
also used concept
mapping and learning
games such as scatter-
gories and pictionary.
Provide feedback I have my personalized Notebook and sheet of

notebook in writing paper
feedback.There were
also criteria and rubrics
where students can also
give their opinions and
comments.
Assessment and Assess performance I provided written PPT and visual aids
Transfer exams and questions in
essay format. I also
used diagnostic
assessment.
Enhance retention I provided real-life Visual aids.

scenarios and topics Multimedia and
where students wrote lectures.
essays. I also gave
assignments and
activities that will be
uploaded on Facebook.
NOTICE
How did the students react to the activities / various elements to arouse their interest?
They actively participate to the activities to arouse their interest.
Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
Yes they are focused.
How did the new learning’s relate with what they really know?
The more we understand about what students already think, and the more we help
them engage their prior understandings, the more likely they are to learn well –
and the less likely they are to misinterpret the material in our courses.
Did you notice some students who needed assistance? What did you do?
Yes there are some students who need assistance and as a teacher i helped them in
their needs.
Did the students find difficulty in applying the theories / concepts learned to real life?
No, the students can apply theory learned to real life.
How did your students react to your feedback?

The students have positive reactions in my feedback.
What pieces of evidence can prove that the students had retention of learning?
The students answer all the questions regarding to the lessons I asked.
Overall impression of teaching effectiveness:
The Teacher is effective because there are positive outcome of students.
Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the like)
FIELD STUDY 2: LEARNING EPISODE 12

"Selecting Non-digital or Conventional Resources and Instructional
Materials"
NOTICE
After you participated or assisted in using resources/ instructional materials in teaching-learning,

described what you observed and experienced by answering the items below.
1. How did you prepare for this activity?

I prepare for this activity by making sure that my lesson's learning outcomes are clear and
I seriously plan on how I will use my instructional materials, I also determine how I will
assess the learning.
2. Describe how you or the teacher utilized the resource/instructional materials.

Narrate your experience as you participated and assisted.
I utilize my instructional materials by presenting a short music video about the sun song,
after that I present again a video about the bad and good effects of sun's heat and light on
living things. I also show them pictures and news about the harmful and beneficial effects
of sun's heat and light.
3. What were your feelings and thoughts while you were assisting with the use of the
resources/materials?
I feel confident and happy because I got my student's attention, all my students actively
participated during the discussion because they enjoy and understand the video I
presented.
4. Describe how the students responded and participated.

The students responded and participated by raising their hands whenever I ask questions,
they also have collaboration in their group activities and they were able to answer their
activities.
ANALYZE
What worked well during the activity using the resource/materials?
Using the instructional materials the class interaction inside the classroom worked very
well, they share their different ideas about the topic.
What part can be improved?

The part that needs improvement is the time Requirements or time management, it’s
helpful to pair learning activity with a timeline to help keep the class on schedule. It’s
also a great way to figure out if the lesson is realistic given the class time available.
What would you have done differently? What woul I change? What will nake it better next
time?
To make my teaching better next time i need to include more ICT tools in my lessons to
make it more relevant and fun for the students and it helps them achieve better learning
outcomes.
How does this connect with what you know about selecting and using instructional
materials?
This connects with what I already know about selecting and using instructional materials
by using different ICT tools it can help me provide a range of activities that will
challenge my learners.
REFLECT
How ready am I in selecting and developing resources/ instructional materials in the

teaching-learning process?
I am ready but not confident in developing instructional materials in teaching-learning
process because I know that in selecting instructional materials it should be appropriate
for the age, emotional and social development, and ability level of the students for whom
the materials are selected. It should be diverse with respect to levels of difficulty, reader
appeal, and should present a variety of points of view.
What do I still need to learn to select and develop resources/ instructional materials
in teaching effectively?
I still need to learn about accuracy and visual appeal, alignment to standards and depth of
knowledge, ease of use and support, and engagement and ability to meet student needs
Learning Episode 13: Utilizing application (Apps) for Teaching and
Learning
Participate and assist
Apps that I already know/have recently explore How can I utilize this in teaching-learning?
Google Forms lets you create a survey with

lots of different kinds of questions:
Google form
Short answer
Long answer
Multiple choice
Checkboxes
Drop-down menu
… and more
Google meet
Include up to 100 participants and see a tiled
view of up to 49 participants
Make classes more inclusive with live captions

available in a range of languages
Encourage active participation with virtual

hand raising and digital whiteboards
Level/Grade of the Class: 10
Lesson/Topic: TLE
Apps you plan to utilize in the What is the use or purpose of Explain why you selected the
lesson. using the app. Describe how app, based on the five criteria
you or the teacher will use of developmental
each. appropriateness, motivation,
instructional design,
engagement and accessibility.
The primary purpose of Google This application provides a
Classroom is to streamline the central location to
process of sharing files between communicate with students,
teachers and students. ask questions, and make
assignments.
Google classroom
Google Forms is free online Google Forms is a free online

software that allows you to tool that can be used in the
create surveys, quizzes, and . classroom to improve students'
It's part of Google's web-based participation, engage them in
apps suite, including Google their learning, and evaluate their
Docs, Google Sheets, Google learning.
Slides, and more.
Google form
This is a quick, easy way to Meet can empower you to enrich

connect with your students via teaching and learning with
live video. You can use it to do advanced features like breakout
instruction, to hold group rooms, live streaming, attendance
Google meet discussions, and just to help tracking, Q&A, polling and more
students see each other's faces. when you sign up for the
Teaching and Learning Upgrade
or Education Plus.
How does this connect with what you know about selecting and using apps?
Apps helps students 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.
NOTICE
Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted.
From helping with communication among teachers and students (as well as peer-to-peer), to
organizing curriculum calendars, to enhancing presentations and lessons with media and visuals,
there is no limit to the ways to use technology in the classroom to create an enriched learning
environment.
ANALYZE
What worked well during the activity using the apps?
As technology has become mainstream it has been assimilated into the learning
environment. Many schools use computers and tablets in the classroom and give homework that
requires the use of education apps. They will need to perform everyday tasks and certain job
functions.
What part can be improved?
You should start implementing best practices for your mobile application. You must think of user
goals while designing the mobile app.
What would you have done differently? What would I change? What will make it better
next time?
I need to improve more the technology that I use in teaching because I still don’t
know better. To make it better next time am gonna study more of it.
How does this connect with what you know about selecting and using apps?
This was connected in teaching my future students someday. This overall process helps the
students to learn practically and not theoretically.
REFLECT
How ready am I in organizing and using apps in the teaching-learning process?
Not quite ready but first Set guidelines and expectations for how students should use and
interact with. It’s important, too, that students understand the connection to the broader
lesson and application of the learning experience.
What do I still need to learn in order to use apps in teaching effectively?
As a teacher there is no ‘one size fits all’ solution, so here is a range of effective teaching
strategies you can use to inspire your classroom practice. Incorporating technology into your
teaching is a great way to actively engage your students, especially as digital media surrounds
young people in the 21st century.
What can I do to learn more about and practice the use of educational apps?
Access to any information from anywhere at any time makes the learning process convenient
and easy.
OBSERVE
What problematic situation/challenges/area of improvement prevailed in using apps?
Performance
Beside developing a successful app and providing superior customer experience, most app
developers face a common challenge for ensuring a world class app performance. The challenge
includes a running application without crashes or bugs and at the same time consumes as little
space in the device without affecting battery life. During the initial stage of the app development,
you need to focus on ensuring that design performs well on all the available mobile devices.
A good performing app can provide a good number of audience. Once you have crossed the
hurdle of testing, you can have an opportunity to create an excellent mobile app.
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 need
Confidence Something not confident in what he was doing.
Communication Just making sure the right people are always

aware of an issue that could affect their
financial.
Experience I believe her limited experience is an area for

improvement.
On what theories/principles can this problem be anchored?
Elaboration theory, instructional design theory that emphasize the creation of learning sequence
form simple to more complex context in order to create deeper understanding.
REFLECT
What do I hope to achieve to address the problem? (what change do you want to
achieve?)
You’ll need to do some brainstorming to identify the main steps and tasks you need to accomplish along
the way. An action plan is the road map you can follow that will get you to your goal. This will help
ensure you don’t miss any important steps.
PLAN
What strategies/solutions/means can you employ to improve the situation/solve the
problem?
Create a system for getting where you want to be.
ACT
If you will conduct action research, what will be the title (Base this on your answers in
nos. 1-3):
Co-operation among teachers.
Check for mastery

Direction: Read the questions then choose the letter of the correct answer
1. An application (app) can be describe by all of the following, EXCEPT.

A. a software
B. have a wide range of function
C. some can be used offline
D. all need to be used online
2. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She is
happy because it has a feature where she can review how each child performed and give her
information about which skills she needs to reinforce more and which skills the children have
already mastered. Teacher Ruth has considered which criteria for selecting apps?
A. Accessibility
B. Motivation
C. Instructional design
D. Developmental appropriateness
3. Ms. Peralta found two apps that were both appropriate for high school students taking physics.
They both have assessment and feedback and were quite enjoyable to play. She can use both on a
free but limited arrangement but need to choose one that the school will purchase for premium
use. She eventually selected the one that linked physics with everyday life like Physics and the
internet or physics inn amusement park rides. She based her decision on which criteria for
selecting apps?
A. Engagement
B. Accessibility
C. Developmental appropriateness
D. Motivation
4. From among several apps that focused on grammar, Ms. Tayag chose the one which helped
learners gain mastery through games where players earn tokens when they succeed. Which
criteria did Ms. Tayag consider?
A. Accessibility
B. Motivation
C. Instructional Design
D. Development Appropriateness
5. The Padagogy wheel van help teachers choose apps by all, EXCEPT.
A. It helps teachers identify apps for different grade level of the learners.
B. It helps teachers identify apps according to the levels of Bloom’s taxonomy
C. It helps teachers see the type f technology integration in the SAMR model
D. It helps teachers explore apps useful for both apple and android users
LEARNING EPISODE 14: UTILIZING LEARNING

MANAGEMENT SYSTEMS
Level/Grade of the Class: 2nd year

Subject: Authomotive
Lesson or Topic: 4 strokes
Lesson objectives/learning outcomes: A. Define what is fuel system
B. Discuss the process of fuel system
C. Illustrate the process of fuel system
Which LMS did the teacher use: check one or more that were used.
______ Moodle
___/___ Schoology
______ Google Classroom
______ Edmodo
______ Genyo
______ See saw
______ Others ____________________________________________________
What tasks did you participate or assist in? Fill out the table below.
What components or parts were present in the Under this LMS components or parts, what
LMS used by the teacher? tasks did you participate/assist in?
Lesson plan The process of the lesson
Display teaching materials Pictures and manila paper
Students management Asking questions regarding on the topic
Group management How they interact with their group
Quizzes Self-assessment of the quizzes
Learner feedback Test evaluation survey
NOTICE
Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?
It is used for eLearning practices and, in its most common form, consists of two elements: a
server that performs the base functionality and a user interface that is operated by instructors,
students and administrators.
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?
Encouraging students to ask questions and investigate their own ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic concepts. Both of
which are important life skills.
What was you experience in participating and assisting?
Fear of public speaking, but I fight for that fears of mine
ANALYZE
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?
Another benefit that ties into the purpose of an LMS is that learning professionals can use
specific data elements to ensure individual learners are meeting the desired learning objectives.
How did the teacher/or you use the LMS to implement the strategies/activities planned?
LMS make it possible for educators to consolidate these resources for students, alleviating the
need to juggle multiple logins. The systems also serve as a portal through which students are able
to easily see assignments and grades, which can help them better manage their own learning.
How did this connect with what you know about LMS and TPACK?
LMS involve online learning while TPACK is a technology integration framework that identifies
three types of knowledge instructors need to combine for successful edtech integration—
technological, pedagogical, and content knowledge (a.k.a. TPACK). otherwise known as TPACK,
represents a full understanding of how to teach with technology. Keep in mind that this is not the
same as having knowledge of each of the three primary concepts individually. Instead, the point
of TPACK is to understand how to use technology to teach concepts in a way that enhances
student learning experiences. They both helps teaching learning classes.
What problem or challenges did the teacher/you or the students encounter in working
with the LMS? How did it/they affect the teachers/learners? What part/s of the LMS do
you think can still be improved? How can this/these be improved?
one of the oft-mentioned challenges in using LMS functionalities to increase efficiency is lack of
integration and inflexible reporting capabilities. A learner does not have to be physically
present in the class to go through the course- all they have to do is switch on their device and
start.
REFLECT
How ready are you in organizing and using an LMS?

I am not quite ready in using LMS because we were still learning how to use it and
there are problems also both teacher and student in the connectivity or internet
connection. So for some reason I do hope that we can accept the fact of being new in
this century.
Enumerate the knowledge, skills and attitudes you already have to organize your virtual
learning environment and use an LMS:
Content:
I do hope that the student’s skills and attitude will be good and Give the
misbehaving student a chance to respond positively by explaining not only what he or she is
doing wrong, but also what he or she can do to correct it.
Pedagogical
Sharing ideas and resource
Innovation and creativity
Technological
Effective administration
Better learning engagement
Technological innovation
What do you still need to learn in order to use the LMS effectively?
The tools that LMS provide because without it you’ll never be able to create an organized
learning program.
Write Action research Prompts
OBSERVE
What problematic situation/challenges/area of improvement did you see while you
participated and assisted using an LMS?
lack of integration and inflexible reporting capabilities.
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the topic Key points/findings in what I read
Are an important part of the elearning flatform

and the developing platform and the
What is the learning management system, its development process.
features and advantage of using LMS- Pinlearn
The ultimate benefit of learning learning Are quite wide and can contain everything
management system- Gyrus from basic to functionality to cool recently
implemented features
Increasing scope of enterprise learning To ensure maximum learning efficiency and

management learning management system for workplace productivity for extended workforce,
modern learners- G Cube training courses are designed in a way to deliver
completely engaging learning experience aligned
to the needs of individuals.

Cognitive load theory (and by extension many of the multimedia instructional design principles) is based
in part on a model of working memory by Alan Baddeley and Graham Hitch who proposed that working
memory has two largely independent, limited capacity sub-components that tend to work in parallel – one
visual and one verbal/acoustic.([23] This gave rise to dual-coding theory, first proposed by Allan Paivio
and later applied to multimedia learning by Richard Mayer. According to Mayer,([24] separate channels of
working memory process auditory and visual information during any lesson. Consequently, a learner can
use more cognitive processing capacities to study materials that combine auditory verbal information with
visual graphical information than to process materials that combine printed (visual) text with visual
graphical information. In other words, the multi-modal materials reduce the cognitive load imposed on
working memory.
REFLECT
What do I hope to achieve to address the problem? (what change do you want to
achieve?)
By focusing on possible skills you can develop, I am ready for a chance to prove what I
can do on my own.
PLAN
What strategies/solutions/means can you employ to improve the situation/solve the
problem?
Focus on what you can do, instead of the things that are out of control, and fell satisfied that
you’ve done the best you can.
ACT
nos. 1-3):
Students technological problem encountered
Check for mastery

Direction: Read this following questions then select the letter of the correct answer.
1. Mr. Mahusay
Attach pieces of evidence of what you accomplished in this episode.
Not applicable
Check for mastery

Direction: Read the following questions then select the letter of the correct answer.
1. Mr. Mahusay is ensuring using the polling of the LMS as a strategy to increase participation of
his students in their lesson on qualities of national leaders. He is utilizing his____.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
2. Ms. Del Rosarion is careful to match the learning outcomes with the content and activities she
is going to do. She also sees to it that the assessment measures the attainment of the learning
outcomes. She is using her_____.
A. Pedagogical Content Knowledge (PCK)
B. Pedagogy Technological Knowledge
D. Technological Content Knowledge (TCK)
3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the
topic she and her students are exploring. She is using______.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
D. Content Technology Knowledge (CTK)
4. All are true learning management systems, EXCEPT.

A. Has components and features that teachers can use in teaching
B. Is a platform for a virtual learning environment
C. Microsoft office is an example of this
5. Through the LMS, the teacher can do the following tasks, EXCEPT.
A. Post assignment and projects
B. Set up discussion boards
C. Make students collaborate
D. Meet students face to face
Learning episode 15: Utilizing Web- Conferencing Apps for

Synchronous e-learning
NOTICE
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 The main purpose of a Virtual Background is to limit visual distractions in
a user’s video and to provide privacy. But this feature can also be used for
active learning.
Microphone icon on/off Using a classroom microphone is a great way to increase student
engagement, build student confidence, enhance student presentation
skills. It is a great classroom management tool that definitely helps
increase student engagement. Not only will your students increase
engagement in the lesson or activity, their individual confidence will
begin to increase as well.
Camera icon on/off Students, too, benefit from being able to see each other onscreen. In the
study, a majority indicated that “using videoconferencing helped build
trust and rapport with other students and helped them to develop a sense
of identification with others in their group.
Screen share Screen sharing can be used as a visual aid during live presentations by
allowing viewers to follow along in real time from their own devices.
Reaction buttons Have your students leave reactions without interrupting a lesson. Give
your students a chance to visually show how they are understanding the
content or how they are feeling.
Spotlight The spotlight teacher’s preferences for clip selection were taken into
consideration—the spotlight teacher always maintained veto power—and
they were provided with a copy of the clip prior to the video club meeting.
View (using different views) You must have an active internet connection to sign in. If you already
know how to sign in to Classroom, go to classroom.google.com. Or,
follow the detailed steps below.
Polling Instructors can use polls for many different pedagogical reasons such as to
ask students about their background knowledge, personal opinions or
experiences; to predict the outcome of an experimental demonstration, or
to test their understanding of course material.
Recording There you'll see the option to “Record video.” The video you make will
still be stored in Google Drive, since that's where content on Classroom is
kept, but it will insert the video directly into your assignment for you
Others
Others
How was the content taught or delivered? How were the learning activities facilitated?
What strategies did the teacher or you used to keep the students engaged? How did the
students respond to the teacher? To the activities?
When students are engaged in learning, there is movement and laughter and sometimes lots
of noise. They are up and out of their seats involved in activities that promote thought, creativity, and
discovery. Students are busy, self-disciplined, and best of all, willing to take responsibility for their own
learning because they understand that what they are doing is important.
What was your experience in participating and assisting in synchronous classes? What
were your thoughts and feelings while you participated and assisted?
Put simply, this is a model where the people teaching and the people learning have some form of live
interaction, meaning they engage in education-related activities at the exact same time, despite being
physically separated. However, this approach has both advantages and disadvantages, which both need to
be explored and understood.
ANALYZE
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?
Web conferencing can be used to support interactive learning or student-centered teaching and learning in
a team-oriented, virtual environment. Group projects may include case studies and role plays, or process-
oriented, guided inquiry strategies.
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?
The concept of presence in online teaching builds on the body of work on teaching and learning
Social Presence?
Social presence in online learning stimulates the whole eLearning experience, enhances learners-
instructors interactions, and improves learners to learners activities as well.
Cognitive Presence?
Cognitive presence is the academic content and engaging of the mind in the online environment.
What problem or challenges did the teacher/you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous
classes do you think can still be improved? How can this/these be improved?
As a real-time learning method, synchronous learning gives eLearning professionals the opportunity to
offer their audience a unique online training experience.
REFLECT
How ready are you in teaching an online synchronous class?
Not quite ready but I need to do it for the students, the importance of building connections with
students, strengthening support systems and assessing learners with a multitude of options in your
synchronous online course
Using a web-conferencing app, how else would you better establish:
Teaching Presence?
he teacher is literally in the room with the students, interacting with them as a whole class, in small
groups, or individually. Students can get their teacher’s attention by simply raising their hand or asking
for help. Even during a synchronous remote learning event, the teacher will be visible on the screen, and
students may ask questions or raise their virtual hand like they would in a face-to-face classroom.
Social Presence?
The use of Web videoconferencing, whereby learners in an online classroom can simultaneously
collaborate using audiovisual communication tools, increases the learner's ability in social and emotional
expression, thus improving communication which may enhance learning satisfaction.
Cognitive Presence
Cognitive presence is the academic content and engaging of the mind in the online environment .
What do you still need to learn in order to conduct an online synchronous class using a
web-conferencing app effectively?
Highlighting the importance of building connections with students, strengthening support systems and
assessing learners with a multitude of options in your synchronous online course
OBSERVE
OBSERVE
What problematic situation/challenges/area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
Although online learning may be the best option we have for now, still you can’t help but wonder how
everyone is adjusting and coping with the problems that arise while attending online classes, especially
during synchronous classes.
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the topic Key points/findings in what I read
A problem that had caused delays implementing
remote learning in general. Although internet plans
exist; they are not, however, created equal. Hence,
in online classes, there was never a day when a
Internet Connection- Mikaela G.Amadora
student hasn’t voiced out complaints.
Problems of unwanted echo and background noises

both from the professor or from the student reciting
most often are distracting. Being on-call preferably
with headphones that have built-in mic can only do
Audio Clarity- Mikaela G.Amadora
so much. Most of my classmates had opted to buy
a separate microphone just to have proper audio
clarity when wanting to recite in class.
It takes self-discipline to be attentive and focused
in a regular classroom setting. With online class, it
takes will power to stay awake and focused.
Short Attention Span- Mikaela G.Amadora
behaviorism, cognitivism, and social constructivism—will be highlighted to form the foundation for
further discussion. ... Theory is defined as a set of statements, principles, or ideas that relate to a particular
subject.
REFLECT
What do I hope to achieve to address the problem/challenge/area of improvement in
web-conferencing app use? What change do you want to achieve?
Virtual meetings were previously unheard of. Now, they are one of the most popular ways for office
workers to communicate with one another. While this leap in technology has helped many individuals,
these online meetings do not come without their own challenges.
PLAN
nos. 1-3):
Benefits on learning online class and the advantage and dis advantages
ACT
What strategies/solution/means can you employ to improve the situation/solve the
problem?
They are also opportunities to learn more about ourselves, step outside our comfort zone, and acquire new
skills that can help us achieve our goals. After solving each problem or challenge, corporate learners
should get the chance to review and reflect upon their behaviors and choices.
Check for mastery

Direction: Select the letter of the correct answer
1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully. She allows
time for the students to know more about their classmates through interesting polls. She also
provides opportunities for the students to work together and collaborate. She uses the reaction
buttons, smiley, heart, or clap to appreciate the student’s effort and excitement to participate. She
was able to attain which essential element?
A. Teaching presence
B. Cognitive presence
C. Social presence
D. Community presence
2. During a two-hour online synchronous class, the Science teacher taught about centripetal and
centrifugal forces. She did not introduce the learning goals for the session. She shared on screen
the first powerful she found on the internet and lectured about the topic to students without
engaging them to participate. They were passive the whole time. Some students turned off their
cameras. She ended the class with a quiz on the topic. The teacher did NOT effectively
demonstrate which essential element?
A. Community presence
B. Teaching presence
C. Cognitive presence
D. Social presence
3. The topic of the online synchronous session for the day was how the Philippines will attain
herd immunity from Covid 19 the fastest way. After introducing the topic, the teacher explained
to the students one learning outcome which for them to analyze the current situational factors
that may impede and hasten the Philippines goal of attaining herd immunity. Another learning
outcome was ffor students to articulate suggestions on how the Philippines will succeed on the
chatbox. She allotted time for the students to go to the small group meeting rooms she arranged
on the web conferencing app for discussion. Later, students went back to the big group, and
student actively shared their outputs. The teacher fostered which essentials elements?
A. teaching presence
B. Social presence
C. Community presence
D. Cognitive presence
4. All are example of web-conferencing apps, EXCEPT.

A. Microsoft teams
B. Zoom
C. Skype
D. Canva
5. When a teacher is mindful demonstrating teaching presence, social presence and cognitive
presence consistently, she is adhering to the model of.
A. Community of Practice
B. Community of Inquiry
C. Community of Learner
D. TPACK
LEARNING EPISODE 16: ASSESING FOR, AS AND OF

LEARNING
ANALYZE
 Did the formative assessment tasks help students master what they were expected to
learn?
 Yes, through formative assessment students were aware what learning they are
expected to learn. It allows them to evaluate their own learning.
 Was students’ response to formative assessment exercises favorable or unfavorable?

Why?
 It is favorable, because it shows that students where learning and were aligned to
the learning outcome.
 Did the conduct of formative assessment and self assessment affect students’
attainment of learning outcomes? How?
 Yes, it affects students’ attainment by means of letting them evaluate their selves,
identify their strength and weaknesses, and motivate them to continue improve
learning.
 What was the effect of students assessing their own progress on their motivation to
learn?
 It allows them to know their weaknesses and strengths which can motivate them
to improve their performance and motivate to learn.
REFLECT
How would attainment of learning outcomes be affected if there were no formative

assessments or self-assessment?
 There will be possibilities that learning outcomes will be least attain if there were
no formative assessment or self-assessment. Teachers cannot measure the
progress of learning of their students and their gaps. Student also may not be
aware on where they lack and in what part they need to improve. They will not
know if they achieve the learning outcomes.
ACTION RESEARCH PROMPTS
OBSERVE.
1. One thing that went well in the development/use/administration of formative

assessment tasks (assessment for learning) is
 Is that the teacher knows students learning and what students needs to learn more
or understand more.
2. One thing that did not go very well in the development/use/administration of

formative assessment tasks (assessment for learning) is
 Thinking and creating a formative assessment tasks that would definitely
measures their knowledge.
3. One good thing observed in students’ self-assessment (assessment as learning) is

 They be able to rate their selves and able to pick up what is lacking on their
performance. It also motivates them for the next/upcoming activities.
4. One thing in students’ self assessment (assessment as learning) that needs

improvement based on what were observed is
 Sometimes rating can also be bias. It may be somehow be improve by giving
them self-assessment such as reflections and other tasks that would make them
think, and reflect on their performance.
REFLECT
 The formative assessment activities went well because it gives positive results that
students were learning and improving.
 The formative assessment activities process did not go well because sometimes it
needs a lot of work, and barriers occur during the process.
 For students, self-assessment worked because they were able to reflect on their own
assessment results.
 For the students, self-assessment did not work because sometimes they find difficult
on rating themselves and it would make them think that it would be bias.
ACT
 To ensure that formative and self-assessment processes serve their purposes, to

help students learn, I will learn from other’s best practices by researching on
different online platforms to look for tasks that would help them.
PLAN
 To help improve formative and self-assessment practices, I plan to conduct an

action research on the Different formative and self-assessment tasks.
LEARNING EPISODE 17: USING TRADITIONAL AND

AUTHENTIC TYPES OF ASSESSMENT FOR FORMATIVE AND
SUMMATIVE PURPOSES
ANALYZE
1. Are the assessment tasks aligned with the learning outcomes?

 Yes, the assessment tasks were aligned with the learning outcomes.
2. Did teacher make use of both traditional and authentic assessment tasks?
 Yes, the teacher makes use of both traditional and authentic assessment for more
results, and for better evaluation.
3. Is the traditional and authentic assessment tasks (written tests) formulated in

accordance with principles of test construction?
 Yes, every assessments task was done in accordance with principle of test
construction before implementing it.
4. Were the assessment tasks formative purposes also used for summative process? Why
or why not?
 Some part of the assessment task formative purposes are used in the summative
process, its purpose was to measure if the student really did progress or learned.
5. Where were assessment results student better – in the results of traditional or

authentic assessment?
 It shows best results in both assessment tasks, it revealed that students excel in
paper-pencil test as well as on making products and demonstration.
6. Which assessment activity/activities did the students like more? Like least? Why?
 In general observation, student’s most likely active on demonstration, role plays,
and experiments because they enjoy on the process of the activities, and also they
like it because of the challenges they experience. The least they like is making
projects some of them exert least efforts on making it, may be because coming up
a project is expensive to them, and needs a lot of time, and work.
REFLECT
How can I make the assessment process more meaningful to and more acceptable to
students?
 I need to formulate every assessment tasks with accordance to principles of test

construction. Also ensure that the assessment tasks will surely meet my objective
of making it which is to measure if leaning outcomes has been achieved or not.
OBSERVE
1. One thing/some things that went well is/are in the development/use/administration of

assessment tasks are we able to tracked down where in the assessment tasks that
students find confused, and which are successful on assessing students learning and
be able to develop the tasks and test questions.
2. One thing/some things is/are that did not go very well in the
development/use/administration of assessment are time, and testing the reliability of
the assessment.
REFLECT
 This part of the assessment process went well because student successfully
engaged on the assessment tasks.
 This part of the assessment process did not go well because it takes a lot of time
to work on, and a lot of work to ensure if it is meaningful and acceptable.
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches/videos on unique assessment tasks, proper tasks construction, and how to limit
the time of making tasks and testing it reliability.
PLAN
To help improve assessment practice, I would like to conduct an action research on the
barriers of the assessment process.
LEARNING EPISODE 18: GRADING AND REPORTING

ANALYZE
1. What are the teaching implications of the students’ test scores and grades?
 It implicates that the objectives of every subject were achieved. That the students
learned and it also implicates students’ level of mastery.
2. In what subjects did students perform best? Poorest?

 Students perform best on English, Science, and Filipino. Students are poorest on
math subject.
3. How was the PTC attendance of parents and guardians? What does it imply?
 2 out of 10 were absent on the parents-teachers conference. This implies that
parents are responsible and willing to know and discuss their children’s progress
and concerns.
4. What parents/guardians’ comments were most common during Card-Giving Day?

 Mostly they will ask questions like why they children got that grade or how were
they’re son/daughter in the class and many more.
REFLECT
What personal message do I get from these students’ scores, grades, and
parents/guardians’ PTC attendance and comments?
 High scores and grade is possible for students to obtain but did not really learn
that much. It really does need to know the level of mastery of the students. Also
observing their behaviors on the class also important so that during PTC they can
talk about it or raise the concerns to the parents. The attendance of the parents and
guardians is really important in PTC so that everyone can hear the concerns and
announcements. The parents/guardians comments indicate how
responsible/concerned they are on their children’s progress.
OBSERVE
1. One good thing that I observe in scoring/grading/parents-teachers conference was

parents and teachers can talk about the problems/concerns of their children (students)
and also be able to report their progress.
2. One thing that I did not go very well in scoring/grading/parents-teachers conference

was attendance of the parents/guardians in the PTC.
REFLECT
 The scoring/grading/parents-teachers conference went well because teacher able

to evaluate properly to the scores of the students, and parents were actively attend
on PTC and calmly discuss the progress/problems of their children.
 The scoring/grading/parents-teachers conference did not go well because some of

the parents did not attend the PTC.
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/videos on proper
evaluation of scores, and proper presentation of student’s progress and concerns
that will avoid confusions and arguments.
PLAN
 To help improve scoring, grading practices and the conduct of PTC, I would like
to conduct an action research on reference assessments.
LEARNING EPISODE 19: WRITING AN INITIAL 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 choose: (from the past episode) Creating my classroom / remote learning management
plan.
Episode number and Title: Learning Episode 9 Creating my Classroom / remote learning
management plan
Writing Action Research Prompt page: 5
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe/Notice
What problem/concern have I noticed that affect teaching-learning?

Example response. The problem I have noticed is that there is a lot of competition in the
classroom. The slow learners are left behind.
Write your own observed/noticed classroom problem here:

Lack of materials used by the teachers and students for tle majors.
B. REFLECT
Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will it be done?
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 belive that I should modify my classroom
strategy.
 Write your reflective response to the problem you stated:

Public schools have lacking materials for their students especially for those tle
students, so the teachers ask their students to buy the materials and the teachers
also don’t have the choice but to provide it with their own to continue the
teaching-learning process.
C. Plan for action

Key questions:
What will I do as a teacher to solve the problem?

 As a teacher we should as for the governments help or assistance in terms of
localized materials used and needed in the school for the benefit of the students.
How will I describe my intervention, innovation or actions to the identified problem?

 I should plan for actions or interventions about this problems on how should I ask
help in terms of materials to the government.
How long will it take to introduce the intervention?

 It will take 3 months.
With whom shall I work?

 With some government agencies especially with deped.
What materials do I need?

 Letters especially for seeking assistance for materials.
Are methods, participants, data collection, time table considered in my plan for action?
 Yes
Write your own plan of action Research based on the key questions. You give more
details.
Efficacy of using localized materials
D. References
Include at least 3 reading materials about the intervention that will be used.
 Enter your own reading list
Tran, T.T.T., Moni, K., Baldauf, R.B. (2012). Foreign Language Anxiety and its Effect on
student’s determination on study English: To abandon or not to abandon. TESOL in Context (5).
pp. 1-14.
Von Worde, R. (2003). Students’ Perspectives on Foreign Language Anxiety.Inquiry, 8(1),

pp.36-49.
Wicks-Nelson, R. & Israel, A. C (2006).Behavior Disorders of Childhood 6th Edition. New

Jersey: Person Education, Inc.
E. Act (Implementation of the action Research Plan)
Note: the implementation of the Plan will follow when time allows. A more detailed
Research Action Plan will be required. The McNiff and Whitehead (2014) of DepEd
(2016) models may be used depending on the advice of your mentor.
Action Research Proposal
Name: Marian A. Macabocsit

Proposed Title: Efficacy Of Using Localized Materials
I. Context and Rationale (Study background)

Background of the Study
At the start, the extent of the student’s learning in the academic institution may be
determined by the teaching strategy of the teacher for a particular period when school
learning academic activity has been done.
It must be pointed out that the teacher’s learning style in teaching can be a factor
in the learning process. If a learner obtains high grades, it can be inferred that he may
also have learned a lot while low grades indicate low performance that leads to
different factors.
Although education is not the only road to success in the working world (Scheirgh
2003), much effort is made to identify, evaluate, monitor, track and encourage the
progress of students in schools (Larry – Harrison 2002). Parents’ care about their
child’s academic performance is vitally important because they believe that good
academic results or grades will provide more career choices and job security. Schools,
though invested in fostering good academic study habits for the same reason, are also
often influenced by concerns about the school’s reputation and the possibility of
monetary aid from government financial institutions (Emmons 2003), which can
hinge on the overall academic performance of the school.
It is believed that by making learning in school relevant and meaningful to the
children’s everyday lives and needs, the interaction between child and school will
become a more active and enriching experience, rather than a passive, tiring, or
alienating experience for the child (Taylor & Mulhall, 1995; 2).
Enhancing the quality of educational delivery is the ultimate goal and rationale
behind curriculum localization and the localization of schooling materials. UNESCO
notes, “A crucial dimension of quality education is that of relevance of curricula
content; the diversity of local (sub national), cultural, and socio-economic realities”.
Individual schools have limited resources. Individual teachers may have limited
knowledge of what is available in a local area. Lists of resources are therefore of
considerable value. Such lists can bedrawn up by individuals, but, even more
profitably, by groups of teachers sharing their knowledge. Both the lists themselves
and the process of making them would help to increase teachers' awareness of how
potentially rich local resources can be.
II. Action Research Questions
Statement of the Problem

This study seeks to determine the efficacy of using localized teaching materials in
Technology Livelihood Education Teaching among Grade 9 students.
Specifically, it seeksto answer to the following questions:
1. What is the common efficacy of using localized materials in language teaching among
grade 9 students?
2. What is the significant difference of using localized materials in language teaching when
data are grouped according to:
A. gender
III. Proposed Innovation, Intervention Strategy (Describe innovation/intervention)

Significance of the Study
It is therefore the researchers’ expectation that upon completion of this study, the
findings of the study will be beneficial to the language teachers, students, government
(?) and the general public in more ways than one.
First, this study will assist the Technology Livelihood Education teachers in
secondary school in (school) to adopt the consistent use of localized materials in the
Grade 9 classes to make learning interesting and enhance better understanding by the
students.
Since the use of localized materials in teaching in a formal or informal situation has
positive results in the sense that it enhances effective understanding in the learners, it
will therefore enable government to produce more instructional materials to all the
schools, to enhance productivity in education.

More so, it is seen and believed that the use of localized materials will immensely
help in creating comprehension in the mind of those that are slow to learn in the
school learners.
For proper discussion and understanding of abstract concepts and themes, materials
must be used to drive home the learning, and in concrete terms.
This research will also serve as a point of inquiry and reference for both learners and
members of the public who want to know or carryout related study on this area.
The study findings will enable the stakeholders to realize the importance of localized
materials in teaching.
The TLE teachers who are teaching in Grade 9 classes will be guided by the study
findings to choose the most efficient localized materials for classroom activities.
The findings of the study will also form a basis for further research on the role played
by localized materials in teaching TLE.
This study will benefit the following:
1. Administrators
They can develop comprehensive program as well as learning materials in teaching TLE;
and this will focus mainly on the development of the Grade 9 students. In this way, school
administrators will be great a help to all the students of Ayala National High School,
Zamboanga City.
2. Teachers
This study will serve as one of the bases for determining the students’ learning performances
using the localized materials in TLE, which certainly a basis for teachers to come up with
appropriate instructional materials and improve their teaching methodology to cope with the
needs of the clientele.
3. Students
The findings of this study will enable students to develop awareness regarding their
learning and performance level, and will consequently let them formulate means to
hone their ability to an optimum level.
4. Future Researches
The outcome of this study also may be an augmentation to the pool of knowledge and
a deeper understanding in using localized materials in TLE.
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Other sources of Data
The participants of the study will be the Grade 9 students of Ayala National High
School, Zamboanga City who were enrolled in the school year 2017-2018. There
are two intact classes for Grade 9 pupils that will represent the experimental
group and the control group. The experimental group will use localized materials
in teaching language while the control group will utilizethe traditional method of
teaching (chalk-talk method) Language.
b. Data Gathering Methods

The research instrument that will be used in this study is the achievement test
given to pupils in the pretest and posttest. The lessons that will be used in the
experimental and control group are identical and parallel but they vary on the
materials used in teaching the subject matter. The lesson plan will be adopted
from the Department of Education Teachers Guide. The experimental group used
localized materials in teaching TLE while the control group used traditional
method of teaching. The translated lesson plan is content validated by an expert to
secure the correctness and accuracy of the material itself.
The achievement test questionnaire is a 25 item test. This questionnaire was
made by the Master Teacher and Department Head TLE in Ayala National High
School. The same test will be used during the pretest and posttest. The coverage
of the test will be based on the topics of the lesson plan. The students‘
achievement in the experimental and control group of their pretest and posttest
will be interpreted using the percentage equivalent in Grade 9 which will be
adopted on their Report Card. The achievement test will be validated by the Grade
9 students of Ayala National High School who had already done with the lessons
when they were still in Grade 8.
c. Data Analysis Plan

There are different statistical techniques to be used in analyzing the data of this
study. The reliability of the instrument will be determined by Cronbach‘s Alpha
Coefficient.
Descriptive statistics will be used to describe the profile of the grade nine students
in terms of gender as well as the level of achievement in TLE teaching when
exposed to the used of Localized and traditional materials.

The Analysis of Covariance (ANCOVA) will be used to compare the pretest and
posttest for the significance of their difference using the pretest as the covariate
and will be used to determine the significant difference between the mean scores
of learners’ achievement in TLE teaching using localized materials and the chalk-
talk method when they are group according to the profile of the variable: gender.
V. References (write at least three references)

Tran, T.T.T., Moni, K., Baldauf, R.B. (2012). Foreign Language Anxiety and its
Effect on student’s determination on study English: To abandon or not to abandon.
TESOL in Context (5). pp. 1-14.
Von Worde, R. (2003). Students’ Perspectives on Foreign Language

Anxiety.Inquiry, 8(1), pp.36-49.
Wicks-Nelson, R. & Israel, A. C (2006).Behavior Disorders of Childhood 6th

Edition. New Jersey: Person Education, Inc.
REFLECT
What was your experience in writing the action research plan?

 It is hard writing the action research plan, thinking of problems and possible
actions but is good in feeling if there would be a solution in every problem in
school to provide a good teaching-learning process.
What knowledge, attitude and skills did you have that helped you accomplish it?
 Encouragement to do the plan, patience for possible interventions and solution for
the problem.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
 I need to study and read a lot about research to be a skilled teacher-researcher.
My Initial Action Research Plan
Proposed Title: Efficacy Of Using Localized Materials
I. My identified problem:
 The lack of localized materials in the public schools.
II. My Reflection about the Problem:

 The TLE teachers will be guided by this study findings or problems to choose
the efficient localized materials for classroom activities.
III. My Plan of Action:

 This study will serve as one of the bases for determining the students’
learning performances using the localized materials in TLE, which certainly
a basis for teachers to come up with appropriate instructional materials and
improve their teaching methodology to cope with the needs of the students.
References:
Tran, T.T.T., Moni, K., Baldauf, R.B. (2012). Foreign Language Anxiety and its Effect on
student’s determination on study English: To abandon or not to abandon. TESOL in Context (5).
pp. 1-14.
Von Worde, R. (2003). Students’ Perspectives on Foreign Language Anxiety.Inquiry, 8(1),

pp.36-49.
Wicks-Nelson, R. & Israel, A. C (2006).Behavior Disorders of Childhood 6th Edition. New

Jersey: Person Education, Inc.
Submitted by:
Name: _MARIAN A. MACABOCSIT Degree Pursued: ______________________
Name of Institution: _____ZPPSU_____SY: 2021-2022

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Republic of the Philippines

ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

In Partial Fulfillment of the

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

Which personal traits do I possess? Where do I need improvement in?

Which professional competencies am I strongly capable of demonstrating?

In which competencies do I need to develop more?

Who are the teachers that we remember most?

Write Action Research Prompts

b. My specific research questions are: Is it possible that a teacher's expectations have an

Attach your reflection here.

LEARNING EPISODE 2: EMBEDDING ACTION RESEARCH FOR

Inventory of Sample Action Research Conducted by teachers’

List of Completed Action Research Titles Author/Authors

3. Improvement of grade 8 low Elisa L. Baguio

4. Environmental and personal profiles of Arvin J. Bsico

6. Improvement of reading Fe K. Zuniga and Gemma S. Barrantea

If YES, identify the problems from the

3. Identified problem to be solved in title

4. Identified problem to be solved in title

5. Identified problem to be solved in title

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

Interpretation: I think the study is focusing

4. What do you think did the author/s do I think the author/s

2. What do you think is the teacher’s Choices:

3. What benefit do you get as a student in Choices:

4. In what ways can you assist your Choices:

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.

As a future action researcher I can plan for an appropriate intervention like

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

LEARNING EPISODE 3: UNDERSTRANDING AR CONCEPTS,

Key Components Entry from your Sample AR

PLAN Plan of Action

Key Components Entry form your Sample AR

PLAN Plan of Action

Title and Author: (the same as your entry in model A)

Key Component Action Research Process

I. Context and Rationale Study Background

II. Action Research Question AR Questions

What am I doing this?

III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

What do I plan as a solution to the

IV. Action Research Methods Describe Action Research Methods.

a. Participants/Other source of Data Who are to participate?

V. Action Research Work Plan Summarize Action Research Work Plan.

What should my work plan contain?

VI. Cost Estimate Write cost estimate.

Action Research Cost-(Consider also the

How will I share my result in action

VIII. References Write at least 3 references.

What really materials and references are

How can AR be used for every classroom teacher?

Write Action Research Prompts

Participate and Assist

The problems I identified are:

 Are they matched with the problem?

Write Action Research Prompts

Does it help in the learning process? _Yes_ How?