FS 2 Participation AND Teaching Assistantship

FS 2 Learning Episode 1: THE TEACHER WE

PARTICIPATION AND TEACHING ASSISTANTSHIP

REFLECT

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

need improvement in?

Which professional competencies am I strongly

capable of demonstrating?

.
In which competencies do I need to develop more?

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Who are the teachers that we remember most?

The teachers we remember the most were the ones that helps us grow and learn healthily
while unlocking difficulties gradually with their guidance. The teacher that creates healthy
relationship with his/her students by giving time to listen not just for him/her to be heard by their
students. The teachers that we remember the most are the one who told us to not just listen but pay
attention, those who motivates and not who compares, those who encourage not who discourage
students. Teachers are very influential and significant for his/her students, so whatever he/she taught
or anything that left marks on each students’ hearts and minds whether it’s bad or good, it will
always be remembered.

WRITE ACTION
RESEARCH
PROMPTS

Sample
1. OBSERVE. In assisting my Resource Teacher, I observed that personal traits such as
authoritative and professional competencies like Personal Growth and Professional
Development were least/not displayed and as a result, students were/ class was not that
attentive and active in class due to it, they were like no appetite to engage and participate in
learning or activities. They were also quite loud and some keep on roaming around while
class is ongoing.
2. REFLECT. The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by lack of Professional developmental goals. Maybe the teacher’s focus is on
how she just delivered the lesson and give the students the task to be performed, that’s why
her being authoritative to her students is diverse in to something being not though she tries
to be but it doesn’t appear that much to her students.
3. PLAN. I would like to address this problem (mentioned in #2) by conducting an action
research on how to impose and what kind or level of authority that should teacher apply that
would last even though he/she isn’t around anymore.
4. ACT.
a) The main objective of my action research is to maintain respect and discipline
among students for their teacher despite of its lack of authoritative management
inside the classroom.
b) My specific research questions are:
I. Why do students tend to neglect teacher’s presence when they’re not
interested in class?
II. How does lack of authoritative of a teacher really affect the attitude of
students toward learning and behaviour in the classroom?
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 III. What are the behaviours and attitudes of students when no one in
authority around? What about if they’re at their homes?
IV. What should the teacher possible action towards this problem? What kind
of discipline parents imposed when this happens at homes?

c) To answer my specific research questions, I have to coordinate with my Resource

Teacher, gather information about the day-to-day process of teaching-learning
process of how her students behave and cooperate in class. In this process I must
engage myself with the student’s community, especially with their parents and other
colleagues, I should cooperate and conduct an interview perhaps how they manage
their children’s attitude towards the said problem. Ask them what kind of discipline
they apply to teach and correct their bad behaviour. Also other colleagues of my
Resource Teacher could be a great help to somehow resolve this problem and learn
from them of how they acted and give solution too, when they encountered same
situations. Observe and interrogate students why they behave such actions and shows
attitude when they feel to do so.

Check for
Mastery Direction: Read the questions and

choose the letter of the correct

answer.
1. Which behaviour does a great teacher who can empathize with his/her students display
2. According to students, a great teacher is “chill”. What does this mean? Teacher is .
I. Cool
II. Calm
III. Doesn’t get overwhelmed
3. Which professional competency refers to content knowledge and pedagogy?
4. To address the diversity of learners, which professional competency must
teacher display?
5. In the Southeast Asian Teachers Competency Framework, who is at the center
with whom the professional teacher relates?
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 WORK ON
MY
ARTIFACTS

Check for Mastery

Direction: Read the questions and
choose the letter of the correct
answer.
1. Which behavior does a great
teacher who can empathize
with his/her students display?
A. Feels what students feel
B. Expects students to
understand his/her feelings
C. Gives no assignment
D. Makes test easy

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2. According to students, a great
teacher is "chill" What does this
mean? Teacher is
I. cool
II calm.
III. doesn't get overwhelmed
A. I, II and III
B. I and II
C. I only
D. I and II
3. Which professional
competency refers to content
knowledge and pedagogy?

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I. Apply developmentally appropriate
and meaningful pedagogy grounded
on content
knowledge and current research
II. Display proficiency in Mother
Tongue, Filipino and English in
the teaching learning
process and
III. Demonstrate skill in the use of
communication strategies,
teaching strategies, and
technologies to promote high quality
learning
A. I only
B. II only

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C. I and II
D. I, II and III
4. To address the diversity of
learners, which professional
competency must teacher
display? A Apply interactive
teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian
Teachers Competency
Framework, who is at the center
with whom the professional
teacher relates?
A The professional teacher
B. The school heads
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C. The learner
joyful
D. The
parent/gu

In this learning episode, I am reminded once again and taught of personal qualities or traits
and professional competencies that has to do to becoming an effective 21st century teacher. We are
enabled to demonstrate personal qualities that reflect a good image of a teacher. Teachers with
professional competencies and portrays healthy personal qualities usually caters to better learning
and development of the students. Effective teacher has an effective classroom management,
maximizing efficiency, maintaining discipline and morale, promoting teamwork, planning,
communicating, focusing on results, evaluating progress, and making constant adjustments. A range
of competencies should be employed to promote positive relationships, cooperation, and purposeful
learning. Organizing, assigning, and managing time, space and activities should ensure the active and
equitable engagement of students in productive tasks. Effective teaching practices, representing
differing viewpoints, theories, “ways of knowing” and methods of inquiry in the teaching of subject
matter concepts. Multiple teaching and learning strategies should help engage students in active
learning opportunities that promote the development of critical thinking, problem solving, and
performance capabilities while helping them assume responsibility for identifying and using learning
resources.
The quality of education can always be dependent on how the teacher impose learning to the
students. Personal qualities and professional competences have its great impact to promote
development and learning to the students. This area really helps me to unlock my difficulties on how
to react or overcome situations that can always prompt problems inside the learning area especially
with my future students through competencies. A teacher should possess positive attitude towards
his/her passion for teaching for it is an important component to create quality education.

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 FS 2 Learning Episode 2: EMBEDDING ACTION
RESAERCH FOR REFLECTIVE TEACHING

PARTICIPATION AND TEACHING ASSISTANTSHIP

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and professional
engagement. The standards allow for teachers’ growing understanding, applied with increasing sophistication
across a broader and more complex range of teaching/learning situations.

Four Career Stages of the PPST

BEGINNING (Career Stage 1) Teachers who have gained the qualifications recognized for entry into the
teaching profession and need support from more experienced colleagues. The implication of this career stage is
that it offers realistic requirements of teachers in training. TEI’s what they need to guide the design of teacher
education programs and judge pre-service teacher quality.

PROFICIENT (Career Stage 2) Teachers who independently apply teaching principles and strategies skills vital
to the teaching and learning process. The implication of this career stage is for teachers of good quality in
school and is what teachers need to enjoy success and a sense of genuine professionalism. Also, it allows a
focus for school-based induction for beginning teachers.

HIGHLY PROFICIENT (Career Stage 3) Teachers who consistently display a high level of performance in their
teaching practice, mentor colleagues and work collegially with other staff. It allows a focus on high-quality
teaching and mentoring which is a defining characteristic of a profession where established practitioners
exercise responsibility for the development of their peers.

DISTINGUISHED (Career Stage 4) Teachers who embody the highest standards for teaching grounded in global
best practice and lead colleagues in promoting quality teaching and learning. Teacher shows exemplary
teaching and is recognized as a leader and mentor in teaching and curriculum.

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Quality teachers in the Philippines need to possess the following characteristics:

Domain 1. Content Knowledge and Pedagogy

Recognize the importance of mastery of content knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical understanding of the application of theories and
principles of teaching and learning.

Domain 2. Learning Environment

Provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they efficiently
manage learner behaviour in a physical and virtual space.

Domain 3. Diversity of Learners

Establish learning environments that are responsive to learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning and design of learning opportunities.

Domain 4. Curriculum and Planning

Interact with the national and local curriculum requirements. They translate curriculum content into learning
activities that are relevant to learners and based on the principles of effective teaching and learning.

Domain 5. Assessment and Reporting

Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement.

Domain 6. Community Linkages and Professional Engagement

Establish school-community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process. They identify and respond to opportunities that link
teaching and learning in the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders.

Domain 7. Personal Growth and Professional Development

Value personal growth and professional development and exhibit high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity

“The mediocre teacher tells

The good teacher explains
The superior teacher demonstrate
The GREAT teacher inspires.”

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 FS 2 Learning Episode 3: UNDERSTANDING AR
CONCEPTS, PROCESSES AND MODELS

PARTICIPATION AND TEACHING ASSISTANTSHIP

Notice

What concepts have been emphasized in the task and infographics? Give at least four.
1. Action Research is a tool to help classroom teachers consider their teaching methods or to adopt
a strategy in order to solve everyday problem in the school setting.
2. There are three models of Action Research that are useful as guide for conducting an AR these
are; McNiff &Whitehead 2006 (Adaptation), Nelson, O 2014 Model, and the Department of
Education ( DO 16) 2017 Model
3. Action Research is a cyclical, recursive process of observe-reflect-act-evaluate-modify move in
new direction is known as action-reflection.
4. The main purpose of Action Research is to change and improve the strategies and
methods teachers’ used to practice inside the classroom.
Since the 3 models are all for action research, what are the common elements of the three?
The common elements among the three models for action research are; Observe, Reflect, Plan, and
Act.

Reflect

As a future teacher, is conducting an Action Research worth doing?

Definitely, yes. As a future teacher, I have to be familiarized with conducting an AR it is because in
the long run of my career this will help me to formulate new methods and strategies that will
benefit the teaching-learning process inside my classroom and even other teachers. Change is
inevitable and sometimes it’s overwhelming when we use to deal it without finding a solution and
at the same time

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we couldn’t identify the main problem. Therefore, AR is worth doing not just today but it will be
worth it for the next generation of teachers perhaps that may be encountering same problem in
his/her class.
Why?
Action research fosters development of skills pertaining to critical thinking, problem solving,
collaboration, and ethical decision making. We, teachers, are required to adopt teaching practices that
are beneficial to our students. Action research is empowerment of teachers. In this case, teachers are
given the power to make and implement their decisions. The powers to conduct classroom inquiries
and those concerned with day-to-day running of the school are vested on the teachers.

How can AR be useful for every classroom teacher?

Action research enhances the status of the teachers through collective participation. Teachers who
participate in action research and who share their findings with stakeholders are respected. The
expertise gained from research turns teachers into advocates for those practices that can improve and
promote students’ learning. Their discoveries are adopted by other teachers to improve learning. By
sharing new ideas, teachers learn from each other. They become more connected and broaden their
perspective. Teachers become more involved in issues affecting their school and students.

Check for

Direction: Check from the choices, what answer/s respond to the question correctly and put an ex if
otherwise
1. Action research requires a teacher to be
____Observant of what is happening in the classroom.
_ _ _ asking oneself of how to improve teaching.
_ _ _ following the daily routine all the time.
_ _ _ finding ways on how children should learn better
_ _ _ blaming learners for their inability to learn.
2. There are many ways of doing action research which follow a cyclical process. The
process includes
_ _ _ Observe, Reflect, Plan, Act
____ Observe, Plan, Act, Reflect
_____ Reflect, Act, Plan, Observe
_____ Plan, Observe, Act, Reflect

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 _____ Modify, Observe, Plan, Reflect
3. As an action researcher, I will be developing my skill as a person who is
Systematic
Reflective
Rigorous
Futuristic
Situational

4. On which of the following would you choose to conduct an Action Research why?
_ Changes in the classroom practice. Why
_ Effects of curriculum restructuring. Why
_ Understanding of self as a teacher. Why
_ Teaching a new process to the students. Why

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

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

FS 2 Learning Episode 4: MATCHING

PROBLEMATIC LEARNING SITUATION WITH
PROBABLE ACTION

PARTICIPATION AND TEACHING ASSISTANTSHIP

Analyze

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

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 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 observe. This situation has been bothering Miss Fely

Can you identify, Miss Fely’s problem?

Can you find a solution to solve her problem? Give your two
suggestions. a.
b.
What solution can solve Miss Fely’s problem?
How?
Are they matched with the problem?

Scenario B Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand
only as parents. They are deprived of the necessary food, clothing and shelter

Can you identify the most probable teaching-learning problem/s in the class of Sir
Ryan? a.
b.
Can you propose a solution to solve one of the problems that you have identified?

Reflect

After reading the two scenarios given above, how would identifying problematic situations and
finding solution to those problem help you to become a better teacher?
Explain:

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 Write action research prompts

Using any example of problem in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?

REFLECT
What changes do you want to achieve?

PLAN
What strategies will you to improve the situation?

ACT

What would be the title of your Action Research should you conduct the

study? ADD: Solutions /Actions

FS 2 Learning Episode 5: PREPARING THE LEARNING

ENVIRONMENT: AN OVERVIEW

PARTICIPATION AND TEACHING ASSISTANTSHIP

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PARTICIPATE AND ASSIST

What will you do to assist your mentor in setting up a conducive learning environment in the following
conditions?
1. Bulletin Board Display
2. Small Group Discussion
3. Checking class attendance in a virtual classroom (i.e. Google meet or zoom)

NOTICE

Learning Environment 1:
What have you noticed of the display in the class bulletin board? What message or theme does it
convey?
What makes it attractive o the learners?
Does it help in the learning process? How?

Learning Environment 2:
If the teacher is using a distance delivery of learning through modules, where is most likely the
learning space of the students?
Can you describe?
How can you as a teacher help to make such environment conducive for learning?

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 FS 2 Learning Episode 6: PREPARING THE LEARNING
ENVIRONMENT: AN OVERVIEW

PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATE AND ASSIST

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

NOTICE

Having been exposed to the traditional classroom in your basic education, it seems that everything is
familiar. However, as teaching learning theories evolve over time there are change that are taking place

What change have you notice in the face-to-face classroom space?

CLASSROOM ENVIRONMENT BEFORE CLASSROOM ENVIRONMENT NOW

ANALYZE

What do you think brought the changes in the face-to-face learning environment

now? From the changes that you identified, choose one that you can do. How will

you do it? REFLECT

Do you think making the learning environment conducive for face-to-face classroom will enable the learners to
achieve better learning outcomes? Explain your answer.

WRITE ACTION RESEARCH

PROMPTS OBSERVE

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

Can I translate this problem into a question?

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REFLECT

How would I solve the problem?

Will it improve my teaching? How?

PLAN

What will I do to solve the problem? Describe briefly how you will do it.

PORTFOLIO ENTRY
TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT
DESCRIBE THE PHYSICAL ENVIRONMENT:
DESCRIBE THE PSYCHOLOGICAL ENVIRONMENT:
DESCRIBE THE SOCIAL ENVIRONMENT:

FS 2 Learning Episode 7: MAKING ON-LINE OR VIRTUAL

LEARNING ENVIRONMENT SAFE AND CONDUCIVE

PARTICIPATION AND TEACHING ASSISTANTSHIP

LEARNING EPISODE

7 NOTICE

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

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

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How did the students show their active participation in the lesson?

ANALYZE

Which of the following is/are your analysis/analyses of on-line learning

environment? It was difficult to observe the physical behavior of the students.

It takes time for students to learn how to use the platform.

Students who are alone in their home space find difficulty to make responses

Internet connectivity is a great factor to support a conducive environment.

REFLECT

As a future teacher I feel that the on-line learning environment can be safe

if I think that teaching in a virtual environment is

Make a list of 10 websites where you can source reference and instructional materials for this episode. Place
the list in the matrix like the one below. Share this with your mentor

LIST OF WEBSITES AND THE TITLES OF THE CONTENTS

NAME OF WEBSITE TOPICS/TITLE OF CONTENT OR INSTRUCTIONAL

MATERIALS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

FS 2 Learning Episode 8: ESTABLISHING MY OWN

CLASSROOM ROUTINES AND PROCEDURES IN A FACE-TO-FACE/
REMOTE LEARING

PARTICIPATION AND TEACHING ASSISTANTSHIP

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NOTICE

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

• How did you feel after employing your classroom routines and establishing your procedures in
the classroom/remote learning?
• How did your students respond to your classroom routines and procedures?
• What was the feedback of your Resource Teacher on your classroom routines and procedures?
• Was there a change in the classroom environment/ teaching -learning process after you
have implemented your classroom routines and procedures?
• What was the feedback of your Resource Teacher on your classroom routines and procedures?

ANALYZE

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

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

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

REFLECT

What insights have you gained while doing this learning episode?

Write Action Research Prompts

OBSERVE

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

REFLECT

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

PLAN

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

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

Check for Mastery

Direction: Read the questions and choose the letter of the correct answer.

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1. Ms. Asuncion teaches English in Grade Six. She finds difficulty in getting her class settled and ready for
the daily lesson. Which of the following would be the best advice for her?

A. She should have a seating arrangement/plan.

B. She should assign a group leader to monitor student's discipline.
C. She should not let them in until they are ready.
D. She should have an entry pass before they get in.

2. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever they need to
attend to personal necessities. This is an example of which of the following classroom management
techniques?

A. the use of cards

B. The use of gate pass
C. the use of transition
D. the use of clear schedule

3. Mrs.Esplana assigned daily prayer leaders and attendance monitor checkers in her class. What is the
benefit of having this practice?

A. Ensure discipline and responsibility in class.

B. Make her students busy at all times.
C. Develop camaraderie in class.
D. Ease her of small stuff.

4. During inclement weather one of the routines established by Ms. Returan is for her class to fall in line
along the corridors and not in the school yard. What must be the reason why she implemented this?

A. To have another area for line formation

B. To enable them to stay outside
C. To protect them from harm
D. To give more time for them to socialize outside the classroom

5. Why is it best to establish routines at the beginning of the class?

A. To eliminate stress of teachers at the beginning of the class

B. To control unruly students
C. To know all the students in class
D. To ensure order and discipline at all times

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 FS 2 Learning Episode 9: CREATING MY
CLASSROOM / REMOTE LEARNING MANAGEMENT
PLAN

PARTICIPATION AND TEACHING ASSISTANTSHIP

MY CLASSROOM MANAGEMENT PLAN

Philosophical Statement

Classroom Rules and Procedures

Teacher-Student Relationships

Schedules and Timeframes

Classroom Structure, Design and Arrangements

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Classroom Safety Rules and Procedures

Strategies for Rewards and Consequences

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.
1. Why is a classroom management plan important?

A. To assist the teacher in instruction

B. To ensure that the students obey the classroom rules
C. To develop the sense of belongingness in class
D. To make the students responsible and accountable for their actions.

2. Why is there a need to make the classroom management plan clear and simple?

A. For students to understand and follow easily

B. To make it doable for the teacher
C. To prevent chaos in class
D. To ensure compliance of superiors

3. Why is there a need to have a classroom structure/lay out?

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A. For aesthetic purposes
B. For compliance with school rules
C. To be at par with others
D. For the safety and security of students

4. When is the best time to make the classroom management/ remote plan?

A. At the beginning of the school year

B. At the beginning of each class
C. At the middle of the year
D. At the end of the year

5. Which of the elements in the classroom management/remote plan must be given more emphasis?

A. Classroom Rules and Procedures

B. Schedule and Time Frame
C. Strategies for Rewards and Consequences
D. Classroom Design, Structure and Arrangement

FS 2 Learning Episode 10: WRITING MY LEARNING

/ LESSON PLANS

PARTICIPATION AND TEACHING ASSISTANTSHIP

LESSON PLAN in

Grade Level

Learning Outcomes

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Learning Content

Learning Resources

Learning Procedures

The Department of Education has issued Department Order 42s 2016, Policies Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program. These are the templates for the Detailed

Instructional Planning
Detailed lesson Plan (DLP) Format
School Grade Level
Teacher Learning Area
Time and Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each

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II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the
new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42,s.2016)
Detailed lesson Plan (DLP) Format
School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
A. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives

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Write the LC code for each
B. CONTENT
C. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
D. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned 70% on
the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized

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materials did I use/ discover which I
wish to share with other teachers.

NOTICE

1. What factors did you consider in writing your lesson/learning plans?

2. What difficulties did you meet in writing your lesson/learning plans?

3: What feedback was/were given by your Resource Teacher in your first draft/succeeding
lesson/learning plans?

4. What were the best features/areas for improvement of your/lesson learning plans?

ANALYZE

Analyze the various components of your lesson plans by answering the given matrix. Take note that you must
have provisions to do this lesson on a face-to-face, modular or through online learning.

QUESTIONS ANSWERS
1. How did you arouse students' interest? What
motivational techniques did you indicate in your
plan?
2. How did you respond to the diverse types
of learners?
2.1 gender, needs, strengths, interests and
experiences
2.2 linguistic, cultural, socio-economic
and religious backgrounds
2.3 with disabilities, giftedness and talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will you employ
in face-to-face or in a remote learning delivery
for
this lesson? Explain.
4. Was the language used appropriate to the level
of the students? Explain your answer briefly.
5. What types and levels of questions did you
formulate? Are they of the higher order thinking
skills (HOTS)? Write two (2) examples.
6. What instructional resources will you use?
Why? Cite the possible online resources that you
can utilize whether done in the classroom or in
remote learning?
7. Are your modes of assessment aligned with
your learning outcomes and activities? Cite a
specific example.
8. Will your performance tasks ensure the

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mastery of the learning competencies? Explain,
briefly.
9. In a scale of 1-10, how will you rate your
learning plan(s)? Justify your answer.
10. If this lesson is not implemented face-to-face,
how are you going to do it remotely?

REFLECT

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

Write Action Research Prompts

OBSERVE

1. The problems/challenges I encountered in writing my learning/lesson plans

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 situations/ 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 in writing my learning / lesson plans whether in' the classroom or in
remote learning, these are some of the online resources which will help me in these activities. (Include books,
websites, you tube videos and the like and share these to your peers.)

Realizing the various skills that you need to master in preparing the learning/lesson plans, which are
the most difficult? The easiest to write? Conduct a simple survey from among your peers by requesting
them to answer this simple questionnaire.

Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level of difficulty of doing the
following based on your experience.

4- Very difficult
3- Difficult
2- Moderate in difficulty
1- Not difficult

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 4- Very 3- Difficult 2- 1- Not
difficult Moderate difficult
in difficulty

1. Stating learning outcomes

2. Identifying learning resources to be used
3. Sequencing the lesson in an engaging and
meaningful manner
4. Planning specific learning activities
5. Identifying strategies to be used
6. Formulating higher order thinking
questions (HOTS)
7. Integrating lesson concepts to real life
situations
8. Integrating values in the lessons
9. Formulating assessment tools
10. Identifying performance tasks
11. Giving assignments
12. Planning for lesson closure/synthesis
13. Others (Specify please)

Check for Mastery

Direction: Read the questions then choose the letter of the correct answer.

1. Why are learning/lesson plans important?

A. To allow students to participate more

B. To maintain order in class
C. To ensure quality instruction
D. To comply with school standards

2. Which is NOT in the cognitive domain?

A. Identify nouns in sentences
B. Differentiate noun from pronouns
C. Give examples of nouns
D. Draw examples of nouns

3. Why are attention getters needed at the beginning of the class?

A. To arouse student’s interest

B. To avoid truancy in class.
C. To make the students active
D. To keep the students focused

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4. Which is considered high order thinking skills in the given questions?

A. Why are plants important?

B. What are the needs of plants?
C. How do we take care of plants?
D. If you are a plant, what will you tell humankind?

5. Which of these objectives does NOT belong to the group?

A. Narrate a story using varied materials

B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story

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