EDU 41 – FIELD STUDY 2

Field Study 2

PARTICIPATION AND TEACHING ASSISTANTSHIP

EPISODES TITLE
1 Making Online or Virtual Learning Environment Safe and
Conducive
2 Establishing My Own Classroom Routines and Procedures in a
Remote Learning
3 Utilizing Applications Apps for Teaching and Learning
4 Utilizing Learning Management Systems
5 Grading and Reporting
6 Writing and Delivering My lesson Plan

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Scoring Rubric for Each Episode

Transmutation of Scores to Grades

Score Grade Score Grade
35 – 36 99 25 – 26 85
33 – 34 96 23 – 24 82

31 – 32 93 21 – 22 80
29 – 30 90 19 – 20 78
27 – 28 87 18 75
Below 18 72

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 1: Making On-line or Virtual Learning Environment Safe and Conducive

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on this
episode.

Target your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to explore the different ways of
establishing a safe and conducive on-line or virtual learning environment.

Clarify Your Task

Safe and Conducive On-line or Virtual Learning Environment (VLE)

Education has dramatically shifted in recent years. School aligned physical spaces to
flexible spaces that integrate technology to support the 21st century learning opportunities. The
modern learning environment incorporates the three elements. (1) connected devices such as
notebook, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.

The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered
synchronously or asynchronously, so the teacher’s role moderator between the technology and the
students.

Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as computer
network. Virtual classrooms refer to digital learning environment that allows teachers and students
to connect on line in real time.

Let us now consider an on-line or virtual classroom or learning environment. What are
some safety reminders to remember?

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
1. Encourage parents and careers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.
• Assist them on how to set up appropriate home learning spaces, if students will be
learning from home.
• Provide contact times and classroom schedules.
• Provide procedures to follow and consequence if they failed.
• Share information about protection from cyber bullying and imagine abuse.

2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with
class length and topics.
• Make assignments as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
• Provide students with resources. Share with your student’s websites and videos so
as not to take them to inappropriate materials such as ads from You Tube and other
sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text,
or group chat. When using technology like zoom, Google meet, MOOCS allow public
chatting or group instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.
• All students should have individual password. This should not be disclosed.
• No one should log in as another person.
• All users should log off when they have finished working.

There are more reminders to follow in the use of the digital platform for virtual or on-line learning
environment but for the meantime let us have a few… As technology advances, so do policies and
guidelines.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Revisit the Infographics

CLASSROOM ONLINE

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Participate and Assist

If you are assisting your mentor in an on-line class, these are some reminders you should
share to your remote learners on a synchronous platform like Google. Meet, zoom, MOOCS or
any other platforms you are familiar with and are using.

With the use any Google Meet , Zoom or any platform, organize a virtual class. Do this
with the guide of your mentor.

v Make sure your device is charged.

v Be respectful at all times.
v Turn on your camera.
v Find a quiet place free of distractions.
v Stay on mute and raise hand only if needed.
v Use kind words all the times
v Be on time for the class
v Stay focused and on task so you won’t miss any information.
v Teacher and learners are dressed appropriately.

Try to handle one on-line class and use the guidelines above. Happy virtual teaching.

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 your virtual class?

______________________________________________________________________________
_____________________________________________________________________________.

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

______________________________________________________________________________
______________________________________________________________________________

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Analyze

Which of the following is/are your analysis/analyses of on-line learning environment? Check one
or more.

_________It was difficult to observe the physical behavior of the students.

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

_________ Students who are alone in their home space find difficult 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 learning environment

is____________________________________________________________________________
______________________________________________________________________________

Write Action Research Prompts

OBSERVE. Identify the problems brought about by the on-line learning environment.

______________________________________________________________________________
______________________________________________________________________________

REFLECT. How would you solve this problem?

______________________________________________________________________________
__________________________________________________________________________.___

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

______________________________________________________________________________
______________________________________________________________________________

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Check for Mastery

Direction: Choose the appropriate answer.

1. What is the common among the following learning environment: (a) remote learning (b)
virtual learning (c) on-learning learning?
a. Presence of a teacher
b. Use of cyberspace
c. Asynchronous delivery
d. Use of modules
2. If your co-teacher ask you to borrow your email address passwords for an urgent concern,
which action should you take as a safety measure?
a. Deny your friend’s request because of privacy.
b. Open your email yourself and print your friends email.
c. Quickly share your passwords to your friend
d. None of the A,B,C.
3. Why should parents be involved and be part of a safe on-line environment?
a. Parents should provide guidance in the selection of website for children’s references.
b. Parents know better than the children so they can coach in answering on-line
c. Parents can do research for their children’s assignment.
d. Parents should sit by their children’s side during virtual class time.
4. In a virtual synchronous class, when a student would like to talk, which of the following
actions should be done?
a. Mute the microphone
b. Open the Camera
c. Raise hand
d. Send message to chat box
5. Which would describe a safe and conducive virtual learning environment?
a. When parents are involved
b. When the teacher provides open communication
c. When students are supported with resources
d. A, B and C.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Work on my Artifacts

Make a list of 10 websites where 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 Website Topics/Title of Content Instructional

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

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 2: Establishing My Own Classroom Routines and Procedures in Face-to-

Face/ Remote Learning

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on this
episode.

Target your Intended Learning Outcomes

• Established my classroom routines and procedures before, during and after classes in a
face-to-face-to-face or in remote learning.
• Explain the classroom routines (what to do, how to do it, when to do it, and why those need
to be done).
• Reflect on the basis questions when building my classroom routines and procedures in the
classroom and in remote learning.
• List down some possible topics for action research on classroom routines and procedures.
• Use professional reflections and learning to improved practice.

Clarify your Task

Establishing My Own Classroom Routines and Procedures (Face-to-Face or Remote

Learning)

Routine are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.

Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom;
makes you more focused in teaching because you spend less time in giving the direction/
instructions; and enables you to explain to the learners what are expected of them.

Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
over and over again for better retention and for families to view them so they can assist their
children when needed.

Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distraction both for synchronous and asynchronous
participation.

Revisit the Infographic/s

Submission
of tasks and
requirement Movement
s into and out
of the
Use of classroom
washroom

Checking of
Attendance

Some
Routines
Transitionin and
g to group
work Procedures
Classroom
greetings

Line Getting
formation supplies and
Others when
deemed materials
necessary

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Participate and Assist

To ensure that I can carry out/perform my task efficiently and effectively in participating and
assisting my cooperating teacher in establishing routines and procedures, in the classroom or in
remote learning. I must be guided by the following questions.

1. How will I gain students attention in the classroom/ remote learning?

2. What are the routines and procedures that I need to establish before, during and after my
classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom/ remote learning?
4. How must students get/secure the needed work materials and books and often in the
classroom/ remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom/ remote learning?
6. What procedures must be followed by students who need to attend to personal necessities
in the classroom/online classes?
7. What rules must be set for students who finish task early and for those who cannot complete
the work on time?
8. What procedures must be observed for tardiness/ early dismissals?
9. What procedures must be done when submitting homework/performance tasks in the
classroom/ remote learning?
10. What procedures must be employed in movements into and out of the classroom/ remote
learning?

Having these guide questions in mind, consult your Resource Teacher on the possible
assistance or participation that you can do to help him/her 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.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

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 the classroom management after employing in your
classroom routines?
________________________________________________________________________
_______________________________________________________________________.

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

________________________________________________________________________
________________________________________________________________________
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
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 routine are
________________________________________________________________________
________________________________________________________________________

ACT

4. ( Based on my answers in no. 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.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
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 students’ 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 the class.
b. Make her students busy all the times.
c. Develop camaraderie in the class.
d. Ease her of small stuff.
4. During inclement weather one of the routines established by Ms. Returna 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 the class.
d. To ensure order and discipline at all time.

Work on my Artifacts

Take some snapshots of your routines in the class or in remote learning and tell something about
them. You may also write down the procedures you have formulated and explain the reason for
these.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 3: Utilizing Applications (Apps) for Teaching and Learning

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on this
episode.

Target your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

• Select applications that are most appropriate to the different aspects of the teaching-
learning process to address learning to address learning goals. (PPST 4.5.1)
• Show skills in the positive use of applications for students’ engagement in teaching and
learning.(PPST1.3.1)
• Demonstrate positive attitude towards the use of technology tools. (ICT CST 7.1.2)
• Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify your Task

An app, (a shorter way of saying application) is a kind of software which can be installed
in various gadgets – a desktop, laptop, smart phone, and tablet. There are thousands of apps, each
with specific functions. A wide range of functions among others includes, ordering foods, getting
a ride, getting a date, doing bank transaction and even praying and meditating. Now there are those
that are directly useful for teaching and learning which can be referred to us educational apps.
Whether the class is face-to-face, blended, or fully online, a vast number of apps can truly enhance
the teaching-learning process

The judicious use of apps can make the teaching-learning process more effective, efficient
and equally important, more fun and satisfying for both teachers and students. The teacher can use
the apps in the different stages of planning, preparation, implementation and assessment. Teacher
use apps to prepare high-impact presentations that help them deliver content. Teachers also use
apps to motivate student to participate, resulting in greater and more enjoyable engagement. Apps
are also used to assess, document and repot performance and achievement.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Your task in this episode is to demonstrate your skills in choosing and using
appropriate applications, enhancing both the delivery of content and the learning and the
mastery of students. You will accomplish this task as you participate and assist in your resource
teacher’s class. Whether the class is purely online or blended, carefully observe how the teacher
utilizes apps for e- learning.

An excellent guide for choosing application to enhance teaching and learning is the
Pedagogy Wheel Method created under the leadership of Dr. Allan Carrington. There were earlier
precursors, but this model appears to be the most comprehensive so far. The model aligns to
application to four essential levers. The app’s selection considers attributes the students will
develop, students motivation, tapping higher-order thinking skills as articulated in Bloom
taxonomy and what level the app will be used in the SAMR Model. You will recall this from your
previous technology class and surely learn even more from this episode.

Apple gave a set of five criteria in selecting apps for teaching. The set criterion includes
developmental appropriateness, motivation, instructional design, motivation and accessibility.

It is also likely that you have experienced learning using many these apps as a student. The
most popular ones are Canva, kahoot, Mentimeter, Jamboard Slido, Google Slides, Google docs,
Flipgrid, etc. And then, some apps are for specific levels and learning areas. For example, there
are hundreds of apps for preschoolers or kindergarteners, like story books apps, alphabets and
numbers apps, etc. At the same time, there are apps for math, reading, science for primary,
intermediate and secondary or even collegiate levels.

As you work on this episode, remember that you take the role of FS students now
participating and assisting in the work of selecting and using apps for more effective teaching
and learning. You are inching closer to shifting the role from being a student to being the teacher.

Additionally, you take the role of the future researcher. Always use your capacity to notice
what is going well? Or what can be missing; what can be improved? What can be a new way of
doing things? Then focus on finding out the answers to these questions. This is to develop in you
the disposition as a teacher-researcher. That as a teacher, you can always find ways to do things
better and more effectively. Also, aim to develop the confidence to try and initiate to continuously
improve your skills.

Revisit the Pedagogy wheel infographics that follow. The links QR codes are provided.
Once you have downloaded, enjoy exploring what powers these apps have by clicking their icons
directly from the Pedagogy wheel. An infographic on Choosing Apps for teachers is also included.
Exciting!

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Revisit the Infographic/s

The pedagogy Wheel Model

With Allan Carrington’s Pedagogy Wheel Model, teachers have an at-hand

reference that ties apps to specific learning outcomes directly connected to modern pedagogies
and theories. They can easily sit with the wheel during lesson planning to find tools that will best
and their students or use them during class time to extend or deepen learning towards a specific
21st century skill or content area. This connection of theory, practice and application make the
Pedagogy Wheel an invaluable resource that should be on the wall of every classroom.

Matt Harris, Ed.D.

#EdTech Leader, Teacher, Mentor, Curator
Explore
Use the links to access the Pedagogy Wheel. Once you open the PDF, you will see that all apps
are already hotlinked. You can readily explore by clicking on the icons.
http://bit.ly/AppleENGV5Screen( for Apple)
http://bit.ly/AndroidENGV5Screen( for Android)

Participate and Assist

Before you participate and assist in the task related to apps, first enumerate the apps you
already know and have probably tried. Explore the Pedagogy Wheel and learn at least five more.
Fill out the table below.

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

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Your guide to participate and assist:

1. Interview your FS Resource Teacher on her experience in using the apps for teaching and
learning.
2. Ask the teacher how you can participate or assist in work involving the use of application
in one or more of these tasks:
• preparing materials
• doing a motivational activities
• delivering a lesson
• engaging the learners to respond
• giving an assignments
• making learners practice a skill,
• making the learners collaborate and
• Managing the class checking of attendance.

The more opportunities to observe, participate and assist the better.

Level/Grade of the Class _________________________________________________________

Lesson/Topic___________________________________________________________________

Apps you plan to utilize in 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,
instruction design,
engagement and accessibility

How does this connect with what you know about selecting and using apps?

______________________________________________________________________________
______________________________________________________________________________

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

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Notice

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

1. Describe how you or the teacher utilized the apps. Narrate your experience as you
participated and assisted

Analyze

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

2. What part can be improved?

3. What would you have done differently? What would I change? What will make it better
next time?
4. How does this connect with what you know about selecting and using apps?

Reflect

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

2. What do I need to learn in order to use apps in teaching effectively?
3. What can I do to learn more about and practice the use of educational apps?

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed and reflected
on to come up with a possible topic for an action research.

OBSERVE

1. What problematic situation/challenges/area of improvement prevailed in using apps?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
List at least three sources that you have read about this problem/challenges/area of improvement.

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

On what theories/principles can this problem be anchored

______________________________________________________________________________
______________________________________________________________________________

REFLECT

2. What do I hope to achieve to address the problem? (What change do you want to achieve?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

PLAN

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

ACT

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

___________________________________________________________________________
___________________________________________________________________________

Check for Mastery

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

1. An application (app) can be described by all of the following, EXCEPT?

a. a software
b. have a wide range of function
c. Some can be use offline.
d. All need to be online

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
2. Teacher Ruth is excited to try this preschool math app with her kindergarten students. she
is happy it has a feature where she can review how each child performed and give her
information about what skills she need 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 quit enjoyable to play. She can
use both on 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 in amusement park rides. She based
her decision on which criteria for selecting app?
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. Developmental appropriateness
5. The Pedagogy Wheel can 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 level of Bloom’s Taxonomy.
c. It helps teachers see the type of technology integration in the SAMR Model.
d. It helps teachers explore apps useful for both apple and android users.

Work on my Artifacts

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

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 4: Utilizing Learning Management Systems

To have a meaningful and successful accomplishment in this FS episode, be sure to read through
the whole episode before participating and assisting in your FS 2 Resource Teacher’s Class. Note all the
information you will need ad tasks you will need to do before working on this episode.

Target your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

• Identify the components of n LMS as a virtual learning environment.

• Demonstrate skills in using a learning management system (LMS) as a platform
For teaching and learning (PPST 4.5.1)
• Demonstrate positive attitude towards use of technology tools. (ICT CST 7.1.2)
• Use professional reflection and learning to improve practice. (PPST 7. 4. 1)

Clarify Your Task

The learning environment has recently radically changed. No one would have anticipated that a
pandemic would shift the four corners of the brick-and-mortar classroom to the four corners of a
computer screen, a tablet, or even a cell phone! While we believe teachers should be competent in
organizing and using resources in a physical classroom, a future teacher must be adept in utilizing
technology to set up, design, work and teach in a virtual classroom.

A virtual classroom is usually supported by a platform generally regarded as a learning

management system (LMS) in a flexible learning modality involving online learning.

LMS is a course organizer software. It helps Teachers plan, create, Manage, and deliver online
education programs ( Habulan, 2016.) The most common ones are Canvas, Moodle, Google Classroom,
Blackboard, Microsoft teams, Seasaw, and our local one is Genyo.

As you have learned from your Technology for Teaching and Learning classes, Learning
Manage systems have features and functions that help teachers manage an online classroom. These
features and functions are called by different names depending on the LMS platform.

Below are some of the LMS common features and the functions and tasks that teachers able
to use:

1. Dashboard- allows the teacher to see all his/her class/course cards;

2. Module Container – uploads modules and organize them)
3. Sandbox- a workspace that will enable teachers to make drafts or explore the
functions and practice setting up a subject or course.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
4. Announcements- communicate with students regarding instruction, reminders,
and changes
5. Discussion Boards- set up discussion boards; make students collaborate
6. Meeting rooms – allow the teacher to present lessons and discuss with student
synchronously; enables learners to collaborate on a task/project
7. Assignment- allows orderly giving and scoring assignment
8. People- see who are the members of the class, get to know the learners more
through their profiles
9. Assessment/quizzes- administer formative and summative assessments
10. Resources and add-ons- share and store files, use apps that support or
supplement the other functions of the LMS

Your task in this episode is to participate and assist in a virtual learning environment through an
LMS. Notice how the teacher organized her virtual classroom. Apply your skills in facilitating the
teaching and learning process by participating in one or more of the teachers tasks discussed above.

In this Episode, Consider what you learned in your technology class about the TPACK model.
An effective teacher has Technological, Pedagogical and content knowledge, TK, PK, CK. In planning,
setting up, and utilizing a virtual environment through an LMS, These three components interface. You
need to have content mastery of what you teach ( CK). You also need to know how to facilitate the
teaching-learning process from beginning ( Gaining student’s attention) to end ( assessment and transfer (
PK); and have technological knowledge ( TK).

When you apply your technological knowledge to deliver accurate and relevant content using the
most appropriate pedagogical strategies in the context of a virtual learning environment, and the learners
achieve the learning outcomes, boom! You have successfully interfaced TPACK!

As you work on this episode, actively notice, analyze and reflect on your experience. As an FS
student, Participate and assist well in organizing and using the learning management system as you apply
your technological, Pedagogical and content knowledge(TPACK). Be attentive to your role as a future
teacher-researcher as well. Continually discover more effective ways of interfacing TPACK. When you
do, you will become a teacher that initiates well-thought- of ways to improve and enhance virtuall
teaching and learning.

Revisit the infographic on TPACK on how it relates to Learning Management Systems(

LMS). You may open the LMS sites on the internet to see how they are structured. You can try-out how
the different functions and tools work. It will help you recall and focus once more on the various learning
management systems that serve as platform for virtual classrooms.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Revisit the Infographic/s

REPRODUCED BY PERMISSION OF THE

TPACK MODEL
PUBLISHER,© 2012 BY TPACK. ORG V

WHILE YOU PLAN YOUR WORK IN THE LMS, ASK YOURSELF THESE QUESTIONS

(adapted from www.edapp.com)

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Pedagogical Content Technology Content Technological Pedagogical

Knowledge (PCK) Knowledge (TCK) Knowledge (TPK)

• what is my students’ prior • How will I organize the LMS so • What levels are my students’
knowledge of the content? (are that the content and the LMS technology knowledge and
those with advance knowledge skills? (what guidance do I
capabilities are adapted to each
within the class who can help
other. need to provide my student
others? Should integrate
-Does the LMS allows for so that they can use the LMS
opportunities for peer and social
learning into the lessons?) differentiation of content?(can features well? Should I
my student use the feature of provide additional orientation
• How will I adapt the content to
the LMS to respond to the task to help my students’
the interest and needs of my
students?(how can I best engage of the lesson in various ways?) interaction within the LMS?)
the learners prior knowledge, -what features (or • What modifications in
Heighten their motivation, and restraints/limitations) does the teaching strategies do I need
consider their different levels of LMS possess which need to be to make to adapt to the use
understanding? addressed? of the LMS?(Do you need to
• Does the LMS allow for instant break down the content into
updates to information such as bullet points to account for
adjustments to content? limited space on slides?
It is important to remember that even Should you make my e-
• How accessible is the LMS? Does
with technology as tool, teaching it learning content responsive
the LMS allow the student to
should not be more significant than the to different devices? What
return to a lesson once they
content of the lesson. The focus should activities which are not
have completed it?(e.g. Will I set
always be upon learning the content in possible in traditional
the LMS so that my students can
the most effective and sustainable way. It learning. Methods, such as
rework and revisit their lessons?)
is also crucial to consider your context photography, film, or online
such as how and why your learners are resources or feedback can I
using the LMS to design the best e- take advantage of? How do I
learning content. develop critical thinking skills
in an engaging way?)
• How can I monitor progress,
as well as do formative and
summative assessments
through the LMS?

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

PARTICIPATE AND ASSIST

Your guide to participate and assist:

1. Request your FS resource teacher or another teacher who uses an LMS for his/her class to give
you access and allow you to, “observe” his/her virtual classroom through the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher is organizing or
preparing in the LMS.
4. Be guided by the TPACK infographic in this episode. The questions found there will help you
notice, analyze and reflect very well.

Level/grade of the class:

Subject:
Lesson or topic:
Lesson objectives/ learning outcomes:
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 these LMS components or parts, what tasks
LMS used by the teacher? did you participate/assist in?

NOTICE

After you participated or assisted in the LMS, describe what you observed and experienced by answering
the items below.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
1. Describe the structure of the LMS utilized by the Teacher. How was it organized? What main
components did you find?

2. How was the content taught or delivered? How were the learning activities arranged?
What strategies did the teacher or you use to help students attain the objectives/outcomes?

3. What wa your experience in participating and assisting ?

ANALYZE

1. What do you think are the best features of the LMS that the teacher used? How did these features
help students learn the content?

2. How did the teacher/or you use the LMS to implement the strategies/activities planned?

3. How did this connect with what you know about LMS and TPACK?

4. What problems or challenges did the teacher/you or students encounter in working with the LMS?
How did it/they affect the teacher/learners? What part/s of the LMS do you think can still be
improved? How can this/these be improved?

REFLECT

1. How ready are you inorganizing and using an LMS?

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

Content:
Pedagogical:
Technological:

3. What do you still need to learn in order to use the LMS effectively?

WORK ON MY ARTIFACTS
Attach pieces of evidence of what you accomplished in this episode.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 5 – Grading and Reporting

To have a meaningful and successful accomplishment in this FS episode, be sure to read through
the whole episode before participating and assisting in your FS 2 Resource Teacher’s class. Note
all the information you will need and tasks you will need to do before working o this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

• Interpret scores correctly.

• Compute based on DepEd’s grading policy.
• Report grades to parents meaningfully.

Introduction
It is said that students should not study only for scores nor grades. Students should study
most o all for learning. It is possible for students to obtain high scores and good grades but did not
really learn that much. What is ideal is for students to get high scores and good grades because
they really learned a lot.

Our word of employment, scholarship grants, etc. still look at grades as criteria for hiring
and screening for scholarship. So grades have pragmatic value. Therefore, it is best that students
work for good grades that genuinely reflect level of mastery.

Clarify Your Task

In this Episode, you will interpret scores correctly, compute grades based on the DepEd grading
system and report grades to parents/ guardians during Parents’- Teachers’ Conference.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Revisit the Infographic/s

Norm and criterion-referenced assessment

Criterion-referenced assessment. In criterion -referenced assessment we compare a student’s performance

against a criterion of success which is the predetermined standard. In criterion-referenced assessment, each student’s
performance is compared directly to the predetermined standard, without considering how other students performed
in the assessment.

Criterion-referenced assessment often use “cut scores” to place students into categories such as “basic”,
“proficient”, and “advanced”. Here is an example: The teacher’s intended learning outcome is “to solve at least eight
out of ten problems on fractions correctly”. Student A is able to solve ten (10) out of ten correctly, Student B, Eight
(8) problems and student C, five words (5). It is obvious that only Students A and B were able to realize the
predetermined standard as stated in the intended learning outcome, “solve at least 8 out of t10 words correctly” The
performance (score) of each student is compared against a standard of success set by the teacher. It is not compared
against the performance of the other students.

Norm-Reference vs Criterion-Referenced Tests

Norm-Referenced Criterion-Referenced

Definition: when one student’s Definition: when a student’s

performance are compared to performance is compared against
what might normally be expected a per-established criterion or
of other students. Major ways of bringing benchmark.
meaning to test scores.
Examples; written portion of the
Compare one student’s data to
Examples: percentile ranks, state driver’s exam. Advanced
another result.
grade equivalents, stanines placement exams.
normal curve equivalents, scale Are useful in interpreting
scores. assessment.
Useful for: mastery-level learning or
competency-based assessment
Useful for: determining overall
development level of a student
with respect to others.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Norm-referenced assessment. In norm-referenced assessment we compare a student’s
performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example is
comparing the performance of Grade 6 pupils in Reading in a particular school system to the
performance of nation-wide group of Grade six pupils in Reading.

The meaning of a norm-referenced score is derived from a comparison of students’ scores

against other students’ scores (as stated in the scores of the norm group) while the meaning of a
criterion-referenced score is derived from comparing students’ scores with established criterion of
success. The norm-referenced score will not tell you whether a student met, exceeded, or fell short
of the standard of proficiency. It is the criterion-referenced score that will tell you whether or not
a student met the established standard of success or proficiency.

The DepEd Grading System

Review the policy guidelines on Classroom Assessment for the k to 12 Basic Education
Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s.2020. The grading system of the
DepEd is Contained in the said DepEd Orders.

Reporting Students, Progress and Grades to Parents

Students’ progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Report Card. The report Card is a standard method of reporting students’ progress and grades to
parents. See sample report card for junior and senior high school from the Department of
Education.

For a more meaningful reporting of students’ progress, the meaning of grades is given. The DepEd
gives the following grade interpretation:

Descriptors Grading Scale Remark

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectation Below 75 Failed

Report cards convey letter grades like A, B, C, D, and F sometimes with + or – so a

student may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as
85 in math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail.
The DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao,
Maka-bansa and Maka-kalikasan.

Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student’s progress an achievement (McMillan, 2007). These written reports may include the
student’s performance on tests and quizzes project, oral reports…they also can include
information about the student motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.

See Figure 13 for a sample written progress report.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Figure 13

Parent-Teacher Conferences. Durham (2006) asserts that “parent-teacher conferences are both a
responsibility and an opportunity”. The education of the learner is the primary responsibility of parents. In
this task of educating children, parents are assisted by the school. For the benefit of children then it is best
for teachers and parents to come together to discuss their children’s progress. Parent-Teacher Conferences
are perfect avenue for this purpose.

It has been a practice of schools to set aside a day for Report Card distribution which is at the
same time the opportunity for parents and teachers to confer regarding /their child’s performance.

Here are some reminders for schools/teachers to get the most from parent-teacher conferences:

1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for card-
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
giving and parent-teacher conference/s. Parents are busy and can’t just be there at the
school’s beck and call.
2. Be positive in approach. Start the Conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even a student has
performed poorly, try to find at least some areas in which the student has performed well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate picture
of a student’s performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don’t project an “omniscient image”. You don’t know all the answers to questions. Refer the
parents to the right person. Example, the Physics teacher if the problem is the child’s
performance on Physics.
6. Practice good communication skills. Communicate criteria for grading. Having a dialogue not
a monologue where the only one talking is you (or only the parent).
7. Don’t talk about other students. The focus of the parent-teacher conference should only be
the parent’s child. Never compare the child with other students.
8. End with encouraging note in the same way that you began with a positive note. It is not the
end of the world.

Reporting
Schools schedule Card Getting Day and Parents’- Teachers’ Conference (PTC) which are an
opportunity for parents and teachers to discuss about students’ performance and grades to make sense of
the scores and grades. Unfortunately, based on observation, not all parents can attend PTC and most often
it is the parents of students with problematic performance that can’t come for PTC.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resources Teacher in
scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode(NOTICE).

1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.
2. Ak your Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks’ grade computation and preparation for reporting in the Parents-
Teachers Conference.

Notice

1. Take notice of:

• The individual student’s scores in relation to established criterion of success or
cut-off score;
• Parents’/guardians’ participation and comments during Card-Giving Day/
Parents’-Teachers Conference.
• Your own feelings and thoughts as you assisted your CT:
-score test and compute grades
-prepare for PTC
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
-respond to queries ad other concerns raised in the PTC.

Analyze

1. What are the teaching implications for the students’ test scores and grades?
2. In what subjects did students perform best? Poorest?
3. How was the PTC attendance of parents and guardians? What does this imply?
4. What parents/guardians’ comments were most common during Card-Giving Day?

Reflect

What personal message do I get from these students’ scores, grades and parents’/
guardians’ PTC attendance and comments?

Write Action Research Prompts

Observe

1. One good thing that I observe in scoring/ grading/ Parents-Teachers Conference was
________________________________________________________________________
________________________________________________________________________
________________________________
2. One thing that did not go very well in scoring/ grading/ Parents-Teachers Conference was
________________________________________________________________________
________________________________________________________________________
________________________________

Reflect

The scoring/ grading/ Parents-Teachers Conference went well because

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________.

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

______________________________________________________________________________

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
______________________________________________________________________________
______________________________________________________________________________
_______________________.

Act

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

Plan

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

Work on my Artifacts

Compile samples of scoring and grade computation that you did. The test and
products/portfolio that you score and Students, Report Card must belong to the same students to
see development. Include snapshots of PTCs and list of parents’/guardians’ comments during
PTC and how these comments were addressed.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Learning Episode 6 – Writing and Delivering My Lesson Plan

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

• Explain the importance of lesson/learning plans.

• Write learning/ lesson plans using the specified learning competencies reflections,
and effective communication skills.
• Revised the lesson/learning plans based on the feedback given by the resource
teacher.
• Use professional reflection and learning to improve practice.
• Explain the importance of lesson/ learning plans.
• Execute my lessons/ demonstration lesson well.
• Apply all the given suggestions of my Resource Teacher.
• Demonstrate the ability to teach two or more lessons or subjects using appropriate
teaching competencies and multiple teaching strategies.
• Reflect on the instructional process to improve quality of instruction.
• Use professional reflection and learning to improve practice (PPST 7.4.1)

Clarify Your Task

WRITING MY LEARNING /LESSON PLANS

LESSON PLAN/ LEARNING PLAN – This refers to the blue print of the daily teaching and
learning activities. It is a step-by-step guide which helps teachers in maintaining the quality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching-
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: Detailed, semi-detailed and brief.
Some schools design their own lesson plan template which includes their vision , mission , goals
and core values.

The Department of Education has provided templates for detailed Lesson Plan (DLP) and
Daily Lesson Log(DLL). This was doe to institutionalize instructional planning which is vital to

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
the teaching-learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.

Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive domain
includes remembering, understanding, applying, analyzing, evaluating and creating.

When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of
the lesson.

PARTICIPATE AND ASSIST

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

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

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 lesson plan (DLP) and Daily lesson log(DLL)

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
REFLECT :

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

_______________________________________________________________________

WORK ON MY ARTIFACTS

Paste one (1) lesson plan and write your simple reflection.

CLARIFY YOUR TASK

DELIVERING MY INSTRUCTION

INSTRUCTION DELIVERY refers to the interaction among the students, the teacher and the
content for students to learn the knowledges/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement.

The process of Instructional delivery involves applying a repertoire of instructional strategies to

communicate and interact with students around academic content and to support student
engagement.

The mode of delivery is an important consideration when designing learning activities that will
support students to develop the skills, knowledge and understanding required to that will support
students to develop the skills, knowledge and understandings required to achieve the intended
learning outcomes (ILOs), which will be assessed. The delivery of instruction must also be
responsive and relevant to the needs of the times.

THESE ARE THE VARIOUS LEARNING DELIVERY MODALITIES FROM THE

DEPARTMENT OF EDUCATION.

• DISTANCE LEARNING- This refers to a learning delivery modality where learning

takes place between the teacher and the leaners who are geographically remote from each
other during instruction.
• MODULAR DISTANCE- Learning is in the form of individualized instruction that
allows learners to use self-learning modules (SLMs) in print or digital format/ electronic
copy, whichever is applicable in the context of the leaner and other learning resources

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
like Learner’s Materials, textbooks, activity sheets, study guides and other study
materials.
• ONLINE DISTANCE LEARNING- It features the teacher facilitating learning and
engaging learners’ active participation using various technologies accessed through the
internet while they are geographically remote from each other during instruction.
• HOME SCHOOLING- It is an alternative delivery mode (ADM) that aims to provide
learners with equal access to quality basic education through a home-based environment
to be facilitated by qualifies parents, guardians or tutors who have undergone relevant
training.
• BLENDED LEARNING- This refers to a learning modality that allows for a
combination of face-to-face and online distance learning (ODL), face -to-face learning
and a combination with two or more types of distance learning.
• TRADITIONAL FACE-TO FACE LEARNING- This refers to a learning delivery
modality where the students and the teacher are both physically present in the classroom
and there are opportunities for active engagement, immediate feedback and socio-
emotional development of learners.
• ALTERNATIVE DELIVERY MODES (ADM) – are tried and tested alternative
modalities of education delivery within the confines of the formal system that allow
schools to deliver quality education to marginalized students and those at risk of dropping
out in order to help them overcome personal, social and economic constraints in their
schooling.

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
LEARNING MODALITIES

ON CAMPUS
•Teaching learning happens when all
students are in the same physical space.

ON-LINE
•Teaching-learning activities that are
managed in an online environment.

SITUATED
•Teaching-learning activities done in field
word, practicum or off site.

REVISIT THE INFOGRAPHIC/S

INSTRUCTIONAL PROCESS

PLANNING INSTRUCTION

DELIVERY OF INSTRUCTION

ASSESSMENT OF LEARNING

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2

PARTICIPATE AND ASSIST

After you have written your lesson plan, confer with your Resource Teacher on how you
can participate /assist in delivering instruction in one of his/her classes. The Robert
Gagne’s Nine Events of Instruction, will guide you to implement the various steps well.

ROBERT GAGNE’S NINE EVENTS OF INSTRUCTION

Preparation

1.Gaining Attention

2.Informing Learners

3.Stimulating Recall of prior Learning

Instruction and practice

4.Present the content

5.Provide Learning Guides

6.Elicit Performance

7.Provide Feedback

Assessment and transfer

8. Assess Performance

9.Enhance Retention

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Complete the given matrix by using Gagne’s Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation or
your assistance is needed in any part of the lesson.

Segments of Events Of Instruction Strategies and Learning

Learning Activities Used Resources/Materials
Preparation 1. Gaining
Attention
2. Inform Learning
Objectives
3. Stimulate Recall
of prior Learning
Instruction and 4. Present the
practice content
5. Provide learning
Guides
6. Elicit
Performance
7. Provide
Feedback
Assessment and 8. Assess
Transfer Performance
9. Enhance
Retention

Notice

Using Robert Gagne’s Nine Events of Instruction, what did you notice in the following segments
of learning:

• How did the students react to the activities/various elements to arouse their interest?
_______________________________________________________________
_______________________________________________________________.

• Were the students focused when you were stating the learning objectives at the beginning
of the lesson?
_______________________________________________________________
_______________________________________________________________.
• How did the new learning relate with what they really know?
_______________________________________________________________
_______________________________________________________________.
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
• Did you notice some students who needed assistance? what did you do?
_______________________________________________________________
_______________________________________________________________.

• How did your students react to your feedback ?

_______________________________________________________________
_______________________________________________________________.

• What pieces of evidence can prove that the students had retention of learning?
_______________________________________________________________
_______________________________________________________________.

ANALYZE

After planning your lesson(s) you may be requested by your Resource Teacher to deliver
the lesson(s). Your Resource Teacher will use a classroom observation sheet to evaluate
the delivery of your lesson (s) Schools use different tools in rating classroom/online
observations. Below is an example of a classroom observation form/sheet.

AREAS OF AREAS OF
STRENGTHS IMPROVEMENT
1.SUBJECT MATTER CONTENT
Demonstrates depth and breadth of the
subject matter

Shows mastery of the subject matter

2.ORGANIZATION OF THE
LESSON
Presents subject matter
Sequentially and logically
States clear learning outcomes
Synthesizes main points
Meets class at scheduled time
Regularly monitors classroom
On-line course
3.RAPPORT/INTERACTION WITH
THE STUDENTS
Holds interest of students
Is respectful, fair and impartial
Provides immediate feedback
Encourages active participation
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
Interacts with students
Shows enthusiasm
4.TEACHING METHODS AND
STRATEGIES
Utilizes relevant teaching methods/
strategies
Uses learning aids, materials, and
technology
Employs cooperative/group involvement
in the classroom and remote learning
Uses examples that are simple, clear,
precise and appropriate
Stays focused on and meets
Stated learning outcomes
5.PRESENTATION OF THE
LESSON
Establishes online course or classroom
environment conducive to learning

Maintains eye contact

Uses a clear voice, strong projection,

proper enunciation

Has a good command of the language

Uses language within the level of
students.
6.CLASSROOM MANAGEMENT
Begins and end classes on time
Uses time wisely
Attends to course interaction

Demonstrates leadership ability:

Maintains effective classroom and e-
platform management

7.SENSITIVITY TO
STUDENTS’NEEDS.
Exhibits sensitivity to students’ personal
culture, gender differences and
disabilities
Respond appropriately in a non-
threatening, pro-active learning
environment.
Reference: Field Study 2 Participation and Teaching Assistantship
Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022

 EDU 41 – FIELD STUDY 2
8.SUPPORT/ASSISTANCE TO
STUDENTS
Assist students with academic problems

Clarifies points in the lessons which are

not clear to the students

Allots time for questions/comments

9.PERSONAL COMPETENCIES
Shows self-confidence
Maintains professional distance and
professional appearance
10.PHYSICAL ASPECTS OF THE
CLASSROOM
Oversees the physical attributes of
classroom (light, ventilation, acoustics)

Checks number of students in attendance

Checks layout of room, distractions, if
any
Lists any observations on how the
physical aspects of the classroom affected
content delivery.

OVERALL IMPRESSION OF TEACHING EFFECTIVENESS:

________________________________________________________________________
________________________________________________________________________

REFLECT

Having Implemented several lessons in your cooperating School under the supervision of
your cooperating Teacher, in what areas of the lesson do you need to improve?
________________________________________________________________________

WORK ON MY ARTIFACTS

Attach pieces of evidence of your delivery of (lesson plans, pictures, screen shots and the
like).

Reference: Field Study 2 Participation and Teaching Assistantship

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD

Prepared by FS Professors 1st Sem. 2021-2022