Task 6 - The Teacher We Remember

As you embark on your one-semester journey in Observation and Teaching

Assistantship, it may be good to be reminded of the personal and professional qualities
which we, teachers, ought to possess. Striving to be the best teacher, the teacher who
will leave an imprint of himsef/herself on his/her students, is a never-ending journey.
The journey began three years ago when you started discussing who the professional
teacher is in your course on The Teaching Profession, etc,. The journey gets more
focused and challenging now as you observe and assist your Field Study Resource
Teacher. Don't you worry! You have been prepared for this for three years and you will
end up stronger, happier and wiser!

Let's buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTS) and the Southeast Asia
Teachers Competency Framework and the Code of Ethics for Professional Teachers.

2. You will view on youtube 2 TEDx talks on "What makes a good teacher great" and
"The Power of a Teacher".

CAREER STAGES OF TEACHERS

Source: DepEd Order no. 42, s. 2017

Career Stage 4: Distinguished Teacher. Teachers embody the highest standard for
teaching grounded in global best practices. They exhibit an exceptional capacity to
improve their own teaching practice and that of others. They are recognized as leaders
in education, contributors to the profession, and initiators of collaborations and
partnerships. They create a lifelong impact in the lives of colleagues, students, and
others. They consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence. They exhibit a commitment to inspire the education
community and stakeholders for the improvement of education provision in the
Philippines.

Career Stage 3: Highly Proficient Teacher. Teachers consistently display a high level of
performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-focused
situation cognition, are more adept in problem-solving, and optimize opportunities
gained from experience. Career Stage 3 Teachers work collaboratively with colleagues
and provide them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.

Career Stage 2: Proficient Teacher. Teachers are professionally independent in the

application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning programs. They actively engage
in collaborative learning with the professional community and other stakeholders for
mutual growth and advancement. They are reflective practitioners who continually
consolidate the knowledge, skills, and practices of Career Stage 1 teachers.

Career Stage 1: Beginning Teacher. Teachers have gained the qualification recognized
for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and pedagogy.
They possess the requisite knowledge, skills, and values that support the teaching and
learning process. They manage learning programs and have strategies that promote
learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.

A detailed presentation of the indicators of quality teachers in 37 strands along 7

domains for each career stage is given in DO 42, S. 2017-NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS POR TEACHERS

The Code of Ethics for Professional Teachers in the Philippines states how the
teacher ought to act in and relate to the state, community, teaching profession, higher
authorities, school officials and other personnel, learners, parents and business. It also
states how a professional teacher ought to act and behave as a person.

The Southeast Asia Teachers Competency Framework is also given below.

Source: https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-
TCF%20BOOK.pdf

You will also view in https://www.youtube.com/watch?v=vrU6YJ1e604 What

makes a good teacher great? | Azul Terronez | TEDxSantoDomingo and The Power of a
Teacher | Adam Saenz | TEDxYale - YouTube www.youtube.com/watch

Who is the great teacher?

"A great teacher loves to teach and loves to learn."

“A great teacher is chill."

"A great teacher thinks like an adult but acts as a kid”

"A great teacher notices when students struggle."

"A great teacher understands that students have a life outside school.

"A great teacher listens to students."

"A great teacher sings."

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in
her daily task, please take note of what you are expected to give more attention to as
asked in the next step of this Learning Episode, NOTICE). Participate actively by
assisting your Resource Teacher in his/her daily task. Take the initiative to offer your
assistance. Don't wait for your Resource Teacher to ask for it.

Notice

1.Take note of the following:

 your Resource Teacher comments, facial expressions, gestures and actions in

class
 students' comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere - relaxed or threatening?

Analyze
 1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?
Answer: The competencies does a great teacher possess are, the teacher know on how
to listen to her students. As a teacher for being good listener in their students are not
the only one characteristic that can show you as a great teacher, but also being a
teacher that showing empathy to the struggling students, helping them is also one of
the competencies of a great teacher. Being a teacher that can make there students trust
him/her, a teacher that can understand the life of students are also one of the
competencies that the great teacher posses.
2. Are these competencies limited only to professional competencies?
Answer: These competencies are not only limited to professional competencies, because as a
future teacher, we can also do great in a process of step by step until we become a teacher that
has a high standard in teaching. Competencies are not limited only to professional
competencies, because teachers are learning everyday while they are teaching. Having a good
relationship between students and teacher are important but we must keep in mind our
limitations. So that this competencies can be able to help teachers to be professional.

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

to plan a lesson, execute a lesson plan, manage a class, assess learning,
compute and report grades? Explain your answer.
Answer: For the teacher to be great, it's enough to possess these professional
competencies, because they will provide quality learning, particularly for students.
Because teachers are the incharged for running the educational system. So they must
have strong and effecient professional skills. These competencies provide teachers a
practical ideas, practice and guidelines for improving instructions and improving
students achievement. So every teacher should possess these skills in order to be
successful in teaching.
4. For a teacher to be great, which is more important personal qualities or
professional competencies?
Answer: For teacher to be great it is important the personal qualities, because it
influence the teachers personal attributes. Listening and being a good listener are
crucial qualities of a teacher. For being good listener can help to build a good
relationship between students and teachers. Listening are useful for comprehending
cultural difference and this is also a personal quality that required to comprehend one's
situations.
5. Who are the teachers that we remember most?
Answer: The teacher that we remembered most are the kind of teacher that passionate,
supportive and encouraging to his/her students. The teacher that didn't make you feel
that your not belong to the class. The teacher the we remembered most was the
teacher who build a classroom that like family.
Reflect

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

in?
Answer: The personal traits that I need to possess is to have long patience and
understanding, because we need it everyday in the field of teaching and having this was
one of the characteristics that the teacher have specially in teaching elementary
students we need long patience. And the traits that I do not need to possess was know
how to set aside the personal problem while teaching, because, it can affect out
teaching / job and also students. And the improvement that I need to develop is my
skills in communicating in order to become a good teacher.

2. Which professional competencies am I strongly capable of demonstrating?

Answer: I am capable of creating a safe learning environment that is conducive to
learning is essential. I have the knowledge on how to choose and create
instructional materials to accommodate students at different levels. This follows
my knowledge of using varied teaching strategies to help my students with multiple
learning styles learn and stay engaged. I know that I can also be able to assess
and identify my students’ needs. I can also collaborate with others so we can learn
from one another and grow into better teachers to make the school a safe,
effective learning environment for all students and to improve the overall image
of the school and the instruction that takes place there
3. In which competencies do I need to develop more?
Answer: The competencies do I need to develop more I'd to become a teacher everyday,
being more productive and other competencies .
4. Who are the teachers that we remember most?
Answer: Just like in my answer in number 5.The teacher that we remember most are the
kind of teacher that passionate, supportive and encouraging to their students. The
teacher that didn't make their students feels of being not belong to the class. The
teacher the who build a classroom that everyone was friend.

Task 7 – Embedding Action Research for Reflective Teaching

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and students
can do it together.

This task focuses on doing action research as one of the roles of the teacher.
Every teacher should take interest to know how students learn, wants to make
innovations in the curriculum and desires to improve teaching practice. In order to
achieve these, a teacher has to do action research on the everyday practical problems.
These problematic situations and observed discrepancies emerge between what is
intended and what actually occurs in the classroom.
 There is a general agreement among action research community that action
research is about ACTION: taking action to improve practice and RESEARCH: finding
things out and coming to a new understanding that create new knowledge.

Action research is not new. It dates back to the time of John Dewey in 1920
when he introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949,
Corey, 1953 and many others who came later. Schon introduced the notion of action
research as a habit of continuing inquiry. Inquiry begins with situations that are
problematic, confusing, uncertain and conflicting, and so does Action Research.

It was Stephen Corey (1953) who defined Action Research as the process
through which practitioners like teachers, study their own practice to solve their
personal or professional practical problems. Further on, John Illiot in 1993 clarified that
action research is concerned with everyday practical problems experienced by the
teachers, rather than the theoretical problems defined by pure researchers.

Action research is grounded on the reality of the school, classroom, teachers and
students. Sometime it is labeled as Teacher Action Research (TAR) but is popularly
known simply as Action Research (AR).

Action Research is a process that allows teachers to study their own classrooms,
schools and educational setting in order to understand them better and to improve their
quality and effectiveness. The processes of observation, reflection and inquiry lead to
action that makes a difference in teaching and learning. It bridges doing (practice) and
learning (study) and reflection (inquiry).

You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required you
to do Reflection and Make Action or the other way around. Schon (1987) distinguishes
Reflection in Action or Reflection on Action as two different things.

Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing. Here
is what you will do.

Making a List of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the different Completed Action Research

Titles Conducted by Teachers
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your
mentor as reference.
 Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors

Ex. Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1. Increasing reading comprehension of Veda S. Neumann, B.A.
elementary students through Fluency- Dorothy K. Ross, B.A.
based interventions. Anita F. Slaboch, B.A.
2. Reading difficulties of grade one pupils Kamille Kaye Q. Tamok
in Macatoc Elementary School
3. Instructional strategies for teaching pre- Robert Ojeda
algebra to a diverse group learners.
1. Effects of classroom talk lessons on Chionis, Am
students perceptions of collaborative
group work in a remote, synchronous
Montessori Elementary learning
environment.
2. Improving mathematics performance Pede I. Casing, MAEd
among grade II students through
Jigsaw Technique

Based on your activity on Making a List of Completed Action Research Titles,

let's find out what you have noticed by answering the following questions.

Questions My Answer
1. What have you noticed 1. Identified problem to be solved in title no. 1
about the action research Answer: The identified problem to be solve in title no. 5
titles? Do the action are the increasing reading comprehension of Elementary
research (AR) titles imply students.
problems to be solved?
___Yes ___No 2. Identified problem to be solved in title no. 2
Answer: The identified problem to be solve in title no.2
If YES, identify the problems are the level of comprehension of grade 1 pupils in
from the title you have given. Macatoc Elementary School.
Answer this in the space 3. Identified problem to be solved in title no. 3
provided. Answer: The identified problem to be solve in title no. 1
are the knowledge and skills that assist students that
growing as individuals while preparing them for the next
level of their academic lives .
4. Identified problem to be solved in title no. 4
Answer: The identified problem to be solve in title no. 4
are a classroom that talk lessons in children's
perceptions of collaborative group work in an online
Montessori in learning environment during COVID-19
 pandemic.

5. Identified problem to be solved in title no. 5

Answer: The identified problem to be solve in title no.3

are mathematical skills to be improved in the diagnostic
test and mathematics performance using the Jigsaw
Technique.
2. What interpretation about Title of the Action Research:
action research can you Increasing reading comprehension of elementary
make out of your answer students through Fluency-based interventions.
in Question No. 1? The goal of this action research is to improve the
3. Write the Title and your reading fluency to improve the reading comprehension
interpretation of the studyof the elementary students
from the title From the title, I think, the study…
Look for answer the students reading comprehension
and to know if how many students that struggling in
reading, on how fast they can read the words that given
by the teacher and on how fast they can spell the words.
4. What do you think did the I think the author's…
author/s do with the Do or conduct action research about the problem and
identified problem as the he/she observe. If the presented research title
presented in their titles? about identified problem are existing they going to
conduct a research and then survey and interview the
teachers and after that they will tally to find the answer
of the existing problem.

Action research seems easy and familiar. Since teaching seems to be full of
problematic situations and that the teacher has a responsibility of finding solution for
everyday problems in school, hence teachers should do action research. This is an
exciting part of being a teacher, a problem solver!

Let us continue to examine and analyze what you have noticed and interpreted in
the previous activity.

Key Questions My Answers

1. From what source do you Choices:
think, did the authors _____Copied from research books
identify the problems of __✓__From daily observation of their teaching practice.
their action research? __✓__From difficulties they observed of their learners.
_____From their own personal experience.
_____From the told experiences of their co-teachers.

2. What do you think is the Choices:

teacher's intention in __✓_To find a solution to the problematic situation
 conducting the action _____To comply with the requirement of the principal
research? __✓_To improve teaching practice
_____To try out something, if it works
_____To prove oneself as better than the others

3. What benefit do you get as Choices:

a student in FS 2 in __✓_Prepare me for my future job
understanding and doing _____Get good grades in the course
action research? _____Learn and practice being an action researcher
__✓___Improve my teaching practice
_____Exposure to the realities in the teaching
profession
_____Become a better teacher everyday

4. In what ways, can you Choices:

assist your mentor in _____By co-researching with my mentor
his/her Action Research __✓___By assisting in the design of the intervention
Activity? __✓___By assisting in the implementation of the AR
_____By just watching what is being done
Reflect

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

1. What significant ideas or concepts have you learned about action research?

I learned that action research generate knowledge in educational environment about inquiry in
practice. To future teacher we can gain new knowledge and skills while improving our
profession and professional lives in the process.

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

teacher?
___✓__Yes _____No. If yes, complete the sentence below,

I realized that action research is very important to the future teacher, because it assure
that realistic solution to any social condition that they discovered. Teacher conducting
study that all about in his/her own activities in order to enhance them. Action research
is critical in determining whether or not feasible solution to the existing problem.

Task 8 - Understanding AR Concepts, Processes and Models

Understanding and Using Action Research Concepts and Processes

The definition of action research evolved over time. There is no singular

definition of action research. Anchored on the idea of inquiry by John Dewey several
other authors have advanced the concept of action research Action research is a type of
inquiry that is:
  practical as it involves making changes to practice.
 theoretical as it is informed by theory and can generate new insights.
 concerned with change and improvement.

Action research has been embraced in education for its value in transforming
school practices by the practitioners themselves. It is used to address practical
problems in the classroom. It is a process that allows teachers to study their own
classroom and school setting to improve their effectiveness. Teacher Action Research
(TAR) is a method for educational practitioners (teachers, school leaders) to engage in
the assessment and improvement of their own practice. It 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.

Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Titchen, 2015)?
 Systematic - Like any form of research, it follows a system.
 Rigorous - It has rigor, meaning a strict adherence to the rules of empirical
studies
 Reflective - It follows a continuous reflection and action.
 Situational - It is more specific to the location (school) circumstances (teaching
and learning, etc.).
 Participative - AR can be participative where teachers and learners are co
researchers.
 Future-oriented - It seeks solution to the current problem for future improvement.

2. Why is Action Research useful to me as a Teacher Researcher?

 AR can help me to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning.
environment, developing instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can
use in the future.
 AR can provide me more space to think deeply about the issues that confront
teaching and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my area of
specialization.
3. What types of classroom action studies that can I engage in?
 Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?
 Establishing effects of curriculum restructuring. Example: Will the use of mother
tongue enhance the reading skills of my learners?
 Enhancing new understanding of learners. Example: What happens when
students get demotivated?
 Teaching a new process to the students. Example: How can I teach third graders
 to do reflection?

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem.
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching learning
environment?
Answer: Based on my observation, the problematic situations
in the classroom was, the students was still adjusting and
the teacher also, because of pandemic. Some of the
students are lazy to write and answer, specially the grade 2
students this year was their first time to attend the face to
face classes.
2. Which of these problems shall I focus on?
Answer: I guess I should focus on reading and writing.
Because this is the first thing that they need to learn.
What does literature say about this problem? On what
theories or principles leaned before is the problem anchored?
Answer: Today that the students and teachers are still
adjusting, they still focusing on the basic types of learning,
which is the reading and writing.

REFLECT Reflect (Reflection continues all through out the process.)

1. What do I hope to achieve? What do I intend to change
for the better?
The things that I hope to achieve and change for the better is
I want to achieve in my self to have more patients, and
understanding. I hope to achieve in my self to improve my
self specially when speaking in front. So that I can easily do
what I need to do.
2. Is doing this action research important to improve my
practice?
Answer: Yes, it can help me to improve and to gain new
knowledge and strategies.
3. Can I do this alone? Or should I collaborate?
Answer: I think it should need collaborate, to have a better
result.
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
 Answer: I think I must preferred to use Quantitative research
2. How will I describe my innovation? Intervention?
Strategy?
Answer: Thorough data gathering and conducting research
so that it can find the problem and the possible solution.
3. Is my plan doable within the given period of time?
Answer: Yes.
ACT Take Action
1. How do I put my plan into action? How long?
Answer: I think I do put my plan into action, by providing
activity, and I think it take a long time, maybe it takes 2 in half
months of three months
2. How will I gather data or information
Answer: Interviews or surveys the possible I used to gather
data. Because each method has characteristics that make it
more effective, and because deciding which one to use are
depend on the situation and people involved.
3. What sense or meaning do I get out of the data?
Answer: I guess data usually are form of words.
EVALUATE Use Findings
1. Where do I apply results to improve practice?
Answer: I will apply it inside the classroom and
2. Are my findings worth sharing?
Answer: Yes, it is worth to share the findings, because it can
also use of the other.
MODIFY Move To Another Cycle
1. Is there a need to modify intervention to get new results?
Answer: Yes, there's need to modify intervention to get new
results.
2. Should I move to another cycle of action research?
Answer: Yes,
Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic
situation prevails in the classroom or teaching learning
environment?
Answer: Based on my observation, the problematic situations
in the classroom was, the students was still adjusting and
the teacher also, because of pandemic. Some of the
students are lazy to write and answer, specially the grade 2
students this year was their first time to attend the face to
face classes.
2. Which of these problems shall I focus on?
Answer: I guess I should focus on reading and writing.
Because this is the first thing that they need to learn.
3. What does literature say about this problem? On what
 theories or principles leaned before are the problems
anchored?
Answer: Today that the students and teachers are still
adjusting, they still focusing on the basic types of learning,
which is the reading and writing.
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
Answer: I hope to achieve my goal, and to be more creative
and productive. And those changes will first come in my self.
2. Is doing this action research important to improve my
practice?
Answer: Yes, it can help me to improve and to gain new
knowledge and strategies.
3. Can I do this alone? Or should I collaborate?
Answer: I guess it should need to collaborate to create more
effective research.
PLAN Plan An Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
Answer: I think I must preferred to use Quantitative research
2. How will I describe my innovation? Intervention?
Strategy?
Answer: Thorough data gathering and conducting research
so that it can find the problem and the possible solution.
3. Is my plan doable within the given period of time?
Answer: Yes,
ACT Take Action
1. How do I put my plan into action? How long?
Answer: I think it put the plan into action, by providing
activity, and I think it take a long time, maybe it takes 2 in half
months of three months
2. How will I gather data or information?
Answer: Interviews or surveys the possible to used to gather
data. Because each method has characteristics that make it
more effective, and because deciding which one to use are
depend on the situation and people involved.
3. What sense or meaning do I get out of the data?
Department of Education (DO 16) 2017 Model
Action Research Key Action Research Process
Components
1. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
2. ACTION RESEARCH Answer: To solve the facing problem.
QUESTIONS 2. What is the background of my action research?
Answer: The background of the action research will
 base on the new normal learning.
3. What problem/question am I trying to solve?
Answer: It was the conducting research.
4. What do I hope to achieve?
Answer: To achieve the main goal and to solve the
problem.
3. PROPOSED Proposed Plan
INNOVATION, 1. What do I plan as a solution to the problem I
INTERVENTION AND identified? (Describe.)
STRATEGY Answer: Understand, and analysis carefully
2. What innovation will I introduce so solve the
problem? (Describe.)
Answer: Basic Research to solve the problem.
3. What strategy should I introduce? (Describe.)
Answer: Collaborative
4. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers,
a. Participants and/ or myself)
other Sources of Data Answer: My students
and Information 2. What are my sources of information?
b. Data Gathering Methods (participants)
c. Data Analysis Plan. Answer: The source of my information was the
Teachers of Andres Soriano Memorial Elementary
School (ASMES)
3. How shall I gather information?
Answer: Through interview, it can be use to gather
information.
4. How will I analyze my data/information?
Answer: By Collecting and analysing the data/
information.
5. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain? (targets,
TIMELINES activities, persons involved, timeline, cost)
Answer: Targets activities and personal involved.
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
Answer: 5-11 weeks
6. COST ESTIMATES Action Research Cost- (Consider also the maximum
cost if externally funded like DepEd, LGUS NGO or
personal)
Answer:
7. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will I share the result of my action research?
UTILIZATION (Publish, Present, Flyers, LAC sessions)
Answer: By Publishing the research and also by
presenting it.
 2. Can I collaborate with other teachers to continue
or replicate my study?
Answer: Yes, you can collaborate with other teachers
to continue or replicate the study.
8. REFERENCES References
1. What reading materials and references are
included in my review of literature?
Answer: Internet resources and books it can be use
in reviewing.

Understanding fully the concept and the process of Action Research will enable
you to learn and provide the needed assistance to your teacher mentor in doing Action
Research.

Notice
Since the 3 models are all for action research, what are the common elements of the
three?
Answer: They share elements,based on what I've seen in the three Action Research
models. They have the same characteristics, which is what they have in common. They
also have a cycle that includes elements like observing, reflecting, planning, acting,
evaluating, and modifying.The elements I mentioned above are a common way for
action researchers to collect data.
Analyze

Choose the AR sample Abstract that you submitted in Task 2. Analyze the components
vis-a-vis the DepEd Model, 2017. Here are the components.

Title and Author:

Key Component Action Research Process
I. Context and Rationale Study Background
II. Action Research Question AR Questions
III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy
Strategy
IV. Action Research Methods Describe Action Research Methods
a. Participants/ Other sources of Data
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan
VI. Cost Estimate Write cost estimate
VII. Plan for Dissemination and Utilization Describe how the results will be shared
VIII. References Write at least 3 references

What have you understood about the concept of Action Research and how will
these be utilized in your practice?
Answer: What I understand about the concept of action research is,action research
process is used to improve educational practice. Taking action, evaluating it, and
reflecting on it are some of its methods. It is a method of gathering evidence in order
to make procedure changes. And also the action research,these will be used in my
practice teaching to put all of these strategies into action.
Reflect

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

Answer: I can say that as a future teacher it is worthwhile in doing action research,
because action research allows teachers to reflect on their practice in order to improve.
It's also advantageous for me because I'm on my way there, and it's critical for me to be
aware of the environment.
2. How can AR be useful for every classroom teacher?
Answer: Action research can be useful for every classroom teacher because,it can help
teachers reflect on what they want to improve, learn about what others are doing in the
field, and experiment with practice in a safe environment. And also action research can
help teachers to improve their teaching and learning by conducting classroom-based
research.

Task 9 - Preparing the Learning Environment: An Overview

Overview of the Learning Environment

A learning environment, traditionally called the classroom, is a space in a school

that supports student learning. It is a self-contained area where teacher teaches and
children learn. In the classroom are chairs or tables for students and a front table for
the teacher. This a traditional face-to-face classroom. Most often the students should
face the teacher as the chairs are arranged that way. But as teaching deliveries changed
to enhance learning, modification in the seating arrangement evolved and more
opportunity for the learners to move about for cooperative learning was addressed.

A conducive learning environment should have the following characteristics:

 Flexibility-There is opportunity to have small groups, movable walls.

 Openness-Learning comers/areas which could be shared.
 Access to resources - Audio-visual materials are ready and open for use.
 Physical classroom - Space is clean and safe.
 Psychological atmosphere - It is friendly and accommodating

The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.

Here are some specific strategies for developing the optimal classroom climate.
You may consider these.

1. Learning environment addresses both physical and psychological needs of the

students for security and order, love and belonging, personal power and
 competence, freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
 enter the classroom and become immediately engaged in the activity;
 distribute and collect materials:
 find out about missed assignments due to absence and how to make up for
them;
 get the teacher's attention without disrupting the class; and
 arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows
each other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized
and celebrated.

Both approaches, either the traditional face-to-face or online, lead to positive

results but in different ways, so usually in practice both approaches are combined

Face-to-face Learning Environment

• Time is set.
• Self-contained classroom discussion, activities occur inside the room. Passive
listening
• Teacher prepares instructional activities and chooses content
• Facilitates F2F learning. Leads and guides learners
• Learners & teacher engage in personal communication.

On-line Learning Environment

• Anytime, any place, anywhere;
• Synchronous or asynchronous classes;
• Teacher moderates and facilitates learning;
• Creates different learning environment;
• Creates the multimedia educational content.

Common to both
 Time
 Place
 Teacher's Role
 Student's Role
 Content
 Evaluation Process

Learning environment can be traditional (F2F), virtual (on-line) or a combination

(Hybrid).

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:

1. What have you noticed of the display in the class bulletin board? What message
or theme does it convey?
Answer: The bulletin boards in their school gives the student a precise knowledge on
every subject like Mathematics,Filipino,Chemistry, etc.I also noticed that they have
bulletin board for announcement,pictures in every activity,updates and more.
2. What makes it attractive to the learners? Does it help in the learning process?
How?
Answer: I think it makes attractive to learners, because of its designs and colors. Yes , it
can help to be more creative, Everytime they have activities and it help them to be
aware on what they should do.

Learning Environment 2:

1. If the teacher is using a distance delivery of learning through the modules, where
is most likely the learning space of the students?
Answer: Google meet is the most learning space of the students.
2. Can you describe?
Answer: It is the type of software application that allow many people like students,
business man and other.
3. How can you as a teacher help to make such environment conducive for learning?
Answer: I think I can help to students to make the environmental conducive for learning
online by using those software.
Analyze

The examples above, describe two contrasting situations. The first shows that
the learners are in the same room or space while in the second, the learners maybe in
different learning spaces like homes, study hubs or in extreme cases parks or under the
trees.

As a teacher, in which of the two situations would you prefer to manage for
learning? Choose between Learning Environment 1 or Learning Environment 2. Explain
your choice: Why?
Answer: I think I chose learning environment 1, because now I see the diffeculty, not
only to the students, but then to the teacher .
Reflect

Based on my noticing and analysis, I realized that

Answer: I realized that it's very relevant to know this topic, it can help and improve not
only students but then, the teacher too. I realized that as a teacher you must be creative,
and in every design you must think if it would be have benefits for your students.

Task 10 Writing My Learning / Lesson Plans

Lesson Plan / Learning Plan - This refers to the blueprint 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 done to institutionalize instructional
planning which is vital to 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 the 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.
 Lesson Plan in _____________________
(Subject)
Grade Level: ______

Learning Outcomes:

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 Lesson Plan (DLP) and Daily Lennon
Log (DLL).

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instruction process by
using
principles of teaching and learning-D0.42.2016)
Detailed Lesson Plan (DLP) Format
School Grade Level
Teacher Learning
Areas
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
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)
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
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-leason-
preparation for-the-k-to-12-basic-education program/

DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monda Tuesda Wednesda Thursda Frida
y y y y y
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/objectives
Write the LC code for each
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
B. Other Learning Resources
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)
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
V. REMARKS
VI. REFLECTION
No. of learners who earned 70% on
the formative assessment
No. of learners who require
additional activities for remediation
Did the remedial lessons work? No.
of learners who have caught up with
the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation for-the-k-to-12-basic-education-program/
 1. What are your takeaways 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 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? To stimulate a student's interest, you must
What motivational techniques did you first have a better understanding of them.
indicate in your plan? Know them and what they're good at, as
well as their hobbies and skills. Talk to
them and
2. How did you respond to the diverse The classroom atmosphere is already
types of learners? conducive to learning. gender, needs,
2.1 gender, needs, strengths, interests skills, and skills, and interest have already
and experiences been addressed. I wish to provide all
2.2 linguistic, cultural, socio-economic students an equal opportunity, regardless
and religious backgrounds of their differences. Because of the
2.3 with disabilities, giftedness and linguistic and cultural differences among
talents the student. I will employ a everybody en
2.4 in difficult circumstances grasp the language. Anyone with the same
2.5 from indigenous groups talents and abilities as my students is
welcome to take part in the activities.
3. What instructional strategies will you I will use visualization
employ in face-to-face or in a remote
learning delivery for this lesson?
Explain
4. Was the language used appropriate to Yes, they already knowledge enough to
the level of the students? Explain your understand the medium I used in my
answer briefly. lesson.
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 I think I will use video about in our topic
use? Why? Cite the possible online and books
resources that you can utilize whether
done in the classroom or in remote
learning?
7. Are your modes of assessment aligned Yes, because after the lesson I give them a
with your learning outcomes and task which the target
 activities? Cite a specific example.
leaming outcome will achieve
8. Will your performance tasks ensure the Yes,
mastery of the learning competencies?
Explain briefly.
9. In a scale of 1-10, How will you rate I will rate it 7 out of 10.
your learning plan(s)? Justify your
answer.
10. If this lesson is not implemented face- I will do it by using visualization and realea
to-face, how are you going to do it
remotely?

Reflect

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

Answer:Lesson planning helps teachers break down each lesson into a defined flow
with specific classroom activities and gives them a schedule they can stick to. Plus, it
gives the regular teacher confidence knowing that class time is being used effectively
and that he or she won't need to repeat the lesson later.
NOTE:

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