Learning Episode 8 Establishing My Own Classroom Routines

and Procedures in a Face-to-Face / Remote

Learning
Participate and Assist

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

 We are given opportunities to consult with our cooperating teacher about

any possible assistance that we can offer and assist her on what she is doing
for her class. She request us to have reading comprehension on Grade-11
TVL section Heraclitus, and ask our help regarding on arranging the forms of
grade 11 HUMSS in section Plato students from their individual birth
certificate and cards.

Routines that will employ before, during and after class during conducting a reading
comprehension in Grade 11 TVL section Heraclitus:

Before Reading Comprehension:

• Set a purpose for reading: Discuss why students are reading the text and what
they hope to gain from it.

• Preview the text: Have students quickly skim through the text to get an idea of
its content and structure.

• Activate prior knowledge: Ask students to share what they already know about
the topic or theme of the text.

During Reading Comprehension:

• Use effective reading strategies: Encourage students to use strategies such as

summarizing, questioning, and visualizing while they read.

• Monitor comprehension: Check for understanding regularly by asking

questions or having students summarize what they have read.

• Discuss vocabulary: Pause periodically to define unfamiliar words or phrases

and discuss their meanings in context.

After Reading Comprehension:

• Reflect on the text: Have students write down their thoughts, questions, and
reactions to the text.
 • Connect to real-world experiences: Discuss how the text relates to students'
lives or current events.

• Assess understanding: Use quizzes, discussions, or other assessments to

evaluate students' comprehension of the text.

Problems encountered while implementing these routines:

• Lack of engagement: Some students may not be interested in the reading

material or find it challenging to comprehend.

• Difficulty with vocabulary: Students may struggle with unfamiliar words or

phrases, which can hinder their understanding of the text.

• Distractions : Noisy classrooms, make it difficult for students to focus on the

reading material. Actually they are the students who use their school
gymnasium as temporary classroom because the school is lacking of school
frustration.

• Reading speed: Some students read too quickly, missing important details,
while others may read too slowly, causing frustration.

• Time management: There may not be enough time allotted for students to
read and comprehend the material thoroughly.

Notice

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

 How did you feel after employing your classroom routines and establishing your
procedures in the classroom / remote learning?
After employing classroom routines and establishing procedures, I felt more
organized and in control of the classroom environment.
 How did your students respond to your classroom routines and procedures?
Students responded positively to the classroom routines and procedures. They
appreciated the clear expectations and structure, which helped them to focus
on the learning process.
 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
The feedback from my Resource Teacher was overwhelmingly positive. They
appreciated the clear structure and organization of the classroom, as well as the
focus on student engagement and learning.
 Was there a change in the classroom environment/teaching-learning process
after you have implemented your classroom routines and procedures?
Maybe there was a significant change in the classroom environment and
teaching-learning process after implementing the classroom routines and
procedures. Students were more focused and engaged, which led to deeper
discussions and more meaningful learning experiences.
Analyze

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

and procedures?
=> Factors that prompted me to establish those classroom routines are: To
promote student engagement and motivation. To foster a positive learning
environments. To develop student’s independent skills. To accommodate
different learning styles and abilities.

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

classroom routines?

=> Yes, Students become familiar with the expectations on their class, which reduces
confusion and disruptions. Teachers can also better monitor student progress and
provide feedback during designated times in the routine.

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

=> Yes, employing classroom routines and procedures can positively impact the
teaching-learning process. Routines promote active engagement and participation, as
students know what is expected of them. A teacher can adjust the level of support and
challenge based on individual student needs. Additionally, it help build a sense of
collaboration among students, which can enhance their learning experiences.

Reflect

What insights have you gained while doing this learning episode?

This Learning Episode 8 highlights the importance of consistency, flexibility,

collaboration, and technology in establishing classroom routines and procedures in both
face-to-face and remote learning environments. Consistency fosters a supportive
learning environment, while flexibility accommodates individual needs and the dynamic
nature of the learning environment. Collaboration with students, parents, and
colleagues ensures effective routines and fosters a sense of community.

Write Action Research Prompts

OBSERVE

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

The problems/challenges I encountered in establishing my classroom routines include

lack of consistency, difficulty in maintaining student engagement, and the need for clear
communication with students.

REFLECT

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

I hope to achieve to address these problems and challenges by creating a

comprehensive classroom routine plan that outlines expectations for both face-to-face
and remote learning, practicing consistency in implementing the plan, and regularly
evaluating and adjusting the plan based on student feedback.

PLAN

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

are: Clearly communicate the routine plan to students and parents at the
beginning of the school year or semester. Use visual aids such as posters, charts,
or slides to reinforce the routine plan. Establish routines for transitions between
activities to minimize disruptions. Provide opportunities for student input and
feedback on the routine plan. Model and reinforce expected behaviors
consistently.

ACT

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

this episode is

Based on my answers in nos. 1-3, the possible title of my action research on this episode
is: "Establishing My Own Classroom Routines and Procedures in a Face-to-Face / Remote
Learning: A Reflection on Challenges and Strategies for Improvement."

Work on my Artifacts

Here are some snapshots of my classroom routines and procedures:

My Classroom Entry Procedure based on my observation from our cooperating

teacher.
At the beginning of each class, students are required to quietly enter the
classroom, take their seats, and prepare their materials for the lesson. This helps to
minimize disruptions and promote a focused learning environment.
Attendance and Roll Call Procedure:
I take attendance at the beginning of each class whether using an online
platform. This ensures that I have an accurate record of student attendance, and it
also saves time as I don't have to manually take attendance.

Transition Procedure:
When transitioning between activities, I use visual cues such as a timer or a
transition slide to signal to students that it's time to move on to the next activity. This
helps to maintain a smooth flow in the classroom and minimize disruptions.

Feedback and Assessment Procedure:

I provide regular feedback to students on their progress. This includes
comments on assignments, quizzes, and tests, as well as verbal feedback during class
discussions.

These procedures are designed to promote a structured and supportive learning

environment for face-to-face learning. It also allow for flexibility and adaptation based
on student feedback and needs.
 Learning Episode 9 Creating my Classroom/Remote
Learning Management Plan
Participate and Assist

My Classroom Management Plan

Philosophical Statement
My classroom management philosophy is centered around creating a
supportive, inclusive, and engaging learning environment for all students. I believe
that clear expectations, consistent communication, and positive reinforcement are
key to fostering a productive and enjoyable learning experience. I will set high
standards for my classroom learning environment, including respect for others, active
participation, and a commitment to academic excellence. I will also value student
input and feedback to continuously improve my teaching practices and the overall
quality of the learning experience.

Classroom Rules and Procedures

To ensure discipline and order in my class, I will formulate clear and concise rules
that are consistent with school policies and my management philosophy. These rules
will be communicated to students at the beginning of the school year and reinforced
throughout the year.

Teacher- Student Relationships

I will treat every student with respect, empathy, and understanding. I will
interact with them in a positive and supportive manner, encouraging their
participation and engagement in class activities. I will also model appropriate behavior
and encourage good interaction between and among students and superiors.

Schedules and Timeframes

I will organize my class schedule to maximize learning time and minimize
disruptions. This may include using a combination of whole-class, small-group, and
individual activities, as well as incorporating technology tools to enhance instruction
and engagement.

Classroom Structure, Design and Arrangement

I will design my classroom to create an environment that is conducive to learning,
including appropriate lighting, temperature, and acoustics. I will also arrange furniture
and equipment to promote collaboration, group work, and individual study.

Classroom Safety Rules and Procedures

I will ensure the safety and security of my students by following all school policies
and procedures related to emergency preparedness, first aid, and supervision. I will
also formulate and communicate clear safety rules and procedures to students,
emphasizing the importance of personal responsibility and awareness.

Strategies for Reward and Consequences

I will employ a variety of strategies for rewards and consequences, including
verbal praise, positive feedback, and recognition of achievements. I will also use
targeted interventions and support for students who struggle to meet expectations,
with the goal of promoting growth and improvement over time.

Notice
 1. What salient components have you noted?
 Clear and consistent classroom rules and procedures. Positive teacher-
student relationships. Engaging and interactive instructional strategies.
Effective use of technology in teaching and learning. Flexibility in adapting to
different learning styles and needs. Emphasis on student safety and well-
being
2. Why is there a need to utilize the information to create your classroom
management plan.
 There is a need to utilize the information from different sources to create a
comprehensive classroom management plan because it allows teachers to
draw from best practices and lessons learned from others. This can help to
ensure that the plan is effective, efficient, and tailored to the specific needs
of the students and the learning environment.
3. What were the significant things that you noticed when you were implementing
your plan?
 When implementing my classroom management plan, I noticed that
establishing clear expectations and consistent communication with students
was crucial in maintaining a positive and productive learning environment. I
also found that incorporating technology tools and interactive activities
helped to keep students engaged and motivated. However, I noticed that
some students struggled with self-discipline and time management, which
required additional support and guidance.
4. Were the items in your classroom/ remote learning management plan which
were not tailored to the needs of your students? How will you improve on
these?
 While implementing my plan, I found that some items were not tailored to
the needs of my students. For example, I noticed that some students
preferred more structured activities while others preferred more freedom
and flexibility in their learning. To improve upon these areas, I plan to
regularly assess student needs and preferences and adjust my teaching
strategies accordingly. Additionally, I will continue to provide targeted
support and interventions for students who struggle with self-discipline and
time management.

Analyze

1. What elements in your classroom/remote learning management plan were

mostly followed/complied with?
 Elements in my classroom management plan that were mostly
followed/complied with were the clear and consistent rules and procedures,
positive teacher-student relationships, and the use of technology in teaching
and learning.
2. What elements in your plan were the most difficult to implement? why?
 The most difficult elements to implement were those related to student self-
discipline and time management. This was likely due to the fact that these
skills are not always naturally developed in students, and require consistent
effort and support from the teacher.

Reflect
 What were your realizations after creating and implementing your
classroom/remote learning management plan?

After creating and implementing my classroom management plan, I realized the

importance of regularly assessing and adjusting my teaching strategies to meet the
unique needs and preferences of my students. I also gained a deeper understanding of
the challenges that students face in maintaining focus and motivation, particularly when
learning remotely. This has motivated me to continue exploring new instructional
approaches and resources that can help to engage and support my students more
effectively.

Action Write Research

Observe

1. The problem/ challenges I encountered in writing my classroom Management

Plan

The problem/challenges I encountered in writing my classroom management plan

are the lack of experience in creating such a plan, the complexity of the task, or the
difficulty in identifying the most effective strategies for my specific teaching context.

Reflect

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

research to identify the most effective strategies for the classroom management
plan. This will involve collecting data, analyzing it, and making informed
decisions about how to improve my plan based on the findings.

Plan

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

situations/problems could include seeking feedback from colleagues or
education experts, observing other teachers' classrooms, and experimenting
with different teaching approaches or tools.

Act

4. Based on my answer in nos. 1-3, the possible title of my action research on this
episode is could be "Developing an Effective Classroom Management Plan: A
Data-Driven Approach."

Work on my Artifacts
Paste your Classroom/Remote Management Plan
 Learning Episode 10 Writing My Learning / Lesson Plan

Participate and Assist

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 Cookery

(Subject)

Grade level: Grade 12 TVL

Learning Outcomes

Knowledge:
• The learner demonstrates understanding the knowledge, skills, and
attitudes required in preparing appetizers.
Skills:
• The learner independently prepares appetizer.
Affective:
• The learners should be able illustrate the variety of appetizers according
to standard recipe.

Learning Content

•Preparing Appetizers

Learning Resources
• Textbook pages 119, COOKERY V. 1 TVL-HOME ECONOMICS STRAND

Learning Procedure
 By using PowerPoint presentation, giving a first activity liked asking the
students to identify and give the name of the following ingredients of
canapés.
 Presentation of the lesson
 Explained what is canapés all about. Components of Canapés. Styles of
canapés.
 Ask the learners to choose ingredients from the list classify the
ingredients below according to parts of Canapés.
 Students will have their demonstration to enhance their ability and skills.
Create their own version of Canapés.
 Evaluation

Notice

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

When developing my lesson plan I want to make my lesson more engaging and
exciting so that my students are motivated to learn. Used appropriate language and
activities for them. I want my student to be able to express what they’ve learned in
class. Of course there are other factors to consider in writing our lesson/learning plans
like: Subject matter expertise. Age and developmental level of students. Learning
objectives and outcomes. Curriculum standards and requirements. Time constraints and
pacing. Diversity of learners and their needs. Assessment methods and tools.

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

I’m having difficulties deciding on specific strategies to implement. A kind of trouble

imagination on how to present my lessons and activities. Difficulties in comes of
balancing content coverage with depth understanding. Incorporating different learning
styles and preferences. Aligning with diverse student abilities and needs. Difficulties also
in ensuring lessons are engaging and interactive, and managing time effectively during
transitions and activities.

3. What feedback was/were given by your Resource Teacher in your first

draft/succeeding lesson/learning plans?

Her feedback is like suggesting for more hands-on activities and group work.
Clarification and effectiveness of learning objectives and assessment. Recommendations
for adjusting pacing and content based on student progress. Last, encouragement to
incorporate technology when appropriate.

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

In my opinion, the best part of my lesson plan is having more opportunities for
student choice and voice in lesson activities. The incorporation of diverse learning styles
and preferences was appreciated. Some students may have struggled with the pace of
certain lessons, so adjustments could be made to accommodate different learning
speeds.

ANALYZE

Questions Answers
1. How did you arouse students’ Maybe if I present and teach using my lesson plan I
interest? What motivational believe that it can aroused students interest
techniques did you indicate in your through giving an activity (motivation part of the
plan? lesson plan) regarding on my new lesson to present.
Like on my prepared activity: Asked the students to
identify and give the name of the following
ingredients of canapés. So as expected our lesson is
all about canapés. After that activity I will proceed
to my lesson proper and encourage the students to
listen and understand because there are more
activities to happen and maybe we will have
demonstration on making their own canapés. So at
this point maybe my students will excited because
they can show and cook their own canapés.

2. How did you respond to the I will respond to my diverse types of learners
diverse types of learners? 2.1 someday through respecting their decision, listening
 gender, needs, strengths, interests on their thoughts, and allowing them to asked or to
and experiences 2.2 linguistic, excuse if they can’t do the performance due to
cultural, socio-economic and disabilities. Last is to acknowledge their efforts to
religious backgrounds 2.3 with do their activities and acknowledging their answers
disabilities, giftedness and talents and opinions.
2.4 in difficult circumstances 2.5
from indigenous groups

3. What instructional strategies will Based on my lesson plan instructional Strategies:

you employ in face-to-face or in a • Discussions about canapés, it’s components, and
remote learning delivery for this styles.
lesson? Explain.
• Demonstrations on how to prepare canapés step
by step, highlighting the important techniques and
safety measures.
• Hands on practice, where in assessment of my
lesson plan, student work by peers in preparing
their own canapés under my supervision. Serve the
Canapés they have prepared based from what they
have learned.
• Feedback and correction on students preparations
techniques and offer suggestions for improvement
through using rubrics or criteria (evaluation).
4. Was the language used Yes, because the language I used there are just
appropriate to the level of the emphasizing the lesson which is understandable
students? Explain your answer based on the grade level of students.
briefly.
5. What types and levels of questions It’s just simple questions that can make the
did you formulate? Are they of the students respond directly like for an example, “Do
higher order thinking skills (HOTS)? you familiar the different ingredients of Canapés?”.
Write two (2) examples. Their answer here will either yes or no. Another
example, “Have you eaten already the Canapés?.
Same answer, students can respond my question
also either yes or no.

6. What instructional resources will

Instructional resources:
you use? Why? Cite the possible • Textbooks because it provides detailed
online resources that you can instructions and recipes for preparing canapés.
utilize whether done in the
• Videos because watching videos of chefs
classroom or in remote learning?
preparing canapés can give students a better
understanding of the techniques involved.
7. Are your modes of assessment Yes because in my learning outcomes I stated there:
aligned with your learning First: The learner demonstrates understanding the
outcomes and activities? Cite a knowledge, skills, and attitudes required in
specific example. preparing appetizers. Second: The learner
independently prepares appetizer. Third: The
learners should be able illustrate the variety of
appetizers according to standard recipe. First
example, in my assessment students will create
 their own canapés by peer based on what they will
understand on our discussions. So, my second
learning outcome is aligned in this area. Another
example, on my Activity 2 “Take me In” also I asked
learners to choose ingredients from the list to
classify the ingredients according to parts of
canapés so it align to my 3rd learning outcome.
8. Will your performance tasks Yes, because if you are a teacher if you implement
ensure the mastery of the learning to do a performance task to your student you have
competencies? Explain briefly. to ensure that you make an evaluation form or
criteria to test if they really do their task perfectly
and if they really understand and listen your class
discussion.
9. In a scale of 1-10, How will you If I will going to rate my lesson plan it would be 6/10
rate your learning plan(s)? Justify because I think there’s more enhancement for this,
your answer. actually I need to do more to emphasize it very well
maybe lacking of ideas.
10. If this lesson is not implemented If this lesson is not implemented face-to-face it can
face-to-face, how are you going to be delivered remotely through using online
do it remotely? platforms such as Zoom or Google meet. I can do
the demonstration in preparing canapés through
video conferencing tools and provide hands-on
practice session. Regarding on their assessment like
preparing their own canapés, of course we are now
living in modern world with using internet and
technologies so it’s so easy for students to video
their self preparing canapés and send it through
email or in Messenger or in any online platforms
that they can able to send.
Reflect

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

Lesson planning is an integral part of the instructional cycle because it ensures

that learning experiences are purposeful, effective, and aligned with the curriculum. It
helps teachers to organize their thoughts, resources, and activities to achieve specific
learning objectives and outcomes. By planning ahead, teachers can anticipate potential
challenges and adjust their instruction accordingly, creating a more personalized and
engaging learning environment for their students. Additionally, lesson planning allows
for ongoing assessment and reflection, enabling teachers to refine their practices and
improve student learning over time.

Write Action Research Prompts

OBSERVE

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

limited time and resources to research and gather relevant information about
canapé preparation techniques, ingredients, and pairings. Difficulty in creating
 engaging and interactive activities that cater to diverse learning styles and
levels. Concerns about students' access to necessary equipment and ingredients
for hands-on practice at home.

REFLECT

2. I hope to achieve address these problems and challenges by providing clear and
accessible instructions for students to replicate the canapé preparation
techniques at home, including suggestions for substitutions or modifications
based on available resources.

PLAN

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

situations/problems by encouraging students to share their experiences and
insights during class discussions or virtual presentations. Offering alternative
assignments or projects that focus on the creativity and personalization of
canapé preparation, such as designing unique garnishes or experimenting with
different flavor combinations.

ACT

4. Based on my answer in nos. 1-3, the possible title of my action research on this
episode is "Overcoming Challenges in Teaching Appetizer Preparation: A Case
Study on Canapé Instruction."

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

4- very difficult

3- difficult

2- moderate in difficulty

1-Not difficulty

4- very 3- 2- 1-Not
difficult difficult moderate difficulty
in
difficulty

1. Stating learning outcomes ✓

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

Work for my Artifacts

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

Detailed Lesson Plan

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching learning – D.O. 42, s. 2016)
Detailed Lesson Plan Format (DLP)

School Poblacion Grade Level Grade 12 TVL

Comprehensive
National High School
Student Teacher Amor Ariasa Learning Areas
Time & Date Quarter 4th Quarter

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding the knowledge,
skills, and attitudes required in preparing appetizers.
B. Performance The learner independently prepares appetizers.
Standards
C. Learning The learners should be able illustrate the variety of appetizers
Competencies/objec according to standard recipe:
tives
Write the LC code
for each
D. Objectives At the end of the session, students are expected to:
a. Define and identify the parts of Canapés
b. Value the importance of Canapés
c. Demonstrate the proper arrangement of Canapés
II. CONTENT Preparing Appetizers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Pages 119
pages
3. Textbook pages COOKERY V. 1 TVL-HOME ECONOMICS STRAND
4. Additional Manila Paper, pentel pen, bond paper, double-sided tape,
Materials from masking tape, Laptop, Projector/TV monitor
Learning Resource
(LR) portal
V. PROCEDURES
a. Preparatory
Activities
1. Daily Routine
a. Prayer “Let's all stand for a prayer”.
b. Greetings Say/Ask: Everyone may be seated now. Good day everyone!
How are you today?.
c. Checking of Say: Who is/are absent today? Let us know them by checking
Attendance the members of each group through their secretary.

d. Checking of Say: Let us check first your assignment if there's any before
Assignment moving on to the next part of our activity.
e. Reviewing Say: What was our previous lesson ?
previous lesson or
presenting the new (Students will respond)
lesson
f. Presenting “Okay class we will have an activity before we proceed on our
examples/instances new lesson. This activity is called “Name me”.
of the new lesson
(Motivation) Activity 1: Name me
Asked the students to identify and give the name of the
following ingredients of canapés

Lesson Proper
Analysis 1. What can say to our activity?
2. Do you familiar the different ingredients of Canapés?
3. Have you eaten already the Canapés?
4. Do you prepare the canapés in your house especially if
there is a occasion?
Abstraction *Present the Lesson*
Canapés (Can' a Pay) - refer to open face sandwich which
maybe topped with endless variety of ingredients. These
 maybe toasted or fried, rectangular or circular in shape.
Components of Canapés
1. Base - must be firm enough for the guest to handle.
2. Spread - adds moisture and flavor to the canapés.
3. Main Body - the savory part of the canapé.
4. Garnish - adds eye appeal and enhances the main body
giving additional color design and texture or flavor accent to
the canapé.
STYLES OF CANAPES
1. Banquet Styles - this is designed simply but can produced in
large quantity.
2. ALA CARTE - Individually prepared canapés which comes in
complex designs.
(Presenting videos on making different styles of canapés)
Application

Assessment DEMONSTRATION:
With your partner, Plan and prepare appetizer good for 4
persons. Serve the Canapés you have prepared based from
what you have learned.
Create your own version of Canapés.
Evaluation of the Finish Product
Scoresheet for Plating Appetizers
 Learning Episode 11 Delivering My Lessons
Participate and Assist

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.

Segment of Events of Strategies and Learning

Learning Instruction Activities Used Resources/Materials
Preparation 1. Gaining Warm up Activity PowerPoint
Attention (Identifying the presentation
pictures present (Series of pictures by
and give the using slides)
name)
2. Informing Learning scope PowerPoint
Learning presentation

3. Stimulating Review of the

(Just asking to
Recall or previous lesson
students and after
Prior they answer the
Learning question directly
proceed to warm up
activity).
Instruction and 4. Present the From easy to PowerPoint
Practice Content more complex presentation

5. Provide Examples and Sample pictures and

Learning guided practices theory from
Guides textbook

6. Elicit Skills practices •Individual

Performance questioning and
classifying
something
presented.
• Demonstration:
working with peers
in creating their own
canapés
7. Provide Automatic •Evaluation of the
Feedback grading finished product
•Score sheet for
Plating Appetizer
Assessment and 8. Assess Activity and quiz Learning activity
Transfer Performance sheet

9. Enhance Assignment Handouts

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?

Since the activities that I provide are simple and basic they directly answer and guess it
easily. It directly catch their attention because all the questions over there were found in
the lesson that I have been discussed. In my assessment I let them to do their
demonstration by peer to prepare their own canapés it also aroused their interest
because they will show their abilities, skills and applying their own techniques to make
their own canapés. And of course we can’t deny the fact that cooking is fun and we can
taste our very own effort.

• Were the students focused when you were stating the learning objectives at the
beginning of the lesson?

Yes because according to them our topic will be so excited because it’s all about
canapés. And as expected they will have demonstration where in they know that it will
contribute their skills.

• How did the new learnings relate with what they really know?

According to them our topic relate with what they really know because they are fun of
watching cooking videos so they already have some ideas and techniques regarding
making canapés.

• Did you notice some students who needed assistance? What did you do?

Yes and mostly are those students who don’t listen the discussion just playing mobile
Legend at the back or else scrolling on their social medias. So during demonstration I
assist them through giving them some tips of what they will do and also observe to what
their classmates doing.

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

No because according to them it’s so easy to make canapés if you really determined to
do your task and if you are willing to enhance your skills.

• How did your students react to your feedback?

Happy because I gave them big score on their evaluation, they make their canapés very
well as well as in comes of plating. Some of them are skillful already.

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

Pieces of evidence that can prove that the students had retention of learning is their
evaluation results. They really proves themselves that they listened to my discussion and
cooperate the demonstration very well so that they made a canapés that we can really
appreciate the way it present and plate.

Analyze

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

Areas of Strengths Areas of Improvement

1. Subject Content Matter Improve ability to delve
The teacher showed deeper into the content
Demonstrates depth and comprehensive and related materials.
breadth of the subject understanding to the
matter Areas of material; this was evident
Improvement in her responses to
Shows mastery of the student's questions.
subject matter
2. Organization of the The teacher had the The teacher should make
lesson Presents subject material necessary to sure that students
matter sequentially and conduct this lesson understand what she was
logically She had well-organized explaining by asking
States clear learning printouts on hand to question ensuring they
outcomes conduct the lesson. were learning the
Synthesizes points main The teacher was able to material.
Meets class at scheduled conduct her lesson very
time smoothly.
Regularly classroom course
3. Rapport/ Interaction with The teacher made her The teacher should know
the Students lesson very fun and most the students' strengths
Holds interest of students of her students raise their and maintains a light'
Is respectful, fair and hands during activities. atmosphere throughout
impartial all activities.
Provides immediate The teacher explained
feedback about canapés and giving
Encourages active them activities and last
participation the enjoyable
Interacts with students demonstration where in
Shows enthusiasm students show their
knowledge making
canapés with peers.

Conversation was allowed

to shift along with student
comments and or
questions celebrating
interest/ enthusiasm and
encouraging all students
to participate.
4. Teaching Methods The teacher discussed I am suggesting that the
and Strategies about what is canapés all teacher should always
Utilizes relevant teaching about, how to make it, give students more
methods strategies giving some techniques activities to catch more
and showing some their interest to her
Uses learning aids, cooking videos for more lesson.
materials, and technology information about
preparing canapés
Employs cooperative/group
involvement in the After discussion and
classroom and remote viewing the videos teacher
learning gaves an activity again to
aroused students interests
Uses examples that are and to test their ability as
simple, clear, precise, and well.
appropriate
After the activity is their
Stays focused on and meets actual demonstration on
stated learning outcomes making their own canapés
by peer.
5.Presentation of the Speak in a loud and clear I think that he teacher
lesson voice should know how to
Establishes online course or modulate her voice have a
classroom environment Maintain eye contact good conversation inside
conducive to learning when speaking to students the classroom.
Maintains eye contact
Uses a clear voice, strong Use different techniques
projection, proper to have students attention
enunciation
Has a good command of
the language
Uses language within the
level of students
6. Classroom Management The teacher used positive The teacher should
Begins and end classes on words when students maintain the presence of
time followed directions such Bulletin board to always
Uses time wisely as "Thank you for maintain the classroom
Attends to course following directions" management.
interaction
Demonstrates leadership
ability; maintains discipline
and control
Maintains effective
classroom and e-platform
management)
7. Sensitivity to Students' The teacher demonstrated The teacher should create
Needs sensitivity for each of her activities that can help to
Exhibits sensitivity to students by respecting break the barriers
students' personal culture, their cultures, gender between those
gender differences and difference, and their differences.
disabilities disabilities.

Responds appropriately in a
non-threatening, pro-active
learning environment
8. Support/Assistance to Teacher help her students The teacher should always
Students during demonstration get the opinions to every
Assists students with because they don’t even student to ensure that all
academic problems know how to create their the students learning.
Clarifies points in the own canapés because they
 lessons which are not clear don’t participate in the
to the students class discussion.
Allots time for questions/
comments
9. Personal Competencies The teacher was dressed The teacher should always
Shows self-confidence professionally according to well-presented, simple
her job. but appropriate.
Maintains professional The teacher appeared to
distance and professional be very confident on what
appearance she was teaching with the
different approaches she
used for her students to
understand the material.
10. Physical Aspects of the There is green board at The teacher should teach
Classroom the front of the classroom the students on how to
Oversees the physical as well as a TV keep the classroom neat
attributes of classroom Student's desks were and clean
(light, ventilation, arranged in groups of 5
acoustics) There are enough lights
Checks number of students and electric fan.
in attendance The teachers desk is at the
Checks layout of room, front of the classroom, set
distractions, if any a little to the side to avoid
Lists any observations on covering the front boards
how the physical aspects of
the classroom affected
content delivery
Source: https://www.isu.edu) pdfs > faculty-staff-docs

Overall impression of teaching effectiveness:

As I observed, I think the teacher has developed a great teaching method which is part
of everyone's learning. I can see that this kind of teaching will be effective and there will
be a good way to go through the classroom if everyone has a contribution to everyone's
learning.

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?

I would need to improve in several areas of the lesson. Firstly, I need to work on
my ability to engage students actively in discussions and activities related to the lesson.
This includes improving my questioning techniques and providing prompts that
encourage critical thinking and reflection. Secondly, I need to improve my organization
and time management skills. This includes planning lessons that are structured and
paced appropriately, as well as managing transitions between activities smoothly to
ensure that students stay focused and on track. Thirdly, I need to improve my ability to
provide feedback that is constructive, specific, and timely. This includes giving students
clear expectations for their work, providing guidance on how to improve, and checking
in regularly to ensure that they understand the feedback they receive. Lastly, I need to
improve my ability to differentiate instruction to meet the diverse needs of all students
in the classroom. This includes identifying students who may be struggling or need
additional support, as well as providing challenging tasks for students who are advanced
in their learning.

Write Action Research Prompts

OBSERVE

1. Problems/challenges I encountered in delivering my lessons are: Difficulty in

engaging students actively in discussions and activities related to the lesson.
Struggles with organization and time management, leading to less structured
and paced lessons. Difficulty in differentiating instruction to meet the diverse
needs of all students in the classroom.

REFLECT

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

questioning techniques and providing prompts that encourage critical thinking
and reflection. Developing better organization and time management skills
through planning and structuring lessons more effectively. Implementing
strategies to differentiate instruction based on student needs and learning
styles.

PLAN

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

problems are: Collaborate with colleagues or a mentor teacher to receive
feedback on feedback delivery and improve techniques. Utilize formative
assessments to identify student strengths and weaknesses and adjust instruction
accordingly. Use technology tools such as timers or online planners to manage
time more effectively.

ACT

Based on my answers in nos. 1-3, the possible title of my action research in this episode
is "Strategies for Improving Teacher Effectiveness: Differentiated Instruction and
Feedback in the Classroom."

Work on my Artifacts

Attach pieces of evidence of your delivery of (lesson plans, pictures, screenshots

and the like)
 Learning Episode 12 Selecting Non-digital or conventional
Resources and Instructional Materials
Participate and Assist

4, Fill out the table Below

Subject: Cookery Grade Level : Grade 12

TVL
Topic : Preparing Appetizer (Canapés)
• The learner demonstrates understanding the knowledge, skills, and attitudes
required in preparing appetizers.
• The learner independently prepares appetizers.
• The learners should be able illustrate the variety of appetizers according to
standard recipe:

Resource/ Instructional What is the use or Explain why you selected

Materials you plan to purpose of resource/ the resource/material
utilize in the lesson. material? Describe how based on the guide
your will use the points mentioned above.
resource/material to How are these criteria
attain the learning met?
objective/ outcomes
• Textbooks, Canapé -Provide a - Relevance: All the
recipe books comprehensive guide to selected resources are
various canapé recipes, directly related to the
ingredients, and topic of canapé
techniques. They can be preparation, ensuring
used to introduce that students receive
relevant and up-to-date
students to different
information.
types of canapés and
their cultural significance.

• Online video tutorials -Offer a visual - Credibility: The

and demonstrations by representation of the resources are sourced
professional chefs canapé preparation from reputable chefs,
process, allowing cookbook authors, and
students to observe and online platforms,
replicate the techniques ensuring their credibility
at their own pace. and accuracy.

•Multimedia - Used to reinforce key - Accessibility: The

presentations featuring concepts and techniques resources are readily
images, diagrams, and through engaging visual available online, making
infographics aids. They can also be them easily accessible to
customized to cater to students both in and out
different learning styles. of the classroom.

• PowerPoint -PowerPoint presentation - It serves as a useful

helps teaching and instructional material in
 learning process that 21st century and
they can easily get curriculum that help
information and look students easily get ideas
with it. And also to make and information.
the students be attentive
in class.
NOTICE

1. How did you prepare for this activity?

To prepare for this activity, I researched various canapé recipes, ingredients, and
techniques to familiarize myself with the topic. I also identified reputable sources for
instructional materials, such as cookbooks, online video tutorials, and multimedia
presentations.

2. Describe how you or the teacher utilized the resources/ materials instructional
material. Narrate your experience as you participated and assisted.

During the lesson, I will introduced the topic of canapés. Then distributed the
canapé recipe books and cookbooks to the students, encouraging them to explore
different recipes and techniques. Also projected an online video tutorial by a
professional chef, demonstrating the step-by-step process of canapé preparation.

3. What were your feelings and thoughts while you were assisting with the use of
the resource/ materials?

Throughout the lesson, I will assist the students by answering questions, clarifying
doubts, and providing guidance on ingredients and equipment. I will also used
multimedia presentations to reinforce key concepts and techniques, such as the
different types of canapé bases and garnishes.

4. Described how students responded and participated.

The students will maybe respond well to the variety of instructional materials
provided. Maybe they will actively participated in discussions, shared their findings, and
asked questions about different aspects of canapé preparation.

ANALYZE

What worked well during the activity using the resources/materials?

What worked well during the activity using the resources/materials was the
variety of instructional materials provided. The students responded well to the recipe
books, cookbooks, online video tutorials, and multimedia presentations. The interactive
nature of the lesson, with group discussions, sharing of findings, and kept the students
engaged and motivated.

What part can be improved?

One part that can be improved is the organization of the instructional materials. In
distributing the resources evenly among the students, it might have been helpful to
provide a more structured guide on how to navigate through the different materials.
This could have helped the students focus on specific aspects of canapé preparation and
prevented them from getting overwhelmed by the abundance of information.
What would you have done differently? What would I change? What will make it better
next time?

If I will to teach this lesson again, I will ensure that the students have a clear
understanding of the learning objectives and the expected outcomes of the activity. I
would also provide more guidance on how to use the instructional materials effectively,
such as creating a timeline for exploring different resources and identifying key
takeaways from each one.

How does this connect with what you know about selecting and using instructional
materials.

This connects with what I know about selecting and using instructional
materials in that it is essential to consider the needs and interests of the learners when
choosing resources. Providing a variety of materials can enhance engagement and
motivation, but it is also important to structure the learning experience in a way that
helps students navigate through the information effectively.

REFLECT

1. How ready am I in selecting and developing resource/ instructional materials in

the teaching learning process?

I am moderately ready in selecting and developing instructional materials for the

teaching-learning process. I have some experience in this area, but I recognize that there
is always room for improvement.

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

materials in teaching effectively?

Understanding my learners' needs, interests, and learning styles. Critically evaluating

the quality and relevance of instructional materials. Integrating technology into my
instructional materials. Ensuring that the resources I select align with my curriculum
standards and learning objectives.

3. What can I do to learn more about and practice the use of resource and
instructional materials?

To learn more about and practice the use of instructional materials, I can:
Collaborate with colleagues and ask for feedback on my practices. Observe other
teachers and learn from their approaches. Experiment with different resources and
approaches in my own teaching, reflecting on the results and adjusting my practices
accordingly.

Write action research prompts

OBSERVE

1. Doing this episode on selecting and using resource/ instructional material , what
problematic situation/ challenges area of improvement did I find?

One problematic situation/challenge area of improvement I found in selecting and

using instructional materials is ensuring that the resources I select are culturally
responsive and inclusive. This means considering the diverse backgrounds, experiences,
and perspectives of my learners when selecting materials.

REFLECT

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

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

Design teachengage.wisc.edu- Instructional materials provide the
instructional materials: design + teach core information that students will
+ engage experience, learn and apply during a
course.
Files.eric.ed.gov-availability and use of Instructional materials are essential
instructional materials since they help the teacher an
students avoid overemphasis on
recitation.

On what theories / principles can this problem be anchored?

This problem can be anchored on the principles of equity and inclusivity in

education. It recognizes that all learners have unique needs and backgrounds, and that
instructional materials should reflect these diversities.

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

What change do I want to achieve?

I hope to achieve a more culturally responsive and inclusive approach to selecting

and using instructional materials. This means that my learners will feel seen, heard, and
valued in the classroom, and that their learning experiences will be more relevant and
engaging.

PLAN

4. What strategies/ solutions/means can I employ to improve the situation solve

the problem?

Strategies/solutions/means I can employ to improve this situation and solve the

problem include: Engaging in professional development opportunities focused on
culturally responsive teaching practices. Reflecting on my own biases and assumptions
when selecting instructional materials. Integrating technology into my instructional
materials to provide access to diverse perspectives and experiences.

5. If you will conduct action research, what will be the title (Base this on your
answers in nos. 13):

If I were to conduct action research on this topic, the title could be "Exploring the
Effectiveness of Culturally Responsive Instructional Materials in Promoting Student
Engagement and Achievement."

Work on my Artifacts.
Attach pieces of evidence of what you accomplished in this episode.
 Learning Episode 13 Utilizing Application (Apps) for Teaching
and Learning
Participate and Assist

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

know/have recently
explored
Google classroom It can be used to create assignments,
distribute resources, and communicate with
students.
WPS Office I can use this app to create engaging lesson
and activities.
Google Meet and Zoom I can use it when conducting online class, or
meeting attending important seminars through online.
Word It can be used to create documents, letters,
and other written materials. It also use to
create lesson plans, handouts, and other
resources.

YouTube It can be used to find video tutorials,

demonstrations, and other content that can
help students learn effectively.
Google Google is a search engine that can be used to
find information about anything you want to
learn. You can use it to find articles, videos,
and other resources that can help you teach
about any resources.

Facebook/Messenger These social media platforms can be used to

create online communities where students can
discuss the Apps and share their experiences
using them. You can also use them to
communicate with parents and other
stakeholders about the Apps and their role in
teaching and learning.

Google form Google Forms is a tool that can be used to

create surveys, quizzes, and other assessments
related to the Apps. You can use it to gather
student feedback and assess their
understanding of the content.

PowerPoint Presentation It makes easy to every teachers and students

to present whatever they want to present in
front for educational purposes.
Level/Grade of the Class: Grade-12 TVL

Lesson/Topic: Preparing Appetizer

Apps you plan to utilize in What is the use or Explain why you selected
 the lesson purpose of using the app. the app. based on the five
Describe how you or the criteria of developmental
teacher will use each appropriateness,
motivation, instructional
design, engagement, and
accessibility.
PowerPoint presentation It can use to present the I choose this app because
concept of the lesson. By of its feature that can
using this app teacher can present most of the five
present the lesson in an criteria, it can be fit in
organize way. motivation, instructional,
engagement and design.
YouTube Through this app we can I selected this app because
able to find video tutorials, students will learn more
demonstration or other watching more educational
educational videos to videos regarding on my
apply and to present so lesson that will enhanced
that we can share more their knowledge, ability
information. and also to learn more
strategies and styles that
they can apply during their
demonstration and activity.
Word It can use to create lesson I choose this app because
plan, overall topic, of its features that can help
documents, and handouts me to make an appropriate
to provide to students. lesson plan and also can
provide handouts to my
students.
Kahoot ! The Kahoot app is an I choose this app because it
educational tool that can aroused students
allows teachers to create engagement and improve
interactive quizzes and their knowledge also.
games for their students. Students will participate
Teachers can create well because of the
enjoyment that will provide
multiple-choice questions,
in this app.
add images and videos,
and customize the
appearance of their
quizzes. Students can
participate using their
devices and see the live
leaderboard, which
encourages them to try
their best and learn from
their peers.

How does this connect with what you accomplished and using apps?

As future educators, our aim is to impart knowledge to students while also

fostering relevant learning opportunities that foster the growth of their skills and
knowledge. Applications can aid in developing these rich educational opportunities.
Apps can be more engaging than traditional teaching methods, which can help keep
students interested and motivated. Apps can be customized to meet the individual
needs of students, allowing them to learn at their own pace and in their own style.

Notice

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

(Based on my observation)

I was in a class where the teacher utilized an app called "Kahoot!" to review and
assess student knowledge. The teacher created a quiz with multiple-choice questions
and shared the pin code with the class. Students opened the app on their devices and
entered the pin code to join the game. The app displayed the questions on the board
and students used their devices to answer the questions. The app also showed the live
leaderboard, which encouraged healthy competition among the students.

Analyze

2. What worked well during the activity using the apps?

The app worked well in engaging the students and creating a fun learning
environment. The quiz format made it easy for the teacher to assess student
understanding and identify areas where they needed more support. The real-time
leaderboard also motivated students to participate actively and try their best.

3. What part can be improved?

One improvement could be to provide students with more practice questions

before the actual quiz. This would help them become more familiar with the app and
reduce any technical difficulties they may face during the game.

4. What would you have done differently? What would I change? What will make it
better next time?

I would have encouraged more students to participate by explaining the benefits of

using the app and assuring them that it is a fun and interactive way to learn. I would also
have ensured that all students had access to the app and knew how to use it properly.

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

This experience reinforces the importance of selecting apps that are appropriate for
the subject matter and the age group of the students. It also highlights the need for
teachers to provide clear instructions and guidance on how to use the app effectively.
Additionally, it emphasizes the value of using apps that promote collaboration and
engagement among students.

REFLECT

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

I am ready to organize and use apps for the teaching-learning process. I have
experience in creating engaging and interactive quizzes and games using various
educational apps. However, I am always open to learning new ways to enhance my
teaching strategies using the latest technology.

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

To use apps effectively in teaching, I still need to learn about the latest features and
functionalities of various apps. Additionally, I can improve my ability to customize
quizzes and games to meet the specific needs of my students.

3. What can I do to learn more about and practice the use of educational apps?

To learn more about and practice the use of educational apps, I can collaborate with
others who are proficient in using apps, and experiment with different apps in my own
classroom. I can also seek feedback from students and use it to refine my approach to
using apps in teaching.

Write an Action Research Prompts

OBSERVE

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

apps?

One of the challenges in using apps for teaching is ensuring that students are
engaged and motivated throughout the lesson. Another challenge is finding the right
balance between using technology and maintaining a personal connection with
students.

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

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

the topic
https://www.researchgate.net The major barriers were low speed of
internet and lack of motivation from both
teachers and students..
https://blogs.adb.org Access to educational apps in the schools are
limited due to infrastructures constraints. A
lack of capacity of teachers and students to
enhance the quality of teaching and learning.
https://www.teachtougt.com Some educational apps are not useful.
However, this students are disservice in
many ways, including missing the
opportunity to teach the proper teach use.
On what theories/ principles can this problem be anchored?

The Anchored Instruction Theory Emphasizes Technology-Based Learning

REFLECT

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

The goal is to increase student engagement and motivation while using educational
apps.
PLAN

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

Personalizing the learning experience by using apps that cater to individual student
needs and interests. Incorporating gamification elements into lessons to make them
more engaging and motivating. Providing students with choice and autonomy in
selecting the apps they want to use for learning. Regularly assessing student
engagement and adjusting the use of apps accordingly.

ACT

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

“Exploring the Effectiveness of Personalized Learning and Gamification in Enhancing

Student Engagement and Motivation Using Educational Apps.”

WORK ON MY ARTIFACTS

Attached pieces of evidence about what you accomplished in this episode.

We need to utilize apps for teaching and learning because they offer several
advantages over traditional teaching methods. Apps can provide a more engaging and
interactive learning experience, which can lead to increased student motivation and
engagement. They can also facilitate personalized learning, allowing students to learn
at their own pace and in a way that suits their individual needs and interests.
Additionally, apps can help teachers manage their classrooms more efficiently by
providing tools for tracking student progress, assigning tasks, and communicating with
students. They can also help teachers access a wider range of resources and materials,
including videos, articles, and interactive simulations, which can enhance their
teaching and provide students with a more comprehensive learning experience.
Overall , the use of apps in teaching and learning can lead to improved student
outcomes, increased teacher efficiency, and a more dynamic and engaging classroom
environment.
 Learning Episode 16 “Assessing FOR, AS and OF Learning”
Notice

Take notice of:

• The alignment of the different formative assessment tasks used with the learning
outcomes.

• The students’ participation, behavioral response, comments in the formative

assessment tasks

• How the students assess their own progress

• Our own feelings and thoughts as you assisted your CT:

• Formulate the formative assessment tasks.

• Administer formative assessment tasks.

Based on my overall observations, our cooperating teacher does her formative

assessment through group reporting, group performances, quizzes, projects (research
paper), discussion, and presentations. The first day of observation was April 25 in Grade
12 TVL. She was just consulting regarding their group project (research paper). On May
7, she gives a group activity like group reporting to her class and does their presentation
after. On May 8, continue with their group reporting, giving follow-up questions and
feedback. On May 9, continuation of group reporting and after that, giving another
activity like drawing something that resembles themselves, including writing a
meaningful song in order to perform in the next meeting. On May 10, Ma'am Gablinez
let her students perform their task from the from the last meeting, and she just told us
to listen and give some feedback later. On May 13, Ma'am Gablinez is conducting her
teaching demonstration; she’s giving a short quiz, oral recitation, and group
performance. On May 15, she only needs our assistance to encode the grades of her
advisory students. On May 16 , they have their final exam she just need our assistance
through giving some test papers and watch the students if they will cheat. Students
cooperate her class properly that’s why the flow of her class was smooth and enjoyable.

Analyze

• Did the formative assessment tasks help students master what they were expected to
learn?

Yes because the formative assessment tasks provided by our Cooperating Teacher
was clear and the flow is smooth, as expected students will learn directly and respond
to her assessment given.

• Was students’ response to formative assessment exercises favorable or unfavorable?

Why?

Favorable, some students may find formative assessment helpful in identifying

their strengths and weaknesses and improving their understanding, while others may
feel anxious or overwhelmed by the process.

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

attainment of learning outcomes? How?
 The conduct of formative assessment and self-assessment can affect students'
attainment of learning outcomes by providing feedback that helps them identify areas
for improvement and adjust their learning strategies accordingly. When students are
involved in their own assessment, they may become more invested in the learning
process and take more responsibility for their own learning.

• What was the effect of students assessing their own progress on their motivation to
learn?

The effect of students assessing their own progress on their motivation to learn
can be both positive and negative. On the one hand, self-assessment can increase
students' awareness of their strengths and weaknesses and provide them with a sense
of accomplishment when they see their progress. On the other hand, if students are
overly critical of themselves or lack the necessary skills to assess their own work
accurately, self-assessment may have a demotivating effect.

Reflect

• How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments?

If there were no formative assessments nor self-assessments, attainment of learning

outcomes would likely be affected in several ways: Students may struggle to identify
their strengths and weaknesses and adjust their learning strategies accordingly. Without
formative assessment, they may not receive timely feedback on their progress and may
continue to make the same mistakes or miss important concepts. Students may feel less
engaged in the learning process and more dependent on their instructors. Without the
opportunity to reflect on their own learning and set their own goals, they may feel
disconnected from the material and less invested in achieving the desired outcomes. The
quality of students' work may suffer. Without regular feedback and guidance, students
may not develop the necessary skills or knowledge to perform well on summative
assessments, such as exams or projects. The instructor may have a harder time
identifying areas where the class as a whole is struggling or where individual students
need additional support. Without formative assessment data, the instructor may have to
rely solely on summative assessments to gauge student understanding, which may not
provide enough information to inform instructional decisions.

Write Action Research Prompts

OBSERVE

• One thing that went well in the development/ use /administration of formative
assessment tasks (assessment for learning) is that they provided timely feedback to
students on their progress and understanding. This helped students identify areas where
they needed to improve and adjust their learning strategies accordingly.

• One thing that did not go very well in the development/ use/administration of
formative assessment tasks (assessment for learning) is that sometimes the tasks were
not aligned with the learning objectives or curriculum, leading to confusion or a lack of
focus among students.
• One good thing observed in students’ self-assessment (assessment as learning) is that
they were able to reflect on their strengths and weaknesses and set goals for
improvement. This demonstrated a level of metacognitive awareness and responsibility
for their own learning.

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

improvement based on what were observed is that they sometimes lacked the
necessary critical thinking skills to accurately evaluate their own work. This could be due
to a lack of experience or guidance in self-assessment.

REFLECT

• The formative assessment activities went well because they were designed to be
engaging, relevant, and aligned with the learning objectives. They provided timely
feedback to students and encouraged metacognitive reflection.

• The formative assessment activities process did not go well because sometimes the
tasks were not clearly explained or differentiated, leading to confusion and frustration
among students.

• For the students, self-assessment worked because it helped them develop a better
understanding of their strengths and weaknesses, set goals for improvement, and take
ownership of their learning.

• For the students, self-assessment did not work because they sometimes lacked the
necessary critical thinking skills to accurately evaluate their own work, particularly when
it came to complex tasks or concepts. This could be due to a lack of experience or
guidance in self-assessment.

ACT

• To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other’s best practices by researching on effective
questioning techniques for formative assessments. Strategies for incorporating student
feedback into instruction. Tools and technologies for facilitating self-assessment. Best
practices for designing and implementing formative assessments in various subject
areas.

PLAN

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

research on the impact of using specific formative assessment strategies on student
engagement and learning outcomes. The effectiveness of different self-assessment tools
in promoting metacognitive skills and self-regulation. The relationship between the
frequency and type of formative assessments and student performance on summative
assessments. The role of teacher feedback in improving students' self-assessment
abilities.

Work on my Artifacts

Activities/techniques assessment and in self-assessment used by your Fs resource

teacher in the classes you observe . include your annotations/improvements on the
assessment tasks. Add other activities/techniques that you have researched on. E.g. TED
Talks on assessment

Our CT was conducting an oral recitation here to test if they have retention on their past
lesson.

Our CT here was giving a group activity/group reporting to her students and present
their output by group too. After reporting she gives some feedback regarding on their
presentation.

Our CT here was doing here formal class discussion.

After the discussion of our CT she gives another group performance to her students and
allowing the to perform in front and after their performance she gives them a good
feedback and score.