Learnin

FIELD STUDY 2 g Utilizing Learning

Episode Management

FS 1
Systems

Participate and Assist

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

Level/Grade of the Class:

Subject:

Lesson or Topic:

Lesson objectives/learning outcomes:

Which LMS did the teacher use: Check one or /ore that were used.
_____ Moodle
_____ Schoology
_____ Google Classroom
_____ Edmodo
_____Geyo
_____ Seasaw
_____ others _______________________________________

What tasks did you participate or assist in? fill out the table below.

What components or parts were present in the Under these LMS components or parts, what
LMS used by the teacher? tasks dis you participate/assist in?
Notice
After you participated or assisted in the LMS, describe what you observed and experienced
by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it organized? What
main components did you find?

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

3. What was your experience in participating and assisting?

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

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

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

4. What problem or challenges did the teacher/you or the students encounter in working
with the LMS? How did it/they affect the teacher/leaners? What part/s of the LMS do you
think can still be improved? How can this/these be improved?
Reflect
1. How ready am I organizing and using an LMS?

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

Pedagogical:

Technological:

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

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation/challenges/area of improvement did you see while you
participated and assisted using an LMS?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the topic Key points/findings in what I read
 On what theories/principles can this problem be anchored?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What do I hope to address - the problem/challenge/area of improvement in LMS use? What
change do you want to achieve?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PLAN
What strategies/solutions/means can you employ to improve the situation/solve the problem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACT
If you will conduct action research, what will be the title (Base this on your answers in nos, 1-3):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

Check for Mastery

Direction: Read the following questions then select the letter of correct answer.
1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national larders. He is utilizing
his ____.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
 2. Ms. Del Rosario s careful to match the learning outcomes with the content and activities
she is going to do. She also sees to it that the assessment measures the attainment of the
learning outcomes. She is using her _______.
A. Pedagogical Content Knowledge (PCK)
B. Pedagogy Technological Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Technological Content Knowledge (TCK)

3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the
topic she and her students are exploring. She is using ______.
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)

4. All are true about learning management systems, EXCEPT

A. Has components and features that teachers can use in teaching
B. Is a platform for a virtual learning environment?
C. Microsoft office is an example of this
D. Canvas is an example of this

5. Through the LMS, the teacher can do the following tasks, EXCEPT
A. Post assignments and projects
B. Set up discussion boards
C. Make students collaborate
D. Meet students face to face

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Utilizing Web-
Conferencing Apps
Episode

FS 1
for Synchronous
e-learning

 Participate and Assist

Your guide to participate and assist:

1. Request your FS resource teacher to allow you to join his/her synchronous classes
Have at least two to three times to observe the classes, and at least two or more times to
participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource teacher
is utilizing. It can be part of a learning management system or a separate one, like Zoom,
Skype, etc. If possible, request the teacher to demonstrate features of the web
conferencing app. 3. Ask the teacher how you can participate or assist in tasks related to
conducting the synchronous classes.
4. Be sure to read all the questions in this episode before you start your observation
and participation. This will help you focus your attention on the essential aspects of
your experience. Have in mind the Community of Inquiry Model. The descriptors under
teaching presence, social presence, and cognitive presence found in the infographic will
help you notice, analyze and reflect very well.

Class Grade Level: _____ Subject: _____ No. of hours/minutes: _______

Name of Resource Teacher: ____________________________________
Dates when you observed: ______________________________________
Dates when you participated and assisted: __________________________
Notice
After you participated or assisted in synchronous classes using a web-conferencing app.
described what you observed and experienced by answering the items below.

1. Which web-conferencing app did the teacher use for synchronous classes? Describe its
features and how you or the teacher used these features.

Web-conferencing App Feature Was it utilized? If yes, describe how it was

utilized in class.
Virtual background

Microphone icon on/off

Camera icon on/off

Screen share

Reaction buttons

Spotlight

View (using different views)

 Polling

Recording

Others

Others

2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students
respond to the teacher? To the activities?

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?

Analyze
1. What do you think are the best features of a web-conferencing app that you or the teacher
used? How did these features help the teachers and the students?

2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you use the
web-conferencing app to establish: (Describe in detail.)

Teaching Presence?

Social Presence?

Cognitive Presence?
3. What problem or challenges did the teacher/ you or the students encounter during the
synchronous classes? How did it affect the teacher/learners? What part/s of synchronous classes
do you think can still be improved? How can this/these be improved?

Reflect
1. How ready are you in teaching an online synchronous class?

2. Using a web-conferencing app, how else would you better establish:

Teaching presence?

Social Presence?

Cognitive Presence?

3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?

Write Action Research Prompts

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

OBSERVE
1. What problematic situation challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
________________

List at least three sources that you have read about this problem/challenge.
Resource or Reference about them Topic Key points/findings in what I read
On what theory/principles can this problem be anchored?
______________________________________________________________________________
______________________________________________________________________________
______________________________

REFLECT

What do I hope to address the problem/challenge/area improvement in web of

conferencing app use? What change do you want to achieve?
______________________________________________________________________________
______________________________________________________________________________
______________________________

PLAN
2. If you will conduct an action research, what will be the title (Base this on your answers in nos.
1-3):
______________________________________________________________________________
______________________________________________________________________________
______________________________

ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?
______________________________________________________________________________
______________________________________________________________________________
______________________________
Check for Mastery
Direction: Select the letter of the correct answer,

1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully. She
allows time for the students to know more about their classmates through interesting polls. She
also provides opportunities for the students to work together and collaborate. She uses the
reaction buttons, smiley, heart, or clap to appreciate the students' effort and excitement to
participate. She was able to attain which essential element?

A. Teaching presence
B. Cognitive presence
C. Social presence
D. Community presence

2. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the session. She
shared on screen the first PowerPoint she found on the internet and lectured about the topic to
students without engaging them to participate. They were passive the whole time. Some students
turned off their cameras. She ended the class with a quiz on the topic. The teacher did NOT
effectively demonstrate which essential element?
A. Community presence
B. Teaching presence
C. Cognitive presence
D. Social presence

3. The topic of the online synchronous session for the day was how the Philippines will
attain herd immunity from Covid 19 the fastest way. After introducing the topic, the teacher
explained to the student’s one learning outcome which for them to analyze the current situational
factors that may impede and hasten the Philippines' goal of attaining herd immunity. Another
learning outcome was for students to articulate suggestions on how the Philippines will succeed
on this goal. The teacher provided readings ahead of time and also placed the links on the chat
box. She allotted time for the students to go to the small group meeting rooms she arranged on
the web conferencing app for discussion. Later, students went back to the big group, and student
actively shared their outputs. The teacher fostered which essential element?

A. Teaching presence
B. Social presence
C. Community presence
D. Cognitive presence

4.All are example of web-conferencing apps, EXCEPT,

A. Microsoft Teams
B. Zoom
C. Skype
D. Canva
5. When a teacher is mindful demonstrating teaching presence, social presence and
cognitive presence consistently, she is adhering to the model of

A. Community of Practice
B. Community of Inquiry.
C. Community of Learners
D. TPACK
Work On My Artifacts:
Attach pieces of evidence of what you accomplished in this episode.
 Learnin
FIELD STUDY 2 g Assessing FOR,
Episode AS and OF

FS 1
Learning

Participate and Assist

(Note to Student Teacher: As you participate and assist your CT in doing formative. assessment
and in helping students engage in self-assessment, please take note of what you are expected to
give more attention to as asked in the next step of this Learning Episode. (NOTICE).

1. Assist your CT in the conduct of formative assessment.

2. Offer you assistance to students to engage in self-assessment through your CT.

Notice
1. Take notice of:
the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students' participation, behavioral response, comments in 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.

Analyze

 Did the formative assessment tasks help students master what they were expected to
learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Was students' response to formative assessment exercises favorable or unfavorable?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

 Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________

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

Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?

Write Action Research Prompts

1. One thing that went well in the development use /administration of formative assessment tasks
(assessment for learning) is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

3. One good thing observed in students' self-assessment (assessment as learning) is

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
4. One thing in students' self-assessment (assessment as learning) that needs improvement based
on what were observed is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

REFLECT

The formative assessment activities went well because

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 The formative assessment activities process did not go well because
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

For the students, self-assessment worked because

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

For the students, self-assessment did not work because

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

PLAN

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

research on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for Mastery
Check for Mastery

Direction: Read each of the following then choose the letter of the correct answer

1. Assessment for learning refers to assessment that teachers give during instruction to ensure
that the intended learning outcomes are attained. Is the statement true?

A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student's assessment.

2. A student monitors his own progress in relation to learning targets which he has set for

himself. Under which types of assessment does this fall?

A. Assessment learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning

3. To finally determine how well students have attained the learning outcomes by grading, in
which type of assessments is teacher engaged?

A. Assessment for learning

B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning

4. To ensure attainment of learning outcomes, which can teacher do in the process of instruction?

A. Pair fast learner with another fast learner to challenge them even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial

5. Which is/are most likely the effect/s of self-assessment and formative assessment?

I. High percentage of students with passing grades

II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only
B. II only
C. III only
D. 1, II and III

Work On My Artifacts:
Compile activities/techniques in formative assessment and in self-assessment used by your FS
Resource Teacher in the classes you observed. Include your annotations/improvements on the
assessment tasks,

Add other activities/techniques that you have researched on. e.g. TED Talks on assessment.
 Learnin
FIELD STUDY 2 g
Using Traditional and
Authentic Types of
Episode

FS 1
Assessment for
Formative and
Summative Purposes

 Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes,
please take note of what you are expected to give more attention to as asked in NOTICE,
the next step.)
Confer with your Cooperating Teacher about the lessons for the week or better still study
you Cooperating Teacher’s lesson plans for the week. This may also be done face-to-face
or online.
Ask your Cooperating Teacher what you can do to assist him/ her in the assessment phase
of the lesson, e.g. contribute/ formulate assessment tasks, supervise students as they do
assessment tasks.

Notice
1. Take notice of:
 The alignment of the different assessment task/s both paper-and-pencil (traditional) and
non-paper –and-pencil tests (authentic) used to assess the learning outcomes.
 The quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/ assessment tasks development.
 The students’ comments/ reaction /response/behavior while doing both traditional and
authentic assessment tasks
 The CT’s comments/ reaction /response/behavior while giving both traditional and
authentic assessment tasks
 The assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
 Your own feelings and thoughts as you assisted your CT:
- formulate the assessment task
- administer the assessment

Analyze
1. Are the assessment tasks aligned with the learning outcomes?
____________________________________________________________________________
____________________________________________________________________________
2. Did teacher make use of both traditional and authentic assessment tasks?
____________________________________________________________________________
____________________________________________________________________________
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction? _____________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Were the assessment tasks for formative purposes also used for summative purposes? Why or
why not? ________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Where were assessment results students better – in the results of traditional or authentic
assessment? ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6. Which assessment activity/ activities did the students like more? like least? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?

Write action Research Prompts

OBSERVE
1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are ……..
2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are ………
REFLECT
This part of the assessment process went well because …….
This part of the assessment process did not go well because ……

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on…. or view on…..

PLAN
To help improve assessment practice, I would like to conduct an action research on ……
Check for Mastery
Direction: Select the letter of the correct answer.
1. Teacher C made her students write a paragraph about their favorite food to check their
ability to pronounce words correctly, her intended learning outcome. Is the assessment task
aligned with the assessment tasked?
A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with a
concrete example.” Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand.
B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is a completion test: _____________ is an example of an invertebrate. Is the completion
test in accordance with the principles of test construction?
A. Yes
B. Somewhat
C. No
D. Yes, it is specific
4. For the course on Practice Teaching/ Teaching Internship, the College Supervisor of student
teachers required each student intern to compile his/ her lesson plans with comments from
their Cooperating Teacher and to write their reflections and lessons learned. Which type of
assessment are the student interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did Teacher use to assess her students’
work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric

Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.
 Learnin
FIELD STUDY 2 g
Episode
Grading and

FS 1
Reporting

Participate and Assist

Note to Student Teacher: As you participate and assist your FS Resource Teacher in
scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as asked in
the next step of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students’ assessment tasks, grade
computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of students’
assessment tasks, grade computation and preparation for reporting in the Parents-
Teachers Conference
Notice
1. Take note of:
 The individual student’s scores in relation to established criterion of success or
cut-off score;
 Parents’/guardians’ participation and comments during Card-Giving Day /
Parents’-Teachers’ Conference
 Your own feelings and thoughts as you assisted your CT:
- Score tests and compute grades
- Prepare for PTC
- Respond to queries and other concerns raised in the PTC

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

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

Write Action Research Prompts

OBSERVE
1. One good thing that I observe in scoring/grading/Parents-Teachers Conference was
________________________________________________________________________
________________________________________________________________________
2. One thing that did not go very well in scoring/grading/Parents-Teacher Conference was
________________________________________________________________________
________________________________________________________________________
REFLECT
The scoring/grading/Parents-Teachers Conference went well because ________________
______________________________________________________________________________
______________________________________________________________________________
The scoring/grading/Parents-Teachers Conference did not go well because _________________
______________________________________________________________________________
______________________________________________________________________________
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e. to
ensure that the students learn, I will read researches on … or view video on …
PLAN
To help improve scoring, grading practices and the conduct of PTC, I would like to
conduct an action research on _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests and
products/portfolios that you score and the Students’ Report Card must belong to the same
students to see development. Include snapshots of PTCs and list of parents’/guardians’
comments during PTC and how these comments were addressed.
Check for Mastery
Direction: Select the letter of the correct answer.
1. In a test, Teacher A set a score of atleast 48 out of 50 as the criterion of mastery or success: In
2 sections of 100 students, 30 got a score of 48 , 10 got a score of 49, 5 got a score of 50 but
all the rest scored from 10 to 47. Which conclusion can be derived?
A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45% got a score of 45 and above
D. 55% got a score of %% and above
2. Nachielle, a Grade 5 pupil, got the following scores in Filipino for the first grading period: 1)
Written work – 40/50; 2) Performance task - 60/80 and 3) Quarterly assessment – 40/50. What is
her non transmuted grade?
A. 85 C. 77.5
B. 77 D. 85.5
3. Johann, a Junior high school student, got the following scores in Math for the second grading
period: 1) Written wok – 30/50; 2) Performance task – 50/80 and 3) Quarterly assessment –
30/50. What is his non transmuted grade?
A. 65.5 C. 66.5
B. 66 D. 65
4. Kenn, a Senior high school student in STEM, got the following scores in Work Immersion,
first grading period: 1)Written work – 20/30: 2) Performance task – 60/80 and 3) Quarterly
assessment – 15/30. What is his transmuted grade?
A. 78 C. 77
B. 76 D. 79
5. Which should you avoid in a Parents’-Teachers’ Conference in a Card Giving Day?
I. Blame the student for failure.
II. Compare a student’s grade with one who performed better and one who performed worse.
III. Show students’ performance and assure the parent of child’s passing.
A. I
B. II
C. III
D. I, II and III
 Learnin
FIELD STUDY 2 g Writing an Initial
Episode Action

FS 1
Research Plan

Participate and Assist

We said at the beginning that all teachers can make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle.

Use the following steps of the model. Your answer to the Key Questions in each step will
guide you in making your plan.

 Step 1: OBSERVED. Observe and notice to identify the common problems.

Key questions:
 What common problem have I observed and noticed?
 Can I translate the problem into questions?
 Why is the problem important to me as a future teacher?
 Why is the problem important to the learners?
 What I have I read and learned about this problem in my previous courses?
 What do references say about the problem,?

 Step 2: REFLECT: Start to reflect on the identified problem. However, reflection is

done all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
 Is looking for a solution or answer to the problem worth doing?
 Will solving the problem improve my teaching practice? How?
 Will it improve my skill as a researcher and reflective teacher?

 Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a

plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
 How will I describe my intervention, innovation, or actions to address the
identified problem?
 How long will it take to implement the intervention, action or innovation?
 With whom shall I work with?
 Will the results be use of? How?

 Step 4: ACTION on the PLAN: This step wil l be done during the Teaching
Internship for FS 2 if given the time. You may collaborate with your mentor or your
classmate.

Notice
Remember: Noticing is making sense of your observations and making interpretation to adapt to
the situation. It begins with paying attention that leads to interpretation and deciding what action
should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual Action
research. You will be able to assist your mentor to do similar research together.

Episode Title Action Research

Writing
Prompts page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Models 26
4 Matching Problematic Learning Situation with Probable Action 34
5 Preparing the Learning Environment: an Overview 40
6 Enhancing a Face-to-Face Learning Environment 46
7 Making On-Line or Virtual Learning Environment safe and 55
Conducive
8 Establishing My Own Classroom Routines and Procedures in a 62
face-to-Face/ Remote Learning
9 Creating My Classroom/ Remote Learning management Plan 71
10 Writing My Learning/Lesson Plan 82
11 Delivering My Lessons 94
12 Selecting Non-Digital or Conventional Resources and Instructional 107
Materials
13 Utilizing Applications (Apps) for teaching and learning 118
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E-Learning 140
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic Types of Assessment for 161
Formative and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan

Analyze
We said at the beginning that all teachers could make an Action Research. It is easy to do it.
Let’s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic you chose: (from the past episodes)
______________________________________________________________________________
Episode number and Title: ________________________________________________________
Writing Action Research Prompt page : _______________________
Model A:
Activity 1: Developing an Initial Research Action Plan
A. Observe/ Notice
What problem/ concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in the
classroom. The slow learners are left behind.

 Write your own observed/ noticed classroom here:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 __________________________________________________________________
__________________________________________________________________
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will be done?
Example response. I think most of the activities are very competitive. There are always
winners and losers. The smart students overrule the poor students thus often they
continue to be losers. With situation, I believe, that I should modify my classroom
strategy.

 Write your reflective response to the problem you stated:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

C. Plan for Action

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

- How will I describe my intervention, innovation, or actions to the identified problem

- How long will it take to introduce the intervention?

- With whom shall I work?

- What materials do I need?

- Are methods, participants, data collection, time table considered in my Plan for
Action?

Example response: My plan is to introduce cooperative learning in the classroom. I create mixed
ability grouping with fast, average and slow learners in their activities. I will rotate the leadership
in the group, so that each one will have a chance. The bright will assist or help the slow ones. I
will try this out for eight weeks. I think I can work alone with my students. I need only table and
chairs or if not available, arm chairs arranged in circles will be an alternative.
 Write your own Plan of Action Research based on the key questions. You give more details.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________

D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
5. C Brame & Biel, R. (2015) Group work: Using cooperative learning groups effectively.
http://cft.vanderbilt.rdu/guides-sub-pages
6. G. palmer. (2017) Cooprtive learning-Instructional Methods, Stategies and
Teachnologies, Granite pressbooks, pb. Chap .7
7. D. Johnson & R. Johnson (2017) Cooperative Learning. Universiy of Minnesota, USA
 Enter your own reading list
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Act (Implementation of the Action Research Plan)

Note: The implementation of the Plan will follow when time allows. A more detailed
research action Plan will be required. The McNiff and Whitehead (2014) of DepEd
(2016) models may be used depending on the advice of the mentor.

Now, to further elaborate on your Action Research Plan, use the DepEd template below:
Remember to read the rubric in this episode to know your teacher will evaluate your
Action Research plan. This rubric will remind you of the criteria for an excellent action research
plan.
You can also watch this short video, explaining the parts of the depEd Action research
template : HOW TO WRITE AN TACTION RESEARCH PROPOSAL? DedEd Order No. 16, s.
2017- YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/
344608953_Improving_Attendance_and_Academic_Performance_Among_Grade_12_Students_
through_Incentive-Based_Intervention

Model B: DepEd Template

Action Research Proposal
Name:
Proposed Title:
I. Context and Rationale Study Background
II. Action Research Question AR Questions

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

IV. Action Research Methods (Describe Action Research Methods)
a. Participants/Others sources of Data
b. Data Gathering Methods
c. Data Analysis Plan

V. Action Research Work Plan (Summative 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 three references.)

Reflect
Remember: Reflection is a process of making sense o one’s previous experience. Please take a
look on what you do in the classroom and think about why you do it. Recall things that you have
done in the previous segment. You may include your thoughts, feelings, reasoning relating and
reconstructions about it.
What was your experience in writing the action research plan?
What knowledge, attitude, and skills did you have that helped you accomplish it?

What do you still need to learn and develop in yourself to be skilled teacher-researcher?

Check for Mastery

Preparing an Action Research plan requires observation, noticing, inquiry, reflection,
prior readings. It is a tedious process but you will find it easy to implement if you have a good
plan. As mentioned earlier “A good plan, is half of the work done.”
Direction: Choose the most appropriate answer from the options given.
6. As a beginning action researcher, what should be your primary task?
E. Identify the problem that is cause of concern in the class.
F. Reflect on the other problematic situations.
G. Ask help from your mentor on how to solve the problem.
H. Disregard the problem, after all you are still a student.

7. In doing action research, continuous reflection in every step of the way should be done.
E. This statement is NOT true since reflection has its own time.
F. This statement is true sine research requires continuous inquiry.
G. This statement is doubtful since there are steps to follow.
H. This statement is only applicable to other kinds of research.

8. In looking for an appropriate solution to the identified problem, the main purpose is to
____.
E. remove malpractices in teaching-learning
F. reward learners who do more than others
G. promote teachers who conduct research
H. A, B, and C

9. In an action research, you should see to it that the intervention _____.

 E. is doable
F. is new
G. is of short duration
H. should not require statistics

10. Planning an action research requires

a researcher to ________.
A. follow strict procedure
B. frequently reflect on the
process
C. match the solution to the
identified problem
D. A, B, and C
Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan
in this episode. You will expand the answer that you have given and place in the template
below.
My Initial Action Research Plan
Proposed Title: ________________________________________________________________
I. My Identified Problem:

II. My Plan of Action:

References:

Submitted by:
Name: __________________________________________ Degree Pursued:________________
Name of Institution: _______________________________________________ SY___________

JOB WELL DONE!

Remember, in the succeeding episodes, you will be reflecting on how you can conduct an
Action Research in the different topics that you will be able to participate and assist.
Good luck to all. Enjoy your journey to becoming a Reflective Teacher Practitioner!
 Rubric for Action Research Proposal
Encircle the number that corresponds to your rating.
Criteria Key Questions 4 3 2 1
Excellent Very Satisfactor Needs
Satisfactor y Improvem
y ent
Context 1. Why am I doing 4 3 2 1
and this? The importance The The The
rationale 2. What is the of the research importanc importanc importanc
and background of my was clearly e of the e of the e of the
Action action research? explained and research is research is research is
Research 3. What problem/ addressed. explained. mentioned not given.
Question question am I trying One major issue .
to solve? was identified.
The action
research problem
logically proceeds
from the context
and rationale.
Proposed 1. What do I plan as a 4 3 2 1
Innovation solution to the The purpose, The The Proposed
, problem I identified extent, and purpose, purpose, innovation
Interventi (Describe.) limitations of the extent, extent, /interventi
on 2. What innovation proposed and and on/strateg
Strategy will I introduce to solution/ limitations limitations y are not
solve the problem? innovation/interve of the of the presented.
(Describe.) ntion/ proposed proposed
3. What strategy Strategy is clearly solution/ solution/
should I introduce? described. innovation innovation
(Describe.) /interventi /interventi
on/ on/
Strategy is Strategy is
stated. incomplet
e.
Action Plan of action 4 3 2 1
Research Research The action Descriptio Descriptio The action
Methods 1. Who are to research methods n of the n of the research
participate? (my are suited to the participant research methods
students, peers, nature and s and data method, are not
myself) purposes of the gathering participant described.
2. What are my research. and s and data
sources of Description of the analysis is gathering
information? participants and complete. and
(participants data gathering analysis
3. How shall I gather and analysis are methods
information? clear and are
 4. How will I analyze complete. incomplet
the data/information? e.
Action 1. What should my 4 3 2 1
Research work plan contain? Targets, Descriptio Descriptio Descriptio
Work (targets, activities, activities, persons ns targets, ns targets, ns targets,
Plan/Cost persons involved, involved, activities, activities, activities,
timeline, cost) timeline, and cost persons persons persons
2. How long will I are realistic and involved, involved, involved,
conduct my are described timeline, timeline, timeline,
intervention? ?(For clearly. and cost and cost and cost
reliable results 8 to are not are not are
12 weeks described complete. primarily
clearly. missing.
Literature 1. What reading 4 3 2 1
Review materials and Has 2-3 Has 2-3 Reference No
and references are references which references s are not references
Reference included in my are all , but not sufficient indicated
s review of literature academically all
appropriate and academica
relevant to the lly
action research appropriat
problem. e and
relevant to
the action
research
problem.
Total score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-below
18
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

____________________________________
Signature of FS Teacher above Printed Name