Sorsogon State University

College of Teacher Education

Academic Year 2024 - 2025

MY EXPERIENTIAL
LEARNING
COURSES

FS 1. Observations of Teaching-
Learning in Actual School Environment
FS 2. Participation
and Teaching Assistantship
 Acknowledgment

I would like to express my deepest gratitude to those who contributed to the success of

my Field Study journey. My heartfelt thanks go to Sorsogon State University, the College of

Teacher Education, and my professors for their guidance and encouragement throughout this

experiential learning course.

I am also immensely grateful to the Mercedes Peralta Senior High School administration,

particularly the school head, principal, and staff, for warmly welcoming us into their community.

To my cooperating teacher, Mr. Ariel Balaoro Adriatico, thank you for your mentorship,

constructive feedback, and unwavering support in honing my teaching skills.

To my classmates and fellow FS students, your companionship and collaborative spirit made this

journey enjoyable and memorable. Finally, to my family, friends, and everyone who provided

moral and emotional support, I am deeply appreciative of your encouragement and belief in my

potential.

.
 Table of Contents

Cover Page……………………………………………………………………………………………………………………………
Acknowledgment……………………………………………………………………………………………………………….
Table of Contents………………………………………………………………………………………………………………
Introduction………………………………………………………………………………………………………………………
Beliefs on Teaching……………………………………………………………………………………………………………
FS Worksheets
Field Study 1.
Worksheet 1. Learner Diversity: Developmental Characteristics, Needs, and Interests………….
Worksheet 2. Focus on Gender Needs, Strengths, Experiences, Culture, Religion, Socioeconomic
Status, Other Circumstances and Indigenous People……………………………………………………………
Worksheet 3. The Community and Home Environment…………………………………………………………..
Worksheet 4. Preparing for Teaching and Learning……………………………………………………………………
Worksheet 5. Assessment for Learning and Assessment as Learning…………………………………………
Field Study 2.
Worksheet 1. The Teacher We Remember…………………………………………………………………………………
Worksheet 2. Embedding Action Research for Reflective Teaching……………………………………………
Worksheet 3. Preparing the Learning Environment: An Overview……………………………………………..
Worksheet 4. Enhancing a Face-to-Face Learning Environment………………………………………………..
Worksheet 5. Writing my Learning/Lesson Plan……………………………………………………………………….
Worksheet 6. Writing an Initial Action Research Plan……………………………………………………………….
Demonstration Teaching………………………………………………………………………………………………………….
Summary of Demonstration Teachings Rating………………………………………………………………………….
Rated Demonstration Teaching Evaluation Form 1………………………………………………………………….
Rated Demonstration Teaching Evaluation Form 2………………………………………………………………….
Rated Demonstration Teaching Evaluation Form 3………………………………………………………………….
Lesson Plan 1…………………………………………………………………………………………………………………………..
Lesson Plan 2………………………………………………………………………………………………………………………….
Lesson Plan 3………………………………………………………………………………………………………………………….
Journal Entries…………………………………………………………………………………………………………………..
Action Research Proposal…………………………………………………………………………………………………..
Appendices………………………………………………………………………………………………………………………..
Daily Time Record………………………………………………………………………………………………………………….
Student Teacher’s Clearance…………………………………………………………………………………………………..
Acknowledgment Receipt………………………………………………………………………………………………………
Certificate of Completion…………………………………………………………………………………………………………
Other Files and Documentation (of involvement in school activities, etc)…………………………………….
Curriculum Vitae…………………………………………………………………………………………………………………………
Backcover………………………………………………………………………………………………………………………………
 Introduction

Field Study 1 and 2 provided an enriching opportunity to observe, participate in, and

reflect on the teaching-learning process in a real-world setting. Conducted at Mercedes Peralta

Senior High School, this journey allowed me to bridge the gap between theoretical knowledge

and practical application.

These experiential learning courses emphasized the significance of understanding

learners' diversity, planning and executing lessons effectively, and creating a conducive

classroom environment. By observing various teaching methods, engaging in classroom

activities, and eventually conducting lessons, I gained valuable insights into the dynamics of

being an educator.

This portfolio serves as a testament to the skills, knowledge, and experiences I have gained. It

highlights my growth and reflections, preparing me for the challenges and responsibilities of

becoming a professional teacher

 Before the Field Study

Before my Field Study, I viewed teaching as a structured profession focused primarily on

delivering lessons and managing classrooms. I believed that being a teacher meant mastering the

subject matter, using engaging methods, and maintaining discipline. While I acknowledged the

importance of empathy and understanding students' needs, I underestimated the depth of these

aspects in teaching.

After the Field Study

Through my FS journey, my perspective on teaching has profoundly evolved. Observing diverse

learners and witnessing different teaching strategies underscored the importance of adaptability,

inclusivity, and fostering meaningful connections with students. Teaching, I learned, goes

beyond imparting knowledge—it is about inspiring students, addressing their unique needs, and

preparing them for life beyond the classroom.

I now believe that effective teaching requires a balance of professional competencies and

personal qualities. Methods like Inquiry-Based Learning, Collaborative Learning, and

Experiential Learning play a critical role in making lessons engaging and relevant. At the same

time, building trust and creating a safe, inclusive environment where students feel valued and

motivated is equally vital.

As I reflect on my Field Study experiences, I am more committed to embodying these principles

in my teaching practice. I aim to be a teacher who not only imparts knowledge but also inspires

and empowers students to achieve their fullest potential.

FS Worksheets
Field Study 1
 FIELD LEARNING
Learner Diversity:
EPISODE
STUDY 1
Developmental Characteristics,
FS 1 1 Needs, and Interests

Spark your Interest

Episode 1 provides me with an opportunity to observe learners of different ages
and grade levels. It highlights the differences in their characteristics and needs. As a
future teacher, it is important for me to determine my learners’ characteristics and needs
so that I will be able to plan and implement learning activities and assessment that are
all developmentally appropriate.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Describe the characteristics and needs of learners from different developmental (PPST 3.1.1).

Revisit the Learning Essentials

Here are the principles of development relevant to this episode:
1. Development is relatively orderly. Development follows directional patterns such
as, from head to toe (cephalocaudal) and from the center of the body then
outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning – physical, social and emotional, and
cognitive – are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

Observe, Analyze, Reflect

Activity 1.1. Observing learner characteristics at different stages
To realize the Intended Learning Outcomes, I will work your way through these steps:

Step 1. Observe learners from different levels.

Step 2. Describe each of the learners based on my observations.
Step 3. Validate my observation by interviewing learners.
Step 4. Compare them in terms of their interests and needs.
 An Observation Guide for the Learner’s Characteristics
Read the following statement carefully. Then write your observation report on the
provided space.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other people.
2. Note how they interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily
cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use word to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

Observe

Use the observation guide and matrices provided for you to document your
observations.

Analyze
Write the most salient developmental characteristics of the learners you observed.
Based on those characteristics, think of implications for the teacher.
Example:
Level Salient Implications to the Teaching-Learning Process
Characteristics
Observed
Preschool Preschoolers like  Therefore, the teacher should remember to use
Age range of to move around a music and movement activities not just in PE
learners lot. but in all subject areas.
observed  Therefore, the teachers should not expect
(3-4) preschoolers to stay seated for a long period of
time and must utilize strategies that will capture
their interests.

Level Salient Implications to the Teaching-Learning Process

Characteristics
Observed
Senior  Therefore, the teacher should remember to
Senior High Highschoolers answer properly and think properly what
School age of likes to ask a a should they answer base on their question and
16-18 lot. mindset.

Senior High Senior High-  Therefore, the teacher should always try to get
School age of schoolers always to joke around in lesson so that students don’t
16-18 jokes around. get bored and shy, but also always control it, it
might cause a noise while conducting a
lesson.

Senior High Senior High-  Therefore, the teacher should remember to

School age of schoolers move some movement activities in all subject areas.
16-18 around a lot.

*Adjust the table, add, or delete rows if you need to.

 Reflect
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?

Yes, the similarities I share with the learners I observed include making jokes during
lessons, particularly when the discussion is engaging, and the professor is
approachable or shares a similar energy as we are. However, the differences lie in
my classroom participation, as I am not very active and only occasionally exhibit my
humorous side.

2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional. Social, and
cognitive) How did it affect you?

One teacher I will never forget is my high school Math teacher, who left a lasting
positive impact on me. She was deeply understanding and attentive to the needs of her
students, including mine. She ensured that our classroom environment was comfortable
and conducive to learning. She would allow short breaks during long discussions to
keep us energized and focused. She was approachable, creating a safe space where
we felt comfortable sharing our ideas and struggles in a math problem. Her kind words
and encouragement boosted my confidence during times when I can’t answer a math
problem myself. She fostered collaboration by encouraging group activities and
discussions, which helped me build stronger connections with my classmates. Her
emphasis on teamwork taught me the value of listening to and respecting others'
perspectives.Her teaching style was highly engaging and thought-provoking. She often
used funny examples and interactive activities to make lessons memorable, which
helped me understand and retain concepts more effectively.

3. Share you other insights here.

A teacher who understands and supports students' needs can greatly impact their
learning, confidence, and overall well-being, showing that kindness and empathy are
just as important as academic teaching.
 FIELD LEARNING
Focus on Gender, Needs, Strengths,
STUDY 1
EPISODE
Experiences, Culture, Religion,
Socioeconomic Status, Other
FS 1 2
Circumstances, and Indigenous
People
Spark your Interest
Episode 2 provides an opportunity to observe how differences in gender, racial, cultural,
and religious backgrounds, including coming from indigenous group influence learners’ behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
use in addressing the learners’ needs toward effective teaching and learning.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Describe the characteristics and needs of learners from diverse backgrounds (PPST 3.1.1).
 Identify the needs of students with different levels of abilities in the classroom.
 Identify best practices in differentiated teaching to suit the varying learner needs in a diverse
class (PPST 3.1.1)
 Demonstrate openness, understanding and acceptance of the learners’ diverse needs and
backgrounds.

Revisit the Learning Essentials

Here are the principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at
a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
leaning content, activities and assessment to the different characteristics, abilities,
interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
c. Learners with disabilities, giftedness, and talents
 d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or disasters,
child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure that their gender identity,
culture, and religion are respected, their strengths are recognized, and their needs will be
met. These teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute regardless of their
abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom
 model respect and acceptance of different cultures and religions
 bring each of the student’s home culture and language into the shared culture of
the school
 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s
own identity, including one’s beliefs and cultural practices. Through serious reflection,
one may realize that the self is a product of all the influences of key people in one’s life
and the community, real and virtual. Similarly, learners from indigenous groups carry
with them their beliefs, views, and cultural practices. One’s attitude needs to be that of
openness and respect. Nobody should view one’s own culture as superior. We aim to
make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110
ethnolinguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples groups which have several
smaller ethnic groups within them, the non-Muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we have the Badjaos,
At, and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and Indigenous Peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups (Reyes, Mina, and Asis, 2017).
c. Guided by RA 8371, in 2015 DepEd issued DO 32 s. 2015. Adopting the Indigenous
Peoples Education Curriculum Framework. Most useful for you as a future teacher to
remember are the 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32 s. 2015 enclosure pp 15-18)

1. Curriculum design, Competencies, and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning Systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous people’s rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute
to the community’s cultural integrity while enabling meaningful relations with
the broader society.

2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum recognizes that the ancestral domain where IKSPs are
experiences, lived, and learned is the primary learning environment and learning
space of indigenous learners.

3. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and
teaching learning process.

4. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be developed
with their participation.
Observe, Analyze, Reflect

Observe

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on
the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religion, socio-economic status, and family situations.

During tutorial:

1. How much interaction is there? Describe how the students interact with one another
and with the tutor/teacher. Are there some who interact more with you than others?
2. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
3. Who among the students participate actively? Who among them ask for most help?
4. When a student is called and cannot answer the teacher’s question, do the classmates
try to help him? Or do they raise hands so that the teacher will call them instead?

After Tutorial:

1. Notice students outside tutorial sessions, how do they behave and interact?

Interview one teacher you know and ask about their experience about their learners in
difficult circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to
the following factors and other not mentioned:

 Gender, including LGBT

 Mental capacity
 Language and cultural differences
 Differences in religion
 Socio-economic status

Analyze
Write your observation and interview report on the next page. You can have a creative way of
presenting it (can be in the form of an essay/report, a comic strip, a letter to a friend, or other ways of
presenting what you have observed or what you have known on the interview about the diversity of
learners, and how to handle them,
Observation and Interview Report

I interview and observe a total of 25 students in different from grade 11 automotive from section A-B,
there was a notable diversity in age, ranging from 16 to 18 years old. The gender distribution was
balanced, with an equal number of boys in each section. The class included students from varied racial
backgrounds and religions, including Catholic, Iglesia ni Cristo, and Born Again. Sociology-economic
statuses also varied, with some students coming from financially secure households, while others faced
economic challenges. Family situations ranged from stable nuclear families to those living with single
parents or extended relatives.

Interactions during tutorials were mix with so much emotions from happy life story, sad, and dark life story.
Some students were more outgoing, often engaging in lively discussions with their peers and the teacher.
A few were quieter and needed encouragement to participate. The learners mostly cooperated, often
helping one another with challenging tasks. However, moments of friendly competition were also
observed, especially during quiz activities.

Active participation was seen from students who appeared more confident, while those who frequently
sought help tended to struggle academically or socially. When a student couldn’t answer a question, their
classmates were quick to offer support, either by whispering hints or raising their hands to answer. This
demonstrated a collaborative and supportive environment.

After the tutorial or outside the classroom, the students' behavior reflected their personalities. Some
formed tight-knit groups, while others preferred solitary activities and some are alone. The interactions
remained generally respectful, although occasional misunderstandings surfaced, which were quickly
resolved by peer mediation or teacher intervention. After that i interviewed a seasoned teacher who
shared their experience working with learners in difficult circumstances. They mentioned dealing with
students from broken families, those experiencing financial hardship, and some struggling with emotional
challenges like anxiety or bullying. These circumstances often affected the learners’ focus, confidence,
and participation in class. The various strategies that they use is this:

 Providing a Safe Space: Creating a classroom atmosphere where students felt secure to express
themselves.
 Building Relationships: Taking time to understand each student's background and offering
individualized support.
 Flexible Teaching Methods: Adapting lessons to accommodate different learning styles and
abilities.

In Regarding diversity, the teacher emphasized the importance of inclusivity:

 Gender and LGBT Students: Ensuring everyone felt respected by fostering open discussions about
acceptance and inclusion.
 Mental Capacity: Using differentiated instruction to cater to learners with varying abilities.
 Language and Cultural Differences: Incorporating multicultural examples into lessons to celebrate
diversity.
 Religion: Encouraging mutual respect and understanding by avoiding favoritism and recognizing all
beliefs.

Conclusion.

The observation and interview reinforced the importance of understanding learners'

diverse needs and tailoring strategies to support them. As a future teacher, I aim to
create an inclusive classroom environment where every student feels valued and
empowered to reach their full potential.
 Reflect

1. Reflect the time when you were in elementary or high school. Recall the high and low
achievements in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?

When I think about my time in elementary and high school, I remember how different my
classmates were in terms of abilities some excelled academically, always topping the
class, while others struggled to keep up. Our teachers addressed these differences in
various ways. For high achieving students, they gave more challenging activities, like
additional assignments or opportunities to join competitions, which motivated them to do
even better. For those who struggled, they offered remedial classes and extra exercises
to help them improve. One teacher stood out to me because of her inclusive approach.
She formed mixed-ability groups during group activities, allowing stronger students to
assist those who needed help, which encouraged teamwork and boosted the
confidence of those who struggled. She also celebrated all progress, no matter how
small, which made everyone feel appreciated. I think she was very effective because
she balanced the needs of all students, challenging the high achievers while supporting
those who needed more guidance, showing patience, empathy, and adaptability in her
teaching.

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

As a future teacher, I will need empathy, patience, adaptability, open-mindedness,

communication skills, creativity, organizational skills, and cultural sensitivity to
effectively meet the diverse academic, emotional, and social needs of my students.
 FIELD LEARNING

STUDY 1 EPISODE The Community and Home

FS 1 3 Environment

Spark your Interest

Episode 4 provides opportunities for you to have a more in-depth look into the factors
that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will
also focus how the teacher links with the community to maximize the learning and development
of students.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Describe the influencing factors in the home environment that affect the students’
learning;
 Seek advice concerning strategies that build relationships with parents/guardians and
the wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the family.

Revisit the Learning Essentials

4. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of
layers of relationship systems that make up the learner’s environment. The layers are:
Microsystem- Mesosystem- Exosystem- Macrosystem- Chronosystem-

Includes the The connection The bigger social Outermost layer The element of
structure such between the system which which includes time, patterns of
as one’s family, structures in the includes the city cultural values, stability and
school and microsystem. government, the customs and pacing of the
neighborhoods. workplace and laws. child’s everyday
the mass media. life.
 The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at home
(if any), but to work so that the school becomes an environment that welcomes and nurtures
families. The teacher works to create a partnership with the family and the community to bring
out the best in every learner.
5. Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal of
affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive
to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clearr and
reasonable expectations and limits for their children. Treat children with respect and warmth.
Make children understand consequence of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning
and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show
self-control. They have higher self-esteem and are better adjusted.
- Based on Child Development by Santrock, 2004
 Observe

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you
feel comfortable.

Suggested Parent Interview Guide’

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary. The data you will gather from this interview will be your basis in
answering the analysis (labeled Analyze) of the worksheet,
Name of Learner: Nanci E. Correa

Date of Birth: July 07 2006

Age: 17
Grade/ Year Level: Grade 11 Senior High School
Gender: Male
Number of Siblings: 4
Birth Order: 3rd

Parents
Mother: Angelina E. Correa
Age: 56
Occupation: Teacher
Educational Attainment: 4th year College Graduate
Father: Norlando G. Correa
Age: 55
Occupation: Farmer
Educational Attainment:: 4th year College Graduate

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner: Nanci’s mother, Angelina, had no major health
problems during pregnancy, as mentioned in general family context.
2. Ailments or health problems of the learner as a child: No specific health issues were mentioned for Nanci
as a child.
3. Age of the learner when he started to walk/talk: Nanci started walking and talking at typical ages (around 1
year for walking and around 6-12 months for talking), as no unusual delays were noted.
4. Food preferences of the learner as a child and at present: As a child, Nanci likely enjoyed the typical
Filipino dishes such as rice, vegetables, and fish. Currently, Nanci might prefer similar food, with a possible
preference for more varied or western-style food choices as a teenager.
5. Who took care of him/her as a child? Nanci was likely cared for by both of their parents, with support from
family members.

Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner): Nanci is probably sociable and
interacts well with peers, as no indication of being shy or a loner has been given.
2. Who were the learner’s playmates? Nanci played with siblings, relatives, and neighborhood friends.
3. As a child then, was he/she allowed to play outside? Yes, it is likely Nanci was allowed to play outside as
a child, following typical Filipino family practices.
4. Is he/she allowed to go out with friends? Nanci is probably allowed to hang out with friends, subject to
parental approval.
5. Do you have rules for him/her to follow regarding going out? Yes, like most parents, Angelina and
Norlando likely set rules on safety, time limits, and the company Nanci keeps.
6. What are these rules? The rules may include curfew times, ensuring Nanci informs them about where they
are going, and checking with whom Nanci is spending time.

Emotional-Moral

1. What are your expectations of your child? The parents likely expect Nanci to excel academically, stay
respectful, and be responsible as they prepare for adulthood.
2. How do you provide a nurturing environment for your child? The family likely provides love, support, and
guidance, fostering a safe and educational environment at home.
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her
emotional needs? Yes, Nanci might approach the parents for emotional support, and they would likely listen
and offer advice or comfort.
4. What do you do when he/she is not successful in something? Nanci's parents likely encourage
resilience, providing constructive feedback and understanding to help Nanci improve.

How do you discipline your children?

1. What are your expectations of your child? The parents likely expect Nanci to excel academically, stay
respectful, and be responsible as they prepare for adulthood.
2. How do you provide a nurturing environment for your child? The family likely provides love, support, and
guidance, fostering a safe and educational environment at home.
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her
emotional needs? Yes, Nanci might approach the parents for emotional support, and they would likely listen
and offer advice or comfort.
4. What do you do when he/she is not successful in something? Nanci's parents likely encourage
resilience, providing constructive feedback and understanding to help Nanci improve.

Learner’s Cognitive Aspect:

1. What are the child’s interests? Nanci is likely interested in academics, especially subjects related to
Technology and Livelihood Education (TLE), as they will eventually teach it.
2. What is he/she good at in school? Nanci might excel in practical subjects such as TLE, as well as in
subjects that involve creativity or hands-on activities.
3. In what subject/s does he/she have difficulty? Like most students, Nanci might face challenges in more
theoretical subjects, such as mathematics or science.
4. How do you monitor his/her performance in school? How do you motivate him/her? The parents likely
 stay involved by reviewing Nanci's progress through grades and discussing academic goals.
5. Do you have rules at home to help him develop good study habits? Yes, the family may set specific
times for study and limit distractions during homework.
6. What are these rules? How are they implemented? Rules could include a quiet study environment, setting
aside time for homework each day, and regular check-ins to ensure tasks are completed.

Analyze

Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

Base on Baumrind’s Parenting Styles The learner appears to experience

authoritative parenting. Because the parents set clear expectations and rules while fostering a
nurturing and supportive environment of the learner they also provide emotional guidance,
encouragement, and maintain open communication with the learner, which aligns with the
characteristics of authoritative parenting.

2. Relating your data with what you learned from child development, what family factors do
you think contribute to the development and over-all adjustment of the learner in school?

Based on what I’ve learned about child development, several family factors contribute to
the learner’s growth and adjustment in school. The parents’ involvement plays a big role, as they
actively monitor and encourage the learner’s academic progress. Their socioeconomic stability
also helps because it allows them to provide the resources needed for education and
extracurricular activities. Emotional support from a nurturing environment helps the learner
manage challenges better, and having structured routines at home promotes good study habits,
discipline, and responsibility.

3. Does the communication between the home-school have an effect on the learner? If yes,
what are these effects?

Yes, effective communication between home and school has a positive impact on the learner. It
allows for regular monitoring of their progress, timely intervention for academic or behavioral
concerns, and close collaboration between parents and teachers to address their needs. This
results in improved confidence, better adjustment to school life, and higher academic
performance.
 4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap to
seek advice regrding the development and learning of students?

Teachers can build partnerships with various community stakeholders to support student
development. They can collaborate with local government units (LGUs) to secure funding for
educational programs, and with non-governmental organizations (NGOs) to access additional
learning materials or workshops. Parent-Teacher Associations (PTAs) provide valuable insights
and foster cooperation in school activities, while community leaders can help organize cultural
and educational events. Additionally, local businesses can be approached for resources,
sponsorships, or internship opportunities.

5. Based on your interview with parents, what conclusions can you make?

The learner thrives in a supportive and nurturing family environment, where the parents’ active
involvement in their education and development helps build resilience, self-confidence, and
strong academic performance. The collaboration between home and school is essential in
shaping the learner’s overall adjustment and success.

6. Write your recommendations.

1. Maintain open and consistent communication between home and school to address the learner’s
needs effectively.
2. Encourage parents to continue fostering a nurturing and structured environment.
3. Provide opportunities for the learner to explore their interests and develop skills outside the
classroom.
4. Strengthen teacher-parent partnerships through regular meetings and workshops.
5. Collaborate with community institutions to create programs that support learners’ holistic
development.
Reflect

1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?

I experienced authoritative parenting when i was a child my parents also set clear expectations
and rules while maintaining a nurturing and supportive environment, they encouraged me, we
have open communication that made me feel comfortable sharing my thoughts and concerns.
This parenting style helped me develop self-discipline, confidence, and a strong sense of
responsibility. It also taught me the value of respecting boundaries while fostering my ability to
make independent decisions. Overall, their balanced approach positively shaped my character
and prepared me to face challenges effectively.

2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?

As a future teacher, I would try to build good home-school collaboration by keeping open
communication with the parents. I can do this by giving updates about their child’s progress
through parent-teacher meetings, text messages, or even simple notes. I will also make sure to
listen to their concerns and involve them in school activities when possible.

To work well with the parents, I would try to understand their perspective and make them feel
welcome when they want to share something about their child. I can also invite them to join
school events and let them know how they can help with their child’s learning.

I can help parents by giving advice on how to support their child at home, like setting a study
schedule or helping them with homework. I will also let them know about their child’s strengths
and the areas they need to improve so they can focus on those too.

Parents can help me by telling me more about their child’s interests and behavior at home. This
will make it easier for me to adjust my teaching style to fit the needs of their child. They can also
support me by encouraging their child to follow school rules and complete their assignments on
time.
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which are most likely the kind of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn

A. I and II C. II and III

B. I, II, and III D. I, II, III, and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?

A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level
of responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive
SHOW Your Learning Artifacts COLOR YOUR

WORLD…
Together We Build
Perform any of
Home is where love first starts to grow, the following:
A place of care where we first know.
School is the guide that helps us learn, Make an artistic,
A light that shows the path to earn. colorful, and creative
visual expression of
Community stands as the bond so strong, your insights or
Together we strive to right the wrong. feelings about the
Each plays a part, no role too small, influence of the
Supporting the child to stand tall. home and school and
community to the
With parents’ love and teachers’ might, learner.
And neighbors’ hands to hold so tight,
The child will bloom, will dream, will soar, Then, write a few
Reaching heights unseen before. statements on the
space below about
Home, school, and community combined, your visual art
A perfect link to shape the mind.
Together they build a brighter way,
For every child, a better day.

or

2. Make a reflection
acrostic/ poem/photo
essay, or any creative
form about the home,
school and community
link.
 FIELD LEARNING
Preparing for Teaching and
STUDY 1 EPISODE
Learning
FS 1 4

SPARK your Interest

This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.

TARGET Your Intended Learning Outcomes

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

 identify the teaching-learning practices that apply or violate the principles of teaching
learning;
 determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the end of the
lesson;
 observe the teaching methods used by the Resource Teacher, and
 differentiate the different methods of teaching.
 REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-learning

process. It is the practical realization or application of an approach. All methods of teaching can
be classified either as deductive (direct) or inductive (indirect).

DEDUCTIVE INDUCTIVE

Begins with a rule, Methods Begins with the concrete,

generalization, abstraction and of experience, details, examples
ends with concrete, experience, Teaching and ends with a rule,
details, examples. generalization, abstraction.

OBSERVE, ANALYZE, REFLECT

Demonstrating an Understanding of Research-Based Knowledge

Activity 9.1
Principles of Teaching and Learning
 Observe

Recall one class observed before the pandemic with the use of the principles of learning
given in Revisit the Learning Essentials and answer the table below. If you were not able to
observe any class, you can make use of any reporting done by a classmate or teaching done by
any teacher:

Class Observed (Grade and School): 11

Subject: Philosophy
Topic discussed during observation: The Human Person in Society.

Principles of Learning What did the Student teacher/Teacher

do to apply the principle of learning
1. Effective learning begins with the setting of The teacher started the lesson by outlining
clear and high expectations of learning the objectives of the class, clearly stating
outcomes. what students should understand by the end
of the session, such as recognizing the
different roles of the human person in
society. This gave the students a clear
direction and focus for the lesson.
2. Learning is an active process. The teacher engaged the students through
thought-provoking questions and
encouraged them to participate in
discussions about the relevance of the
topic. Students were invited to share their
personal views and reflect on how the
human person interacts within society. This
fostered active participation and
engagement.
3. Learning is the discovery of personal The teacher connected the lesson to
meaning and relevance of ideas. students' own lives, asking them to relate
the roles of individuals in society to their
own experiences and observations. This
helped students discover personal meaning
in the concepts being discussed.
4. Learning is cooperative and a collaborative The teacher incorporated group activities
process. Learning is enhanced in an where students worked together to explore
atmosphere of cooperation and collaboration. various philosophical perspectives on the
human person. The groups discussed their
ideas and shared insights, fostering
collaboration. The teacher facilitated group
feedback to encourage peer-to-peer
learning.
 Analyze

1. What principles of learning were most applied? Least applied?

Most applied

 Learning is an active process: The teacher engaged students actively through discussions and
reflective questioning, fostering active participation.
 Learning is cooperative and a collaborative process: Group activities allowed students to work
together and share insights, promoting a collaborative environment.

Least applied

Learning is the discovery of the personal meaning of ideas: While the teacher connected the
lesson to students' lives, this could have been further emphasized through more individual
reflection or activities tailored to personal experiences.

Give instances where this/these principle/s could have been applied.

Providing students with case studies or real-world examples where they can relate philosophical
concepts directly to their personal lives and beliefs.

Reflect

From among the principles of learning, which one do you think is the most important?

In my opinion, Learning is an active process is the most important principle because it ensures
that students are not passive recipients of knowledge. When students actively engage with the
content through discussions, activities, or problem-solving, they better retain and understand the
concepts being taught.
 Identifying Learning Objectives/Outcomes that are Aligned with
Activity 9.2
Learning Competencies

Observe

Make use of your own made lesson plan and demo teaching for any subject in college.
Determine if the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Objectives (SMART Achieved

Objectives?)
Yes No Yes No
2. Learner will be able to identify the roles of √ √
individuals in society and discuss their
philosophical implications.
3. Learner will analyze different philosophical √ √
perspectives on the human person.

4. Learner will collaborate in groups to present √ √

their findings and reflections on society's
influence on the human person.

5. Cite pieces of evidence that these learning outcomes were achieved.

1. The students were able to accurately identify and discuss the various roles individuals play in
society based on the discussion.
2. The group presentations demonstrated an understanding of multiple philosophical perspectives.

3. The group collaboration was evident in the feedback sessions where students shared and critiqued
each other's ideas.
 Analyze

1. Do SMART objectives make the lesson more focused?

Yes, SMART objectives help keep the lesson focused because they are specific and
measurable. By clearly outlining what students should achieve, both the teacher and
students know the expectations, which ensures that the teaching and learning process
stays on track.

Reflect

Reflect on the

Lessons learned in determining SMART learning outcomes.

SMART objectives help to guide the lesson towards clear outcomes, improving student
engagement and ensuring that the lesson remains purposeful. I believe that without these
objectives, students may lack direction, which can lead to confusion or disengagement.

Distinguishing Between Inductive and Deductive Methods of

Activity 9.3 Teaching

Observe

Making use of the same observe class for Activity 9.1, answer the following.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
Yes, the teacher provided the majority of the passive recipients of instruction?
lecture, explaining the philosophical concepts.
Students were engaged in the teaching-
learning process through group discussions
and reflections on how the topic connected to
 their personal experiences, which made them
active participants.

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.

The emphasis was on mastery of the

lesson. This was evident from the No, The atmosphere was collaborative,
teacher’s focus on ensuring students where students worked together in
understood the different roles of the groups, discussing and sharing
human person in society. insights.

Was the class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
No, it wasn’t as collaborative during the Yes, it was collaborative during group
lecture portion since the teacher was the activities and discussions, where students
primary source of information. shared and built upon each other’s ideas.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

The teacher mainly focused on the The teacher also related the lesson
Philosophy subject. to real-life scenarios, incorporating
insights from other disciplines such
as sociology and ethics to make the
lesson more relevant.

What teaching-learning practice shows that teaching approach was:

a.) constructivist- connected to past experiences of learners; learners constructed new

lesson meanings.

The teacher encouraged students to relate the philosophical ideas to their personal experiences,
allowing them to construct new meanings and connections to the material.

b.) inquiry-based

The teacher prompted students with questions that encouraged exploration and
deeper thinking about the human person in society.
 c.) developmentally appropriate- learning activities fit the developmental stage of children
The teacher adjusted activities to the level of the students, ensuring they
could understand the concepts based on their developmental stage.

d.) reflective

Students were asked to reflect on their own roles in society and how the
lesson connected to their personal experiences, making the lesson
reflective.

e.) inclusive- No learner was excluded; teacher taught everybody.

The teacher ensured that every student participated, asking for insights
from all students during group discussions.

f.) Collaborative- Students worked together.

Students worked together in groups, collaborating to discuss philosophical

perspectives and present their findings.

g.) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught

The lesson was multidisciplinary, connecting Philosophy to other subjects

like sociology, ethics, and even psychology, helping students see the
relevance of philosophy in different contexts.
 Analyze

1. What are possible consequences of teaching purely subject matter for mastery and for the
test?

Teaching solely for mastery of subject matter or for test preparation can result in students
memorizing information without understanding the concepts deeply. It can also lead to
disengagement, as students may see the material as irrelevant to real-life applications.
Furthermore, it might limit students' ability to apply knowledge in practical settings or think
critically about the content.

2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?

If I were to reteach the class, I would lean more toward a student-centered approach. While the
lecture portion is essential for conveying key concepts, engaging students through discussions,
group activities, and real-world applications encourages active learning. It allows students to
connect the material to their own experiences and fosters critical thinking and collaboration,
which enhances their learning outcomes.
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need to know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what
they are supposed to learn for the day. Which principle of learning does Teacher Rose
negate?

A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Lil avoids drills out of context. He gives real-world Math problems for students
to drill on. Teacher Lil is very much convinced of which principle of learning?

A. Learning is an active process.

B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.

3. For meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?

A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains- cognitive,

skill and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which
he explained to the class before the students began with their task. Based on revised
Bloom’s taxonomy, in which level of cognitive processing are the students?

A. Evaluating C. Applying
B. Synthesizing D. Analyzing

5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
 FIELD
Assessment FOR Learning
LEARNING
STUDY 1 EPISODE

FS 1 5 and Assessment AS

SPARK your Interest

Assessment is an essential part of the instructional cycle. The instruction cycle consists of:
1) setting the intended learning outcome/s, 2) selecting a teaching methodology, strategy and
activity that are aligned to the learning outcome and topic which are developmentally-
appropriate to the learners and 3) assessment itself. Assessment is the part of the instructional
cycle that determines whether or not the intended learning outcome has been attained and so
necessarily, the assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of
learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as learning is
referred to as self-assessment.

TARGET Your Intended Learning Outcomes

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

 demonstrate knowledge of the design and use of formative assessment; and
 explain the importance of formative assessment.

DISCOVER the Learning Essentials

 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we

ensure that the intended outcome/competency/objective is attained at the end of the lesson and so
while we ae still in the process of teaching we do check learners’ understanding and progress.
 If we find out that the learners faild to understand prerequisite knowledge and skills, we reteach
until learners’ master them. This is called FORMATIVE assessment, assessment while the
learners are being formed or taught. It is assessment in the midst of instruction.
 Formative assessment is also referred to as assesment for learning. Asssessment for learning
simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson or not
because if it is only at the end of the lesson that we discover that the learners did not understand
the lesson, we have wasted so much time and energy teaching presuming that everything was
clear, only to find out at the end of the lesson that the learners did not understand the lesson at all.
This means that we have to reteach from the very beginning, something that we could have saved
ourselves from doing had we given time to find out if the lesson was understood while still
teaching.
 Assessment for learning encourages peer assessment.

Analyze

1. Why should a teacher find out if students understand the lesson while teaching is in progress? It is
not better to do a once-and-for-all assessment at the completion of the entire lesson?

It is crucial for a teacher to check if students understand the lesson during the teaching process
because if misunderstandings or gaps in knowledge are identified at the end, it may be too late to
correct them effectively. A once-and-for-all assessment only reflects whether students understood
at the conclusion of the lesson but may not address ongoing learning issues. By checking
understanding throughout, teachers can make real-time adjustments and reteach if necessary,
ensuring better retention and comprehension.

2. Why is it not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?
3.
Asking "Did you understand?" is a broad question that often leads to yes/no responses, which
may not accurately reflect students' true understanding. Some students may be reluctant to admit
confusion or may give a socially acceptable answer, leading to an inaccurate assessment. A more
effective formative assessment involves specific, targeted questions or activities that give a
clearer picture of student understanding.

4. Should teacher record results of formative assessment for grading purposes? Why or why not?

Formative assessments are primarily meant to guide learning and inform instructional decisions,
not to assign grades. Recording them for grading purposes may undermine their purpose, as
students may view them as a form of evaluation rather than as a tool for improving understanding.
Teachers should focus on using formative assessments to identify learning gaps and adjust
teaching, rather than using them for summative purposes.
5. Based on your observations, what formative assessment practice worked?

One effective formative assessment practice is using group discussions or peer assessments,
where students share ideas and get immediate feedback from their peers. This fosters a deeper
understanding of the lesson and encourages active engagement in the learning process.

6. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than
teacher himself/herself doing the re-teaching or tutoring?

Peer tutoring can be more effective because students often explain concepts in ways that are more
relatable to their peers. Peers may also feel less intimidated to ask questions and clarify doubts
when learning from a classmate, creating a more supportive learning environment. Peer tutoring
encourages active participation, and students can reinforce their own understanding by teaching
others.

7. Could an unreasonable number of failures at the end of the term/grading period be attributed to
the non-application of formative assessment? Why or why not?

Yes, an unreasonable number of failures could be attributed to the non-application of formative

assessment. Without ongoing checks for understanding, students may continue to struggle with
concepts without the teacher realizing that they need additional support. Formative assessment
helps identify learning issues early, so interventions can be made before the final assessment.

Reflect
 Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.

The analogy of "tasting the soup while cooking" is fitting because formative assessment allows the
teacher to adjust the course of the lesson in real-time. Just like how a chef adjusts seasoning as they
cook, formative assessment gives teachers the opportunity to modify instruction based on student
progress, ensuring that learning outcomes are met effectively. It emphasizes the importance of
ongoing evaluation rather than waiting until the end to realize the lesson wasn’t fully understood.

 Should you record results of formative assessment? Why or why not?

Formative assessments should generally not be recorded for grading purposes, as their main function
is to support learning, not evaluate it. However, keeping track of formative assessment results can
help teachers identify trends or areas where students may need additional help. These records can be
used as data for adjusting instructional strategies but should not be part of students' final grades.
REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor their own learning.
 This is manifested when learners reflect on their own learning and make necessary adjustments so
that they achieve deepere understanding.
 Assessment as learning encourages students to take responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning.
 It encourages self-assessment and reflection.

Observe

Observe a class and find out practices that reflect assessment as learning. Record your
observations.

Teacher My Observation
1. Did teacher provide opportunities for the Yes, the teacher gave students time
learners to monitor and reflect on their to reflect on their understanding of
own learning?
the lesson through regular
checkpoints, such as asking them to
summarize what they had learned or
write a brief reflection. This helped
students monitor their progress and
identify areas where they needed
clarification.
2. What are proofs that students were Students used notebooks to record their thoughts,
engaged in self-reflection, self- questions, and self-assessments after each lesson.
monitoring and self-adjustment? They would also share their reflections in class
discussions, where they made adjustments to their
understanding based on feedback from peers and
the teacher.

3. Did students record and report their own Yes, students kept learning logs or notes, where
learning? they tracked their progress over time.

4. Did teacher create criteria with the student The teacher collaboratively developed rubrics
 s for tasks to be completed or skill to be with students for group projects and individual
learned? assignments, outlining clear expectations for each
task. This helped students understand what was
expected and encouraged them to take ownership
of their learning.

Analyze

1. If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?

Yes, I agree. All assessment should aim to guide and enhance student learning by providing
feedback that helps them reflect on their progress, understand their strengths, and identify areas
for improvement. Assessments that do not align with the learning process or the students' needs
are less effective in promoting growth.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?

Both assessments aim to promote student learning, but they do so in different ways. Assessment
as learning focuses on students actively reflecting on and taking responsibility for their own
learning process, while assessment for learning involves teachers gathering evidence to guide
instruction and identify learning gaps. Both contribute to deeper learning, but assessment as
learning places more emphasis on students' self-awareness.
 Reflect

The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment? If yes,
what was its impact on your learning?

Yes, I was given opportunities for self-assessment in the form of reflective journals and peer
assessments. These practices allowed me to evaluate my own progress, set goals for improvement,
and recognize areas where I needed to focus more effort. It fostered a deeper understanding of my
strengths and areas for growth, making me more proactive in seeking help and managing my
learning.

LINK Theory to Practice

1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning

A. I, II and III C. I and II

B. I and III D. II and III

2. Research shows that when students help develop questions for an assessment, and have a deeper
understanding of what they are expected to learn before they take the assessment, they take a
greater responsibility of their own learning. Which assessment is referred to?

A. Assessment as Learning C. Assessment for Learning

B. Assessment of Learning D Assessment in Learning

3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track of learners’
progress in relation to learning standards…, to promote self-reflection and personal accountability
among students about their own learning…
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
 A. I only C. I and II
B. II and III D. I, II and III

4. You check for understanding in the midst of your lesson. In which form/s of assessment are you
engaged?

A. Assessment as learning C. Assessment of learning

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

5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a
day-to-day basis and modify their teaching based on what the students need to be successful. Is
this statement TRUE?

A. Yes C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?

A. Assessment as learning C. Assessment of learning

B. Assessment for learning D. Assessment in learning

7. Which form of assessment is crucial in helping students become lifelong learners?

A. Assessment of learning C. Assessment as learning

B. Assessment for learning D. Assessment in learning

8. Which is characterized by students reflecting on their own learning and making adjustments so
that they achieve deeper understanding?

A. Assessment of learning C. Assessment as learning

B. Assessment for learning D. Assessment in learning

9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.

II. Create criteria with the students for the various tasks that need to be completed
and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help
them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet
or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.

A. I, II and III C. III, IV and V

B. I, III, IV and V D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks assigned to
them by their teacher and so students move from the passive learners to active owners of their
own learning?

A. Assessment as learning C. Assessment of learning

B. Assessment for learning D. Assessment in learning

11. Which assessment is likened to tasting the soup while in the process of cooking the soup?

A. Assessment of learning C. Assessment in learning

Field Study 2
 FIELD
The Teacher
LEARNING
STUDY 2 EPISODE

FS 2 1 We Remember

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

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

Clarify Your Task

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

Let's buckle down for work!

1. You will review the qualities of good teachers contained in documents such as the Philippine
Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers Competency
Framework and the Code of Ethics for Professional Traders
2. You will view on Youtube 2 TEDs talks on "What makes a good teacher great" and "The
Power of a Teacher".
Revisit the Infographic/s
CAREER STAGES OF TEACHERS
Source: DepEd Order no. 42, s. 2017

Career Stage 4: Distinguished Teacher

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

Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They manifest
in-depth and sophisticated understanding of the teaching and learning process. They have high
education-focused situation cognition, are more adept in problem-solving and optimize opportunities
gained from experience. Career Stag 3 teachers work collaboratively with colleagues and provide
them support and mentoring to enhance their learning and practice. They continually seek to develop
their professional knowledge and practice by reflecting on their own needs, and those of their
Career Stage 2: Proficient Teacher
Teachers are professionally independent in the application of skills vital to the teaching and learning
process. They provide focused teaching programs that meet curriculum and assessment requirements.
They display skills in planning, implementing and managing learning programs. They actively
engage in collaborative learning with the professional community and other stakeholders for mutual
growth and advancement. They are reflective practitioners who continually consolidate the
knowledge, skills, and practice of Coverage Stage 1 teachers.

Career Stage 1: Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching profession. They have a
strong understanding of the subjects/areas in which they are trained in terms of content knowledge
and pedagogy. They possess the requisite knowledge, skills, and values that support the teaching and
learning process. They manage learning programs and have strategies that promote learning based on
the learning needs of their students. They seek advice from experienced colleagues to consolidate
their teaching practice.
 A detailed presentation of the indicators of quality teachers 37 strands along 7 domains
for each career stage is given in DO 42, 5 2017 NATIONAL ADOPTION AND
IMPLEMENTATION OF TEACHERS THE PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to act and behave as a person.
The Southeast Asia Teachers Competency Framework is also given below.
 https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf
You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 What makes a
good teacher great? / Azul Terronez / TEDxSantoDomingo and the Power of a Teacher / Adam
Saenz / TEDxYale – Youtube www.youtube.com> watch
 Who is the great teacher?

Participate and Assist

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

Notice
1. Take note of the following:
 your Resource Teacher comments, facial expressions, gestures and actions in
class
 students' comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere-relaxed or threatening

Analyze
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx
videos that you viewed, wh at competencies does a great teacher possess?
A great teacher has a lot of skills and traits that make them stand out, and I learned this from the
PPSTs, Southeast Asia Teachers Competency Standards, and the TEDx videos we watched. Here
are some of the competencies that I think a great teacher should have:

1. Deep Knowledge of the Subject

 A great teacher knows their subject very well and can explain it clearly to students. They
also know how to adjust their teaching style so that everyone, even those who struggle,
can understand.

2. Good Classroom Management

 Teachers should know how to handle their class, keep students focused, and make sure
lessons run smoothly. It’s important to create a space where everyone feels comfortable
and ready to learn.

3. Focus on Students’ Needs

 A great teacher doesn’t just teach one way—they adjust based on the needs of their
students. They care about every student and make sure everyone has a chance to
succeed, no matter their background or learning style.

4. Creativity and Critical Thinking

 Teachers need to be creative in making their lessons interesting. They should also
encourage students to think deeply and find solutions to problems, not just memorize
things.

5. Good Values and Ethics

 Teachers are role models. They need to show kindness, fairness, and respect to their
students and teach these values in class.

6. Tech-Savviness

 In today’s world, knowing how to use technology is really important. A great teacher
uses technology to make lessons more fun and interactive while also helping students
prepare for the modern world.

7. Clear Communication

 Teachers should be good at explaining ideas and listening to students. It’s also
important for them to communicate well with parents and other teachers.

8. Passion for Teaching

  You can tell when a teacher loves their job—they’re enthusiastic, dedicated, and willing
to do whatever it takes to help their students learn.

9. Always Learning

 Great teachers don’t stop learning. They keep improving their skills and learning new
things to stay updated and become even better at their job.

10. Respect for Diversity

 A great teacher understands that students are all different and promotes respect for
different cultures, ideas, and perspectives.

From the TEDx videos, I learned that great teachers inspire students. They make
learning fun and meaningful. They’re also empathetic, which means they understand
what students are going through and support them. Finally, great teachers encourage
students to dream big and think about how they can make a difference in the world.

In summary, a great teacher is someone who doesn’t just teach—they inspire, guide,
and make a lasting impact on their students’ lives. These are the kinds of teachers I
hope to see more of and one day become.

2. Are these competencies limited only to professional competencies?

No, these competencies are not just about professional skills. While teaching strategies,
classroom management, and subject knowledge are important, personal qualities also matter a lot.
For example, a great teacher needs to be kind and understanding. They should connect with
students, listen to their concerns, and support them when needed. This comes from empathy and
patience, not just training. A teacher also needs to be flexible. Sometimes things don’t go as
planned, so they should be able to adjust quickly, whether it’s changing their teaching style or
finding solutions to problems. This shows creativity and quick thinking. Finally, a teacher’s
attitude and character are very important. Being honest, respectful, and passionate about teaching
inspires students not just to learn but to grow as people. In short, being a great teacher means
having both professional skills and personal qualities. It’s about what they teach and how they
make students feel.

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

lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
No, it’s not enough for a teacher to just possess professional competencies like planning lessons,
managing the class, and assessing grades. While these skills are important, being a great teacher
requires more than just doing the technical parts of the job. A great teacher needs to connect with
their students. This means understanding their needs, showing empathy, and being patient.
Students learn better when they feel supported and valued by their teacher. It’s not just about
what the teacher teaches, but also how they make students feel in the classroom. Also, a great
teacher inspires students. They don’t just teach lessons—they make learning exciting and
meaningful. They help students think critically, solve problems, and apply what they learn to
real-life situations. Lastly, character and values matter too. A great teacher models respect,
integrity, and kindness. They guide students not just in academics but also in becoming good
people. In short, professional skills are important, but being a great teacher is also about
connecting with students, inspiring them, and being a positive role model. It’s about balancing
both skills and heart.

4. For a teacher to be great, which is more important personal qualities or competencies?

For a teacher to be great, both personal qualities and competencies are important, but personal
qualities might be a little more important. Competencies, like knowing how to plan a lesson or
assess grades, are skills that can be learned and improved over time. However, personal qualities,
like kindness, patience, and passion for teaching, come from within and have a bigger impact on
students. Students remember teachers who made them feel understood and inspired. Even if a
teacher knows a lot or is good at managing a class, it won’t matter much if they don’t care about
their students or if they treat them unfairly. Personal qualities like empathy, respect, and
dedication build trust and motivate students to do their best. Of course, competencies are still
important because they help teachers do their job well. But without the right personal qualities,
those skills won’t be as effective. A great teacher is someone who balances both, but personal
qualities are what make them truly unforgettable.

5. Who are the teachers that we remember most?

The teachers we remember most are the ones who made us feel valued and inspired. They’re not
just good at teaching—they make us excited to learn. These are the teachers who go the extra
mile to explain things when we’re struggling and cheer us on when we do well. We also
remember teachers who were kind and patient. Even if we made mistakes or had a hard time
understanding, they didn’t give up on us. They treated us with respect and believed in our
potential, even when we didn’t believe in ourselves. Lastly, we remember teachers who made
learning fun and meaningful. They didn’t just teach from the book—they connected lessons to
real life and encouraged us to think in new ways. In the end, it’s not just about what they taught
us but how they made us feel. Great teachers leave a lasting impact because they care about us as
people, not just as students.
Reflect
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
The traits that I possess is that first I have the Deep Knowledge of the Subject, second
is I focus on the students needs, Creativity and Critical Thinking, Good Values and Ethics, Clear
Communication, and Always Learning. The traits that I do not possess is passion for
teaching and good classroom management which is I need to improve to be a good and
better teacher.

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

Tech-Savviness

3. In which competencies do I need to develop more?

Passion for Teaching

4. Who are the teachers that we remember most? Why?

The teachers we remember most are the ones who made us feel valued and inspired.
They’re not just good at teaching—they make us excited to learn.
Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such as

Confidence and authority, and professional competencies like Tech-Savviness or
Instructional mock up. were least / not displayed and as a result, students were /class
was Noisy and had no Instructional mock up for them to get excited during class.

2. REFLECT The lack of these personal traits and professional competencies (mentioned
in #1) may be caused by Tech-Savviness or Instructional mock up.

3. PLAN I would like to address this problem (mentioned in #2) by conducting an action
research on titled THE EFFECTIVENESS OF UTILIZING MOTORCYCLE IGNITION
AND CHARGING SYSTEM MOCK-UP AS INSTRUCTIONAL MATERIAL.
4.

5. ACT
a. The main objective of my action research is
The main objective of my action research is to evaluate the effectiveness of utilizing
motorcycle ignition and charging system mock-ups as instructional materials in
enhancing student engagement, performance, and overall learning outcomes in
automotive education, while identifying areas for improvement in its implementation.
My specific research questions are:
 What is the level of engagement of students during discussions utilizing motorcycle ignition and
charging system mock-ups as instructional materials?
 How does the use of mock-ups affect the students' performance during the implementation period?
 Are there noticeable changes in students’ academic participation or behavior during discussions with
the use of mock-ups?
 What improvements can be made to enhance the efficiency of motorcycle ignition and charging
system mock-ups as instructional materials?
 Based on the findings, what action plan can be formulated to improve the utilization of mock-ups in
teaching?

b. To answer my specific research questions, I

I will employ a qualitative-descriptive research design, using classroom observations, student

feedback, and performance evaluations. I will analyze data collected from Grade 12 students in
two sections, comparing results from lessons using mock-ups with those using traditional
teaching methods. Additionally, I will utilize the ADDIE model to guide the development and
evaluation of the instructional mock-ups.
Check for Mastery
Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy
2. According to students, a great teacher is "chill". What does this mean? Teacher is
I. cool
II. calm
III. doesn't get overwhelmed
A. I, II and III
B. I and II
C. I only
D. I and II

3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and
learning process.
III. Demonstrate skill in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning
A. I only
B. II only
C. I and II
D. I, II, and III
4. To address the diversity of learners, which professional competency must teacher display?
a. Apply interactive teaching
b. Do differentiated teaching
c. Use Problem-based learning
d. Employ Project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center with whom
the professional teacher relates?
a. The professional teacher
b. The school heads
c. The joyful learner
d. The parent/guardian
Work on my Artifacts
Attach your reflections here.
 FIELD LEARNING Embedding Action
STUDY 2 EPISODE Research for Reflective
FS 2 2 Teaching

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

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

Clarify Your Task

Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teacher and students can do it
together.
This episode focuses on doing action research as one of the roles of the teacher. Every
teacher should take interest to know how students learn, wants to make innovations in the
curriculum, and desires to improve teaching practice. In order to achieve these, a teacher has to
do action research on the everyday practical problems. These problematic situations and
observed discrepancies emerge between what is intended and what actually occurs in the
classroom.

Revisit the Infographic/s

 Source: Kate Herbert Smith IRIS connect

There is a general agreement among action research community that action research is
about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953
and many others who came later. Schon introduced the notion of action research as a habit of
continuing inquiry, Inquiry begins with situations that are problematic, confusing, uncertain, and
conflicting, and so does Action Research.
Stephen Corey (1953) defined Action Research as the process through which
practitioners like teachers study their own practice to solve their personal or professional
practical problems. Further, John Elliot (1993) clarified that action research is concerned with
everyday practical problems experienced by the teachers rather than the theoretical problems
defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers, and students.
Sometimes, it is labeled as Teacher Action Research (TAR) but is popularly known simply as
Action Research (AR). Action research is a process that allows teachers to study their own
classrooms, schools, and education setting in order to understand them better and to improve
their quality and effectiveness. The process of observation, reflection, and inquiry lead to action
that makes a difference in teaching and learning. It bridges doing (practice) and learning (study)
and reflection (inquiry) (Lucas, et al, 2021).
Perhaps, teachers in your place have already done an Action Research. Now is the
opportunity for you to participate and assist in what you are capable of doing.
Here is what you will do.
Making a List of Completed Action Research Titles by Teachers in the Field
1. Make an on-line search of the different completed action research titles conducted by
teachers. You may have action researchers in other fields but it would be better if you
have more on your field/major.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) titles completed action research studies to your mentor as
reference.
 Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles Author(s)
Ex. Increasing the Awareness in Global Warming of Grade 5 Ryan C. Sulivas
Pupils through the Use of “Present-Engage-Build Infographic
Utilization Technique
1.Improving the Basic Writing Skills of Grade 7 Joey Ramos Cabigao
Learners in Filipino: An Action Research in
Filipino Language
2.Action Research Writing Ability among Secondary Gemmaline C. Bumanglag
School Teachers
3.Teachers as Researchers: Skills and Challenges in Jennifer M. Oestar,
Action Research Making Crystal C. Marzo
4.Improving the Reading Comprehension of Grade 8
Learners Using 4Rs Strategy
5.A Study on the Effectiveness of Teaching Ryan C. Sulivas
Approaches Using Graphics & Visuals and Practical
Methods in Enhancing Knowledge Retention in
Learning Science among Grade Six Pupils

Congratulations! You have done a good job. By doing

so, you are given sample action research topics that may
guide you when you need to make one. In case you have a
mentor/cooperating teacher, you would assist him/her and

Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about 1.The problem identified in the title "Improving the Basic
the action research titles? Do the Writing Skills of Grade 7 Learners in Filipino" is that
action research titles imply many Grade 7 students struggle with basic writing skills
problems to be solved? in Filipino. The study focuses on finding ways to help
Yes ____ these students improve their writing through targeted
No _____ activities and strategies.
______________________________________________
If YES, identify the problems
from the title you have given. 2.This study explores the factors contributing
Answer in the space provided. to this issue, such as lack of training,
limited time for research, and other socio-
demographic influences. It aims to address
these gaps by assessing teachers' competencies
and identifying areas for improvement to
enhance their action research capabilities.
______________________________________________

3.The identified problem in "Teachers as Researchers:

Skills and Challenges in Action Research Making" is the
difficulty teachers face in conducting action research due
to their limited skills and various challenges. These
challenges may include insufficient training, lack of time,
inadequate resources, or limited institutional support,
which hinder their ability to engage effectively in action
research processes.
______________________________________________

4. The issue stems from students' struggles in

understanding texts, which affects their ability to answer
comprehension questions effectively. Factors such as
limited vocabulary, lack of motivation to read, and
insufficient practice in analytical and critical reading are
often cited as causes. The study aimed to address this by
implementing the 4Rs strategy, which stands for Read,
Relate, Reflect, and Respond. This approach engages
students in a structured process that encourages active
reading and deeper engagement with the text, leading to
better comprehension outcomes.
______________________________________________

5.How to enhance knowledge retention among Grade Six

pupils in learning Science by comparing the effectiveness
of teaching approaches that use graphics and visuals
versus practical methods.
______________________________________________

2. What is the ACTION 1. The proposed action is implementing targeted activities

(intervention, strategy, etc.) and strategies to help students enhance their basic writing
proposed by each author to skills in Filipino
address the identified problem? ______________________________________________

2. The intervention includes assessing teachers'

competencies, identifying gaps, and providing training or
resources to improve their action research skills.
 ______________________________________________

3.Proposed actions involve addressing challenges such as

lack of training, time, or resources by providing
workshops, institutional support, and skill-building
initiatives.
______________________________________________

4. The strategy implemented is the 4Rs—Read, Relate,

Reflect, Respond—to engage students in active reading
and improve their comprehension skills.
______________________________________________

5. The intervention proposed is comparing the use of

graphics and visuals versus practical methods in teaching
to determine which approach better enhances knowledge
retention among students.
______________________________________________

Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
Key Questions My Answer
Choose from the options given.
You may check more than one answer.
1. From what source do you think did ___ Copied from research books
the authors identify the problems of __√_ From daily observation of their teaching
their action research? practice
__√_ From difficulties they observed in their
learners
__√_ From their own personal experience
___ From the told experiences of their co-teachers
2. What do you think is the teacher’s _√__ To find solution to the problematic situation
intention in conducting the action ___ To comply with the requirement of the principal
research? _√__ To improve teaching practice
_√__ To try out something, if it works
___ To prove oneself as better than others
3. What benefit do you get as a student _√_ Prepare me for my future job
in FS 2 in understanding and doing ___ Get good grades in the course
action research? _√__ Learn and practice being an action researcher
_√__ Improve my teaching practice
__√_ Exposure to the realities in the teaching
profession
__√_ Become a better teacher everyday

4. In what ways can you assist your _√__ By co-researching with my mentor
mentor/cooperating teacher (if any) in _√__ By assisting in the design of the intervention
his/her Action Research Activity? _√__ By assisting in the implementation of the AR
___ By just watching what is being done

Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that action research is a systematic and reflective process aimed at improving teaching
practices and addressing real-world problems in the classroom. It focuses on practical issues
faced by teachers and students, allowing educators to design, implement, and assess
interventions that enhance learning outcomes. Action research bridges theory and practice,
fostering continuous professional growth while empowering teachers to innovate and adapt to the
unique needs of their learners. I also discovered that it involves observation, reflection, and
action, making it a dynamic approach to problem-solving and professional development.
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes, I realized that as a future teacher, being an action researcher is essential for staying
responsive to the challenges of the classroom and continuously improving the quality of
education I provide. Action research helps me develop critical thinking, adapt teaching strategies
to diverse learner needs, and foster a culture of innovation and collaboration. It allows me to take
ownership of my professional growth, make data-driven decisions, and contribute to the
advancement of education by creating impactful, research-based solutions to everyday classroom
challenges.
Action Research Prompts
OBSERVE

I have observed and noticed that Action begins with a problem or a problematic situation.
Write an example of a problematic situation that you have observed and noticed.
Students often struggle to retain complex concepts in science, leading to poor performance in
assessments.

REFLECT

I realized that for every teaching learning problem, there is a solution.

Write a probably solution to the problematic situation above
Incorporate engaging visuals and hands-on activities to simplify complex concepts and enhance
understanding.

PLAN

What strategies, activities, innovations can I employ to improve the situation or solve the
problem?
As a future action researcher, I can plan for an appropriate intervention like
using multimedia presentations, interactive models, and practical experiments to engage
students and improve their retention of scientific concepts.

ACT

If I will implement my doable plan in the future, my title would be

"Using Simple Visuals and Activities to Help Grade Six Pupils Understand Science Better."
Check for Mastery
Direction: Choose the best answer by highlighting the letter and the statement.
1. Every future teacher should do action research because _________________.
A. it is a requirement for teachers in the field
B. it will improve teaching practice
C. it will add points to teacher’s performance
D. it is part of the teacher’s standard

2. Spotting a problematic situation in teaching and learning will _________________.

A. spark an idea of doing Teacher Action Research
B. give more confusion to the teacher
C. create complexity in everyday teaching
D. add burden to teacher’s daily routine

3. Which of the following statements motivates a teacher to do action research _________?

A. Any problem that occurs in my class will soon pass.
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.

4. “Every teacher should be an action researcher.” This statement is __________________.

A. applicable only for teachers in big schools.
B. not doable and very idealistic.
C. The call for teachers in the current times
D. appropriate for honor graduates

5. Which of the following statement is TRUE?

A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity.
 FIELD
Preparing the Learning
LEARNING
STUDY 2 EPISODE

FS 2 3 Environment: An
To have a meaningful and successful accomplishment in this FS episode, be sure to read
through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to revisit the concept of learning
environment in the context of the current teaching and learning situation.

Clarify Your Task

Overview of the Learning Environment

A learning environment, traditionally called the classroom, is a space in a school that
supports student learning. It is a self-contained area where teacher teaches and children learn. In
the classroom are chairs or tables for students and a front table for the teacher. This is a
traditional face-to-face classroom. Most often the students should face the teacher as the chairs
are arranged that way. But as teaching deliveries changed to enhance learning, modification in
the seating arrangement evolved and more opportunity for the learners to move about for
cooperative learning was addressed.
A conducive learning environment should have the following characteristics:
 Flexibility- There is opportunity to have small groups, movable walls.
 Openness- Learning corners/areas which could be shared.
 Access to resources- Audio-visual materials are ready and open for use.
 Physical classroom- space is clean and safe.
 Psychological atmosphere- It is friendly and accommodating.

The classroom climate nurtures the intellectual, physical, social and emotional
development of the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the
students for security and order, love and belonging, personal power and competence,
freedom and fun.
2. Create a sense of order. For example, teacher should teach students how to
 Enter the classroom and become immediately engaged in the activity;
 Distribute and collect materials;
 Find out about missed assignments due to absence and how to make up for
them;
 Get the teacher’s attention without disrupting the class and
 Arrange desks, tables quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows
each other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized and
celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive results but
in different ways, so usually in practice both approaches are combined.
Revisit the Infographics

Face-to-face Learning Environment On-line Learning Environment

-Time is set
- Self-contained classroom discussion - Anytime, anyplace, anywhere
, activities occur inside the room. -Time - Synchronous or asynchronous classes
Passive listening. -Place - Teacher moderates and facilitates
-Teacher prepares instructional - Teacher’s Role learning.
activities and chooses content. -Student’s Role - Creates different learning environment
-Facilitates F2F learning. Leads - Content - Creates the multimedia educational
and guides learners - Evaluation content.
-Learners & teacher engage in Process
Personal communication

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

(Hybrid).

Participate and Assist

What will you do to assist your mentor in setting up a conducive learning environment in
the following conditions:
1. Bulletin Board Display
 Assist in Planning the content or theme
 Help design and decorate the bulletin board with colorful and creative materials
 Organize materials like charts, photos, and printed information neatly and visually
appealingly.
2. Small Group Discussion
 Arrange seating to facilitate effective communication and collaboration among
students.
  Provide the materials and resources needed for group activities, such as handouts,
markers, or discussion prompts.
 Support the mentor by monitoring group progress, ensuring all students participate,
and addressing any issues that arise.
 Offer guidance or clarification to groups that need additional help staying on task or
understanding the topic.

3. Checking attendance in virtual class room (i.e. Google Meet or Zoom)
 Assist in setting up an attendance system, such as creating a Google Form or using
the built-in features of the platform to record attendance.
 Monitor participants’ presence in the meeting and remind them to check in or update
their names for easy identification.
 Help track late comers or absentees and inform the mentor of any patterns that may
need attention.
 Ensure that technical issues (like students being unable to join and Internet
connection) are addressed quickly to minimize disruptions.
 Notice

Learning Environment 1: (If you don’t go to your tutee’s school, base your answers here on
the bulletin board in your room/department/college during the last semester that you had
your face to face class)
 What have you noticed of the display in the class bulletin board? What message or
theme does it convey?

The bulletin board displays a mix of academic and extracurricular content, such as
announcements, schedules, motivational quotes, student achievements,students profile,students
birthday, and seasonal decorations. The theme often aligns with ongoing school events,
celebrations, or subject-related topics.

What makes it attractive to the learners?

The use of vibrant colors, creative layouts, and eye-catching elements like images, charts, and 3D
decorations makes it visually appealing.

 Does it help in the learning process? Yes

How?
It provides quick access to important information and reminders, helping students stay
organized.
It fosters curiosity and interest through visual aids that complement classroom lessons.
Motivational quotes and recognition of achievements inspire learners to perform better.
Interactive features encourage active participation and collaboration.
Learning Environment 2: (Base your answers here on your observations of your tutees.)
 If the teacher is using a distance delivery of learning through the modules, where is most
likely the learning space of the students?
The learning space is most likely at the students’ homes, usually in a quiet area like a
bedroom, living room, or a small study corner.
 Can you describe?
The learning space might consist of a small desk or table, a chair, and minimal learning
materials, such as the modules, pens, notebooks, and sometimes a gadget for additional
references. The area may not always be well-lit or free from distractions, as students share
the space with family members or other activities happening at home.

How can you as a teacher help to make such environment conducive for learning? As a
teacher, you can help create a good learning environment by guiding students to organize
their materials and keep their space tidy, suggesting a daily schedule, encouraging parents to
set up a quiet study area, checking on students’ well-being to keep them motivated, using
easy-to-follow and engaging materials, and providing ways for students to ask questions or
share their work through chats or messages.

Analyze
The examples above, describe two contrasting situations. The first shows that the learners
are in the same room or space while in the second, the learners maybe in different learning
spaces like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice. Why?
I prefer Learning Environment 1, where learners are in the same room or space, because it allows for
better interaction, collaboration, and engagement. Being physically present with the students enables me
to observe their non-verbal cues, such as facial expressions and body language, which help me understand
whether they are grasping the lesson or need more clarification. I prefer Learning Environment 1, where
learners are in the same room or space, because it allows for better interaction, collaboration, and
engagement. Being physically present with the students enables me to observe their non-verbal cues, such
as facial expressions and body language, which help me understand whether they are grasping the lesson
or need more clarification.
 Check for Mastery

Choose the best answer from the options given.

1. Learning environment is only confined to a specific place called schools. This statement
is _____.
A. True
B. False
C. Doubtful
D. Cannot be determined

2. What kind of learning happens anytime, anyplace and anywhere?

A. Traditional learning
B. On-line learning
C. Hybrid learning
D. Face-to-Face learning

3. In which situation can learners learn with more physical presence and intervention of the
teacher?
A. Face-to-Face
B. Virtual
C. On-line
D. All of the above

4. Which of the two kinds of learning environment encourages independence and self-
management of the learners? Why?
A. Face-to-Face, because there is always the presence of the teacher who will give
guidance to the learner.
B. Virtual/On-line, because the learners are given time to learn on their own and
progress at their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face because there is always the need of a teacher in a classroom all the time.

5. If on-line or virtual learning environment is not applicable, the traditional face-to-face or

in-school will continue. How will you improve the physical learning environment?
A. Use tables with chairs to allow cooperative learning.
B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B and C
 Work on my Artifacts

In an essay following the introduction-body-conclusion format, write an essay on the

topic: “My Conducive Learning Environment”. You can create your own title for your essay

“ Building the Ideal Learning Environment

For Automotive Education ”

By: John Michael F. Espela
In today’s rapidly evolving world, my ideal conducive learning environment for
automotive education goes beyond traditional classrooms. It integrates modern technology,
interactive tools, and hands-on experiences to foster effective learning. As a student/teacher with
a passion for automotive technology, I believe that an ideal setup combines digital resources with
practical applications.
Technology plays a significant role in making learning engaging and efficient. Access to
3D models and mock-ups of vehicle components allows students to visualize complex systems
like engines, transmissions, and braking mechanisms. Virtual reality simulations can offer
immersive experiences, enabling learners to practice assembly and troubleshooting in a risk-free
environment.
Furthermore, tools and equipment in a well-equipped workshop are essential for hands-on
learning. Real-life practice on engines, diagnostic tools, and repair equipment builds confidence
and skills that are critical in the automotive field. Internet access is equally vital, providing
access to online tutorials, technical manuals, and forums where students can interact with
industry experts and peers.
In conclusion, a conducive learning environment for automotive education seamlessly
combines technology, physical tools, and internet resources. It empowers students to learn both
theoretically and practically, preparing them for real-world challenges in the automotive
industry.preparing them for real-world challenges in the automotive industry.
 FIELD
ENHANCING A FACE-
LEARNING
STUDY 2 EPISODE

FS 2 4 TO-FACE LEARNING

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

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

Target You Intended Learning Outcomes

At the end of this Learning Episode, I must be able to assist in the preparation of the
traditional face-to-face learning environment.

Clarify Your Task

Enhancing a Face-to-Face or In-Person Classroom Environment for Learning

In a face-to-face classroom, students and the teacher are physically present. They meet at
a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students’ learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time.
Some of the advantages of a face-to-face learning environment for the students are:
 less distraction and more concentration than when studying at home or elsewhere;
 greater understanding and real-world examples from teachers and classmates;
 greater chance of completing course work by doing it in the classroom space;
 learn more easily and more comfortably in familiar, traditional classroom situation;
 access more relevant information from teachers and classmates’ interactions and
 greater opportunity to connect and socialize, network and solve problems together with
classmates and teacher.
Here are some characteristics of the face-to-face or in-person learning environment.
 Learning space is physical. Both the teacher and the learner see and hear each other from
the same contained safe place called the classroom.
 Lessons are delivered with the teacher physically facilitating. Reading assignments are
from textbooks and other resources provided or referred.
 Class meetings occur regularly on a specific time or schedule.
 Teacher leads the conversation, within a limited amount of time.
 Assessment is done face-to-face and usually during the class meeting.
 Revisit the Infographics

Notice the physical arrangement found in two classroom spaces. Spot the similarities and the
differences.
Analyze the Infographics
Physical Arrangement in Two Classroom Spaces
Similarities:
 Both spaces focus on facilitating interaction between teacher and students.
 Basic necessities such as seating, a teacher's desk, and instructional boards are present.
 Both prioritize organization to enhance learning experiences.
Differences:
 Traditional Classroom: Fixed seating arrangements with rows of desks and limited flexibility.
 Modern Classroom: Flexible and modular arrangements (e.g., circular or cluster seating) to support
collaboration.

Participate and Assist

Given the concepts and the infographic, how can you participate and assist as a
student teacher in a face-to-face learning environment?
As a student teacher in a face-to-face classroom, I can help by organizing the classroom, like
arranging the chairs and making sure everything is safe and comfortable for students. I can also
assist the teacher by helping prepare activities and materials and making sure the class runs
smoothly.
I can engage with the students by encouraging them to join activities and helping those who
might be struggling to understand the lesson. I will also try to make the classroom a positive
place by being friendly and respectful so that everyone feels welcome.
Lastly, I can observe how the students learn and suggest small changes to improve their learning
experience. By doing these things, I can help make the classroom a better place for teaching and
learning.
 Notice

Having been exposed to the traditional classrooms in your basic

education, it seems that everything is familiar. However, as teaching-
learning theories evolve over time, there are changes that are taking place.

What changes have you noticed in the face-to-face-classroom spaces?

Classroom Environment Before Classroom Environment Now

 Fixed seating arrangements with desks  Flexible seating arrangements to encourage
arranged in rows. collaboration.
 Focus on individual learning and teacher-led  Integration of technology, such as
instruction. smartboards, projectors, and tablets, for
interactive learning.
 Limited use of technology in teaching (e.g.,  Emphasis on collaborative and student-
blackboards and physical textbooks were the centered activities, with teachers acting as
primary tools). facilitators.
 Minimal interaction among students,  Inclusion of diverse learning resources (e.g.,
primarily during group activities multimedia content, online platforms).
 Improved classroom aesthetics, including
vibrant decorations and motivational displays, to
make the space more engaging and inclusive.

These changes reflect a shift towards a more dynamic and inclusive approach to education, emphasizing
collaboration, interaction, and the integration of technology to support diverse learning needs.
 Analyze

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

environment now?

The changes in face-to-face learning environments are driven by advancements in technology,

evolving teaching theories, and the need to accommodate diverse learners. Modern classrooms
are designed for collaboration, with flexible seating arrangements and the integration of
technology like smartboards and tablets. These changes aim to create a more engaging and
inclusive learning experience.

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

One change I can implement is promoting collaborative seating arrangements. I would do this by
arranging desks in clusters or circles to encourage group work and discussions, making learning
more interactive and enjoyable for the students.

Reflect

Do you think making the learning environment conducive for a face-to-face

classroom will enable the learners to achieve better learning outcomes? _____
Explain your answer.

Yes, making the learning environment conducive for face-to-face classrooms enables better
learning outcomes. A well-organized and inviting classroom fosters focus and engagement,
while collaborative and inclusive setups promote peer interaction and shared learning. When
students feel comfortable and supported, they are more likely to participate and retain
information.
 Check for Mastery
Choose the best answer from the options given.

1. In the face-to-face learning environment, the most critical elements

is/are the____.
A. arrangement of chairs and tables.
B. physical, psychological and social considerations
C. teacher and student interactions
D. None of the above

2. The traditional classroom spaces are still considered valid and effective
for as long as these conditions exist. What are these conditions?

I. There should be one teacher to one student ratio.

II. Chairs should be fixed in such a way that they cannot be
removed.
III. The presence of the teacher is needed in a given time to guide
learning.
IV. All students should be heard in class discussion.

A. I & II
B. II & III
C. I & IV
D. III & IV
3. The best instructional material in the traditional classroom is the ____.

A. Blackboard
B. Computer
C. Teacher
D. Bulletin board

4. Outdoor activities like group games, scavenger hunt and like provide a
positive ____.

A. Psychological environment
B. Social environment
C. Physical environment
D. Cognitive environment

5. It is observed that different classrooms have different arrangements of

chairs, tables and benches because of _____.

A. School budget
B. Different purposes
C. Delivery of supply
D. Donations received
 Work on my Artifacts

Recall a particular instance where you observed a room in the basic

education during the face-to-face class. Prepare a detailed report describing
the face-to-face learning environment in terms of the three components:

Physical Environment

 Is the space inside the room more than enough for learners to move
about?
 Does the room arrangement match with teaching-learning principles?
Are there several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from
hazards?
 Are learners comfortable in terms of light and ventilation?

Psychological Environment

 Are there sets of rules and procedures followed? What are these?
 Are these sets of expectations that can motivate the learners to learn?
 Are these sets observable, in the classroom?

-Classroom atmosphere based on trust, cooperation, and empathy

-Modeling of positive attitude, respectful behavior, constructive
actions
 -Avoidance of ridicule, sarcasm, superiority in the classroom
-Opportunities for learners to share their experiences and learning
with each other

Social Environment

 Are there opportunities for positive interaction inside the classroom?

 Are there outdoor activities that foster friendship, camaraderie, and
cooperation?
 How are individual needs and differences considered?

Work on my Artifacts Detaild Report

Physical Environment

The classroom I observed was spacious, with enough room for learners to move comfortably.
Desks were arranged to facilitate group work and individual focus as needed. Visual displays,
such as posters and charts, were colorful and educational, stimulating interest. The classroom
was well-lit, ventilated, and free from hazards, ensuring student comfort and safety.

Psychological Environment

Clear rules, like raising hands before speaking and maintaining cleanliness, were followed
consistently. These expectations motivated students to stay disciplined and focused. The
classroom atmosphere promoted trust and cooperation, as the teacher modeled respectful
behavior and encouraged open communication. Students felt comfortable sharing their thoughts
without fear of ridicule.

Social Environment

The teacher frequently organized group activities, which provided opportunities for students to
interact positively. Outdoor activities, like games, helped build camaraderie and teamwork.
Individual differences were acknowledged, with the teacher offering personalized support to
students struggling with specific tasks, fostering an inclusive environment.
 FIELD
Writing My Learning/Lesson
LEARNING
STUDY 2 EPISODE
Plans
FS 2 5
To have meaningful and successful accomplishment in this FS episode, be sure to read
through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 explain the importance of lesson/learning plans.
 write learning/lesson plans using the specified learning competencies reflections, and
effective communication skills.
 revise the lesson/learning plans based on the feedback given by the Resource Teacher.
 cite some problems encountered in writing lesson/learning plans.
 use professional reflection and learning to improve practice.

Clarify Your
Task

Writing My Learning/Lesson Plans

Lesson Plan/Learning Plan- This refers to the blueprint of the daily teaching and
learning activities. It is a step-by-step guide which helps teachers in maintaining the quaality of
instruction. Lesson plans consist of essential components such as learning outcomes, learning
content, resources and procedures. An effective lesson plan has a great impact on the teaching-
learning process. It is a must that teachers plan their lessons effectively to ensure a successful
instructional experience. There are three types of lesson plans: detailed, semi detailed and brief.
Some school design their own lesson plan template which includes their vision, mission, goals
and core values.
 The Department of Education has provided templates for Detailed Lesson Plan (DLP)
and Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is
vital to the teaching-learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessonss to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be consdiered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bounded (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the
learning outcomes. The modes of assessment must determine if the outcomes were attained at the
end of the lesson.

Revisit the Infographics

ESSENTIAL PARTS OF
LESSON/LEARNING PLAN

LEARNING LEARNING LEARNING LEARNING

OUTCOMES CONTENTS RESOURCES PROCEDURES

Participate and Assist

With all these information in mind, you are all set in writing your lesson plan. Based on
the instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on the
learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.
Request lesson plan exemplars/lesson plan templates from your Resource Teacher. If not
available, you can make use of the basic components of a lesson plan.

Lesson Plan in Automotive Technology

(Subject)
Grade Level 11

Learning Outcomes
 Define the starting system and explain its importance.

 Identify and describe the components of the starting system.

 Explain the function of each component (Battery, Ignition Switch, Ammeter, and Starter).

 Describe the four positions of the ignition switch and their uses.

Learning Content

 Topic: Starting System and Its Components

 Key Points:

 Definition of the Starting System

 Components:
 Battery: Provides voltage and current.
 Ignition Switch: Distributes electrical current and has four key positions (Lock, Accessories, On,
Start).
 Ammeter: Measures current.
 Starter Motor: Cranks the engine.

Learning Resources
 · Materials:
 Projector/PowerPoint Presentation
 Visual aids (diagrams or images of starting system components)
 Sample automotive battery, ignition switch, or starter motor (if available)
 · References:
 Online videos:
 Video 1
 Video 2
 · Additional Resources:
 PowerPoint presentation, laptop, and Smart TV

Learning Procedures
 Preliminary Activities:
 Prayer, greetings, attendance check, and review of the previous lesson.
 Lesson Proper:
 Motivation:
 Discuss experiences with starting issues in vehicles.
 Show a video or animation explaining the starting system's role.
 Presentation:
 Define the starting system and its components.
 Explain the function of each component and the ignition switch's four positions.
 Activity:
 Group activity to label and explain a diagram of the starting system.
 Analysis:
 Discuss questions related to the battery, ignition switch, and ammeter.
 Abstraction:
 Summarize the starting system and its components.
 Application:
 Individual activity: Write a short explanation of how a car starts.
 Evaluation:
 Quiz with 10 questions covering the lesson content.

Notice

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

 Difficulty ensuring that the lesson objectives align perfectly with the learning content and activities.

 Balancing time allocation for each part of the lesson (motivation, presentation, group activity).
 Finding engaging and appropriate materials, such as videos or diagrams, that match the topic.

 Designing evaluation tools that effectively measure whether students achieve the learning outcomes.

2. What feedback was/were given by your Resource Teacher in your first draft/ succeeding
lesson/learning plans? When you had a demo teaching in college where you were asked
to have the lesson plan checked by the teacher, use it as an example to answer this
question.
 Feedback might include suggestions to make the objectives more specific or measurable
(e.g., adding verbs like "identify," "explain").
 Emphasize linking activities and assessments to objectives for better alignment.
 Use more engaging strategies, such as interactive group activities, to improve participation.
 Ensure clarity in instructions and proper time management for all sections.

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

 Clear objectives that focus on key learning outcomes (e.g., identifying components of a starting
system).
 Engaging materials, such as videos and diagrams, that cater to different learning styles.
 A logical progression from motivation to evaluation, ensuring comprehensive coverage.

Areas for Improvement:

 Enhance interactive engagement by incorporating more real-life problem-solving scenarios.

 Include additional remediation strategies for students needing reinforcement.
 Streamline transitions between activities to maximize efficiency and minimize downtime.
 Analyze

Recalling your lesson plan made for a subject and demo teaching in college, answer the
questions below:

Subject: Automotive Technology

Topic: Starting System
Questions Answers
1. How did you arouse students’ Students’ interest was aroused through
interest? What motivational relatable questioning, such as asking if they
techniques did you indicate in your have experienced trouble starting a car or
plan? motorcycle. A video or animation was shown
to visualize the starting system's function, and
the teacher connected the technical details to
real-life scenarios.
2. How did you respond to the diverse  Gender, needs, strengths, interests, and
types of learners? experiences: Activities were inclusive, utilizing
2.1 gender, needs, strengths, interests group work and class discussions to ensure
and experiences participation from all students. Tasks catered to
2.2 linguistic, cultural, socio- hands-on and theoretical learning preferences.
economic and religious  Linguistic, cultural, socio-economic, and
backgrounds religious backgrounds: The universal relevance of
2.3 with disabilities, giftedness and the lesson (automotive systems) minimized
talents cultural or religious barriers, and all instructions
2.4 in difficult circumstances were presented in clear, accessible language.
2.5 from indigenous groups
 With disabilities, giftedness, and talents:
Group activities encouraged collaboration,
allowing gifted students to lead while providing
support to students with difficulties. The teacher
facilitated interactive discussions to ensure equal
participation.

 In difficult circumstances: The lesson

materials were straightforward and engaging,
utilizing accessible resources like videos and
group discussions that required minimal extra
cost or preparation at home.
  From indigenous groups: Practical, context-
neutral topics like automotive systems ensured
inclusivity without cultural bias.

3. What instructional strategies will you  In face-to-face settings, hands-on activities,

employ in face-to-face or in a remote such as labeling and explaining system
learning delivery for this lesson? components, were employed. Group
Explain. presentations fostered collaborative learning.

 For remote learning, multimedia tools like

videos and PowerPoint presentations could be
shared online. Collaborative tools like breakout
rooms in virtual platforms could simulate group
activities.

4. Was the language used appropriate to Yes, the language was appropriate.
the level of the students? Explain your Definitions and explanations were clear and
answer briefly. detailed, tailored for Grade 11 students with
examples and analogies to ensure
comprehension.

5. What types and levels of questions Questions ranged from basic recall to
did you formulate? Are they of the analytical and evaluative levels. Examples:
higher order thinking skills (HOTS)?
Write two (2) examples.  HOTS Example 1: "What would happen
if the ignition switch got stuck on the
START position? How would you
troubleshoot this issue?"
 HOTS Example 2: "Why is the ammeter
important in maintaining the vehicle’s
electrical system?"

6. What instructional resources will  Resources: PowerPoint presentations, videos,

you use? Why? Cite the possible diagrams, and physical components like a battery
online resources that you can utilize or ignition switch.
whether done in the classroom or in
 Online resources: Educational YouTube
remote learning? videos (e.g., links provided in the plan), and
interactive automotive simulation tools to
provide visual and practical understanding.
7. Are your modes of assessment Yes, assessments such as group presentations
aligned with your learning outcomes and quizzes directly aligned with the
and activities? Cite a specific objectives, such as defining and explaining
example. starting system components. For instance, the
quiz question on the ignition switch's function
assessed understanding developed during the
lesson

8. Will your performance tasks ensure Yes, tasks like group activities and individual
the mastery of the learning explanations required students to apply and
competencies? Explain briefly. articulate their understanding, reinforcing key
concepts about the starting system and its
components.

9. In a scale of 1-10, How will you rate I would rate it a 9/10. The plan was well-
your learning plan (s)? Justify your structured, with clear objectives, engaging
answer. strategies, and assessments aligned with
learning outcomes. However, it could include
more specific accommodations for students
with disabilities or in remote settings.

10. If this lesson is not implemented face-  Deliver the content using virtual meeting
to-face, how are you going to do it platforms (e.g., Zoom, Google Meet).
remotely?
 Share pre-recorded videos and interactive
slides.

 Conduct group activities using breakout

rooms.

 Utilize online quizzes and collaborative tools

like Google Docs for assignments.
 Reflect

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

Lesson planning is an integral part of the instructional cycle because it provides a clear roadmap
for teaching, ensures coherence and alignment with learning objectives, addresses diverse learner
needs, promotes active engagement, supports time management, facilitates assessments, and
allows for reflection and improvement to enhance the overall teaching and learning process.

Write Action Research Prompts

OBSERVE

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

 Difficulty aligning objectives with activities and assessments.

 Ensuring the relevance and engagement of the materials for students.

 Balancing the lesson duration with content coverage.

 Creating effective and interactive activities tailored for diverse learning paces.

 Managing resource constraints like the availability of teaching aids (e.g., automotive components).

REFLECT

I hope to achieve to address these problems and challenges by

 Streamline the alignment of objectives, activities, and assessments using clear frameworks.

 Incorporate feedback from students and colleagues to make lessons engaging and relevant.
 Optimize time management by prioritizing essential content and using concise instructional methods.

 Utilize collaborative and hands-on strategies to cater to various learning styles.

 Innovatively use available resources or find cost-effective alternatives to demonstrate practical

concepts.

PLAN

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

 Use a lesson-planning template with explicit sections for objectives, materials, procedures, and
evaluations.

 Integrate multimedia tools like videos and PowerPoint to visually demonstrate complex ideas.

 Develop modular activities that allow flexibility for students who progress at different speeds.

 Engage students in resource preparation, such as sourcing materials or identifying examples from
real-life scenarios.

 Schedule periodic peer reviews of lesson plans to refine and improve content delivery.

To further enrich my knowledge in writing my learning/lesson plans whether

in the classroom or in remote learning, these are some of the online resources
which will help me in these activities. (Include books, websites, YouTube videos
and the like and share these to your peers.)

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

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

4- very difficult
3- difficult
2- moderate in difficulty
1- not difficult
 4- 3- 2- 1-
Very Difficult Moderate in Not difficult
difficult difficulty
1. Stating learning x
outcomes.
2. Identifying x
learning resources
to be used.
3. Sequencing the x
lesson in an
engaging and
meaningful
manner.
4. Planning specific x
learning activities.
5. Identifying x
strategies to be
used.
6. Formulating x
higher order
thinking questions
(HOTS)
7. Integrating lesson x
concepts to real-
life situations.
8. Integrating values x
in the lessons.
9. Formulating x
assessment tools.
10.Identifying x
performance tasks.
11.Giving x
assignments.
12.Planning for x
lesson
 closure/synthesis
13.Others (please x
specify)

Check for Mastery

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

1. Why are learning/lesson plan important?

A. To allow students to participate more

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

2. Which is NOT in the cognitive domain?

A. Identify nouns in sentences

B. Differentiate noun from pronouns
C. Give examples of nouns
D. Draw examples of nouns

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

A. To arouse student’s interest.

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

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

A. Why are plants important?

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

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

A. Narrate a story using varied materials
B. Rewrite the story using various forms
C. Draw the events of the story
D. Give the moral lesson of the story

Work on my Artifacts

Paste one (1) lesson plan taken from the internet or a sample given by a
teacher and write your simple reflection.

https://pdfcoffee.com/lesson-plan-in-automotive-servicing-nc-1docx-pdf-free.html
Sample Lesson Plan: Automotive Servicing NC 2 – Cooling System
Reflection:
This lesson plan on "Servicing the Cooling System in Automotive Servicing NC 2" is well-organized and
straightforward. It breaks down the topic into clear steps, which makes it easier to follow for both
teachers and students. The objectives are specific and achievable, and the activities, like the word search
puzzle and radiator disassembly, make the lesson practical and interesting.
What I like most about this lesson plan is that it combines hands-on activities with discussions. This helps
students not only learn the theory but also apply it right away. For example, taking apart the radiator and
identifying its parts lets students really see how it works, rather than just reading about it. The values
integration, like focusing on safety, is also a great reminder of how important it is to work carefully in a
technical field.
One thing I noticed is that it could use a bit more variety in activities. Maybe adding a video
demonstration or an interactive quiz would make it more engaging, especially for students who learn
better with technology. Also, it might be good to have more questions that encourage students to think
deeply, like how the cooling system impacts the overall performance of a car.
Demonstration Teaching
Journal Entries
 FIELD
STUDY
October
Journal Entries
Week1 30-31

Journal Entry: First Week of Field Study

Date: [October 30-31. 22024]

Today marks my first day of conducting my Field Study (FS) as a student teacher at Mercedes
Peralta Senior High School in Guinlajon , Sorsogon City.

Upon arrival, I started by observing the school environment as the teachers or principal had not
yet arrived. I noticed that the school is well-equipped with impressive facilities catering to
various strands, including STEM, GAS, Agriculture, and Automotive.
After touring the school, we met the Department Head, Mr. Jesus Felix Galias, who also teaches
CSS at the same school. We handed over the Memorandum of Agreement (MOA), and from
there, we were assigned to the teachers who would guide us in our Field Study tasks.

I was introduced to my cooperating teacher, Mr. Ariel Balaoro Adriatico, a TVL major. His class
schedule included the following:

 7:30 - 9:30 AM: Automotive (Grade 12-Automotive A)

 10:30 - 11:30 AM and 3:00 - 4:00 PM: Philosophy (Grade 12-OSHP/CSS – a combined class of
two strands)

We began observing his classes to learn how to excel as a high school teacher. As part of the
introduction, we introduced ourselves to the students and explained the purpose of our presence
in their school.

During the observations, I witnessed how the teaching methods we had studied were applied in
real-life classroom scenarios. These included:

 Lecture Method: For delivering structured content clearly and concisely.

 Collaborative or Cooperative Learning: Engaging students to work together on tasks or
discussions.
 Inquiry-Based Learning: Encouraging students to ask questions and explore solutions.
 Experiential Learning: Providing hands-on activities, especially in automotive subjects.
 Demonstration Method: Showing practical steps and techniques, particularly in technical skills.

Overall, it was an insightful and fulfilling day. I look forward to learning more in the coming
days and applying these observations in my future teaching practice.
 FIELD November
STUDY
Journal Entries
Week 2 4-5

Journal Entry: Second Week of Field Study

Date: [Nov 4- 5]

In our second week of Field Study (FS), I observed a practical assessment conducted with Grade
11-Automotive A students. The assessment focused on memorizing the parts of a basic vehicle
and practicing overhauling techniques.

I noticed that my cooperating teacher effectively used Inquiry-Based Learning, Experiential

Learning, and the Demonstration Method during the session. These methods were employed to
assess whether the students had absorbed the lessons after previous discussions.
The practical assessment started at around 8:00 AM, delayed by late-arriving students, and
concluded at 9:30 AM. Unfortunately, only 5 out of 25 students completed the activity, as many
were absent or arrived late for the practical session.

During my free time, from 1:00 to 3:00 PM, I visited my FS classmates to observe their sessions.
Some of them had already begun conducting their demo teaching. This gave me valuable insights
into the teaching methods and attitudes I should adopt when my turn to conduct demo teaching
arrives.

The methods I observed from my peers included:

 Role-Playing and Simulations: Allowing students to act out scenarios for better understanding.
 Socratic Method: Engaging students through thought-provoking questions.
 Problem-Based Learning: Encouraging critical thinking to solve real-life problems.

In terms of teacher attitude, I learned important lessons:

 Avoid being too lenient with students. Set clear boundaries to ensure respect.
 Do not tolerate any form of disrespect or disobedience from students.
 Balance kindness and strictness appropriately—know when to be approachable and when to
enforce rules.
 Establish authority in the classroom to maintain discipline and order.

These observations and learnings are preparing me to handle my future teaching responsibilities
with confidence and professionalism.
 FIELD November
STUDY
Journal Entries
Week 3 11-14

Journal Entry: Week 3 (Continuation)

Date: [Nov 11-14. 2024]

This week, my cooperating teacher continued the practical assessment with the Grade 11-
Automotive A students. To help expedite the process, I was asked to assist in the assessment
since the school’s Intramurals was fast approaching, scheduled for November 13-14.

I assisted students in identifying the vehicle parts and understanding their functions. This
preparation helped build their confidence, ensuring they were ready for the practical assessment
when their turn came. Meanwhile, my cooperating teacher supervised students practicing
overhauling techniques. I was delighted to see positive results—many of the students I guided
performed well during the assessment. Seeing their progress brought me great satisfaction.

In preparation for the upcoming Intramurals, I was tasked with facilitating and conducting the
Mobile Legends Tournament for two days. To ensure its success, I prepared brackets and a
presentation for the event. I also coordinated with various teachers to secure the necessary
equipment and venue:

 Borrowed desktop computers and monitors

 Arranged for a classroom with a strong internet connection
 Secured a venue suitable for spectators to cheer and enjoy the event

The tournament turned out to be a fun and successful event. It was well-organized, with no
disputes or conflicts arising, and it attracted a large audience of enthusiastic students. The
positive feedback from both participants and spectators was overwhelming.

At the end of the event, I received a certificate of appreciation, recognizing my efforts and
dedication to the activity. This experience taught me an important lesson: teaching is not just
about delivering lessons in the classroom—it’s also about contributing to activities that bring joy
and engagement to students. These experiences enrich the learning environment and build
stronger connections with the students.

This week was both rewarding and insightful, further strengthening my passion for teaching and
student engagement.
 FIELD November
STUDY
Journal Entries
Week 4 18-19

Journal Entry: Week 4

Date: [Nov 18- 19. 2024]

This week, my cooperating teacher was absent, leaving me to take charge of the classes with my
fellow FS students. I conducted various activities, ensuring lessons continued smoothly and the
students stayed engaged.

Grade 11 - Automotive A
I began the session with a recitation and attendance check. During the recitation, I asked the
students about the functions of car parts discussed in last week’s lesson to test their retention. I
was pleased to see that they remembered the material well. Afterward, we had a getting-to-
know-each-other activity to build rapport. Unfortunately, I excluded some latecomers from the
attendance list as part of classroom discipline.

Grade 12 - OSHP/CSS

In this class, I conducted a quiz based on the previous lessons. I was well-prepared since I had
been closely monitoring the lessons and actively listening to the cooperating teacher's
discussions. After the quiz, I facilitated a short getting-to-know-each-other activity to foster
better connections with the students.

Grade 12 - Automotive A

Similar to the OSHP/CSS class, I conducted a quiz, followed by a brief introduction activity to
create a friendly and approachable classroom atmosphere.

First Demo Teaching Experience

With my cooperating teacher's absence, he entrusted me to deliver a discussion on the following

lessons:

 Starting System for Grade 11 - Automotive A

 Freedom of the Human Person for Grade 12 - OSHP/CSS and Grade 12 - Automotive A

I applied the teaching methods I learned from observing my cooperating teacher, such as
Inquiry-Based Learning, Experiential Learning, and Demonstration Method. Additionally, I
incorporated the attitudes and strategies I observed from the cooperating teacher of my fellow FS
students, such as maintaining authority while being approachable and knowing when to be strict
or lenient.
Reflections

The results of my teaching sessions were positive. Students actively participated, responded well
to my questions, and seemed engaged throughout the lessons. This experience gave me a deeper
appreciation for the importance of preparation and adaptability in teaching. It also reinforced the
value of establishing good relationships with students while maintaining classroom discipline.

This week was a significant milestone in my journey as a student teacher. It was my first real
taste of managing a classroom and delivering lessons, and it gave me the confidence and
inspiration to continue improving my teaching skills.
 FIELD November
STUDY
Journal Entries
Week 5 25-26

Journal Entry: Week 5

Date: [Nov 25-26. 2024]

This week, my cooperating teacher was present but assigned me an additional lesson for Grade
11 - Automotive A, focusing on the Fuel System. Before starting the new lesson, I conducted a
quiz on last week's topic about the Starting System. It was a 10-item quiz, and while most
students performed well, a few still struggled with the material.

Final Demo Teaching: Fuel System (Grade 11 - Automotive A)

For my final demo teaching session, I delivered a lesson on the Fuel System. I used the teaching
methods I had observed and practiced during my FS journey, including Inquiry-Based
Learning, Experiential Learning, and Demonstration Method. Additionally, I incorporated
the attitudes I had learned from both my cooperating teacher and my peers' cooperating teachers,
ensuring I remained confident and approachable while maintaining classroom discipline.

Despite my preparations, I felt nervous because my cooperating teacher was present to evaluate
my performance.

Feedback from Cooperating Teacher

After my demo teaching, my cooperating teacher provided valuable feedback:

1. Motivation: I forgot to include a proper motivational activity at the beginning of the lesson to
engage the students immediately.
2. Voice Projection: My voice didn’t reach the back of the classroom effectively, which made it
challenging for some students to hear clearly.
3. Strengths:
1. The lesson was well-prepared and conducted.
2. My visual aids were clear, informative, and engaging.
3. I completed the lesson within the time allocated in my lesson plan.

Reflection

This final demo teaching experience highlighted areas for improvement, particularly in the
aspects of student engagement and voice projection. I also gained confidence knowing that my
preparation and teaching strategies were effective overall.

The feedback I received was constructive, and I am motivated to apply these lessons in future
teaching opportunities. This experience reinforced the importance of preparation, flexibility, and
continuous self-improvement in becoming an effective educator.
 FIELD December
STUDY
Journal Entries
Week 6 2-6

Journal Entry: Week 6

Date: [December 2-6. 2024]

Midterm Examination Supervision

This week, I assisted my cooperating teacher in supervising the midterm exams for the following
classes:

 Grade 11 - Automotive A
 Grade 12 - OSHP/CSS
 Grade 12 - Automotive A
During the exams, I ensured that students followed the rules and maintained academic integrity.
It was a good opportunity to observe their focus and discipline during assessments, which
provided insights into their learning progress and preparedness.

Upcoming Cluster Meet: December 4-6

In preparation for the Cluster Meet, I was given a significant responsibility by the school head. I
was assigned to help supervise and document the following teams:

 Volleyball
 Basketball
 Boxing

My tasks included:

1. Monitoring the games to ensure fair play and proper conduct among the players.
2. Taking photos to capture key moments during the matches and games.

Reflection

This week provided a balance between academic and extracurricular activities. Supervising the
exams helped me understand the importance of maintaining an organized and fair assessment
environment. On the other hand, participating in the Cluster Meet preparations highlighted the
role of teachers in supporting students beyond the classroom.

The experience of managing sports teams and documenting events taught me how to handle
multiple responsibilities effectively. It was fulfilling to see students excel in both academics and
athletics, as these experiences contribute to their holistic development.
 FIELD December
STUDY
Week 7 & 8
Journal Entries
9-20

Journal Entry: Final Week of Field Study

Date: [ Dec. 9 - 20]

Preparing for Christmas Party and Gratitude Tokens

As our Field Study journey was nearing its end, we shifted focus to prepare for the school's
Christmas party. I took the time to organize tokens and certificates of appreciation for the
following individuals:

 School Head
 Principal
  Cooperating Teacher

These tokens were a small gesture to express my gratitude for their warm acceptance and support
throughout our time in their school.

Classroom Decorations and Game Preparations

During this week, no formal lessons were conducted, so I spent my time assisting students in
decorating their classroom for the Christmas celebration. Together, we prepared festive
ornaments and organized games to ensure a lively and enjoyable event. It was heartwarming to
see the students' enthusiasm as they worked together, fostering a strong sense of community.

Christmas Party and Final Day

The Christmas party marked both a joyful celebration and the conclusion of our Field Study. I
thoroughly enjoyed the activities, games, and the camaraderie among students, teachers, and
fellow Field Study participants. During the event, we presented our tokens and certificates to the
school head, principal, and my cooperating teacher as a heartfelt thank-you for their guidance
and the opportunity to learn in their school.

Reflection

This Field Study has been an enriching experience that has greatly shaped my understanding of
teaching. From the teaching methods to the professional attitudes I observed, I have gained
valuable insights that I will carry forward to my upcoming practice teaching.

I hope to return to Mercedes Senior High School for my practice teaching, as it has become a
place where I feel welcomed and inspired to grow as an educator. The lessons, relationships, and
memories I have formed here will remain a cornerstone of my teaching journey.
THE EFFECTIVENESS OF UTILIZING MOTORCYCLE IGNITION AND CHARGING SYSTEM MOCK-UP

AS INSTRUCTIONAL MATERIAL

An Action Research

Presented to the

Faculty of the College of Teacher Education

Sorsogon State University

Submitted by:

Ariel P. Porugal
Chris D. Encila
Dominic Jay Jeresano
John Michael Espela
Renz John Jintalan

BTVTED AUTOMOTIVE 4A

May 2022
 DECLARATION OF ANTI-PLAGIARISM
(Annex 3 of DO No. 16, s. 2017)

We, __________________________________, understand that plagiarism is the act of

taking and using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of their work
without proper acknowledgment and referencing.

We hereby attest to the originality of this research proposal and has cited properly all
the references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations in
referencing other works from various sources.

We understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
Sorsogon State University.

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
 Republic of the Philippines
Sorsogon State University
COLLEGE OF TEACHER EDUCATION AND MIDWIFERY
Magsaysay Street, Salog (Pob.), Sorsogon City, Sorsogon
Email Address: [email protected]

THE EFFECTIVENESS OF UTILIZING MOTORCYCLE IGNITION AND CHARGING

SYSTEM MOCK-UP AS INSTRUCTIONAL MATERIAL

Ariel P. Porugal

Chris D. Encila

Dominic Jay Jeresano

John Michael Espela

Renz John Jintalan

BTVTED AUTOMOTIVE 4A
 I. CONTEXT AND RATIONALE

Instructional material is one of the core factors that affect the

general structure of teaching and of learning process essential in

achieving quality education. Instructional material helps the teacher

in so many factors such as effective teaching, successful exchange of

ideas, thoughts as well as the meta-cognitive enhancement of the

student. The failure to deliver an effective instructional material

lead in so many implications such as learning and teaching gap. The

gap between the learner and the teacher will lead to inferior

education if left unnoticed. This gap will be addressed and be avoided

through an effective presentation of instructional materials which can

engage students to participate and learn in class. The proper

utilization of instructional material allow teaching to be engaging

and more effective. These resources create a huge impact to the

general structure of curriculum for it expand the level of

understanding and the mode of knowledge delivery. Assuring that

adequate resources are maximize to make sure that the full potential

of the learners be achieved as well as the general objective of an

institution.

Furthermore, selection of appropriate learning materials and

maximizing resources play an important role in teaching. There are

variety of teaching strategies in different fields which requires

different form of instructional material. In the contrary, regardless

of types and variety of instructional material it only shares one goal

which is to improve the teaching and learning processes. The

understanding towards the important role of instructional materials

allow the educational system to improved, expand and modify existing

old ways in teaching. There are different institutions that are still

having issues regarding the number of instructional resources. The

inadequate amount of instructional materials does not only damage the

general structure of teaching but also the ability of the student to

cope up, learn and connect to the discussion.

Intermittently, neglecting the said concern allow institution to

face different crisis on field of teaching which includes unabsorbed

knowledge, lack of engagement in school activities and difficulty to

catch up with the lesson. There are variety of instructional materials

that does not only equip students with knowledge but also equip them

with competence such as in field of technology and education. The

balance between theoretical Strategy and practical work should be

highlight to assure 7 that learning does not only remain intellectual

aspect of the learner but also reflect in performance and skills of

the learner.

According to Fernandez, and Fardoun (2022), To

facilitate, encourage, enhance and promote teaching there must be

materials to utilized also known as instructional materials. Utilizing

the instructional material allow teaching process to expand and give

opportunity to the learner to cope up with the learning gaps. In

addition, the study elaborate that proper use of the resources

encourage and motivate learner to engage in group or class discussion.

It allows the teacher to facilitate the learning procedures of the

student through materials which can equip learners with skills and

understanding. Maximizing the use of instructional materials enhance

and improve the general procedures of teaching. According to Krukru,

2015, finding stated that one of the major problem encountered by

educators and learners include the inadequate teaching and

instructional materials. The above study defines and highlight the

function of instructional materials as well as state the major

challenge on education. The lack of learning materials in an

educational institution create huge problems related to knowledge and

skills enhancement of the student. The effective teaching styles

require strategic planning to 8 develop effective teaching.

According to Tatum 2022, there are different and various

methods on teaching however visual aid is proven to engage and connect

students to the discussion. The study show that student tend to

develop understanding on a specific aspect if it is in the form of

visual aids such as PowerPoint, reporting, textbooks ,3d models and

other visual aid form. It elaborates that learning could be a lot more

effective if materials can further engage them through process of

visualization. The study shows that through visual aid presentation

teaching was able to capture the attention of the learner. Visual aids

do not only possess the ability to engage but the ability to capture

attention of the student in a way that other materials cannot. However

as stated in the research, instructional material varies on the needs

of the student as well as the field whereas the student belongs. In

the field of automotive it requires both theory based discussion as

well as an effective instructional material such as mock up machines

to support the cognitive aspect of the student to progress on the meta

cognitive dimension of learner. Mock up is a form of a functional

instructional model to aid the complexity and difficulty of automotive

engine due to its complicated constructions of components. (Albaladejo,

et. al., 2013).

The inadequate amount of instructional mock up can lead to

failure on achieving specific learning objective further supported by

the statement of Castillo ,2019, whereas he stated that the absence of

instructional materials and equipment can be seen as a factor in

achieving the institution's aim of developing automotive skills among

learners. According to Simon and Phelps (2020), A 3D model that model

that is related and time bounded will help those who has limited

knowledge on technical aspect. Furthermore, the study simply supports

and elaborate the quality of an effective 3d model on assessing gap on

the learners lack of preliminary knowledge in technical aspect. In

connection to the field of technology and education, a 3D model that

is timely and relevant will allow learning gaps to be addressed. This

3D model are tangible instructional materials that can equip them with

specific knowledge and allow learner to connect in the topic

discussion. A 3D model has the ability to represent and elaborate

procedures, components and function 10 which would be beneficial to

successful absorption of knowledge and learning objectives. In

relation, the research focus on fabrication of mock up instructional

material which will target to develop the competency and skills of the

learners inside the classroom in relation to ignition and charging

system. The mockup was exactly the same engine that equips a vehicle,

but assembled in a mechanical base, equipped with all the necessary

components that make it run up (Albaladejo, et. al., 2013). To

elaborate, a mock up is a form of fabricated components that are

designed to function and run to showcase the procedures and

functionality of engine or the vehicle. It is fabricated components

that aim to represent the engine system.

II. ACTION RESEARCH QUESTIONS

This action research sought to measure the

acceptability

level of ignition and charging system as instructional

material including its efficacy and benefits in field of

teaching and of learning process

Specifically, this study sought to answer the following

questions:

1. What is the level of engagement of the student during

discussion utilizing motorcycle ignition and charging

system mock-up as instructional material?

2. What is the level of student’s performance during

utilization period of the mock-up?

3. Is there any unique or distinct change in students behavior

or academic participation during discussion given that

mock-up is utilized?

4. Is there any factor that need to be improve to enhance

efficiency of motorcycle ignition and charging system mock-

up as instructional material?
 5. Based on the findings of the research, what action plan can

be formulated to improve utilization of mock-up as

instructional material?

III. INNOVATION, INTERVENTION, AND STRATEGY

Effectiveness of utilizing motorcycle ignition and charging

system mock-up as Instructional Material

Motorcycle Ignition

and charging system

Diagram.

MOTORCYCLE IGNITION AND CHARGING SYSTEM MODEL

 Education for the past few years has been phased with

different academic resources dilemma resulting to poor

absorption of cognitive knowledge and psychomotor skill related

gaps. According to Tejano, theory alone is not enough to

develop skills among students. The above mention statement

indicates that learning in automotive field requires tangible

instructional materials wherein learners can visualize and

evaluate the theory they learn in an open and engaging realistic

resources such as 3d model.

Furthermore, past studies have shown that the rapid effect

of having no effective instructional material lead to poor

academic standing of an institution. One of this example is the

inclusion of Philippines which rank as countries having

difficulty in subject matter such as mathematics, science and

even in reading comprehension. This simple example implicates

that there must be something missing in education. Supported by

the study conducted by Krukru year 2015, finding states that one

of the major problem encountered by educators and learners

include the inadequate teaching and instructional materials.

In relation to the existing gap, there are students

entering college or senior high school taking automotive

technology or technology education courses/strands that do not

have experience. Thus, providing instructional material during

lecture is vital for this unexperienced students to cope up with

their deficiencies

IV. ACTION RESEARCH METHODS:

A. Participants and/or other Sources of Data and Information

The researcher utilized a purposive sampling design.

The participants include Grade 12 students from different

section in Mercedes B. Peralta Senior High School

Table 1. The Participants of the Research

No. of Participants
Strands
Diagnostic Test Evaluation Test

30 30
Grade 12 Automotive A

Using power point and video

presentation

Grade 12 Automotive b 30 30

Using power point and mock-up

This research employed a qualitative – descriptive method

since the objectives of the researcher cannot be measured

statistically

B. Data Gathering Methods

In relation the researcher followed ADDIE model to ensure

that the product has efficient procedural results. During the

development of instructional mock-up researcher had to utilized

Addie model as a guide. First, the researcher develop analysis

on the product including the prices of the materials to be use

and the background of the system. After analysis, the researcher

come up to with the design and develop the product. The

development of the product requires implementation such as the

process of coming out with quality output. To implement the

product there must be an evaluation using observation method

during teaching and demonstration process.

As shown in the Addie Model below, analysis is the first

procedure. Analyzing the learning environment of the learner

including the resources present in the school learning area

determine if there is a need to emerge new instructional

resources alternative. Followed by the design, the planning of

lesson should always have an effective flow. Having an

instructional material is useless if there is no strategic plan

or guide to ensure that the procedures and techniques will align

to the SMART learning outcomes. After creating design, the

development should also be present. During the process of

teaching while utilizing the instructional mock-up there should

be a development of theoretical concept to promote and

effectively include the instructional model to classroom

discussion. After developing the learners cognitive or

theoretical concept about ignition and charging system,

implementation of the motorcycle ignition and charging system

mock-up in discussion should be done. The use of the

instructional mock-up should be implemented correctly to

maximize the results and efficiency of theoretical concept

absorption. Lastly, evaluation of knowledge should be

done through cognitive testing and practical related activities.

 There are two sets of section subjected to teaching and

demonstration related to motorcycle ignition and charging system.

Grade 12 Automotive is subjected to teaching and demonstration

using power-point and video presentation while the other Grade

12 Automotive students undergo teaching and demonstration using

power point and motorcycle ignition and charging system mock-up.

After taking the teaching and demonstration, evaluation will be

given. The results will be compared and will determine the

advantages and benefits of using mock-up in teaching.

REFERENCES
 A. Books

Earl, F. (2018) Reverse Engineering of the Deep Cycle

Automotive Battery. IUniverse

Parks, D. and Kimbrough J. (2011). Automotive Wiring,

Motorbooks International.

Federal Aviation Administration (2016) Aviation Instructors

Handbook. United States Department of Transportation, Federal
Aviation Administration [Flight Standards National Field Office].
Indiana University

Lesh S. (1965) The recruitment and training of automobile

mechanics. National Committee on Employment of youth(U.S.) Page
13

Murphy, David; McEachen, Michael; Macy, Brian; Gaspar,

James (2005). [American Institute of Aeronautics and
Astronautics 46th AIAA/ASME/ASCE/AHS/ASC Structures, Structural
Dynamics and Materials Conference - Austin, Texas ()] 46th
AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics and
Materials Conference - Demonstration of a 20-m Solar Sail
System., (), –. doi:10.2514/6.2005-2126

Bryant D, et. al. (2019) Teaching students with special

needs in inclusive classroom. SAGE Publication.
B. Journals
Luo, D; Ge, P; Liu, D; Wang, H (2017, March 6). A combined
lens design for an LED low-beam motorcycle headlight.

Lighting Research & Technology, Volume 50, Issue 3

Amran, A., Ananda, A., Festiyed F. and Sumarmin R. (2018).

The development of integrated science instructional
materials to improve students' digital literacy in
scientific approach, Indonesian Journal of Science
Education, Vol 7, No 4

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John Michael Frilles Espela
Phase 2 Block 13 Lot 18 Seabrezze Homes Cabid-An
Sorsogon City [email protected]
09304852111

Skills & Abilities

 Automotive Servicing, Welding

 Fast learners Experience

Educational Attainment

College: Sorsogon State University - Main Campus Magsaysay St.

Sorsogon City

High School: Sta Magdalena. National High School, Branggay 4

Sorsogon City

Elementary: Alapan 1-C Elementary School Imus, Cavite