FS2: Learning Episode

1
The Teacher We Remember

Analyze:
Effective teachers also possess a strong classroom presence, an appreciation for
real-world learning, the ability to share their knowledge and a passion for learning
that lasts a lifetime. Yes, as all of the competences are readily apparent to
professionals, the talents are knowledge-based and the traits are particularly desired
by organizations, professional associations and anybody else who may be in our
future careers. Good interpersonal and communication skills are necessary for
teachers to comprehend the requirements of their students and to allow them raise
questions with restriction. A good teacher is one who can interact with the pupils in a
friendly manner, communicates with them readily and fosters a harmonic connection
with them.

Reflect:
Which personal traits do I possess? Not possess? Where do we need
improvement?
Personal traits do I possess
 Loyalty
 Open-minded
 Resourcefulness
 Patience
 Self-belief

Personal traits do not possess

 Being closed-minded inflexibility
 Constant complaining traits I need improvement in
 "Enhancing resourcefulness" involves expanding my knowledge across
various domains.
 Confidence and self-assurance lead to the ability to speak in front of
larger audiences.

Which professional competencies am I strongly capable of demonstrating?

Dependability— Because I can continually affirm my own value, I understand
that both myself and others can rely on me.
 A sense of curiosity and wonder— I maintain an unwavering openness to
new ideas and learning experiences. My commitment to patience ensures
that I persist in pursuing my goals regardless of the time required.

In which competencies do you need to develop more?

 Being resourceful" means broadening my knowledge in all aspects.
 Self-belief—having more confidence and self-belief is like talking in front of
many people.

Who are the teachers that we remember most?

 The teachers we remember most are often those who went beyond simply
imparting knowledge—they're the ones who made a lasting impact on our
lives. They could be the ones who showed genuine care and interest in their

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 students, who went the extra mile to support and encourage us, or who had a
unique way of making learning exciting and meaningful.

Write Action Research Prompts:

1. OBSERVE: In assisting my Resource Teacher, I observed that personal traits
such as the ability well to the needs of students and professional competencies
like assessment and coaching were least/not displayed and as a result, students
were/ class was the students were facing such difficulties in solving
mathematical problem in class.

2. REFLECT: The lack of these personal traits and professional competencies

(mentioned in #1) may be caused by the teacher either lacked knowledge or
neglected to investigate the many personal qualities and professional abilities
that teachers need to have.

3. PLAN: I would like to address this problem (mentioned in #2) by conducting and
action research on how to develop personal and professional competencies
among teachers in online teaching as a basis to faculty.

4. ACT:
a) The main objective of my action research is to develop and professional qualities
among educators in taking this online teaching and enhance their performance
through a faculty development program.
b) My specific research questions are:
1. What are the personal and professional qualities does the educator
possess during online teaching?
2. What are need to consider in order to develop and enhance teachers
performance?
c) To answer my specific research questions, I
1. I need to observe the teachers while they are in the class discussion with
his/her students.
2. I need to conduct a study about their competencies to be enhance since I
will also conduct a faculty development program.
3. Have a conclusion about the results and expect recommendation from
expertise.

Check for Mastery:

1. A
2. A
3. D
4. B
5. C

Work on my Artifacts:

The teachers we remember most are often those who went beyond simply imparting
knowledge—they're the ones who made a lasting impact on our lives. They could be
the ones who showed genuine care and interest in their students, who went the
extra mile to support and encourage us, or who had a unique way of making learning
exciting and meaningful.

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It will be very helpful to me to develop these abilities, or attributes, through the
course I'm now doing. I'm prepared to put in a lot of effort to strengthen these
abilities through the course I'm presently enrolled in, even though I know it won't be
simple.

I will thus make every effort to develop each skill since, in my opinion, they are all still
in need of improvement and because I want to be a better teacher for my students if I
can succeed in each competency. Additionally, now that I'm halfway through my
prospective profession, I wish to possess these attributes. Perhaps not at the
moment, but I aspire to possess such attributes soon. The development of such
attributes just requires acceptance and desire. I'm prepared to try it even if it could be
challenging and see how it goes.

3
 FS2: Learning Episode
2
Embedding Action Research for Reflective
Teaching
Participate and Assist:
Making a List of Completed Action Research Titles by Teachers in the Field

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

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

Inventory of Sample Action Research by Teachers

List of Completed Action Research Titles Author/Authors
Ex. Differentiated Instruction in Teaching
Mary Joy Olicia
English for Grade Four Classes
1. Student Research for Community Change;: Tobin, W, & Felt, V.
Tools to Develop Ethical Thinking and Analytical
Problem Solving.
2. Enhancing Practice through Classroom Caitriona McDonagh; Mary Roche; Bernie
Research: A teacher’s guide to Professional Sullivan; Mairin Glenn
Development.
3. Doing and Writing Action Research Jean McNiff and Jack Whitehead
4. Teacher Action Research: Building Gerald J. Pine
Knowledge Democrasies
5. Self-study teacher research: Improving your Anastasia P. Samaras
practice through collaborative inquiry.

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 the action 1. Identified problem to be solved in the title no.
research titles? Do the action research (AR) 1. The tools in developing ethical thinking
titles imply problems to be solved? Yes and analytics in problem.
No
2. Identified problem to be solved in the title no.
If YES, identify the problems from the title you 2 Enhancing practice through Classroom in
have given. Answer in the space provided. professional development.
2. What interpretation about action research can Title of the Action Research:
you make out of your answer in Question No. Self-study teacher research: Improving your
1? practice through collaborative inquiry.

3. Write the Title and your interpretation of the

study from the title? From the title, I think, the study the study
talakstalks about self- studying teacher

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 research in improving ways to practice and
have collaborative inquiry.
What do you think did the author/s do with the I think the author/s identified the problem
identified problem as presented in their titles? based on what is needed to improve and to
have a better teaching strategies and for
development.

Analyze:
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
My Answer
Key Questions Choose from the options given. You may check
more than one answer:
1. From what source do you think, did the Choices:
authors identify the problems of their action  Copied from research books
research?  From daily observation of their teaching
practice.
 From difficulties they observed of their
learners.
 From their own personal experience.
From the told experiences of their co-
teachers.
2. What do you think is the teacher’s intention in Choices:
conducting the action research?  To find a solution to the problematic
situation
 To comply with the requirement of the
principal
 To improve teaching practice
 To try out something, if it works
 To prove oneself as better than the
others
3. What benefit do you get as a student in FS 2 Choices:
in understanding and doing action research?  Prepare me for my future job
 Get good grades in the course
 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 mentor in  By co-searching with my mentor
his/her Action Research Activity?  By assisting in the design of the
intervention
 By assisting in the implementation of the
AR
 By just watching what is being done

Reflect:

1. What significant ideas or concepts have you learned about action research?
- I realized that conducting action research is a crucial first step in developing
into a successful educator who genuinely cares about her kids education.
2. Have you realized that there is a need to be an action researcher as a future
teacher?. If yes, complete the sentence below.

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 - I realized that be an action researcher with the ability to predict the issues that
students will face in the classroom.
Write Action Research Prompts:

OBSERVE
From what teaching principles of theories can this problem be anchored?
 I have observed and noticed that Action Research begins with a problem or a
problematic situation.

Write an example of a problematic situation that you have observed and noticed.
The teacher in an online course provided a power point presentation of her lecture.
She thinks that communication between the instructor and students is crucial so that
any questions the students may have be answered quickly and without difficulty.

REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.

Write a probable solution to the problematic situation above.

In my opinion, the most crucial thing in the current scenario is to help students
develop effective communication skills despite the epidemic. To do this , a teacher
must delve deeply into the issue in order to comprehend the circumstances and
come up with the best answer.

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 I can
plan an appreciate intervention like interesting “ getting to know each other
games and activities that every student will participate.

ACT
If I conduct or implement my plan, what can be its title?
 If will implement my doable plan in the future, my title would be An Action
Research: Improving Teachers Quality and Online Classroom Practice “online
literacy” .
 .

Check for Mastery:

1. B
2. A
3. B
4. C
5. B

Work on my Artifacts:
Your artifact will be an Abstract of a completed action research.

This action research delves into the implementation and evaluation of basic
reading activities aimed at bolstering vocabulary proficiency. Focused on enhancing
language acquisition among learners, this study explores diverse strategies within
classroom settings to improve fundamental reading skills and expand lexical
knowledge. By engaging in iterative cycles of observation, intervention, and

6
reflection, this action research aims to identify the most effective methods for
promoting vocabulary growth through targeted reading activities. The research
assesses the impact of these interventions on students' comprehension, retention,
and overall language development, contributing valuable insights into optimizing
pedagogical approaches for vocabulary enhancement in educational settings.

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 FS 2: Learning Episode
3
Understanding AR Concepts, Processes and
Models

Notice:
 What concepts have been emphasized in the task and info graphics? Give at
least four.
1. OBSERVE
2. REFLECT
3. PLAN
4. Act

 Since the 3 models are all for action research, what are the common elements of
the three?
The common elements of the threes models of AR are:
- Observe
- Plan
- Act
These elements ensure AR's effectiveness in improving teaching
practices, student learning, and educational environments.

Analyze:

 If you choose to compare with Model B-Nelson, O. 2014, here are the components.
Title and Author of the Action Research: Increasing Reading Comprehension of High
School Student Through Fluency-Based Interventions (Neumann, V. B.A, etc,al)

Key Components Entry from your Sample AR

OBSERVE The students struggle in reading
REFLECT The students needs reading tutorial to practice oral reading with engaging
materials
PLAN 14 weeks dedicated for the project , 10 weeks of intervention took place
and 2 weeks of pre and post-documentation occurred.
ACT The researchers gathered data to determine students where they struggle
with reading.

 What have you understood about the concept of Action Research and how will
these be utilized in your practice?
- Through my understanding, Action Research is a collaborative approach
gathering data to determine and solve problems. It involves cycles of
planning, action, observation, and reflection to drive constructive change. In
my practice, I intend to utilize Action Research to identify areas for
improvement, develop targeted interventions, and assess their effectiveness.

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Reflect:
 As a future teacher, is conducting an Action Research worth doing? Why?
- Yes, an AR beneficial it can increase students and teachers skills, as well as
the classroom environment. It has the potential to increase both students and
students understanding. It has the potential to lessen the severity of the problem
and in the best case scenario, completely eliminate it. It ensures the
development of skills, practice, and knowledge, which are all important aspects
of the learning process. Action research’s importance in improving a learning
instruction cannot be overstated. It can help teachers ensure about their
professional development is effective.

 How can AR be useful for every classroom teacher?

- Teachers can use AR to help pupils understand abstract concepts. By
exploiting the engagement and experimentation that AR technologies allow,
teachers may enhance classroom experiences, teach new skills, inspire student
minds and get students enthused about pursuing new academic interests.

Write Action Research Prompts:

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many
questions that I raised in my mind. These include:
a. How does classroom environment impact student engagement and motivation?
b. What role does technology integration play in enhancing student learning
outcomes?
c. Do assessment methods accurately measure student understanding and
progress?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. Online/modular learning are effective when teacher understand student needs
b. Students learn through provided materials whwho they study and self-discipline
c. Methods/strategies enhance learning by encouraging active participation

PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem

- As a future teacher, I plan to enhance my skills in creating engaging lesson

materials to capture students' attention. . To achieve this, I will use my skill and
creativity in making lesson material and for more ideas and knowledge I will
research innovative teaching methods, design visually appealing materials, and
integrate technology to support learning.

ACT
My action will come later, given enough time in FS 2 or during my Teaching
Internship.

Check for Mastery:

Direction: Check from the choices, what answer/s respond to the question
correctly and put X if otherwise.

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1. Action research requires a teacher to be:

 Consider students different abilities

 Collaborating with colleagues and seek feedback for improvements
 Embracing continuous professional development
 Using data-driven approaches to inform instruction

2. There are many ways of doing action research which follow a

cyclical process. The process include:

 Observe, Reflect, Plan, Act

X Plan, Act, Observe, Reflect
X Act, Plan, Reflect, Observe
X Reflect, Plan, Observe, Act

3. As an action researcher, I will be developing my skill as a person

who is

 Inquisitive
 Creative
 Strategic
 Collaborative
 Communicative

4. On which of the following would you choose to conduct an Action

Research. Why?

 I would choose to conduct an Action Research on "Improving Student

Engagement in the Classroom." This topic resonates with me as a
teacher because I've noticed that some students struggle to stay
focused and motivated during lessons. Through Action Research, I
aim to identify effective strategies to increase student engagement,
participation in learning experience. I hope to develop practical
solutions, such as innovative teaching methods, technology
integration, or inclusive practices, that cater to diverse student needs.

5. Which of the following relates closely to what action research is.

 Investigating own teaching practices

 Improving student learning outcomes
 Systematic and intentional inquiry
 Reflective and solution-focused approach

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 FS2: Learning Episode
4
Matching problematic learning situation with
probable action.

Participate and Assist:

The problems I identified are:

1. Insufficient resources of learning materials
2. Poor time management
3. Limited resources and funding

Notice:
 What have you noticed of the problem identified above? Can there be more than
one solution to the problem? Explain.
- there are more than multiple solutions to the problems in learning resources
digital resources and open educational resources (OERs) can supplement
insufficient materials. Lack of time needs Time management training, efficient
lesson planning, and technology integration can optimize teaching workflows.
For a limited resources and fund make flexible budgeting to reduce cost.

Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same science lesson for two weeks, yet no progress
was observed. This situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem? One half of students cannot classify animals into
vertebrates and invertebrates.
 Can you find a solution to solve her problem? Give your two suggestions.
a. Create a vertebrate-invertebrate sorting game using pictures or flashcards.
b. Use real-life examples and case studies
 What solution can solve Miss Fely’s problem? How?
Offer one-on-one support or peer-to-peer tutoring for struggling students.
 Are they matched with the problem?
Yes because differentiated instruction or games strategy matched to the lesson it can
caught the attention engage to the lesson.

Scenario B: Sir ray teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand only
as parents. They are deprived of the necessary food, clothing and shelter.
 Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
a. The background of most of the learners
b. Deprived of the necessary food, clothing and shelter

 Can you propose a solution to solve one of the problems that you have identified?
Create a strong relationship between teacher and students consider their different
backgrounds treat her with love, care and respect as a second parent atleast to fulfill
their psychological, emotional needs. Make a supportive environment for they to be
have a positive and collaborative learning experiences.

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 Reflect:
 After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better
teacher?
Explain:
Identifying problematic situations and finding solutions enables me to become a
more effective and empathetic teacher in the future. It helps me to be aware for the
possible scenario or situation in the future and make a solution to Adress their needs
not only in academics.

Write Action Research Prompts:

OBSERVE
What problematic situation prevails in the classrooms?
I observed that some of the learners struggling in spelling, grammar and
in reading.

REFLECT
What changes do you achieve?
By helping them when they ask if the spelling is correct and if the
grammar is proper and if it is right sentences

PLAN
What strategies will you use to improve the situation?
Promotes literacy development and conduct a meeting with the students and
parents.

ACT
What would be the title of your Action Research should you conduct the study?
" Gradual Release Method with selected comon high school students.
Progress from modeling to guided practice,providing scaffolding support as
students develop reading and writing skills.

Check for Mastery:

Match the problems listed in Column A with corresponding probable solutions
in Column B. You may use the letter once, more than once or not all.
Problematic Situations Probable Solutions/Actions
B 1. Connectivity for On-line learning a. Rearrange classroom setting
D,A,G 2. Disruptive Classroom behavior b. Maximize use of varied instructional materials

D,A 3. Poor interest and motivation c. Regular parent-teachers circles

C,F 4. Parental non-involvement d. Use of rewards
E 5. At risk-students e. Group studies and study buddies
f. Use of flexible learning
g. Silent reading exercises

Work on my Artifacts:
I. Title of Action Research: Instructional Strategies for Teaching Pre-Algebra to a Diverse
Group of Learners
II. Author/s: Robert Ojeda
III. Abstract:
Planning effective instruction for a classroom full of learner's demands that the educator know

12
what works and more importantly what works better for the e group of people residing in the
educator's classroom today. This action research study tested the efficacy of using the full
complement of assessments included in the curriculum adoption at the researcher's school and that
of guided note taking. Each strategy was implemented in its own separate unit of a pre-algebra
class. The researcher used student growth, which was determined by the difference observed
between a student's pre-test percentage score and their final unit test percentage score, as the
metric by which to evaluate each strategies efficacy. Measurable growth was observed with both
strategies. The All. Assessments strategy showed greater and more consistent growth among
learners than that which was observed during the Notes. strategy. These findings indicate that more
research is needed on the effectiveness of using assessments for learning and a need for further
study to evaluate the efficacy of guided note taking. Findings in this study should be considered as
illuminating but not conclusive as the sample used is not generalizable.
IV. Identify the Problem in the Study
Today's classroom is a diverse place where students from a myriad of backgrounds and abilities
are brought together with the expressed purpose of developing knowledge and skills that will assist
students in growing as individuals while preparing them for the next level in their academic lives.
The classroom where this study took place embodies these conditions and strives towards these
intentions. To effectively realize success as measured by today's formal assessments this
researcher recognizes the need to find, specialize and implement a system of instructional
strategies which will help assure that each of these groups of learners are engaged, challenged and
trained to use their skills and knowledge to any challenge life throws at them. The students
comprising the sample in this study class are energetic, curious and reside in a supportive and
peaceful mountain community. In pre-algebra the half are performing at grade level with about 25%
below and about 25% or so above. Are there ways challenge each leaner and teach them in a way
that best meets their needs while doing so for all learners? Are there instructional strategies that
could be implemented that would yield better results for more students? Can this be accomplished
within the confines of the time currently used to plan? A safe assumption is that there is likely to be
many permutations of strategies that can be implemented in this classroom that will yield a different
result as represented by student performance on chapter tests. The purpose of this action research
study will be to evaluate the specific effectiveness of several strategies as used by this researcher in
this classroom. The study sample of students are distributed by their performance on the 2009
California Standards Test for Math as, Advanced 24%, Proficient 29%, Basic 41%, Below Basic 6%,
Far Below Basic 0% (CST Report, 2009). It has been observed by the researcher that this group of
students are generally encouraged to keep up with their Ojeda 4 academic work. The group is
comprised of fifteen students, most of whom have been in the same class together for the duration
of their school years. Finding the right strategies for todays students is important, but so is
developing strategies that can be used as a base program from which to specialize for the next
year's students who will come with unique instructional requirements.

V. Identify the Action Taken in the Study

Each strategy selected for evaluation in this study was implemented in this researcher's
classroom for two weeks in the following manner. Each new strategy was isolated from influence by
the other strategies during evaluation to the degree practical in this real classroom environment.
Students were instructed using in the researcher's normal teaching style that included working
problems as a group until it was clear to the researcher that the majority of students were able to
continue independently. At this point instruction continued on a case by case basis as the need
presented itself. This was determined through teacher observation. or through the direct request of
students. Efforts were taken to maintain a consistency of instruction during each strategy evaluation.
Before beginning instruction on the unit's lessons a pretest was administered. During the course of
the unit, quizzes were administered. The number of quizzes was determined by the strategy being
evaluated. Each quiz was given the afternoon the day reteaching for the lesson being quizzed had
been completed. A midchapter quiz was given after the sixth or seventh unit lesson had been
corrected and retaught. This was followed by more lesson quizzes administered as previously Ojeda
11 described. The unit was completed with a final chapter test consisting of questions from the
whole unit. During testing students were directed to move into "test mode" where they moved their

13
desks so they had a one foot gap between their desk and their nearest neighbor. This was done to
minimize distractions that might impact assessment results. Students were not allowed to talk to
each other during quizzes and tests. They were allowed to ask the researcher for clarification on
questions. Each quiz and test was corrected in class by the students and then reviewed by the
researcher. This was done to provide students with immediate feedback.

14
 FS2: Learning Episode
5
Preparing the learning environment: An
overview
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

- I can help my mentor by using my skills and creativity.

2. Small Group Discussion

- I can assist my mentor through working with my best base on what he or she
asking, instruct and command.

3. Checking class attendance in a virtual classroom (I.e. google meet or zoom)

- I ’ll be the one to check the attendance through calling students name one by
one and say present to identify who are the absent.

Notice:
Learning Environment 1:
 What have you noticed of the display in the class bulletin board? What message or theme
does it convey?
- the transparency board all about expenses of school in junior high and senior high
school.
 What makes it attractive to the learners?
- the color simply attractive.
 Does it help in the learning process? How?
- In my perspective the board maybe cannot help to learning process but the content
in that which is the expenses uses in school different tools, materials and etc the
need in the campus can help to improve and have a good learning experiences.

Leaning Environment 2:
 If the teacher is using a distance delivery of learning through the modules, where is most
likely the learning space of the students?
- Students learn in their own homes, using personal devices and internet connections.
 Can you describe?
- the often days suspended the faculty release a module for students.
 How can you as a teacher help to make such environment conducive for learning?
- As a teacher I treat all students equally and right with respect, always approachable and
promote strong communication and relation with students to make them comfortable and
accepted and to be have a positive environment and conducive for learning.

15
Analyze:
 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?

 As a teacher, I prefer Learning Environment 1, In this environment, I can
facilitate active learning, encourage student participation, and provide timely
feedback. By leveraging visual aids, group work, and open discussions, I can
create a dynamic and inclusive space that promotes academic excellence
and social growth. This setting also enables me to establish strong
relationships with students, understand their individual needs, and tailored
instructions needed of students.

Reflect:
Based on my noticing and analysis, I realized that
a. Teachers should adapt instruction to meet diverse learning needs
b. Provide additional support for struggling learner.
c. Consider and accept the ideas and opinion of students

Write Action Research Prompts:

OBSERVE
What probable problem may result from the two situations of the learning
environment?

In learning situation one, the probable problems includes limited resources

and infrastructure, classroom management and discipline challenges, diverse
learning needs and abilities, time constraints and pacing issues, and teacher
burnout and stress.

In learning Situation two, in terms of online flatform the probable problems

encompass technical issues and connectivity problems, limited student
engagement and motivation, difficulty building teacher-student relationships.
privacy concerns. For modules some students did not motivated and focus so
the teacher cannot guide them time to time

REFLECT
What solutions can I think of to solve the problem?
 Implement resource sharing, integrate technology to address infrastructure
limitations. Utilize differentiated instruction, positive behavior interventions,
and student-centered approaches to manage diverse learning needs.

 To make it easy provide design engaging modules, incorporate interactive

elements to adress students needs, supposedly in technical school can not
easily provide technical support but teacher can tailor instruction by guiding,
sending link, modules, files in social media flatform that students have and
can easily access.

16
PLAN
How should I do it?
 Provide differentiated instruction, positive behavior interventions, and student-
centered approaches help manage diverse learning needs. Tailor lessons to
meet individual abilities, learning styles, and interests.

 In technical schools with limited technical support, leverage social media

platforms for instruction. Design engaging modules with interactive elements,
sending links, files, and guides via Facebook, messenger or Telegram.
Provide step-by-step instructions, video tutorials, and interactive simulations.
Offer virtual office hours through live chats, voice or video calls, ensuring
accessibility on various devices. Regularly communicate with students,
setting clear expectations and deadlines.

Check for Mastery:

1. B
2. D
3. D
4. C
5. E

Work on my Artifacts:
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”

"My Conducive Learning Environment"

My conducive learning environment, As a learner and future teacher, I believe a

supportive learning environment can help students to succeed. My ideal conducive
learning environment promotes engagement, motivation, and inclusivity, treasure
active learning, creativity, and collaboration.

A comfortable and well-designed physical space, A well-ventilated, brightly lit

classroom with modern furniture encourages active learning. Inspiring quotes and
educational posters stimulate curiosity. In terms in technology integration enhances
engagement. Interactive whiteboards, learning management systems, and
multimedia tools provide seamless access to information. Gamification makes
learning enjoyable. Importantly respect diverse backgrounds of students. I value
diversity, promoting respect, empathy, and open communication. Differentiated
instruction ensures equal opportunities for success. Collaborative activities like group
projects and peer discussions foster teamwork and creativity. As a teacher, I strive to
be approachable, knowledgeable, and passionate. Timely feedback and guidance
help students achieve academic excellence.

In conclusion, my conducive learning environment is a vibrant, inclusive, and

technology-rich space. By combining physical comfort, technology integration,
inclusive culture, collaborative learning, and teacher support, I empower students to
reach their full potential. This prepares them for a lifetime of learning, growth, and
success.

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 FS2: Learning Episode
6
Enhancing a face-to-face learning environment

Participate and Assist:

 Given the concepts and the infographics, how can you participate and assist in
the face-to-face learning environment?
To participate and assist in a face-to-face learning environment, I actively engage in
class discussions and activities, and ask questions to clarify concepts. Collaborate
with peers on group projects, provide feedback, and support one another. Utilize
visual aids, technology, and multimedia resources to enhance learning.

Notice:
Classroom Environment Before Classroom Environment Now
Used traditional materials Integrating technology for teaching and learning.

Some of school facility are makeshift. Contains a facility a new concrete building

Lack of learners materials or modules. Overstock learning materials

Analyze
 What do you think brought the changes in the face-to-face learning environment
now?
The face-to-face learning environment now has undergone significant
changes due to advancements in technology and shifting educational
paradigms. The integration of digital tools, online resources, and multimedia
content has transformed traditional classroom settings.

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

I plan to integrate technology into my teaching and learning process

by incorporating multimedia resources, such as educational videos,
podcasts, and interactive simulations. I will utilize learning management
systems and interactive whiteboards to deliver engaging content.
Students will also create and share their own multimedia projects,
promoting digital literacy and creativity. To ensure seamless integration, I
will provide training and support for students and continuously evaluate
the effectiveness of technology-enhanced instruction.

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

18
In my reflection, face to face can enable conducive learning experiences.
Through face to face it can significantly enhances learners' ability to achieve
better learning outcomes. In face to face you can see what students doing
and you can time to time check them and get their feedback if they actually
learn from you so that it promotes active learning, active participation ang
proper understanding that can help learners engage and motivated. Learners
feel safe, supported that can create a positive and conducive environment
that can leads to commit better learning outcomes, academic achievement,
and lifelong success.

Write Action Research Prompts:

OBSERVE
What common problem have I noticed in a face-to-face learning environment?
• Discipline challenges
• Some of learners struggle in reading and spelling.

Can I translate this problem into a question?

Promote a respectful learning environment and implement guided literacy
activities to support learners

REFLECT
How would I solve the problem?

I will provide individualized support through one-on-one reading or gradual a

summer class just to improve reading and spelling problem. I will incorporate
that with creativity or engaging strategies atleast to caught the attention of
learners and learn in happy and fun situation. I will also collaborate with
parents to ensure consistent supportive parents beyond the classroom.
Student’s struggling in learning needs a supportive parents, teachers and
peers that aims to empower learners to overcome challenges and develop a
lifelong love for learning

Will it improve my teaching? How?

Yes, by implementing these strategies will improve my teaching by
enabling personalized support, enhancing learner engagement, and
informing data-driven instruction. Regular assessments and collaborative
approaches will practice more my teaching skills, strategies and refine my
teaching methods, promoting a responsive and inclusive learning
environment.

PLAN
What will I do to solve the problem? Describe briefly how will you do it.

By managing and guiding learners with educational needs, I will implement

targeted interventions and supportive strategies however students needs to
focus and commit to learn.

Check for Mastery:

1. B
2. D

19
 3. C
4. B
5. B

Work on my Artifacts:

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 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?

PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Describe the physical environment:

The school campus and classroom environment it has a big

spacious with greeny environment well ventilated and bright lit classrooms and many more. A
positive atmosphere can create a strong sense of school campus can promote a sense of belonging
and motivate students to engage more actively in their studies. The school environment's impact on
learning aligns with our understanding of child and adolescent development.

Describe the psychological environment:

The classroom's psychological environment, shaped by

teachers' attitudes and values, significantly impacts students' learning. A positive climate encourages
open inquiry, questioning, and sharing of thoughts, fostering a supportive and inclusive space.

Describe the social environment:

The social environment, Within this setting, teachers' attitudes,

values, and biases significantly influence interactions. Students expect a supportive and inclusive
atmosphere, but often face unintended biases and social barriers. The social environment in the
classroom can promote open communication, questioning, and diverse perspectives. so it can
cultivate a positive social environment that encourages active learning, creativity, and growth.

20
 FS2: Learning Episode
8
Establishing My Own Classroom Routines and
Procedures in a face-to-face Remote Learning

Participate and Assist:

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

Notice:
After doing your classroom routines and formulating your procedures, state what you
noticed by answering the following questions:
 How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?
- After establishing my classroom routines and procedures, I felt a sense of
organization and control. The structured environment helped minimize disruptions
and allowed students to focus on learning. Students responded positively,
demonstrating increased responsibility and independence.

 How did your students respond to your classroom routines and procedures?
- My students responded positively to the classroom routines and procedures,
demonstrating respect and responsibility. They greeted me with a courteous "Yes, sir
and maintained a focused, tame demeanor.

 What was the feedback of your Resource Teacher on your classroom routines
and procedures?
- My Resource Teacher provided positive feedback on my classroom routines and
procedures, stating they were "okay" and "good" in promoting a productive learning
environment. He respect my own classroom routines and procedures.

 Was there a change in classroom environment/teacher-learning process after

you have implemented your classroom routines and procedures?
- Yes, implementing classroom routines and procedures significantly impact in
learning environment. Students demonstrated increased responsibility and
participation.

Analyze:
1. What factors/ conditions prompted you to establish those classroom routines and
pprocedures?

- The factors that I prompt to establish succh as diverse learner needs, varying
attention spans, and inconsistent student behavior necessitated clear expectations

21
and structures. Additionally, the need to promote responsibility, time management,
and respect for others drove the implementation of routines.

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

your classroom routines?
- Yes, after implementing my classroom routines significantly improved
classroom management. Students reduce disruptions aan the student behavior
improved.

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

- Yes, the teaching-learning process improved significantly. With established
routines, students reduced disruption and lead to better understanding and
retention of lessons. I was able to teach more effectively, provide individualized
attention, and facilitate meaningful discussions. Students' participation and
interaction increased, promoting active learning and critical thinking.

Reflect:
 What insights have you gained while doing this learning episode?
Through this learning episode, I gained valuable insights into the importance of
classroom routines and procedures. I realized that my former teachers' structures
were important for a smooth and respectful learning environment. As a future
teacher, I learned to thoughtfully consider my expectations and develop tailored
routines and procedures. Clear communication and consistent enforcement are
essential for student understanding. Observing and providing constructive feedback
helps students practice and improve. By implementing my effective routines and
procedures, It can promote a productive and inclusive learning environment and
encourages positive behavior and creates a supportive classroom community

Write Action Research Prompts:

OBSERVE
1. The problems/challenges I encountered in establishing my classroom routines
 Some students struggled to adapt to new expectations and structures.
 Maintaining consistent and commit to the routines and procedures.
 Managing larger classes.

REFLECT
2. I hope to achieve to address these problems and challenges by planning to
implement targeted strategies to boost student participation and engagement. I
will select appropriate interventions, such as modeling positive behavior, offering
rewards and incentives, and genuine praise for their efforts. By recognizing and
encouraging small successes, I aim to motivate students to take ownership of
the routines. I will provide clear explanations, visual reminders, and consistent
feedback to support understanding and adherence. Through patience, flexibility,
and positive reinforcement.

22
PLAN
3. Some strategies/ways which I can employ to improve my classroom routines are
I will clearly communicate expectations and demonstrate routines to ensure student
understanding. Visual reminders, such as charts and posters, will be used to
reinforce procedures. Consistent enforcement and positive reinforcement, like praise
and rewards, will encourage adherence. Student involvement in routine development
will foster ownership and responsibility. Regular reviews and adjustments will ensure
routines remain effective and relevant.

ACT
4. (Based on my answers in nos. 1- 3), the possible title of my action research on
this episode is
"Enhancing Discipline through Effective Classroom Routines"

To further develop my expertise in establishing efficient classroom routines and

procedures, I intend to explore various online resources. These include books
like "The First Days of School" by Harry Wong and "Classroom Management
That Works" by Robert Marzano. Websites such as TeachThought, Edutopia,
and the National Education Association (NEA) offer valuable insights and
strategies. YouTube channels like Teacher Tips and Classroom Management
Strategies provide practical advice.

https://youtu.be/XBamzdbyXYU https://www.edutopia.org/article/establishing-routines-
remote-learning

Check for Mastery:

1. C
2. D
3. A
4. D
5. D

23
 FS2: Learning Episode
9
CREATING MY CLASSROOM/REMOTE
LEARNING MANAGEMENT PLAN
Participate and Assist:
My Classroom Management Plan
Philosophical Statement
"I believe in creating a positive, inclusive classroom where students feel safe, respected, and valued.
Through clear expectations and collaborative approaches, I promote responsibility, respect, and
social-emotional growth, empowering students to succeed."
Classroom Rules and Procedures
- Respect others
- Listen attentively and follow directions.
- Raise your hand to speak or leave your seat.
- Take responsibility for your actions.

Classroom Procedures
- Arrive on time
- Follow teacher instructions
- Stay focused and engaged
- Ask questions respectfully
- Use materials responsibly
- Follow teacher guidance

Teacher-Student Relationships
I want to build strong teacher-student relationships by being kind and approachable treatment to
students. I show interest in students' lives, listen actively, and respect their individuality. I create a
supportive classroom environment where students feel valued, motivated, and engaged.

Schedules and Time frames

Morning routine (7:30-8:00am)
First subject (8:00-9:00am)
Second subject (9:00-10:00am)
Breaks time ( 10:00-10:30am)
Special subjects (10:30-11:30am)

Classroom Structure, Design and Arrangements

My classroom features

Defined teaching, learning, and resource areas.

Organized storage and minimal distractions.
Flexible seating and collaborative zones.
Visual reminders for routines and expectations
Classroom Safety Rules and Procedures
To ensure my students' protection and security, I will take proactive measures to prevent and respond
to potential emergencies. A well-stocked medical cabinet will be readily available, and hazardous
items like chemicals and knives will be removed or safely stored. The classroom will be equipped with
essential safety features.

Strategies for Rewards and Consequences

24
I plan to implement rewards and consequences to encourage students to do good and show a
positive behavior, I use rewards and consequences that are fair, consistent, and respectful
Notice:
1. What salient components have you noted?
- As educators, it's our responsibility to create an inclusive learning environment.
Be flexible and responsive to students needs, interests, and learning styles. So
that we can build a supportive and structured classroom community, promoting
academic success

2. Why is there a need to utilize the information to create your classroom

management plan?
- Having a variety of alternatives for what policies and procedures work best for
students will enable me as a teacher to develop a classroom management plan that
works for a diverse group of students, which is why I think it's important to use the
knowledge to design my own.

3. What were the significant things that you noticed when you were implementing
your plan?
A well-designed plan has significant to deliver instruction effectively, minimize
disruptions, and address diverse student needs. "A well-managed classroom
relies on preparation. Clear expectations help students focus and learn.

4. Were there items in your classroom/remote learning management plan which

were not tailored to the needs of your students? How will you improve on these?
- Upon reviewing my classroom management plan, I realized that some aspects may
not fully align with my students' needs. To improve, I will focus on practical strategies
that directly benefit students, rather than just aesthetics. I will prioritize functional
tools and resources that enhance learning to ensure relevance and effectiveness

Analyze:
1. What elements in your classroom/remote learning management plan were
mostly followed/complied with?
- The students were mostly followed the teacher instructions derive from classroom
settings to learning process.
2. What elements in you plan were the most difficult to implement? Why?
- arrive on time, because some of students walking along distance from school.

Reflect:
What were your realizations after creating and implementing your classroom/remote
learning management plan?
- After creating and implementing my classroom management plan, I realized
that structured significantly improves student engagement and productivity. I saw
improvement in behaviour, positive academic outcomes and so that we create a
strong relations.

Write Action Research Prompts:

OBSERVE
1. The problems/challenges I encountered in my writings my classroom Management
Plan I faced challenges in creating my classroom management plan, including
accommodating diverse student needs, balancing structure and flexibility, and
aligning with school policies while maintaining teaching autonomy.

25
REFLECT
2. I hope to achieve to address these problems and challenges by continuously
seeking feedback from students if good staying updated on best practices and make
adjustments to enhance and be effective

PLAN
3. Some strategies/solutions/means that I can employ to improve these
situations/problems observing first the situation and problems and making action if it
is suitable however we need to seek students feedback for improvements and
incorporate right one.

ACT
4. Based on my answer in nos. 1-3, the possible title of my action research on this
episode is ” The Classroom Management Strategies: How to make it possible to
follow”

To further enrich my knowledge on designing my classroom/remote management

plan, 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.)

Check for Mastery:

1. D
2. A
3. D
4. A
5. A

Work on my Artifacts:
Paste your Classroom/Remote Management Plan

26
 FS2: Learning Episode
10
Writing My Learning / Lesson Plans
Participate and Assist:
Request lesson plan exemplars/lesson plan templates from your Resource Teacher.
If not available, you can make us of the basic components of a lesson plan.

Lesson Plan in MAPEH (Arts)

Grade Level 9
Learning Outcomes
 Identify what are the painting from Classical Greek Era
 Define the methods in Greek painting.
 Make a painting related to Classical Greek Era

Learning Resources
music and arts 9

The Greek methods

https://www.youtube.com/watch?v=hKgsWWMpd

Notice:
1. What factors did you consider in writing your lesson/learning plan?
- When writing my lesson plan, hard finding accurate resources.

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

- slight struggle to connect learning objectives on learning outcomes.

Analyze:
Analyze the various components of your lesson plans by answering the given matrix.
Take note that you must have provisions to do this lesson on a face-to-face, modular
or through online learning.

Questions Answers
1. How did you arouse students’ interest? What Through my motivational games and teaching
motivational techniques did you indicate in strategies which involving them and learn in a
your plan? fun learning experiences.

2. How id you respond to the diverse types of My motivational games and teaching strategies
learners? can meet diverse needs of students. It is
2.1 gender, needs, strengths, interests and exclusive for all students even with or without
experiences disabilities while their linguistic, cultural
2.2 linguistic, cultural, socio-economic and backgrounds and etc cannot affect.
religious backgrounds.
2.3 with disabilities, giftedness and talents
2.4 in difficult circumstances
2.5 from indigenous groups
.
3. What instructional strategies will you First for active learning engagement students
employ in face-to-face or in a remote encourage participate and interact in
learning delivery for this lesson? Explain. motivational games the 4 pics one word. And in

27
 group collaborative the color game student
centered approach where the students
individually play but graded by group students
exploring while learn in fun and happy learning
experiences.

4. Was the language used appropriate to the Yes. Even the instructional language is english
level of the students? Explain your answer and sometimes I make it in Taglish to
briefly. understand more.

5. What types and levels of questions did you The Hots and sometimes just the normal
formulate? Are they the higher order thinking questioning.
skills (HOTS)? Write two (2) examples. * Explain what are fresco and encaustic
method of painting.
* Give the importance of classical Greek
painting .
6. What instructional resources will you use? Textbooks and workbooks, image and creative
Why? Cite the possible online resources that instructional materials.
you can utilize whether done in the
classroom or in remote learning?
7. Are your modes of assessment aligned Yes, the sssessments align with learning
with your learning outcomes and outcomes
activities? Cite a specific example.
8. Will your performance tasks ensure the Yes. In a limited time they master already the
mastery of the learning competencies? learning competency because of the
Explain briefly. motivational games and teaching strategy,
Students now should easily caught attention and
learn when they in a fun and happy learning
experiences.

9. In a scale of 1-10, How will you rate your I will rate it 10 but I think I need more strategy to
learning plan(s)? Justify your answer. incorporate for more fun learning experiences.
The more the merrier

10. If this lesson is not implemented face-to-face, Same approach but i think I need to revise the
how are you going to do it remotely? instruction according to what learning methods.

Reflect:
Why is lesson planning an integral part of the instructional cycle?
Lesson planning is important part of the instructional cycle because it enables
teachers to deliberately design and deliver effective instruction. By planning ahead,
teachers can align learning objectives, materials, and assessments to ensure a
cohesive learning experience.

28
 Write Action Research Prompts:
OBSERVE
1. The problems/challenges I encountered in writing my learning/lesson plans I
struggled to align learning objectives with assessment methods, ensuring a clear
connection between what students learn and how they demonstrate
understanding. Additionally, I found it difficult to incorporate diverse learning
styles and abilities, making instruction inclusive for all students. Furthermore, I
faced challenges in integrating technology effectively, balancing its use with
traditional teaching methods.

REFLECT
2. I hope to achieve to address these problems and challenges by clearly aligning
learning objectives with assessments, incorporating diverse instruction
strategies, and meaningfully integrating technology. I aim to develop precise
objectives, create engaging materials, and regularly assess student needs.

PLAN
3. Some strategies/solutions/means that I can employ to improve these
situations/problems I will utilize backward design to align objectives with
assessments, incorporate Universal Design for Learning principles to engage
diverse learners, and integrate technology through interactive multimedia
resources. Additionally, I will regularly review and revise my plans based on
student feedback and performance data.

ACT
4. Based on my answers in nos. 1-3, the possible title of my action research on this
episode is
.

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 – very 3– 2 – moderate 1 – not
difficult difficult in difficulty difficult

1. Stating learning outcomes /

2. Identifying learning resources to be /
used
3. Sequencing the lesson in an /
engaging and meaningful manner
4. Planning specific learning activities /

29
5. Identifying strategies to be used /
6. Formulating higher order thinking /
questions (HOTS)
7. Integrating lesson concepts to real /
life situations
8. Integrating values in the lessons /
9. Formulating assessment tools /
10. Identifying performance tasks /
11. Giving assignments /
12. Planning for lesson closure/synthesis /
13. Others
(please specify)

Check for Mastery:

1. C
2. B
3. A
4. C
5. D

Work on my Artifacts:
Paste one (1) lesson plan and write your simple reflection.

DETAILED LESSON PLAN

I. OBJECTIVES
At the end of the 40 minutes lesson, the students are expected to:
A. Identify what are the painting from Classical Greek Era

II. SUBJECT MATTER

Topic: Paintings from Classical Greek era
Materials: Laptop, projector , visual aid
References: music and arts 9 Pp 144-147.
Integration: Araling panlipunan

III. PROCEDURES
Teacher’s Activity Students Activity
A. Preparatory Activities
a. Opening Prayer
b. Greetings
C. Checking of attendance

B. Review
 Before we start our lesson for
today, Meron akong pictures na
ilalagay and you will identify
kung saan siya belong na
painting method. Whether it is a
fresco or encaustic method of
painting.

I need 3 students to go in front

30
 and align the picture to where do
you think it belongs.
Anyone who wants to volunteer?
Okay thank you.
Later we will find out if your
answers are correct.

C. LESSON PROPER
Our topic for today is painting from
classical greek era.
We will discuss first what are the
paintings from classical Greek era.
And the common methods of greek
painting.
Everybody please read.

PAINTINGS FROM CLASSICAL

GREEK ERA
Paintings during the classical era were
most commonly found in vases, panels,
and tomb. They depict natural figures
with dynamic compositions. Most of the
subjects were battle scenes,
mythological figures, and everyday
scene. They reveal a grasp of linear
perspective and naturalist
Most common methods of greek representation .
painting
*fresco
*encaustic

Any idea of what is fresco and

encaustic methods are? Anyone?

1. FRESCO - method of painting water

based pigments on a freshly applied
plaster usually on the walls surfaces .
Colors are made of ground powder
pigments mixed in pure water, dried,
and set to become a permanent part of
the wall. Ideal for murals, durable, and
has a matter style
During the Classical Greek Era they 2. ENCAUSTIC - developed by greek
also have vase painting .
ship builders, who used hot wax to fill
Please read.
the cracks of the ship.
Pigments ( colors) were added and
used to paint a wax hull.

Then let's proceed to panel painting

Please read

Vase painting
Kerch style also reffered to as Kerch

31
 vases are red, figured pottery named
after the place where it was found

Lastly the tomb / wall painting

Please read

PANEL PAINTING
They are paintings on flat panels of
wood it can be either a small, single-
pieced or several panels joined
together. Most of the panel paintings
no longer exist because of their organic
composition.

TOMB/WALL PAINTING
Tomb or wall painting was very popular
So it's right the picture places during the classical period. It uses the
correct? Or need to rearrange? method frescos in either "tempera"
(water based) or "encaustic (wax). It
has a sharp, flatly outlined style of
painting and because it uses water-
based materials, very few samples
D. GENERALIZATION
survived
What was the lesson we discuss for The image was painted using a true
today? fresco technique with a limestone
mortar. It depicts a symposium scene
in the wall.
What was the two methods of
painting?
Yes sir

IV. EVALUATION
I have prepared some questions for
you and we will play the cabbage
game. Inside this ball of paper a
number of questions about our topic.
You will pass it to your classmates About the paintings from Classical
and stop passing when the music Greek Ere the vase, panels and
stops. tomb/wall painting. T
Questions
1. It has a sharp, flatly outlined style The two methods of greek painting are
of painting. the fresco and encaustic.
2. It is also referred to as Kerch
style.
3. These painting on flat panels of
wood.
4. What is fresco method of painting.
5. What is encaustic method of
painting.
6. Give the importance of classical
Greek painting .

V.ASSIGNMENT
Create your own painting on the flat

32
stone.
Submit it next meeting.
Okay class that's all thank you for
cooperation

33
 FS2: Learning Episode 19
Writing an Initial Action Research Plan

Analyze:

Action Research Proposal

Name: John Paul Bonito and Markman Bonito
Proposed Title: Minimizing High Noise Levels of grade 7 students by small cluster
I. Context and Rationale
One of the challenges for teachers is students’ noise. We know that good teaching*0 is the single
largest influence on improving student learning. We all want to help talented teachers teach even
better by providing the evidence that links good acoustics as part of a healthy indoor environment
to be a key component in the overall pedagogical repertoire. For this, we have sourced evidence of
the importance of reducing the negative influence of poor acoustics and its negative impact on
teachers: Over 65% of surveyed teachers have experienced voice problems during their career.
32% of teachers stated that they had had voice problems, compared with 1% of non-teachers.
We must support students in more diversified activities which will help them best adapt in our
rapidly changing societies. Students now need additional skills .including collaboration,
communication, creativity and critical thinking skills According to meriam-Webster Noise is one
that lacks an agreeable quality or is noticeably unpleasant or loud. In school, Young students have
a right to quiet zones for study, teaching and examinations however classroom noise in schools,
colleges and universities is on the rise. These high noise levels can also be detrimental to teachers
hearing where hearing loss and tinnitus are common, for instance, a recent Swedish study found
that seven out of 10 female preschool teachers suffer from sound-induced auditory fatigue, one out
of two has difficulty following speech, and four out of ten had become hypersensitive to sound.
Furthermore, there are noise levels in comparison to the WHO recommendations outside the
school (50 ) and levels expected inside typical classrooms, refurbished classrooms (35 ), new
classrooms or those used by students with additional learning needs (30 ).
In this study, the researcher would like to minimize this problem. That is why the researcher
will conduct action research to understand them better. She wanted a more accurate analysis of
why some of his students are giggling students, so she could formulate plans, projects, and
programs to minimize their noises .
Also, the use of small cluster, The data item which is not relevant to data mining is called
noise . Noise is major problem in cluster analysis, which degrades the performance of various
clustering techniques in the term of time and space. . keeping group sizes small is the most
efficient way to prevent noise in a classroom It is important to pay attention to structural factors
affecting noise levels in classrooms, but they alone are not enough. The most important source of
noise are the children themselves. The bigger the group, the more noise it creates. Therefore the
most efficient way to prevent noise in classrooms is to keep group sizes small enough.

II. Action Research Question

This research seeks to document on how to Minimize High Noise Levels of grade 7 students
by small cluster of Comon High School during the school year 2019-2020. it seeks to answer the
following questions:

1. What are the factors that cause High Noise Levels of grade 7 students?
2. Is there a significant relationship between small cluster and Minimizing High Noise Levels of
grade 7 students ?
3.What is the frequency of Minimizing High Noise Levels of grade 7 students when grouped into :
3.1 before small cluster ?

34
3.2 after small cluster ?

III. Proposed Innovation, Intervention Strategy

According to multiple research studies, engaged students: Experience improved academic
achievement and satisfaction. Are more likely to persist through academic struggles. Earn higher
standardized test scores. teachers need to understand why students behave as they do.
In many instances, the behaviour allows students to obtain something they want or avoid
something they do not want. To achieve good acoustics which support all facets of communication;
speaking, hearing and listening for one way and multi-way dialogue, it’s necessary to look at
building and acoustic design from various perspectives to ensure the following.
This study compared different levels of background noise to understand their degrees of
impact on student learning tasks. These two levels were comparing “quiet” background noise and
“average” activity babble noise on learner performance. Lower noise levels provide students with
the opportunity for longer processing time, which results in greater accuracy. This study
demonstrates that adolescents’ reading comprehension is vulnerable to the challenges created by
un favourable levels of classroom noise.

Small clustering noise

The purpose of study is how a particular clustering technique is responsive to the noise in the
terms of time. We have used clustering techniques based upon the partitioned or non-hierarchical
clustering, which forms the clusters in one step as opposed to several steps. Comparing school
standardized assessment test scores of young students with internal noise levels found significant
negative relationships between the ambient background sound levels in classrooms and test
scores for several subjects. Researchers made groundbreaking findings that most noise in school
classrooms was not caused by the assumed noise from planes, trains and automobiles, but by the
students themselves during learning activities

IV. Action Research Methods

a. Participants/Other sources of Data
This research will focus on the issue of small cluster noises in Minimizing High Noise
Levels of grade 7 students. The record their noise will be taken from August 2019 up to January
2020.
Moreover, the questions on the causes of Noise will be based on the students. The researcher
will employ a census sampling procedure. The respondents are the forty-four(44) Grade 7 students
from the section 1 love and section 2 hope . Table 1 shows the number of respondents who will
undergo the intervention.

Table 1. The Respondents of the Research

Section No. Of Respondents

Grade 7 Before After
(1) 44 44

b. Data Gathering Methods

Despite the common perception that noise levels are higher in open plan
spaces, noise levels appear to be quite similar to closed classrooms.
In some, levels were higher in an open plan, however, in some cases they were
lower. This is possibly due to low reverb times as a result of increased absorption
and / or appropriate classroom management. Noise, however, from other students outside the
classroom is frequently cited as a source of annoyance and disturbance for them in both open
primary and secondary schools. Children being taught in open plan classrooms are particularly
susceptible to hearing irrelevant speech and, indeed, in surveys of open plan schools, speech from
adjacent teaching areas has been cited as the most common form of disturbance20. When asked
to rate sounds that were the most annoying in open plan classrooms, 65% were fellow students

35
from other classes, followed by teachers from other classrooms

70%
60%
50%
40%
30%
20%
10%
0
Percentage of Students Teacher Computer Music
annoyance instruments
factor
Noise source

c. Data Analysis Plan

The vulnerable suffer the most In any classroom there’s likely to be a number of learners with
special hearing and communication needs (SHCN) and special education needs (SEN). This not
only includes hearing loss but also those with attention problems and those learning in a second
language. Interestingly, it applies to anyone who is not in optimal condition, for example being
under slept or under the weather. Hearing impairment increases the risk of fatigue and required
listening effort and stress, which may jeopardise a child’s ability to learn in a noisy environment
and thus compromise their performance. This study explores the effects of typical classroom noise
on the performance of primary school children in a series of literacy and speed of processing
tasks, between regular and SHCN/SEN learners. Noise conditions were made to reflect levels and
sources of exposure found in urban classrooms. The two conditions were as follows: “Quiet” base -
that is, normal classroom conditions when the children are working quietly, with no talking and no
additional noise. “Babble”- noise consisting of children’s babble artificially introduced at a level
65 .the results show children with special educational needs were most negatively affected,
especially in the typical babble condition. They also reveal that test scores from learners with
additional needs plummet when the environment became noisy, whereas typical listeners were
much less impacted.

V. Action Research Work Plan

Goal: To minimising high noise levels of grade 7 students by small cluster
Program Objective: To recommend actions to implement the use of small cluster
as an changes to minimise high noise levels in Comon High School

Table 2. Action Research Work Plan and Timelines

36
 Implementation Responsibilities Resources ( Funding/ Timeline ( By

Steps( What will be (who will do) Time/ People / when?/Day /Month)

done) Materials
1.Submit result Researcher Basic Education August , 2019

(Action research) Research Fund to

to the Principal.
(BERF) September , 2019
II. Show the outcome
and intervention to School Fund October 2019
other teachers.
Researcher BERF
III. Use the findings in
addressing the School Fund
problems on

Attendance.
November 2024
IV. Conduct an BERF to
action research Researcher
similar intervention to School Fund December 2024
address a specific
problem.

Researcher

BERF

School Fund

January 2024
VI. Cost Estimate
Table 3. Financial Report

PARTICULARS QUANTITY UNIT UNIT PRICE

PRICE TOTAL
COST
Supplies and Materials Expenses
PAPER, BOND, PG, 70gsm (-5%), size: 1 Ream 95 95
210mm x

297mm
MARKER, PERMANENT, bullet type, blue 9 Piece 10 90
NOTEBOOK, 8 Piece 10 80
Communication Expenses
Internet Subscription Expenses (Prepaid) 400
Mobile 400
Printing and Publication Expenses
Printing (Reproduction) 500

37
 Binding 350
Total 1915
VII. Plan for Dissemination and utilization

The researcher aims to disseminate and utilize the research with the full support of the

School Principal through existing mechanisms such as:

In-Service Training (INSET). The training design may include discussions on research results and
how this can be utilized. School Governing Council (SGC). Research results and proposed action
can be presented during school planning and monitoring activities.

VIII. References
1. Higgins S, Hall E, Wall K, Woolner P, McCaughey C. The Impact of School Environments: A
Literature Review. Design Council; London, UK: 2005. [Google Scholar]

2. Stansfield SA, Berglund B, Clark C, Lopez-Barrio I, Fischer P, Öhrström E, Haines MM, Head J,
Hygge S, van Kamp I, Berry BF. Aircraft and road traffic noise and children’s cognition and health:
a cross national study. Lancet. 2005;365:1942–1949. [PubMed] [Google Scholar]

3. Hygge S, Evans GW, Bullinger M. A prospective study of some effects of aircraft noise on
cognitive performance in school children. Psychol. Sci. 2002;13:469–474. [PubMed] [Google
Scholar]

4. Woolner P, Hall E, Higgins S, McCaughey C, Wall K. A sound foundation? What we know about
the impact of environments on learning and the implications for Building Schools for the Future.
Ox. Rev. Education. 2007;33:47–70. [Google Scholar]89

https://adapteo.com/insights/reducing-noise-in-classrooms-supports-learning/#:~:text=Noise%20in
%20classrooms%20can%20be,Plants%20also%20reduce%20echo.

Reflect:
What was your experience in writing the action research plan?
 I learn about the planning of experiments, writing grants and how to report findings,
and gives me hands-on experience in my field

What knowledge, attitude, and skills did you have that helped you accomplish it?
 critical thinking and problem solving helps me to accomplished it. Because of this, I
explore many things in my field study, I do things that I think I cant but I can.

What do you still need to learn and develop in yourself to be skilled teacher-researcher?
 Critical thinking. With strong critical thinking skills, teachers are able to consider the
best interests of the students while also working within their institution’s goals and
standards. Teachers of primary and secondary schools must also remain aware of
parents’ expectations for learning and discipline and ensure that the classroom is a
safe and nurturing environment.

Check for Mastery:

1. A
2. B
3. D
4. A

38
 5. C

Work on my Artifacts:
My Initial Action Research Plan

Proposed Title: Minimizing High Noise Levels of grade 7 students by small cluster

1. My Identified Problem:
The high noise levels in the classroom during group activities and discussions among Grade 7
students have been observed to disrupt the learning environment. This issue not only affects the
concentration and engagement of students but also hinders effective teaching. The problem
appears to stem from the nature of collaborative work, where students may become overly excited
or competitive, leading to elevated noise levels. Additionally, the classroom layout and lack of
structured guidelines for group interactions may contribute to this challenge.

2. My Reflection about the Problem:

Reflecting on this issue, I recognize that noise levels can significantly impact both student learning
and classroom management. High noise can lead to frustration for both students and teachers,
resulting in decreased motivation and productivity. I have noticed that some students thrive in
noisy environments, while others struggle to concentrate. This dichotomy can create tension
among peers and challenge my ability to maintain a conducive learning atmosphere. Furthermore,
as an educator, I feel responsible for fostering an environment where all students can learn
effectively. Addressing this noise issue is crucial for promoting collaboration while ensuring that
every student feels comfortable and focused.

3. My Plan of Action:
 Conduct a Baseline Assessment:
Measure current noise levels during different types of activities using a decibel meter.
Gather student feedback through surveys or discussions to understand their perspectives on noise
levels and their learning experiences.
 Implement Small Cluster Groups:
Organize students into small clusters (4-5 students) for collaborative activities.
Assign specific roles within each cluster (e.g., facilitator, note-taker, presenter) to encourage
accountability and structured interaction.
 Establish Noise Level Guidelines:
Develop and communicate clear noise level expectations for different activities (e.g., whispering,
low voice).
Create visual reminders (posters) in the classroom to reinforce these guidelines.
 Introduce Engagement Strategies:
Use engaging activities that require quieter collaboration, such as think-pair-share or silent
brainstorming.
Incorporate technology (e.g., digital collaboration tools) to facilitate quieter discussions.
 Monitor and Adjust:
Continuously monitor noise levels and student engagement throughout the implementation phase.
Solicit feedback from students about the effectiveness of the small cluster approach and adjust
strategies as necessary.
 Evaluate Outcomes:
Reassess noise levels after implementing changes to determine if there has been a significant
reduction.
Analyze student feedback to evaluate the impact on their learning experience and collaboration.
 Reflect and Share Findings:
Document the process, outcomes, and reflections on the effectiveness of the intervention.
Share findings with colleagues to foster a collaborative approach to managing classroom noise
levels.

39
References:
Cohen, S., & McCabe, L. (2019). Classroom Management: A Guide for Educators. New York:
Education Press.
Ginsberg, R. (2020). Effective Group Work in the Classroom: Strategies and Techniques. Chicago:
Learning Publications.
Johnson, D. W., & Johnson, R. T. (2018). Cooperative Learning: Improving University Instruction
by Basing Practice on Validated Theory. Journal of Excellence in College Teaching, 29(3), 30-45.
Kagan, S. (2015). Cooperative Learning. San Juan Capistrano, CA: Kagan Publishing.
Marzano, R. J. (2017). Classroom Management That Works: Research-Based Strategies for Every
Teacher. Alexandria, VA: ASCD.

Submitted by:

Name: John Paul Bonito and Markman Bonito

Degree Pursued: BCAED 4 A
Name of Institution: SAN JOSE COMMUNITY COLLEGE
SY: 2024-2025

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