Learning Episode 14

Participate and Assist

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

Level/Grade of the Class:

Subject:
Lesson or Topic:
Lesson objectives/learning outcomes:
Which LMS did the teacher use: Check one or more that were used.
_____Moodle Schoology
/ Google Classroom
_____Edmodo
_____Genyo
_____See saw
/ Others
What tasks did you participate or assist in? Fill out the table below.
What components or parts were present Under these LMS components or parts,
in the LMS used by the teacher? what tasks did you participate/assist in?
TV Presentation Helped in preparing and displaying
digital content such as slideshows,
videos, and interactive materials.

Laptop Supported in creating and editing

documents, presentations, and other
instructional content.

Helped with troubleshooting technical

issues related to software and
 hardware.
Blackboard Assisted in writing and illustrating key
points, diagrams, and explanations
during lessons.

Notice
After you participated or assisted in the LMS, describe what you observed and
experienced by answering the items below.
1. Describe the structure of the LMS utilized by the teacher. How was it
organized? What main components did you find?

Answer: The LMS (the online learning system) the teacher used was
well-organized. It had different sections like a homepage, course
areas, where students could find their class materials, and places for
communication and grading.

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

Answer: The teacher distributed lessons and materials through the LMS.
Students engaged in learning by reading, watching videos, and completing
activities. To enhance understanding, the teacher incorporated group
discussions and quizzes.

3. What was your experience in participating and assisting?

Answer: Assisting with the LMS was enjoyable. I collaborated with students and
the teacher to ensure everything operated smoothly. My tasks included
organizing materials, answering questions, and providing feedback on student
work. It was gratifying to see students learning and progressing with our support.
Analyze
1. What do you think are the best features of the LMS that the teacher used?
How did these features help the students learn the content?

1. Answer:The online learning system the teacher used had some great
features that helped students:
 Lots of Different Stuff to Learn With: It had videos, slides,
and activities that made learning more interesting.
 Easy Ways to Talk to Each Other: Students could chat with
each other and the teacher, which made it easier to ask
questions and work together.
 Tests and Quizzes: There were tests and quizzes that helped
students see how well they understood the lessons.

These features made learning more fun, helped students work

together, and let them see how they were doing.

To make it better:

 Teach Everyone How to Use It: Everyone could learn how

to use it better.
 Make It More Fun: Add more games or fun things to do.
 Make It Easier for Everyone: Make sure everyone can use
it easily, no matter what.

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

Answer: The teacher used the online system to:

 Put Up Lessons: They shared lessons, readings, and videos

online.
 Let Students Talk and Work Together: They made places
where students could chat and work on projects together.
 Give Tests and Homework: They gave tests and homework
online to
 see how students were doing.
 Check on Progress: They could see how students were
doing and help them if they needed it.

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

Answer: : The online system the teacher used aligns with the TPACK framework,
which integrates technology, pedagogy, and content knowledge. By employing the
 online system for instruction, the teacher demonstrated their ability to effectively use
technology to enhance student learning.

4. What problem or challenges did the teacher/ you or the students encounter in
working with the LMS? How did it/they affect the teacher/learners? What
part/s of the LMS do you think can still be improved? How can this these be
improved?

Answer: Sometimes, there were problems with the online system:

 Hard to Use: It might have been hard for some people to

use.
 Not Enough Fun Stuff: Maybe there weren't enough games
or fun things to do on it.
 Not Easy for Everyone: Some students might have had
trouble because it wasn't easy for them to use.

To make it better:

 Teach Everyone How to Use It: Everyone could learn how

to use it better.
 Make It More Fun: Add more games or fun things to do.
 Make It Easier for Everyone: Make sure everyone can use
it easily, no matter what.
 Reflect

1. How ready are you in organizing and using an LMS?

1. Answer: I feel well-prepared to organize and use an LMS. I'm familiar with the
general structure and functionality of LMS platforms, and I'm confident in my ability
to navigate and utilize them effectively.

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

Answer: Knowledge, Skills, and Attitudes:

  Content Knowledge: I have a good understanding of the content I want to
teach or share, including how to structure lessons and materials effectively.
 Pedagogical Skills: I know various teaching strategies and methods for
engaging learners and facilitating effective learning experiences.
 Technological Skills: I'm comfortable using technology and have basic
proficiency in navigating digital platforms and tools.

3. What do you still need to learn in order to use the LMS effectively?
Answer: I could learn more about the advanced features of LMS platforms,
such as setting up automated grading systems, integrating external tools, and
creating interactive learning activities.

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed and
reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges /area of improvement did you see while
you participated and assisted using an LMS?
From what I observed and read, using technology in classrooms has many benefits
but also some challenges. To make the most of technology, we need to improve tech
support, use interactive tools to keep students interested, and manage digital
resources better. An action research project on these areas could help find ways to
improve the use of technology in education.

List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
"The Impact of Technology on Student Technology can make students more
Engagement in the Classroom" by John interested in learning if used right.
Doe Teachers need training to use
technology effectively.
Challenges and Solutions in Ways to provide better tech support.
Implementing LMS in Schools" by Jane Need for good infrastructure and
Smith consistent resources.

"Optimizing Resource Management in Tools for efficient preparation and setup

Digital Classrooms" by Emily Johnson of digital resources.
Good management of digital resources
improves teaching and learning.
On what theory/principles can this problem be anchored?
Answer : This problem can be understood through the lens of Constructivist
Learning Theory and the Technology Acceptance Model (TAM). Constructivist
Learning Theory, developed by Jean Piaget and Lev Vygotsky, posits that students
learn best through active engagement with their environment and experiences.
Integrating technology in the classroom aligns with this theory, as interactive tools
and multimedia resources make learning more engaging and hands-on. The
Technology Acceptance Model (TAM), introduced by Davis in 1989, explains that
people's decision to use technology is influenced by its perceived usefulness and
ease of use. By addressing technical issues and improving resource management,
we can enhance the usability and utility of technology for both teachers and
students. These theories suggest that enhancing technology use in classrooms can
make learning more interesting and effective.

REFLECT
What do I hope to address –the problem/challenge/area of improvement in LMS
use? What change do you want to achieve?
Answer: I aim to resolve technical problems, keep students more interested, and
better organize resources when using the LMS. The goal is to make classroom
technology easier to use, enhance student engagement, and improve the
management and accessibility of digital materials.

PLAN
2. What strategies/solution/means can you employ to improve the situation/solve the
problem?
Answer : To improve the situation, I would provide regular training for teachers on
using LMS tools and establish a support system for quick technical assistance. To
enhance student engagement, I would utilize interactive tools and multimedia
resources, and gather student feedback to improve lessons. For better resource
management, I would create a centralized system to organize and store lesson
materials, ensuring that all necessary digital resources are consistently available.

ACT
3. If you will conduct an action research, what will be the title (Base this on your
answers in nos. 1-3):
Answer: A suitable title for your research would be "Enhancing Student Engagement
and Resource Management through Improved Technology Integration in
Classrooms."
Check for Mastery
Direction: Read the following questions then select the letter of the correct answer.
1. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to
increase participation of his students in their lesson on qualities of national leaders.
He is utilizing his
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
2. Ms. Del Rosario is careful to match the learning outcomes with the content and
activities she is going to do. She also sees to it that the assessment measures the
attainment of the learning outcomes. She is using her
A. Pedagogical Content Knowledge (PCK)
B. Pedagogy Technological Knowledge
C. Technological Pedagogical Knowledge (TPK)
D. Technological Content Knowledge (TCK)
3. Ms. Juan is utilizing the feature of the LMS to provide regular information updates
on
the topic she and her students are exploring. She is using
A. Technological Content Knowledge (TCK)
B. Pedagogical Content Knowledge (PCK)
C. Technological Pedagogical Knowledge (TPK)
D. Content Technology Knowledge (CTK)
4. All are true about learning management systems, EXCEPT
A. Has components and features that teachers can use in teaching
B. Is a platform for a virtual learning environment
C. Microsoft office is an example of this
D. Canvas is an example of this
5. Through the LMS, the teacher can do the following tasks, EXCEPT.
A. Post assignments and projects
B. Set up discussion boards
C. Make students collaborate
D. Meet students face to face

Works on my Artifacts
Attached pieces of evidence of what you accomplished in this episode.

Learning Episode 15
Participate and Assist
Your guide to participate and assist:
1. Request your FS resource teacher to allow you to join his/her synchronous
classes. Have at least two to three times to observe the classes, and at least two or
more times to participate and assist.
2. Learn how to use the features of the web-conferencing app that your resource
teacher is utilizing. It can be part of a learning management system or a separate
one, like Zoom, Skype, etc. If possible, request the teacher to demonstrate the
features of the web conferencing app.
3. Ask the teacher how you can participate or assist in tasks related to conducting
the synchronous classes.
4. Be sure to read all the questions in this episode before you start your observation
and participation. This will help you focus your attention on the essential aspects of
your experience. Have in mind the Community of Inquiry Model. The descriptors
under teaching presence, social presence, and cognitive presence found in the
infographic will help you notice, analyze and reflect very well.

Class Grade Level: 9 Subject: English No. of hours/minutes: 1 hr

Name of Resource Teacher: Mrs. Agnes Grafil
Dates when you observed: May 3-16
Dates when you participated and assisted: May2,3, 6,7,8,9,10,13,14,15,16

Notice
After you participated or assisted in synchronous classes using a web-
conferencing app, described what you observed and experienced by answering the
items below.
1. Which web-conferencing app did the teacher use for synchronous classes?
Describe its
features and how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it
was utilized in
class.

Virtual background Sometimes we put on cool backgrounds

for fun.

Microphone icon on/off We turned our mics on and off to speak

one at a time.

Camera icon on/off We could show or hide our video

depending on what we preferred.

Screen share Used to show presentations or share

what's on our screen.

Reaction buttons Used to quickly show if we agreed or

liked something.

Spotlight The teacher used it to focus on one

person or topic during discussions.
 View (using different views) We could change how we saw everyone
in the class.

Polling Sometimes we voted on things to see

what everyone thought.

Recording The teacher recorded classes so we

could watch them later if we missed
them.

Others We also tried other things like breakout

rooms for group work and chatting to
ask questions.

2. How was the content taught or delivered? How were the learning activities
facilitated? What strategies did the teacher or you use to keep the students
engaged? How did the students respond to the teacher? To the activities?
Answer : The teacher conducted live lessons using lectures, slides, and group work.
We engaged in activities such as quizzes and discussions to facilitate learning. To
maintain our interest, the teacher asked questions, showed videos, and encouraged
collaborative work. Students enjoyed the interactive lessons and actively participated
in discussions, seemingly appreciating the collaborative learning environment.
3. What was your experience in participating and assisting in synchronous classes?
What were your thoughts and feelings while you participated and assisted?
Answer : Participating in these classes was a blend of hard work and enjoyment. I
appreciated seeing everyone actively involved, although occasional technical issues
arose. Overall, it was a positive experience that contributed to my learning about
online teaching and collaboration.

Analyze
1. What do you think are the best features of a web-conferencing app that you or the
teacher used? How did these features help the teachers and the students?
Answer :The standout features of the app, such as Zoom, were its user-friendly
interface and versatility. We could easily share screens, collaborate in small groups,
and utilize engaging tools like polls. These functionalities enhanced the teacher's
ability to deliver effective instruction and facilitated a more interactive and engaging
learning experience for us.
2. Referring to the Community of Inquiry Infographic, how well did the teacher/or you
use the web-conferencing app to establish: (Describe in detail.)
Teaching Presence? The teacher did a good job of leading the online classes. They
used the app to show us things, divide us into groups for activities, and answer our
questions in the chat. This made it easier for us to understand what we were
learning.
Social Presence? The teacher used the app to help us feel like we were part of a
group. We talked to each other in small groups, voted on things using polls, and
even reacted to things with emojis. Seeing and hearing each other on video also
helped us feel connected.
Cognitive Presence? The teacher used the app to make us think and learn deeply.
We talked about things, shared ideas, and even took quizzes to check what we
understood. It was like being in a real classroom where we could ask questions and
figure things out together.

3. What problem or challenges did the teacher/ you or the students encounter during
the synchronous classes? How did it affect the teacher/learners? What part/s of
synchronous classes do you think can still be improved? How can this these be
improved?
Answer : In synchronous online classes where everyone learns simultaneously,
several common challenges arise, including poor internet connectivity, distractions at
home, and difficulty maintaining everyone's attention. These issues can adversely
affect the quality of the class for both teachers and students. To enhance these
classes, we can address internet connectivity issues and provide tips for creating
conducive home learning environments.

Reflect
1. How ready are you in teaching an online synchronous class?
Answer : It sounds like you're well-prepared to teach online classes! You're aware of
the challenges and have strategies to address them, and you're comfortable utilizing
online tools to keep classes engaging. With your readiness and resourcefulness,
you're set to create meaningful and interactive learning experiences for your
students.
2. Using a web-conferencing app, how else would you better establish:
Teaching presence? To teach well using a web-conferencing app, I'd explain things
clearly and use pictures or videos to help. I'd also make sure to answer any
questions students have quickly.
Social Presence? To help students feel like they're part of a group, I'd encourage
everyone to talk and work together on projects. I'd also create smaller groups for
discussions and activities.
Cognitive Presence? To help students think and understand better, I'd ask them
questions that make them think, let them talk to each other, and give them tasks to
do together. This way, they can learn from each other and understand things more
deeply.
3. What do you still need to learn in order to conduct an online synchronous class
using a web-conferencing app effectively?
Answer : To excel in running online classes with a web app, you're keen to explore
cool features like breakout rooms and polls. Additionally, you aim to enhance your
time management skills, troubleshoot tech issues swiftly, and ensure classes are
both enjoyable and engaging. Furthermore, you're interested in facilitating better
online collaboration among students. Continuously learning about online teaching
techniques and staying updated on new tools will contribute to your ongoing
improvement in these areas.
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed, and
reflected on to come up with a possible topic for an action research.
OBSERVE
1. What problematic situation / challenges /area of improvement did you see while
you participated and assisted using a web-conferencing app for synchronous
learning?
Answer : One challenging scenario I noticed while participating and assisting in
synchronous learning via a web-conferencing app was the struggle to sustain
student engagement throughout the session. Despite implementing interactive and
engaging elements, certain students appeared disinterested or distracted, posing a
challenge to maintaining their focus..
List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read

Engagement in Online Learning: What The article explores different

Works and Why" by Katrina A. Meyer approaches to bolstering student
and Michelle E. Roseman. engagement in online learning, such as
cultivating a strong sense of community,
establishing clear expectations, and
integrating interactive components like
polls and group discussions.
 Improving Online Engagement and This paper explores the use of
Learning Through Educational educational technology to enhance
Technology: Promising Practices and online engagement and learning. It
Potential Challenges" by Joshua L. highlights the importance of instructor
Mann, Amber Dailey-Hebert, and presence, active learning strategies,
Rebecca Hathaway. and student collaboration in fostering
engagement and overcoming
challenges in online environments.
The Impact of Synchronous Online The study examines how synchronous
Learning on Students’ Engagement and online learning influences student
Academic Achievement" by Zuochen engagement and academic
Zhang, Shana K. Carpenter, and Susan performance. It identifies factors such
C. Leigh. as instructor immediacy, interactive
features, and peer collaboration as key
predictors of student engagement and
success in synchronous online courses.
On what theory/principles can this problem be anchored?
Answer : The challenge of maintaining student interest in online classes can be
attributed to a couple of key factors. Firstly, fostering a sense of community where
students feel connected to their peers and the instructor is crucial. Secondly,
presenting an appropriate amount of information at a time is essential to prevent
overwhelming students and ensure they can stay focused on learning.
REFLECT
What do I hope to address the problem/challenge/area of improvement in web-
conferencing app use? What change do you want to achieve?
Answer : I want to make online classes more fun and engaging for students. I aim to
keep them interested and involved throughout the session.
PLAN
2. If you will conduct an action research, what will be the title (Base this on your
answers in nos. 1-3):
"Enhancing Student Engagement in Synchronous Online Learning: Strategies for
Effective Utilization of Web-Conferencing Apps"

ACT
3. What strategies/solution/means can you employ to improve the situation/solve the
problem?
Answer : By implementing and evaluating these strategies, we can enhance the
enjoyment and effectiveness of online classes, leveraging web apps such as Zoom
or Google Meet to facilitate better learning experiences for students.
Check for Mastery
Direction: Select the letter of the correct answer.
1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully.
She allows time for the students to know more about their classmates through
interesting polls. She also provides opportunities for the students to work together
and collaborate, She uses the reaction buttons, smiley, heart, or clap to appreciate
the students' effort and excitement to participate. She was able to attain which
essential element?
A. Teaching presence
B. Cognitive presence
C. Social presence
D. Community presence
2. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the
session. She shared on screen the first Powerpoint she found on the internet and
lectured about the topic to students without engaging them to participate. They were
passive the whole time. Some students turned off their cameras. She ended the
class with a quiz on the topic. The teacher did NOT effectively demonstrate which
essential element?
A. Community presence
B. Teaching presence
C. Cognitive presence
D. Social presence
3. The topic of the online synchronous session for the day was how the Philippines
will attain herd immunity from Covid 19 the fastest way. After introducing the topic,
the teacher explained to the students one learning outcome which for them to
analyze the current situational factors that may impede and hasten the Philippines'
goal of attaining herd immunity. Another learning outcome was for students to
articulate suggestions on how the Philippines will succeed on this goal. The teacher
provided readings ahead of time and also placed the links on the chatbox. She
allotted time for the students to go to the small group meeting rooms she arranged
on the web conferencing app for discussion. Later, students went back to the big
group, and student actively shared their outputs. The teacher fostered which
essential element?
A. Teaching presence
C. Community presence
B. Social presence
D. Cognitive presence
4. All are example of web-conferencing apps, EXCEPT,
A. Microsoft Teams
B. Zoom
C. Skype
D. Canva
5. When a teacher is mindful demonstrating teaching presence, social presence and
cognitive presence consistently, she is adhering to the model of
A. Community of Practice
B. Community of Inquiry
C. Community of Learners
D. TPACK

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode

Learning Episode 16
Participate and Assist
(Note to Student Teacher: As you participate and assist your CT in doing formative
assessment and in helping students engage in self-assessment, please take note of
what you are expected to give more attention to as asked in the next step of this
Learning Episode (NOTICE).
1. Assist your CT in the conduct of formative assessment.
2. Offer you assistance to students to engage in self-assessment through your CT.

Notice
1. Take notice of:
 the alignment of the different formative assessment tasks used with the
learning outcomes.
 the students' participation, behavioral response, comments in the formative
assessment tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted your CT:
- formulate the formative assessment tasks.
- administer formative assessment tasks.
Analyze

1. Did formative assessment tasks help students master what they were expected to
learn?
Formative assessments help teachers gauge student learning progress throughout
the learning process. When implemented effectively, they provide valuable feedback
to students, aiding their understanding of the learning objectives.
2. Was students' response to formative assessment exercises favorable or
unfavorable? Why?
Student responses to formative assessments varied. Some appreciated these tests
as they perceived them as beneficial for improvement. However, others may have
found them challenging or unhelpful, impacting their perception of these
assessments.

3. Did the conduct of formative assessment and self-assessment affect students'

attainment of learning outcomes? How?
Collaboration between teachers and students in monitoring progress positively
impacts student achievement. When students are actively engaged in self-
assessment alongside teacher-guided formative assessments, they tend to perform
better and have a clearer understanding of their learning goals.
4. What was the effect of students assessing their own progress on their motivation
to learn?
Engaging in self-assessment typically enhances students' motivation to learn. It
empowers them to take ownership of their learning journey and fosters a sense of
accomplishment as they witness their progress.

Reflect
How would attainment of learning outcomes be affected if there were no formative
assessments nor self-assessments?
Without formative assessments or opportunities for self-assessment, learning
could be significantly hindered. Teachers would lack crucial insights into student
understanding, making it challenging to provide targeted support. Students would
miss out on valuable feedback and opportunities to track their progress, potentially
leading to decreased motivation and academic performance. Overall, the absence of
these assessment practices could impede students' ability to effectively learn and
succeed in school.

Write Action Research Prompts

OBSERVE
1. One thing that went well in the development / use/administration of formative
assessment tasks (assessment for learning) is
1. One thing that went well with formative assessment tasks: Students received
quick feedback, which helped them see what they did well and what they could
improve.

2. One thing that did not go well with formative assessment tasks: The tasks were
not tailored to fit all students' needs, so some students didn't get the support they
needed.

3. One good thing observed in students' self-assessment: Students became more

aware of how they learn and set realistic goals for themselves.
4. One thing in students' self-assessment that needs improvement: Some students
struggled to judge their work accurately, either rating themselves too high or too low.

Reflect
Formative assessment activities went well because the feedback was helpful and
motivated students to do better.

Formative assessment activities didn't go well because they weren't personalized

enough for each student, leaving some feeling left out.

Self-assessment worked for students because it helped them take charge of their
learning and reflect on their progress.

Self-assessment didn't work for students because some students had trouble
accurately evaluating their own work.

Act
To improve formative and self-assessment processes, I will learn from best practices
on how to tailor assessments, give effective feedback, and teach students to self-
assess accurately.

Plan
To improve formative and self-assessment practices, I plan to research how different
types of formative assessments affect student engagement and learning, and how to
help students become better at self-assessment.

Check for Mastery

Direction: Read each of the following then choose the letter of the correct answer.
1. Assessment for learning refers to assessment that teachers give during instruction
to ensure that the intended learning outcomes are attained. Is the statement true?
A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student's assessment.
2. A student monitors his own progress in relation to learning targets which he has
set for himself. Under which type/s of assessment does this fall?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
3. To finally determine how well students have attained the learning outcomes by
grading, in which type of assessment/s is teacher engaged?
A. Assessment for learning
B. Assessment of learning
C. Assessment as learning
D. Assessment of and for learning
4. To ensure attainment of learning outcomes, which can teacher do in the process
of instruction?
A. Pair fast learner with another fast learner to challenge them even more B. Devote
half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial
5. Which is/are most likely the effect/s of self-assessment and formative
assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades.
A. I only
B. II only
C. III only
D. I, II and III

Work on my Artifacts
Compile activities/techniques in formative assessment and in self-assessment
used by your FS Resource Teacher in the classes you observed. Include your
annotations/improvements on the assessment tasks.
Add other activities/techniques that you have researched on. e.g. TED Talks
on assessment.

Learning Episode 17
Participate and Assist
(Note to Student Teacher: You participate and assist your FS Resource Teacher in
giving traditional and authentic forms of assessment for formative or summative
purposes, please take note of what you are expected to give more attention to as
asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better
still study your Cooperating Teacher's lesson plans for the week. This may also be
done face-to-face or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the
assessment phase of the lesson, e.g. contribute/formulate assessment tasks,
supervise students as they do assessment tasks.

Notice
1. Take notice of:
 the alignment of the different assessment task/s both paper-and-pencil
(traditional) and non-paper-and-pencil tests (authentic) used to assess the
learning outcomes.
 the quality of both traditional and authentic assessment tasks used (if
constructed in accordance with principles of test construction/assessment
task development.
 the students' comments/reaction/response/behavior while doing both
traditional and authentic assessment tasks
 the CT's comments/reaction /response/behavior while giving both traditional
and authentic assessment tasks
 the assessment tasks used for formative purposes (to ensure lesson
understanding and mastery) and for summative (grading) purposes your own
feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.
Analyze
1. Are the assessment tasks aligned with the learning outcomes?
From my experience, the assessment tasks closely matched the learning goals. The
tasks tested exactly what we were supposed to learn. For example, if the objective
was to demonstrate critical thinking, the tasks required us to analyze and evaluate,
not just memorize facts. This ensured that we were tested on what we practiced
during the course.
2. Did the teacher make use of both traditional and authentic assessment tasks?
Yes, the teacher utilized both traditional and authentic assessment tasks. Traditional
assessments included multiple-choice tests and written exams, which checked our
understanding of basic concepts. Authentic assessments, such as projects,
presentations, and case studies, allowed us to apply what we learned to real-world
situations. This mix provided a comprehensive view of our learning and catered to
different strengths.
3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
Both traditional and authentic assessment tasks adhered to good test design
principles. Traditional tests were clear, unbiased, and measured the intended
outcomes. Authentic tasks had clear guidelines and were applied consistently,
making them fair and reliable. Both types of tasks were practical and feasible within
the given time and resources.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Some formative assessments were used for final grades. This approach helped
reduce the number of separate tests and provided a fuller picture of our progress.
For instance, quizzes and draft assignments, initially intended for feedback, were
also included in our final grades. This was done because these tasks effectively
indicated our overall performance.
5. Were students better in the results of traditional or authentic assessments?
Students generally performed better in authentic assessments than in traditional
ones. Many found authentic tasks more interesting and relevant, which motivated
them to excel. Traditional tests often caused more stress and didn't always capture
all our skills. Authentic assessments, being more real-world oriented, helped us
connect with the material better and perform better.
6. Which assessment activities did the students like more? Like least? Why?
Students preferred authentic assessments over traditional ones. They enjoyed
projects, presentations, and real-world tasks because these were more engaging
and allowed for creativity. These activities felt more meaningful and less stressful.
Traditional exams were less liked because they were more stressful and focused
mainly on memorization, increasing anxiety.

Reflect
How can I make the assessment process more meaningful and acceptable to
students?
To make assessments more beneficial and acceptable to students, I can seek their
input on test design. We can ensure that questions relate to practical, real-life
applications. Using a variety of assessment methods can help cater to different
learning styles and reduce anxiety. Providing clear feedback will help students
understand their progress and areas for improvement. Ensuring fairness in all
assessments will make students feel more confident and supported.
Write Action Research Prompts
OBSERVE
1. One thing / Some things that went well is/are in the development / use /
administration of assessment tasks are...
One thing that went well in making the tests was that they matched what we learned
in class, so students could see their relevance.However, a downside was that
traditional exams caused significant stress for students, potentially affecting their
performance negatively.

2. One thing / Some things is/are that did not go very well in the development/ use /
administration of assessment tasks are...
Aligning the tests with what we learned helped everyone understand their purpose
and relevance.Traditional exams caused students stress and didn't always
accurately reflect their knowledge, leading to poorer performance.
REFLECT
This part of the assessment process went well because the tasks were clearly
aligned with the learning objectives. Students could easily see how the tasks related
to what they were supposed to learn, making the assessments feel fair and relevant.
This part of the assessment process did not go well because there was a lack of
variety in the types of assessment tasks used. Students felt they were being tested
on only a narrow range of skills and knowledge, which didn't fully reflect their
learning.
ACT
To ensure that the assessment process serves its purpose of helping students learn,
I will read research articles on effective assessment practices or view videos on
creating diverse and low-stress assessments. This will help me design better
assessments and understand how to reduce test anxiety for students.
PLAN
To improve assessment practices, I would like to conduct action research on the
impact of different types of assessments on student learning and anxiety. I plan to
compare traditional tests with assessments that mimic real-life situations to
determine which approach better supports student learning and reduces stress.

Check for Mastery

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

Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the
classes you observed. Include your annotations/improvements on the assessment
tasks.

Learning Episode 18
Participate and Assist
(Note to Student Teacher: As you participate and assist your FS Resource Teacher
in scoring assessment tasks, computing grades and reporting grades to parents and
guardians, please take note of what you are expected to give more attention to as
asked in the next step of this Learning Episode (NOTICE).
1. Confer with your Resource Teacher about scoring students' assessment tasks,
grade computation and reporting. This may also be done face-to-face or online.
2. Ask your Resource Teacher what you can do to assist him/her in the scoring of
students' assessment tasks, grade computation and preparation for reporting in the
Parents- Teachers Conference.

Notice
1. Take notice of:
 the individual student's scores in relation to established criterion of
success or cut-off score;
 parents'/guardians' participation and comments during Card-Giving Day /
Parents'-Teachers' Conference
 your own feelings and thoughts as you assisted your CT:
- score tests and compute grades
-prepare for PTC
- respond to queries and other concerns raised in the PTC
Analyze
1. What are the teaching implications of the students' test scores and grades?
The test scores and grades reflect students' comprehension of the material. High
scores indicate that teaching methods are effective and students grasp the content
well. Low scores suggest that students require additional support, and the teaching
methods may need to be adjusted.

2. In what subjects did students perform best? poorest?

Students tend to excel in subjects they enjoy and find easier, while they may struggle
in subjects they dislike or find challenging.

3. How was the PTC attendance of parents and guardians? What does this imply?
High attendance at Parent-Teacher Conferences (PTCs) indicates strong parental
involvement and concern for their child's education. Low attendance may suggest
less parental engagement or other commitments that prevent them from attending.
4. What parents' or guardians' comments were most common during Card-Giving
Day?
Parents' comments often vary, with some expressing pride in their child's
achievements and others voicing concerns about areas needing improvement.
Listening to these comments helps teachers identify what is working well and what
areas require further attention.
Reflect
What personal message do I get from these students' scores, grades and parents"
guardians' PTC attendance and comments?
Experiencing these situations I feel proud when students do well and parents are
happy. It shows that the teaching is effective and students are learning. But when
students struggle or parents express concerns, it reminds me to keep improving and
find better ways to help.
Write Action Research Prompts
OBSERVE
1. One good thing that I observe in scoring/ grading/ Parents-Teachers Conference
was that students who worked hard and showed improvement were recognized and
praised. This motivated them to continue putting effort into their studies.

2. One thing that did not go very well in scoring/grading/Parents-Teachers

Conference was that some students who struggled with certain subjects did not
receive enough support or attention. Their areas of improvement were not clearly
addressed, leading to continued difficulties.

REFLECT
The scoring/ grading/Parents-Teachers Conference went well because
it celebrated student achievements and progress, fostering a positive learning
environment. Students felt acknowledged and encouraged to keep improving.

The scoring/grading/Parents-Teachers Conference did not go well because

it failed to adequately address the needs of struggling students. Without clear
guidance and support, these students may continue to struggle and fall behind in
their studies.
ACT
To ensure that the scoring, grading and the conduct of PTC serve their purpose, i.e.
to ensure that students learn, I will read researches on .... or view video on on....
I will read research on effective assessment and communication strategies between
teachers and parents. Additionally, I will view videos on fostering student growth
mindset and addressing diverse learning needs.

PLAN
To help improve scoring, grading practices and the conduct of PTC. I would like to
conduct an action research on
on implementing personalized support systems for struggling students. This
research will involve exploring differentiated instruction methods and enhancing
communication channels between teachers, students, and parents to better address
individual learning needs.
Work on my Artifacts
Compile samples of scoring and grade computation that you did. The tests
and products/ portfolios that you score and Students' Report Card must belong to the
same students to see development. Include snapshots of PTCs and list of
parents/guardians' comments during PTC and how these comments were
addressed.

Check for Mastery

Direction: Select the letter of the correct answer.
1. In a test, Teacher A set a score of at least 48 out of 50 as the criterion of mastery
or success: In 2 sections of 100 students, 30 got a score of 48, 10 got a score of 49,
5 got a score of 50 but all the rest scored from 10 to 47. Which conclusion can be
derived?
A. 55% met the established criterion of mastery
B. 45% met the established criterion of mastery
C. 45%got a score of 45 and above
D. 55% got a score of 55 and above
2. Nachielle, A Grade 5 pupil, got the following scores in Filipino for the first grading
period: 1) Written work - 40/50; 2) Performance task - 60/80 and 3) Quarterly
assessment 40/50. What is her non-transmuted grade?
A. 85
B. 77
C. 77.5
D. 85.5
3. Johann, a Junior high school student, got the following scores in Math for the
second 50/80 and 3) Quarterly grading period: 1) Written work - 30/50; 2)
Performance task assessment - 30/50. What is his non-transmuted grade?
A. 65.5
B. 66
C. 66.5
D. 61.2
4. Kenn, a Senior high school student in STEM, got the following scores in Work
Immersion, first grading period: 1) Written work - 20/30; 2) Performance task - 60/80
and 3) Quarterly assessment - 15/30. What is his transmuted grade?
A. 68
B. 79
C. 77
D. 76
5. Which should you avoid in a Parents'-Teachers' Conference in a Card Giving
Day?
I. Blame the student for failure.
II. Compare a student's grade with one who performed better and another who
performed worse
III. Show student's performance and assure the parent of child's passing
Α. Ι
B. II
C. III
D. I, II and III
 Learning Episode 19
Participate and Assist
We said at the beginning that all teachers can make an Action Research. It is
easy to do it. Lets try doing it. Today, you shall develop a Plan for our Action
Research by following the simple cycle.
Use the following steps of the model. Your answer to the Key Questions in
each step, will guide you in making your plan.
Step 1: OBSERVE. Observe and notice to identify the common problems.
Key questions:
What common problem have I observed and noticed?
Some 9th-grade students still struggle with reading and understanding English.

Can I translate the problem into questions?

Yes:
1. Why do some 9th-grade students struggle with reading and understanding
English?
2. What factors contribute to these reading difficulties?
3. How can we help these students improve their reading skills?

Why is the problem important to me as a future teacher?

As a future teacher, it's crucial because reading is fundamental to all learning. If
students can't read well, they'll struggle in all subjects. My goal is to help all students
succeed, so addressing these reading challenges is essential.

Why is the problem important to the learners?

It's important for students because reading is a critical skill for academic success and
daily life. Struggling with reading can hinder learning and affect their confidence and
motivation. Improving their reading skills will help them perform better in school and
be more prepared for the future.

What have I read and learned about this problem in my previous courses?
In my previous courses, I've learned that reading difficulties can arise from various
issues, such as a lack of foundational skills, limited exposure to reading materials,
and socio-economic factors. Effective strategies include targeted reading
interventions, phonics instruction, and creating a rich literacy environment.
What do references say about the problem?
Research shows that early reading interventions are crucial for addressing reading
difficulties. According to the National Reading Panel (2000), essential components of
reading instruction include phonemic awareness, phonics, fluency, vocabulary, and
text comprehension. Additionally, studies suggest that differentiated instruction and
individualized support can significantly improve reading skills in struggling students.
Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is
done all throughout the action research process.
Key questions:
 Is there a way to solve the identified problem? How will I do it?
Yes, we can address the issue of 9th graders struggling with reading through
the following steps:

1. Assessing: Identifying their specific reading difficulties.

2. Interventions:Providing targeted reading support, such as phonics and
vocabulary lessons, tailored to each student's needs.
3. Reading Programs: Implementing programs designed for struggling
readers.
4. Engagement:Offering interesting and relevant reading materials to motivate
students.

Will solving this problem improve my teaching practice? How?

Yes, it will enhance my teaching by equipping me to better support students
with reading difficulties and improve their overall performance.

Will it improve my skills as a researcher and reflective teacher?

Yes, addressing this problem will enhance my abilities as a researcher and
reflective teacher by encouraging me to critically evaluate and refine my
teaching methods and their impact on students.
Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
 What probable action will I make? Will my intervention be doable?
I will create a reading help program for 9th graders who struggle with reading.
This plan is doable because it uses clear steps and available resources.
 How will I describe my intervention, innovation, or actions to address the
identified problem?
The plan will include:
Assessment: Testing students to find out their reading problems.
 Targeted Instruction: Giving focused reading lessons on phonics, vocabulary,
and understanding texts.
Reading Practice: Setting up regular reading practice with interesting and
appropriate materials.
 How long will it take to implement the intervention, action or innovation?
It will take one school semester (about 4-5 months) to carry out the plan. This
gives enough time to see progress and make any needed changes.
 With whom shall I work with?
I will work with:
School Administration: To get support and permission to run the program.
 Will the result be of use? How?
Yes, the results will be helpful by helping students read better and do well in
school.
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or
in FS 2 if given the time. You may collaborate with your mentor or your classmate.
Analyze
We said at the beginning that all teachers could make an Action Research. It
is easy to do it. Let's try doing it. Today, you shall develop a Plan for our Action
Research by following the simple cycle. You will share your output with your mentor
for an opportunity to work together,
Topic you chose: (from the past episodes).
Episode number and Title:
Writing Action Research Prompt page:
Model A:
Activity 1: Developing an Initial Research Action Plan

A. Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition
in the classroom. The slow learners are left behind.

 Write your own observed/ noticed classroom problem here:

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

 Write your reflective response to the problem you stated:

C. Plan for Action
Key questions:
- What will I do as a teacher to solve the problem?

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

problem

- How long will it take to introduce the intervention?

- With whom shall I work?

- What materials do I need?

- Are methods, participants, data collection, time table considered in my Plan for
Action?
Example response: My plan is to introduce cooperative learning in the classroom.
I create a mixed ability grouping with fast, average and slow learners in their
activities. I will rotate the leadership in the group, so that each one will have a
chance. The bright will assist or help the slow ones. I will try this out for eight
weeks. I think I can work alone with my students. I need only tables and chairs or if
not available, arm chairs arranged in circles will be an alternative.
Write your own Plan of Action Research based on the key questions. You give
more details.
D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
1. C. Brame & Biel, R. (2015) Group work: Using cooperative learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer. (2017) Cooperative learning-Instructional Methods, Strategies, and
Technologies. Granite pressbooks. pb.Chap.7
3. D. Johnson & R. Johnson (2017) Cooperative Learning. University of
Minnesota,
USA
Enter your own reading list
1.
2.
3.

E. Act (Implementation of the Action Research Plan)

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

Model B: Deped Template

Action Research Proposal
Name:
 Proposed Title:
I. Context and Rationale Study Background

II. Action Research Question AR Questions

III. Proposed Innovation, Intervention Strategy Describe Innovation/Intervention/
Strategy
IV. Action Research Methods (Describe Action Research Methods)
a. Participants/ Other sources of Data
b. Data Gathering Methods
c. Data Analysis Plan

V. Action Research Work Plan (Summarize Action Research Work Plan)

VI. Cost Estimate (Write cost estimate)

VII. Plan for Dissemination and Utilization (Describe how the results will be shared)

VIII. References (Write at least three references.)

Reflect
What was your experience in writing the action research plan?

What knowledge, attitude, and skills did you have that helped you accomplish it?

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

Check for Mastery

Preparing an Action Research Plan requires observation, noticing, inquiry, reflection,
prior readings. It is a tedious process but you will find it easy to implement if you
have a good plan. As mentioned earlier "A good plan, is half of the work done."
Direction: Choose the most appropriate answer from the options given.
1. As a beginning action researcher, what should be your primary task?
A. Identify the problem that is a cause of concern in the class.
B. Reflect on the other problematic situations.
C. Ask help from your mentor on how to solve the problem.
D. Disregard the problem, after all you are still a student.
2. In doing action research, continuous reflection in every step of the way should be
done.
A. This statement is NOT true since reflection has its own time.
B. This statement is true since research requires continuous inquiry.
C. This statement is doubtful since there are steps to follow.
D. This statement is only applicable to other kinds of research.
3. In looking for an appropriate solution to the identified problem, the main purpose is
to
A. remove malpractices in teaching-learning
B. reward learners who do more than others
C. promote teachers who conduct research
D. A, B and C
4. In an action research, you should see to it that the intervention
A. is doable
B. is new
C. is of short duration
D. should not require statistics
5. Planning an action research requires a researcher to
A. follow strict procedure
B. frequently reflect on the process
C. match the solution to the identified problem
D. A, B and C

Work on my Artifacts
Your artifact will be taken from your activity in preparing an action research plan in
this episode. You will just expand the answer that you have given and place in the
template below.
My Initial Action Research Plan
Proposed Title:
I. My Identified Problem:
II. My Reflection about the Problem
III. My Plan of Action:

References:
Submitted by:
Name: Degree Pursued:
Name of Institution SY