Republic of the Philippines

CATANDUANES STATE UNIVERSITY

Virac, Catanduanes

TITLE PAGE

MY FIELD STUDY
EXPERIENCES
in

Educ. 412
FS 2 – Participation and Teaching Assistantship

Submitted by:

JELYN TORRAZO

Bachelor of Technical Vocational Teacher Education

Pre-service Teacher

Submitted to:

NENITA T. ROBLES
FS 2 Supervisor

December 2021

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

ACKNOWLEDGEMENT

With profound gratitude, the author wishes to give thanks to the people who

helped in accomplishing this portfolio, most especially to:

To the FS 2 Supervisor, Dr. Nenita T. Robles, for your unwavering

encouragement, assistance, and support in completing this portfolio;

To Ms. Sheena Mae D. Tuplano, the FS 2 resource teacher who helped pre-

service teachers before, during, and after the observation process among assigned

grade levels as well as for the completion of this portfolio;

To the pupil of Grade 5 of Catanduanes State University- Laboratory School

during the teaching-learning process, for the teacher's active engagement and interest

in the subject matter taught;

To her friends, who constantly encourage her and assisted her when she is

unable to do so;

To her family, who have always taken care her financial needs and who have

encouraged her with their moral advice;

Above all, she wants to thank God for guiding her always and making her feel

safe everyday as she goes throughout her portfolio completion journey. She was able

to complete the task without conflict thanks to God's grace.

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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………….

ACKNOWLEDGEMENT…………………………………………………………….

TABLE OF CONTENTS……………………………………………………………..

LEARNING PLAN……………………………………………………………………

INTRODUCTION…………………………………………………………………….

CURRICULUM VITAE………………………………………………………………

BELIEFS ON TEACHING AND LEARNING (PRE)……………………………..

MY CAREER DEVELOPMENT PLAN…………………………………………….

CERTIFICATE OF COMPLETION…………………………………………………

COMPILATION OF WORKSHEETS……………………………………………….

Experiential Learning 1: Embracing the Teaching Profession………………...

Experiential Learning 2: Creating Learning Environment in the New

Normal……………………………………………..

Experiential Learning 3: Development and Implementation of Flexible

Learning/ Blended Instruction Plans……………..

EVIDENCES OF LEARNING……………………………………………………….

REFLECTION………………………………………………………………………...

BELIEFS ON TEACHING AND LEARNING (POST)…………………………….

PORTFOLIO SCORING RUBRICS………………………………………………..

BIBLIOGRAPHY……………………………………………………………………..

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LEARNING PLAN

Experiential
Learning Topics Learning Activities/ Output
No.
Experiential Embracing the Teaching My Activity
Learning No. 1 Profession Answer guide question.
My Analysis
Lesson 1: Answer guide question
The Teacher We Remember My Reflection
Describe a Model Teacher
Lesson 2: My Activity
Embedding Action research for 1.0 Summary Paper on AR.
Reflective Teaching 2.0 Completing a matrix

Lesson 3; My Activity
Understanding Action Research 1.0 List of completed AR.
Processes and Models 2.0 AR Title
My Analysis
Analysis of sample AR
My Reflection
Answer a guide question

Experiential Creating Learning Environment My Activity

Learning No. 2 in the New Normal Answer a guide question
My Analysis
Lesson 1: Answer a multiple-choice type test
Preparing the Learning My Reflection
Environment of a New Normal: An Write an essay
Overview.

Lesson 2: My Activity
Enhancing a Face-to-Face Comparing classroom
Learning Environment environments
My Analysis
Answer a multiple-choice type test
My Reflection
Interview a teacher

Lesson 3: My Activity
Making Online or Virtual Learning Describe Experiences
Environment Safe and Conducive My Analysis
Interpret infographics
My Reflection
Describe a safe learning
environment
My Learning Artifacts
Evidence of an on-line learning
environment

Experiential Development and My Activity

Learning No. 3 Implementation of Flexible Write a lesson plan
Learning/ Blended Instructional My Analysis
Plans Analyze the written lesson plan
using a provided template

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Note: Lesson 1 My Reflection

Writing My Learning / Lesson Answer guide questions
All activity Plans My Learning Artifacts
sheets should Final Lesson Plan
be signed by the `
resource Lesson 2 My Activity
teacher • Delivering My Lessons Deliver the lesson using the
approved Lesson Plan

• Utilizing Applications (Apps) for Analysis

Teaching and Learning Evaluate the delivery of lesson
using the Remote Learning
• Utilizing Web-Conferencing Modality. Paste the Classroom
Apps for Synchronous E- Observation Sheet done by the
learning Resource Teacher.

My Reflection

Answer the guide question.

“Having delivered the lesson under

the supervision of the Resource
Teacher, in what areas of the
lesson do you need to improve?”

My Learning Artifacts
Attached pieces of evidences of
your delivery of lesson like lesson
plan used, pictures, screen shots
etc.)

Lesson 3: My Activity
• Assessing FOR, AS and OF
Learning Compile activities/ techniques in
formative assessment and in
• Using Traditional and self-assessment used by your
Authentic Types of FS Resource Teacher in the
Assessment for Formative class you observed.
and Summative Purposes
My Analysis

Answer guide questions

provided in the Activity Sheet.

My Reflection

Answer this guide question.

“How can I make the
assessment process more
meaningful to and more acceptable
to students?”

My Learning Artifacts

Compile samples of traditional

and authentic assessment tasks
used in the classes you observed.

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Include your annotation/

improvements on the assessment
tasks.

Lesson 4: My Activity

Grading and Reporting Assisting FS Resource Teacher

scoring student’s assessment.

My Analysis

Answer guide questions

provided in the Activity Sheet.

My Reflection

Answer this guide question.

“ What personal message do I
get from these students’ score/
grades?”

My Learning Artifacts

Compile samples of scoring and

grade computation that you did.

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INTRODUCTION

This portfolio consists a variety of tasks relating to teaching, learning, and

assistantship.

Teachers have a variety of activities to complete each day in order to meet

institutional needs such as school forms, lesson plans, instructional resources,

classroom programs and beautification, and so on. These activities may assist them

in becoming a more successful teacher as well as increasing student interest and

participation in ordinary lessons. In order to teach us properly and scientifically

supplement ideas and concepts like as how to communicate in English, understanding

our culture and society, experimenting, and self-discovery, our teachers also design

unique instructional strategies and examinations.

Due to the Covid-19 epidemic, we are currently facing educational issues. Due

to the risk of the virus spreading, all schools were closed and students were not

allowed to attend face-to-face classes. However, because our society has become

more digitalized and automated, educational institutions, with the assistance of the

national government, have devised a solution to the existing educational challenge.

This time, the role of instructors was stressed because they are the ones who provide

students with knowledge. Despite the lack of physical contact, the educators devised

several techniques to continue to teach their students. This is managed to accomplish

through the use of blended and online instruction, such as the modular approach, or

through the use of online platforms such as Google meet for meetings, Google

classrooms for passing academic requirements, group chats and messenger for online

communication, and other online platforms.

Aside from classroom observation, we are obliged to participate in the teaching-

learning process as well as aid a cooperating teacher with his or her tasks in this topic

Field Study 2, Participation and Teaching Assistantship. All tasks will be completed

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through Google Meet, group chats, Google Classroom, and other online platforms now

that we are in online and blended learning. We are also asked to construct lesson

plans, instructional materials, and other example school forms in our portfolio so that

we may learn how to do so before we are deployed to DepEd schools for teaching

internship. We'll also look at the instructional tactics and lesson delivery used by

teachers so that we may be better prepared to teach our students using those new and

distinctive strategies. We can also learn how to deal with various types of students

through teaching involvement and assistantship.

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CURRICULUM VITAE

TORRAZO JELYN

Bachelor of Technical Vocational Teacher Education

Mobile Number: 09318915801

E-mail Address: torrazojelyn@gmail.com

================================================================

Objective:

To achieve both knowledge, skills, and attitude needed for achieving educational goals

and for career development of pre-service teacher.

================================================================

PERSONAL DATA

Insert Passport
Size Picture Here

Full Name : Jelyn Torrazo

Birthday : January 9, 2000

Birthplace : Bote, Bato, Catanduanes

Age : 21

Mother’s Name : Glenda T. Rebanal

Occupation : Fish and Meat Vendor

Father’s Name : N/A

Occupation : N/A

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EDUCATIONAL BACKGROUND

Tertiary : Catanduanes State University

Virac, Catanduanes

Bachelor of Technical Vocational Teacher Education

2018 to Present

Secondary : Bato Rural Development High School

Bato, Catanduanes

2012 to 2018

Primary : Bote Integrated School

Bote, Bato, Catanduanes

2006 to 2012

SKILLS AND TALENTS

• Cooking Skills

• Dancing

• Effective communication abilities

SEMINARS ATTENDED

• None

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CHARACTER REFERENCES

FULL NAME: FERDINAND CHAVEZ

Position: Barangay Captain

Affiliation: Bote, Bato, Catanduanes

Address: Bote, Bato, Catanduanes

FULL NAME: John Robert Bozar

Position: SK Chairmain

Affiliation: Bote, Bato, Catanduanes

Address: Bote, Bato, Catanduanes

FULL NAME: Julio S. Torrazo

Position: Fisher Man

Affiliation: Bote, Bato, Catanduanes

Address: Bote, Bato, Catanduanes

I hereby certify that the above information is true and correct of my best

knowledge, belief and ability

JELYN TORRAZO

Signature over printed name

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BELIEFS ON TEACHING AND LEARNING (PRE)

Teaching is the practice of integrating learning in a learning environment

through the use of strategies and procedures. In the classroom, the teacher plays a

critical role in providing students with both information and skills. He/she comes up

with some innovative ideas that have a big impact on learning. The process of teaching

results in learning. This will serve as the foundation for determining if the teacher's

instructional tactics are effective or need to be improved further. Learners are the

primary players in the learning process, doing activities and reflecting on their

understanding in order to attain learning. Students must study both the correct

substance of the lesson and skills in order to obtain information and apply that

knowledge. Learning and teaching are deeply connected. Learning will not exist

without the teaching process, and the teaching process will be rendered ineffective

without learning. Because I'll be teaching in a learning setting with a different group of

students, I must promote awareness and appreciation as it will help to establish a

cooperative and child-friendly school atmosphere, as well as make students feel

comfortable during the teaching-learning process.

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MY CAREER DEVELOPMENT PLAN

(For this year, after graduation and after five years)

We all have various plans for our future careers. These strategies will act as a

path for achieving our desired objectives and desires. As a pre-service teacher, I will

always be prepared for any problems that may arise as I begin my off-campus teaching

internship. I will perform admirably during the teaching-learning process, as well as

gain additional learnings from my off-campus teaching internship experience and

advice from my cooperating teacher, in order to improve and better prepare myself for

the real world as a professional teacher, which I will face soon. Following graduation,

I plan to study for and take the Licensure Examination for Teachers (LET) in order to

realize my goal of becoming a licensed professional teacher. Besides that, I plan to

obtain additional qualifications and experiences outside of the classroom, such as

working in the hospitality business, in order to help myself and my family improve their

knowledge and abilities through participation in extracurricular activities. I intend to

apply to a school where I will be able to teach TLE to future pupils. Also, I want to start

my own business so that I may continue to use the skills I have learned in college,

such as baking and cooking. Finally, if I accomplish all these, I will continue to motivate

and share all of my knowledge, skills, and experiences with my future students in order

to inspire them. In this manner, I will be able to state that I made my entire teaching

experience meaningful and unforgettable.

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CERTIFICATE OF
COMPLETION
is awarded to

JELYN TORRAZO
Name of FS Student

Bachelor of Technical Vocational Teacher Education

Teacher Education Program

Catanduanes State University

Name of Teacher Education Institution

in the Province of Catanduanes Region V

for having satisfactorily completed

the required number of hours (120 hours) for

Educ 412 – FS – Participation and Teaching Assistantship

Given this ____ day of _______________ in the year of our Lord,

Two Thousand and Twenty-one.

MS. SHEENA MAE D. TUPLANO NENITA T. ROBLES

Resource Teacher FS 1 Supervisor
Date:__________ Date:__________

______________________
Dean
Date:__________

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COMPILATION OF
WORKSHEETS

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___________________________________________________________________

Experiential Learning 1: Embracing the

Teaching Profession

___________________________________________________________________

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Lesson 1: The Teacher We Remember

My Activity

• Cite personal qualities of an effective teacher based on PPSTA, Southeast Asia

Teacher’s competency framework, code of ethics for professional teachers
(answer in tabular form).

PERSONAL QUALITIES OF EFFECTIVE TEACHER

Southeast Asia
Teacher’s Code of Ethics for
PPSTA
Competency Professional Teachers
Framework
Recognize the Teachers must model
importance of mastery of Knowing and strong character traits,
content knowledge and understanding what to including
its interconnectedness teach. perseverance,
within and across honesty, respect,
curriculum areas, Helping students lawfulness, fairness,
coupled with a sound and learn, patience, and unity. As
critical understanding of an
the application of theories Engaging the educator, teachers
and principles of teaching community must treat every
and learning. student
Becoming a better with kindness and
They apply teacher every day. respect without
developmentally showing
appropriate and any favoritism,
meaningful pedagogy prejudice or partiality.
grounded on content
knowledge and current Teachers also must
research. interact with students
appropriately, not
Provide learning taking advantage of
environments that are students in any way,
safe, secure, fair and bullying students or
supportive in order to putting them down.
promote learner Contact with students
responsibility and outside of the
achievement. classroom or school
building must be kept
They respect learners’ to a minimum and
diverse characteristics must focus on school-
and experiences as related activities and
inputs to events.
the planning and design
of learning opportunities.

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My Analysis

• Analyze the different personal qualities or professional competencies of a

teacher. State the importance of this to you as a future educator.

There are many insights I obtained based on what I spoke regarding

the personal attributes of a good teacher, particularly how to assist the
teaching-learning process within the classroom. Mastery of content knowledge
while teaching is very important, according to the PPSTA and Southeast Asia
Competency Framework, and teachers should practice it. Besides that, keep
up to date with changes in the curriculum, policies, and other developments,
as subject content is affected by them. The three sources also emphasized the
necessity of being fair and avoiding bias judgment and/or discrimination in their
framework, particularly when it came to their students' performance. They
should also use suitable assessment tools and evaluation processes, as well
as provide immediate feedback to learners, so that they can remedy their errors
and improve their outputs. The value of diversity within the class is also
mentioned. Regardless of differences, a teacher's responsibility is to
encourage equality, respect, and decency. In order to sustain amicable or
harmonious relationships among individuals, the three frameworks also
highlighted the significance of forming a community, involving parents, and
engaging other elements of society. Finally, the three sources agree that the
most crucial trait a teacher must possess is an embrace of personal growth and
development in order to preserve a feeling of dignity, respect, and integrity in
the classroom. We, as future educators, must embrace these characteristics
since we will be dealing with a world that values decency and integrity. We
must conduct ourselves professionally and ensure that all acts are carried out
in accordance with the law, because our reputation and profession are at stake.
Learning about a teacher's personal attributes taught me about the
most important function a teacher plays in the lives of his or her future pupils,
parents, and community members. It also aids me in determining what I should
do as a future teacher in terms of what I should practice, grow, and maintain. It
also taught me about the importance of parents, communities, governments,
and other social units in the development of learners' learning abilities. It
enables me to recognize that I should be a future educator who is more linked
to other people and the entire community, in order to see their genuine story,
how they live, and how to reinforce with the key issues that my future pupils
face.
I believed that the teaching and learning process can be influenced by
the teacher personality that is very important to get his students satisfaction. It
will also help me on how I should approach learning and what should be
learned in school with a diverse background, interests, and abilities. These
personal qualities that I possessed is not yet enough and should be developed
that is why I continue to learn by attending trainings, seminars, and also with
the help of this subject I should be able to possess the qualities in becoming
an effective teacher in elementary. The personal qualities stated above will
be an attribute to my personal competencies because this will help to improve
my skills and become an effective teacher.

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My Reflection

Describe a Model Teacher

“A Model Teacher”

A teacher is a priceless gift from God to us. A teacher is like God because God
is the creator of the entire universe, but a teacher is considered to be the creator of a
good nation. Teachers are very prestigious people in society who take on the
responsibility of raising the mental status and living standard of the common people
through their teaching magic. Parents have high expectations for their children's
teachers. The role of teachers varies from classroom to playground and from student
to student. A teacher is very important in the lives of everyone who is supposed to be
performing various tasks in our lives.
A good teacher ensures his or her education goals on a daily basis before
entering the classroom. Every teacher has a unique teaching style. They vary in their
subject matter knowledge, skills, and attitudes. They do everything they can to assist
us in achieving our life goals. School is regarded as the best time in everyone's life
because it is during this time that they learn the fundamentals of life and various
subjects. In school, we all set our goals, which determine how our country develops.
Every student opens their mind during the school day and improves their skills and
knowledge by participating in co-curricular activities such as sports, games, quizzes,
group discussions, debates, essay writing, speech recitation, excursion, tours, field
trips, and many others.
Good teachers are also their students' best friends, assisting them in
determining their true path in life. There are many teachers in any school or college,
but only one becomes a student's favorite. Teachers, through their collective roles in
the unique teaching and learning process, set our educational goals. Our teachers
inspire us to always work together in harmony. Our teachers understand our problems
and work with us on a personal and professional level. They instill in us a positive
outlook on life. A good teacher is one who only gives his or her students but does not
accept their entire lives; instead, he or she is content with the success of his or her
students. A great teacher is one who serves as a role model for future generations in
his or her country.

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Virac, Catanduanes

Lesson 2: Embedding Action research for Reflective Teaching

My Activity

1.0 Summary Paper on AR.

1. What is action research?

• action research refers to a wide variety of evaluative, investigative, and
analytical research methods designed to diagnose problems or weaknesses—
whether organizational, academic, or instructional—and help educators
develop practical solutions to address them quickly and efficiently. Action
research may also be applied to programs or educational techniques that are
not necessarily experiencing any problems, but that educators simply want to
learn more about and improve. The general goal is to create a simple, practical,
repeatable process of iterative learning, evaluation, and improvement that
leads to increasingly better results for schools, teachers, or programs.
• Action research may also be called a cycle of action or cycle of inquiry, since it
typically follows a predefined process that is repeated over time.

2. What are the parts?

• Introduction
This part shows a brief description about research. It contains the
following parts such as;

- Situational Analysis
- Statement of the Problem
- Objectives of the Study
- Importance of the Study

• Methodology
It is a specific procedures or techniques used to identify, select,
process and analyze information about the topic. It contains;

- Locale & Time of the Study

- The Subject
- Data Collection
- Data Analysis
• Results and Discussions
This part contains the presentation of data and provides
explanation and interpretation of results or findings.

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- Pre-intervention
- Intervention
- Post-intervention
- Implications

• Conclusion
This part shows the synthesis of key points from the whole content
of research.

• Recommendation
Urges specific actions to be taken with regard to policy, practice,
theory, or subsequent research.

• Acknowledgement
Enables to thank all those who have helped in carrying out the
research.

• References
It contains the citation or the source of information used in the
research.

• Appendices
It contains material that is too detailed to include in the main report
such as tables and others.

3. Why is there a need to conduct action research while you are taking FS
2- participation and teaching assistantship (in bullet form @ least 5
reasons)?
• The fundamental goal of action research is to help educators and pre-
service teachers like me enhance their teaching quality.
• We may be able to give a specific answer to a current educational
problem or challenge.
• Raise awareness of learners' educational needs so that they can be
met as soon as possible.
• It is also necessary to conduct action research while taking the FS 2
in order to see the actual environment/field where we can think of any
effective strategy to accommodate a good quality education to our
students.

4. Make a reflection paper on the importance of conducting an action

research.

• Action research is a method by which educators study a successful

educational practice in order to improve their teaching style. Because this
course is outcome-based, it is essential for BTVTED students to learn

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about action research. We need to devise an effective approach for

creatively delivering lectures and carrying out practical applications. This
action research also aids in the resolution of a specific problem that exists
in an institution, as educators uncover new ways to address it and improve
the way they educate. It may also aid in improving the overall educational
system's quality. It also enables pupils to increase their desire to study by
exposing them to fresh experiences while they are learning. It may also
foster mutual understanding among instructors, students, and anyone
involved in education.

2.0 Completing a matrix

Inventory of Sample Action Research Conducted by Teachers

List of completed action Research Author/ authors

Titles
Improving Mathematics Performance Pede I. Casing, MAed
Among Grade 11 Students Jigsaw
Technique

PROGRAM on STUDY Pilar B. Limin

SKILLS FOR Grade 12
LEARNERS: An
Assessment and Impact
on the academic performance
in physical science
The K to 12 Senior High School Florencio R. Caballero
Technical–Vocational Livelihood
Track is Not at All Ready for
Implementation

Preferred Learning Styles of Jackie D. Urrutia

Technical-Vocational and Livelihood Irish Jade R. Constantino
(TVL) Students in Public Senior High Nancy F. Sabordo
School in Sta. Rosa, Laguna Judy H. Verzo

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Lesson 3: Understanding Action Research Processes and Models

My Activity

1.0 List of completed AR.

SAMPLE ACTION RESEARCH

IMPROVING MATHEMATICS PERFORMANCE AMONG GRADE 11 STUDENTS

THROUGH JIGSAW TECHNIQUE

1. Research Problem/Questions
This action research sought to document the use of Jigsaw technique
which is the cooperative learning strategy in the classroom of Buug National High
School in teaching Mathematics for Grade 11 Technical Vocational and Livelihood
(TVL) Track namely: Cookery and Computer Hardware Servicing strands
particularly in solving mathematics problems in the school year 2017-2018.
Specifically, this study sought to answer the following questions:
1. What is the level of the Mathematics performance of Grade 11 Cookery
students (Control Group) in the Diagnostic Test?
2. What is the level of the Mathematics performance of Grade 11 Computer
Hardware Servicing students (Treatment Group) in the Diagnostic Test?
3. What is the level of the Mathematics performance of Grade 11 Cookery
students (Control Group) and Grade 11Computer Hardware Servicing
students (Treatment Group) in the Evaluation Test?
4. Is there any significant difference in the Mathematics performance of the
Diagnostic Test between the lecture method and the Jigsaw technique?
5. Is there any significant difference in the Mathematics performance of
Evaluation Test results between the lecture method and the Jigsaw
technique?
6. Based on the findings of the research, what action plan can be formulated
to improve Mathematics performance?

2. Intervention Used
The cooperative learning strategy known as the "Jigsaw" technique
(puzzle) as illustrated in Figure 1 helps students create their learning.
Teachers arrange students in groups. Each group member is assigned a
different piece of information. Group members then join with members of
other groups assigned the same piece of information, and research and/or
share ideas about the information.

3. Methodology

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

The researcher employed a purposive sampling design. The
participants were the Grade 11 students from the two strands of Buug
National High School in the Technical Vocational and Livelihood (TVL) Track
namely: Cookery and Computer Hardware Servicing.

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B. DATA GATHERING
The conduct of this study is presented in the conceptual schema
illustrated. A quasi-experimental research method of investigation was
used in this study. It is to explore whether the Jigsaw technique in
teaching Mathematics contributes to the development of computational
skills and improvement of students' performance in mathematics. The
researcher aims to assess the effectiveness of the Jigsaw technique in
improving Mathematics performance. Two groups are determined in this
study. The control group uses the lecture method and the experimental
group uses the Jigsaw technique. The level of students' learning is
obtained after administering a diagnostic test, to both groups, and an
evaluation test between the two groups after the intervention.

PROGRAM on STUDY SKILLS FOR Grade 12 LEARNERS: An Assessment and

Impact on the academic performance in physical science

1. Research Problem/Questions

The researcher aims to determine the study habits of Grade 12 learners

and to assess the effectiveness of the Classroom Program on Study Skills to
improve the academic performance of Grade 12 learners in Physical Science in
Porac National High School for the S.Y. 2017-2018.
Specifically, it will also seek answers to the following questions:
1. What are the specific study habits of the Grade 12 learners?
2. How may the Grade 12 learners be described in terms of their level of
academic performance in Physical Science before implementing the
Classroom Program on Study Skills?
3. How may the Grade 12 learners be described in terms of their academic
performance in Physical Science after the implementation of the
Classroom Program on Study Skills?
4. Is there a significant difference in the level of academic performance of
Grade 12 learners in Physical Science before and after the
implementation of the intervention?
2. Intervention Used
To address the identified problem on low Mean Percentage Score
(MPS) results in Physical Science and to further help the student-participants
of the study to improve their academic performance, the researcher
conceptualized and introduced an intervention. The intervention was
implemented twice a week where in students were taught attitudes, values,
techniques, tips, and proper scheduling to manage their time properly and
wisely in studying their lessons in Physical Science which are incorporated in
the prepared module entitled “Classroom Program on Study Skills for Grade
12 Learners”.

3. Methodology

1. Type of Research
This study employed the descriptive –quantitative method of
research. The descriptive research method refers to the method used to
describe data and characteristics used to describe the population. In
descriptive - survey method research (Jackson, 2009) participants answer
questions administered through interview or questionnaires. The purpose

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of using the descriptive research method is to acquire accurate, factual,

systematic data that can provide an actual picture of the data set for
review. The descriptive part of the study specifically dealt with describing
and analyzing the data gathered by giving proper interpretation so that
findings and conclusions are to be derived at.

2. Respondents
The Porac National High School has 4 sections of Grade 12 in the
Senior High School Program under the Academic and Tech-Voc
Tracks during the first semester of academic year 2017-2018. The
Grade 12 program with a total population of 143 wherein the
students who have low academic performance and poor study habits
based on the grades reflected from the report card and whose test
scores were below 25 (out of 50 items) will be the participants of the
study. They were asked to answer the specific questions in the
survey questionnaire.

3. Sampling Method
The researcher purposively identified students who have low
academic performance and poor study habits from the given
population and served as the participants of the study.

4. Data Collection Procedure

The researcher gave a comprehensive orientation to the participants
before they were asked to accomplish the questionnaire. Instructions
included objectives of the study, the significance of the generous
assistance the participants will offer to the researcher, assurance
that utmost confidentiality will be observed, directions in answering,
allowing the participants to ask questions if there are any, and
provision of enough time to answer all items. Unstructured interviews
were also conducted among the participants when the researcher
deemed it necessary to supplement data. Observations of the school
environment were also done to substantiate findings gathered
through the instrument.

The K to 12 Senior High School Technical–Vocational Livelihood Track is

Not at All Ready for Implementation

1. Research Problem/ Questions

The study determined the optimal readiness of the three groups of
stakeholders, namely: Division of Zamboanga del Sur, Industries, and
Community in the implementation of Technical-Vocational Livelihood Track
for Senior High School in year 2016. Specifically, the study determined the
following:

1. Schools in the division of Zamboanga del Sur - profile of the

schools in terms of number of enrolment; number of teachers;
TVL Track/Strand preference; and availability and condition of
school facilities/equipment; profile of the teachers in terms of age;
educational qualification/background; field of specialization;
seminars/ trainings attended related to TVL Track; length of
service; and skills qualification;

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2. Industry, SUCs/TESDA supervised schools – profile, skills

preference for OJT, estimated number of OJT that can be
accommodated, and perceptions of trainees;
3. Community – track/strand preference;
4. Possible major problems and issues confronting the
implementation of the SHS Program, particularly the TVL track;
5. Possible remedial measures to be taken to address the perceived
problems in implementing the SHS Program; and
6. Optimal readiness of the stakeholders in Zamboanga del Sur to
implement the TVL Track.

2. Intervention Used
School administrators and LGUs were asked to provide possible
remedial measures that would address the perceived issues and problems in
the implementation of the TVL Track of the SHS Program. To address the
perceived issues and problems confronting the SHS implementation, the
administrators forwarded top three solutions:

1. Provide adequate equipment/facilities;

2. Build additional classrooms; and
3. Motivate the teachers to undergo more trainings.

3. Methodology

A. Population/Respondents
The study was conducted in the Division of Zamboanga del Sur
which occupies the southern section of the Zamboanga peninsula and
forms the western part of the island of Mindanao.There are 124 secondary
schools in the division with a total population of 25,567. The division also
consists of 27 SUCs, six TESDA supervised schools and 26 local
government units (LGUs). There are also industries found in the province
such as fishing, manufacturing, farming, mining, trade and barter. The
participants of this study were 10 school administrators, 93
TechnicalVocational Livelihood teachers of the 30 pre-identified
secondary schools, 85 LGUs, 12 SUCs, 5 TESDA-supervised schools,
1138 parents, 1261 students and were chosen through purposive random
sampling. The Slovin sampling technique was used in the selection of
parents and students as respondents of the study at 0.5 margin of error.

B. Data Gathering
The questionnaire was used as the instrument for collecting data.
This was mitigated through the use of pilot testing of the questionnaire.
The instruments used in the study were a) questionnaire for teachers’
profile and competence to teach specific Technical Vocational Livelihood
strands; b) questionnaire for school administrator’s profile and the
school’s status and availability of facilities and equipment to be used in a
specific Technical Vocational Livelihood Strands; c) questionnaire for
students’ track preferences; d) questionnaire for parents’ track
preferences; e) questionnaire on LGUs track preferences including its
perceptions on possible major problems to be met in the SHS
implementation and its possible remedial measures as well as its support

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mechanisms for the implementation of the SHS program specifically the

Technical Vocational livelihood track and strands, and f) questionnaire for
SUCs and TESDA supervised schools’ profile and its availability of
facilities and equipment to be used for specific Technical Vocational
Livelihood strands. These instruments are researcher-made and were
pilot tested in one of the secondary schools and communities in the
province that was not part of the study.

C. Data Analysis Plan

The survey data were analyzed using descriptive statistics: mean,
standard deviation, frequency, and percentage. They were presented in
tabular form substantiated with textual analysis and interpretation of
findings.

Preferred Learning Styles of Technical-Vocational and Livelihood (TVL)

Students in Public Senior High School in Sta. Rosa, Laguna

1. Research Problem/ Questions

The study assesses the preferred learning styles of technical
vocational and livelihood senior high school students in the division of Sta.
Rosa City, Laguna. Specifically, it investigated the demographic profile of the
respondents in terms of age, gender, technical vocational and livelihood
specialization, and academic grade. It also discovered which learning styles
are preferred by technical vocational and livelihood students.

2. Intervention Used
Teachers should also take into consideration applying variety of
strategies even if some has their own preferred learning style. For students
who perceived to be visual learners as grouped as to how they use their
physical senses, visual representations such as diagrams, charts, graphs and
pictures will be a better tool to aid instruction. Introverts prefer to work
independently so it is suggested building a quiet time into the school day by
having fifteen (15) minute- set aside time every day for just reading time. For
TVL students whose learning styles are synthesizer and deductive, the
researchers recommend that educators may use variety of teaching styles
such as mind mapping. A teacher can also lay down the concept of the
lesson to be taught with what was learned yesterday for the discussion today.
In this way, students will find it easy to understand the connection of the new
lesson to the entirety of the course. Teachers who present examples and let
students explain their thinking, let them generate their own examples
afterwards addresses the need of those students that are synthesizer.

3. Methodology

A. Population/Respondents
The respondents of the study were 261 technical vocational and
livelihood students in public senior high in the City Schools Division of Sta.
Rosa, Laguna. For the sampling, Cochran sampling formula was applied
in the selection of the respondents. All data gathered in this study are
obtained from the TVL- Senior High School students from the Division of
Sta. Rosa City, Laguna. The total population size is 820.

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B. Data Gathering
A standardized questionnaire developed by Andrew D. Cohen,
Rebecca L. Oxford, and Julie C. Chi (Mikk e al., 2009) was utilized with
permission from the Center of Advanced Research and Language
Acquisition (CARLA) at the University of Minnesota. Upon the successful
retrieval of the questionnaire, data were organized and tallied
systematically.

C. Data Analysis Plan

Descriptive statistics were mainly frequency count and percentages
were used by employing SPSS computer software in the presentation,
analysis and interpretation of the findings. To compare the respondents’
response derived from the questionnaire, the statistical formula used was
the frequency count and percentage.

2.0 AR Title

Students' Study Habits in the New Normal Education: Their Impact on

Academic Performance
- Students and teachers are still getting used to the "new normal" in school that
has emerged as a result of the pandemic.So, I came up with this kind of action
research title because every student/learner has their own way of studying, and
based on their different ways of studying, what are the effects of that in the new
normal education? Is their old study routine still effective? or not?
Adapting Effective Teaching Methods and Techniques in the New Normal
Education System
- Because of the pandemic, students and teachers are still adjusting to what we
call the "new normal" in education. A new teaching and learning approach
have emerged: online education. Teacher-developed methods and
approaches are well-known, but are they applicable to all students under the
current system of normal education system? How well do their methods work
in the new system of education? Which teaching methods and techniques
should be adapted in the New Normal Education System? What are the best
ways to adopt the New Normal Education System's effective teaching
methods and techniques?
Teachers' ability and readiness to meet the challenges of implementing
modular distance learning
- Due to the COVID-19 pandemic, students and teachers have been unable to
engage in face-to-face learning. As a result of this pandemic, Modular
Distance Learning has been implemented as an immediate solution to ensure
educational continuity. However, the real question is whether or not teachers
are ready for the new challenges of implementing modular remote learning.
Does that mean that learners will have an easier time implementing this
method of learning? based on modular learning, what methods may be
utilized to ensure that students have received knowledge?

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My Analysis

Analysis of sample AR

Title and Author: IMPROVING MATHEMATICS PERFORMANCE AMONG GRADE

11 STUDENTS THROUGH JIGSAW TECHNIQUE
By: PEDE I. CASING, MAEd
Key Action Research Process
Component
Mathematics is one subject in school where many students
1. Context experience difficulty in understanding and where a teacher can
and effectively intervene. Sometimes a problem in students' performance
Rationale arises from the strategies and techniques used by the teachers. In
other words, it is sometimes the result of ineffective teaching by an
inefficient teacher (Ornstein, 2009).
Mathematics is perceived by many as a very serious subject,
and therefore, quite boring. In fact, according to researchers and
surveys, Filipino students find the subject very difficult and it shows
on their low performance in National Assessment Tests (Fostanes,
2008).
Learners are assessed in the classroom through various
processes and measures appropriate to and congruent with learning
competencies defined in the K to 12 curricula. Some of these
processes and measures may be used for both formative and
summative assessments, which have different goals. Learners may
be assessed individually or collaboratively (DepEd Order No. 8, s.
2015).
Throughout most of history, standards for mathematics
education were set locally, by individual schools or teachers,
depending on the levels of achievement that were relevant to and
realistic for their students. When students are learning mathematics,
the teacher's teaching strategy is a crucial factor in how much the
student would understand and retain the material. Teachers appear to
lecture and use teacher-directed instruction more frequently than
using student-centered strategies to instruct mathematics (McKinney
et al., 2009). They also found out that many teachers spend more time
teaching basic computer skills rather than engaging the students in
mathematically rich problem-solving experiences.
The results of the Trends in International Mathematics and
Science Study (TIMSS) in 2003 reflect once again the crisis state of
mathematics education in the country. TIMSS data show that the
Philippines’ 8th grade (2nd-year high school) students' skills and
competencies ranked a pitiful 42nd out of 46 participating countries
while the Philippines’ 4th-grade students placed 23rd out of 25
participating countries. It was known that most of the questions that
came out needed critical thinking and analytical reasoning to resolve
mathematical problems. Thus, there is a wide call for everyone to go
back to basic mathematical thinking and reasoning
(http://www.timss.bc.edu).
Furthermore, the Mean Percentage Score (MPS) results in
Mathematics of one section in Grade 11 of Buug National High School
during the third and fourth quarter examinations for the school year

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2016 – 2017 are 69.84 and 70.53 respectively. The standard MPS is
75. The tests were largely composed of problem-solving from which
the students would analyze and answer. The items that most students
incurred a high score could be traced to the group with the cooperative
learning strategy which is called the Jigsaw technique.
The Jigsaw technique is a well-established method for
encouraging group sharing and learning of specific content. This
technique can be used as an instructional activity across several days
and is best to use when there is a large amount of content to teach.
Jigsaw helps students learn cooperation as group members share
responsibility for each other's learning by using critical thinking and
social skills to complete an assignment. Subsequently, this strategy
helps to improve listening, communication, and problem-solving skills.
Monitoring each student's participation within the groups provides
teachers with information about how much the students already know
about the topic. This allows teachers to tailor instruction accordingly
(Clarke, 2004).
The Jigsaw technique is a research-based cooperative
learning strategy. The Jigsaw technique has a track record of
successfully reducing racial conflict and increasing positive
educational outcomes such as improves the test performance,
reduces absenteeism, promotes better learning, develops student
motivation, increases the enjoyment of the learning experience, and
greater liking for school (Aronson, 2012). For these reasons, the
researcher is motivated to conduct this action research to improve the
Mathematics performance among Grade 11 students of Buug National
High School, Manlin, Buug, Zamboanga Sibugay for the school year
2017- 2018.
Moreover, the Jigsaw technique is used to develop the skills
and expertise needed to participate effectively in group activities. It
focuses on listening, speaking, cooperation, reflection, and problem-
solving skills. It is a very useful tool for trying to help students'
integrated knowledge and understanding from various sources and
experts. The basic idea is very simple: students are divided into
groups which all have their research topic to study. After research,
each topic group is split in such a manner that new groups have a
single member from each of the old topic groups. After the new groups
have been assembled each topic expert is responsible for integrating
the knowledge of his or her topic-specific knowledge into the
understanding of the new group he/she is in (Walker and Crogan,
1998).
Additionally, studies indicate that the use of this technique
increases positive educational outcomes and reduces racial conflict.
Just as in a Jigsaw puzzle, each piece - each student's part is
essential for the completion and full understanding of the final product.
If each student's part is essential, then each student is essential. And
that is exactly what makes this technique so effective (Aronson, 2012).
The Jigsaw technique is a remarkably efficient way to learn the
material. More importantly, the Jigsaw process encourages listening,
engagement, and empathy by giving each member of the group an
essential part to play in the academic activity. Group members must
work together as a team to accomplish a common goal - each person

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depends on all the others. No student can succeed completely unless

everyone works well together as a team. This "cooperation by design"
facilitates interaction among all students in the class, leading them to
value each other as contributors to their common task.
Compared with traditional teaching methods, the Jigsaw
technique has several advantages. Through Jigsaw technique, most
teachers find Jigsaw easy to learn, most teachers enjoy working with
it, it can be used with other teaching strategies, it works even if only
used for an hour per day, and it is free for the taking (Aronson, 2008).
Since the researcher is teaching Mathematics at Grade 11
level, improving the Mathematics performance of the students is his
primary concern. One way to improve the said problem solving is to
employ an appropriate learning strategy hence the Jigsaw technique.
The jigsaw technique can also be used effectively in any core
academic area. Thus, this research undertaking seeks to establish an
evidence-based technique to aid the teaching Mathematics and
improve results in a summative assessment that is the quarterly exam
and problem-solving test.

2. Action This action research sought to document the use of Jigsaw technique
Research which is the cooperative learning strategy in the classroom of Buug
Questions National High School in teaching Mathematics for Grade 11 Technical
Vocational and Livelihood (TVL) Track namely: Cookery and
Computer Hardware Servicing strands particularly in solving
mathematics problems in the school year 2017-2018.
Specifically, this study sought to answer the following questions:

1. What is the level of the Mathematics performance of Grade

11 Cookery students (Control Group) in the Diagnostic
Test?
2. What is the level of the Mathematics performance of Grade
11 Computer Hardware Servicing students (Treatment
Group) in the Diagnostic Test?
3. What is the level of the Mathematics performance of Grade
11 Cookery students (Control Group) and Grade
11Computer Hardware Servicing students (Treatment
Group) in the Evaluation Test?
4. Is there any significant difference in the Mathematics
performance of the Diagnostic Test between the lecture
method and the Jigsaw technique?
5. Is there any significant difference in the Mathematics
performance of Evaluation Test results between the
lecture method and the Jigsaw technique?
6. Based on the findings of the research, what action plan can
be formulated to improve Mathematics performance?

The Jigsaw technique is a remarkably efficient way to learn the

3. Propos material. More importantly, the Jigsaw process encourages listening,
ed engagement, and empathy by giving each member of the group an
Innovation, essential part to play in the academic activity. Group members must

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Intervention work together as a team to accomplish a common goal - each person

Strategy depends on all the others. No student can succeed completely unless
everyone works well together as a team. This "cooperation by design"
facilitates interaction among all students in the class, leading them to
value each other as contributors to their common task.
Compared with traditional teaching methods, the Jigsaw technique
has several advantages. Through Jigsaw technique, most teachers
find Jigsaw easy to learn, most teachers enjoy working with it, it can
be used with other teaching strategies, it works even if only used for
an hour per day, and it is free for the taking (Aronson, 2008).

4. Action A. Participants/Other sources of Data

Research - The researcher employed a purposive sampling design.
Methods - The participants were the Grade 11 students from the two
strands of Buug National High School in the Technical Vocational and
a. Participant Livelihood (TVL) Track namely: Cookery and Computer Hardware
s/Other Servicing
sources of B. Data Gathering Methods
Data - The conduct of this study is presented in the conceptual schema.
- the study centers on the difference between the lecture method
b. Data and the jigsaw technique.
Gathering - A quasi-experimental research method of investigation was
Methods used in this study. It is to explore whether the Jigsaw technique in
teaching Mathematics contributes to the development of
c. Data computational skills and improvement of students' performance in
Analysis mathematics.
Plan - The researcher aims to assess the effectiveness of the Jigsaw
technique in improving Mathematics performance.

Goal: To improve the Mathematics Performance of Grade 11

5. Action students using the Jigsaw technique.
Research · Program Objective: To recommend actions to implement Jigsaw
Work Plan Technique as an intervention to improve mathematics performance to
other students under Low Level in Buug National High School.

6. Cost Supplies and Materials Expenses

Estimate · Travel Expenses (Domestic)
· Communication Expenses
· Printing and Publication Expenses
· Representation Expenses
· Miscellaneous Expenses
TOTAL = 29,998.00

Submit result (Action research) to the Principal

7. Plan for · Show the out-come and intervention to other teachers teaching
Dissemina Mathematics subject.
tion and · Use the findings in addressing the problems on Mathematics.
Utilization · Conduct an action research similar intervention to address a
specific problem in solving to Grade 10 students

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8. Referen
ces · Aronson, E. (2008). Jigsaw Classroom: an overview of the
technique. Retrieved
2008, February 15, from http://www.jigsaw.org/overview.htm
· Aronson, E. (2012). Jigsaw Basics. Retrieved December 5,
2012, from jigsaw.org
· Bratt, C. (2008). The jigsaw classroom under test: No effect on
intergroup
Relations present. Journal of Community & Applied Social
Psychology, 18,
403 419
· Casing, P. (2014). Cooperative Learning Strategy in Teaching
Trigonometry.
Unpublished Thesis, Saint Columban College, Pagadian City
· Clarke, J. (2004). Pieces of the puzzle: The jigsaw method. In
S. Sharan (Ed.),
Handbook of cooperative learning methods. Westport CT: Greenwood
Press.
· DepEd Order No. 8. (2015). Policy Guidelines on Classroom
Assessment for the
K to12 Basic Education Program.

This action research identifies the important elements and material that relate
to the title. It began with a brief overview of the study's backdrop and rationale. It also
serves as a content and flow outline for the entire action research project. The research
question is the following section, which includes what to explore as well as how to
achieve the study's aims and objectives. It also aids researchers in developing reliable
technique for their studies. This study also mentions proposed interventions. It will be
used by the researcher to solve the issue revealed in the study during the
implementation process. Methodology is also included in the elements of action
research because it offers information on how to collect data, who to collect data from,
and how to evaluate and interpret the data received from selected respondents. It
includes participants, resources, and information, as well as data collection and
analysis methods. The flow of how the study will be conceptualized into an approved
study with a particular time period is contained in the action research work plan,
whereas the plan for distribution and use is a collection of plans for the implementation
process of the interventions suggested in the study. The overall costs incurred
throughout the execution of the approved study are shown in the cost estimate. In the
final section, references are given. The author, title of the publication, and other data
sources are displayed. To avoid plagiarism, all linked material and studies that support
or oppose your study are listed in the references.

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My Reflection

What have you understood about the concept of Action Research and how will
these be utilized in your practice?

Action research is important, particularly for educational institutions, in able to

fix the never-ending difficulties that they face on a daily basis. Aside from that, it has
the potential to improve teachers' teaching strategies, improve the existing educational
framework, and generate excellent education. Action research can help learners
improve their knowledge, abilities, and attitudes toward productivity and global
competitiveness by contributing to their learning growth.
As a future educator, I could apply the study's proposed treatments and work
plans in real-life circumstances, such as in the classroom, and in developing and
implementing creating a framework provided by the school authorities. Action research
could also be used to better identify students' learning behaviors and requirements so
that they can be instantly reinforced and solved.

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SCORING RUBRICS FOR EL 1

Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/ tasks not answered/ answered/
answered/ answered/ accomplished. accomplished.
accomplished accomplished.

Observe in All questions were All questions were Questions were not Four (4) or more
Actual School answered answered answered observation
Environment completely; answers completely; answers completely; answers questions were not
are with depth and are clearly connected are not clearly answered; answers
are thoroughly to theories; grammar connected to not connected to
grounded on and spelling are free theories; one (1) to theories; more than
theories; grammar from errors. three (3) four (4)
and spelling are free grammatical/spelling grammatical/spelling
from error. errors. errors.
My Analysis Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
and Reflection supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed and analyzed were observed and and analyzed.
analyzed.
My Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes; Complete, learning outcomes; learning outcomes;
well-organized, well-organized, very Complete, not not complete, not
highly relevant to the relevant to the organized, relevant organized, not
learning outcome learning outcome to the learning relevant
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
Comments: Overall Score: Rating based on
transmutation:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

SHEENA MAE D. TUPLANO

FS 2 Supervisor
Date: _________

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___________________________________________________________________

Experiential Learning 2: Creating Learning

Environment in the New Normal

___________________________________________________________________

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Lesson 1: Preparing the Learning Environment of a New Normal: An Overview.

My Activity

Answer a guide question

What will you do to assist your mentor in setting up a conducive learning

environment in the following conditions:

1. Bulletin Board Display

• Display student work in the bulletin board.

• Ensure that the design is appealing, visible and it is related to the topic.
• Design and color are appropriately combined and balanced.
• Look for an available space to place the bulletin board.
• Working on appropriate and required resources and learning materials.

2. Small Group Discussion

• Create a classroom that encourages interaction.

• Set- up instructional materials that are needed for the group discussion.
• Assisting the learners if they have questions.
• Provide clear instruction on what learners should do.
• Setting the date, time and location of the discussion is important.

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

• Make a Google Form attendance sheet and distribute it to the class. The
attendance sheet with a timestamp will be self-reported by the class.
• Video attendance
• Online poll
• Manual attendance

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My Analysis

Answer a multiple-choice type test

Choose the best answer from the options given. Write the correct answer before
the number.

___B__1. Learning environment is only confined to a specific place called schools.

This statement is _______.

A. True
B. False
C. Doubtful
D. Cannot be determined

___B__2. What kind of learning happens anytime, anyplace and anywhere?

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

___A__3. In which situation can learners learn with more physical presence and
intervention of the teacher?

A. Face-to-Face
B. Virtual
C. On-line
D. All of the above

___C__4. Which of the two kinds of learning environment encourages independence

and self-management of the learners? Why?

A. Face-to-Face, because there is always the presence of the

teacher who will give guidance to the learner.
B. Virtual/On-line, because the learners are given time to learn on
their own and progress as their own rate.
C. Both, because they can always shift from one modality to another.
D. Face-to-Face, because there is always the need of a teacher in a
classroom all the time.

___D__5. If on-line or virtual learning environment is not applicable, the traditional

face-to-face or in-school will continue. How will you improve the physical
learning environment?

A. Use tables with chairs to allow cooperative learning.

B. Provide learning spaces or corners for independent study.
C. Give credits to success than failures.
D. A, B and C

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My Reflection

Write an essay

“My Conducive Learning Environment”

By: JELYN TORRAZO

In order for a student to succeed in school, he or she must make

decisions. A suitable learning environment is one of the most essential factors in a
student's success.
At a young age, children' minds are formed by their environment,
which is shaped by their parents, instructors, and others associated to the school
and educational environment. Various explanations of learning are available to this
generation. Some people believe that students learn either on their own or
according to the environment in which they are involved.
A good learning environment can influence how and what a student
learns .It can also refer to a pleasant environment or set of circumstances. Starting
from the inside, one student would create a favorable learning atmosphere. Internal
and external motivation are both required of students. Students' conduct is guided
by built-in instructions present in genetic code.
The student, particularly in this case, the online learner, must learn to
regulate the environment in which they perform class work, homework, and study
time. The learner must also learn to absorb or ignore the environment in which he
or she finds themselves.

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Lesson 2: Enhancing a Face-to-Face Learning Environment

My Activity

Comparing classroom environments

Notice the physical arrangement found in two classroom spaces. Spot the
similarities and the differeneces. Given the concepts and the infographics how can you
participate and assists in a face-to- face learning environment?

SIMILARITIES

• They have the same seating arrangement.

• Both areas are clean and well-maintained.
• The chair, tables, and other materials are well organized.
• Because of their surroundings, both rooms can be good places for learning.
• It causes less destruction to the students.

DIFFERENCE

• We can see that in figure 1 it has plain design while figure 2 has more colorful
and decorative designs.
• Figure 2 has a wider space in each chair compared to figure 1.
• I think figure 1 are for college student while figure to are for elementary or high
school classroom because of the room designs.
• There are more objects in figure 2 compared to figure 1.

GIVEN THE CONCEPT AND THE INFORMATIONS HOW CAN YOU PARTICIPATE
AND ASSIST IN A FACE-TO-FACE LEARNING ENVIRONMENT?

• Based on the information provided, I will use this as a reference and an

advantage to correctly watch all of the students, including those who are
seated in the back, so that I may assist them one by one based on their needs,
and also so that I can quickly recognize my learners.

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

Having been exposed to the traditional classrooms in your basic education, it seems
that everything is familiar. However, as teaching-learning theories evolve over time
there are changes that are taking place.
What changes have you noticed in the face-to-face classroom spaces?

CLASSROOM ENVIRONMENT CLASSROOM ENVIRONMENT NOW

BEFORE
Students can interact with and have Their performs are through video
physical contact with them collogues presentation and they will submit it
and teacher in their classroom. through messenger, email and
Facebook pages.
Classroom, computer room, laboratory Their home is their new classroom
room, library room and other materials environment.
that serves as the learning
environment of the students.
The discussion/activities happen Discussion happens onscreen and in
inside the classroom. terms of communication it happens
virtually with the use of mobile
application like google meet, zoom
meeting and messenger.
Before students have outdoor They do it inside the house.
activities.
They can-do hands-on activity with the They can do the activity by their own
guide of their and classmate. or with the help of the parents.

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Virac, Catanduanes

My Analysis

Answer a multiple-choice type test

Multiple Choice: Read each question then write the correct answer before the
number.

__b__1. In the face-to-face learning environment, the most critical is/are the ______.
E. Arrangement of chairs and tables
F. Physical, psychological, and social considerations
G. Teacher and student interactions
H. None of the above

__d__2. The traditional classroom spaces are still considered valid and effective for
as long as these conditions exist. What are these conditions?
I. There should be one teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time to guide
learning.
IV. All students should be heard in class discussion.

a. I & II c. I & IV
b. II & III d. III & IV

__a__3. The best instructional material in the traditional classroom is the ______.
a. Blackboard c. Teacher
b. Computer d. Bulletin board

__c__4. Outdoor activities like group games, scavenger hunt and the like provide a
positive ______.
a. Psychological environment c. Physical environment
b. Social environment d. Cognitive environment
e.
__b__5. It is observed that different classrooms have different arrangements of
chairs, tables and benches because of ______.
E. School budget G. Delivery supply
F. Different purposes H. Donations received

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

Lesson 3: Making Online or Virtual Learning Environment Safe and Conducive

My Activity

Describe Experiences

An hour before the virtual session, the teacher had already established the date
and time. We started connecting and starting lessons on time to ensure that we had
adequate time to go through all of the material. During my virtual meetings with
students and teachers, I've seen that the majority of them are really engaged in the
topic. They also adhered to the rules that were discussed throughout the meeting.
Their cameras are turned on, allowing them to be recognized as students. Because
most of them are engaged during the class, their devices are likewise properly
equipped and charged. They also muted their audio so they wouldn't be distracted by
other people's voices while listening to the discussion. They opened it if they were
going to answer their teacher's inquiries. While learning from the lesson, the pupils are
also extremely concentrated. The majority of them are in a calm and comfortable
location because there are no other voices around them, and some of them have been
with their parents since they are children. However, because they are located inside
their homes and we meet virtually, the majority of them are not dressed appropriately
or in uniform. The teacher also asks relevant questions about the subject. She gave
instances by showing images, and the pupils had to figure out what was inside the
picture. Between pupils and their teacher, there is also contact and sharing of ideas.
Although the discussion is enjoyable, I observed the teacher's skill in delivering the
course, even though she did so remotely, which is a difficult assignment because she
may face numerous obstacles such as internet connectivity, current supply stability,
and other external issues. However, the most significant factor is how the teacher
deliver lessons and how pupils learn despite the lack of physical touch.

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Virac, Catanduanes

My Analysis

Interpret infographics

INFOGRAPHIC/S

The topic of this infographic is the online learning environment. Since face-to-
face classrooms are prohibited owing to infection, this concept has begun to blossom.
As far as I could tell, online learning environments used modern technology as a
teaching-learning instrument. It's also utilized a lot for document production, problem
solving, research and inquiry, recreational activities, communication, and information
sharing. Students and professors can communicate even when they are not physically
present in an online learning environment. Teachers can simply incorporate activities,
quizzes, skill-based activities, and other classroom tasks since they can pass it with
one click. Students can simply pass their work while interacting digitally via software
apps on their mobile devices. Apart from that, all education-related events and
activities, including as seminars, trainings, celebrations, contests, and even graduation
rites, are now conducted digitally because we are still not permitted to do so physically.

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Virac, Catanduanes

My Reflection

Describe a safe learning environment

The learning environment is the physical location where teaching and learning
occur. This environment is also utilized to help students socialize and deal with various
forms of student behavior. This is also a place where learners can develop their
maximum potential and capacity in order to be prepared for future life and to deal with
various obstacles posed by external causes. How can we ensure that we are learning
in a secure environment? What is the best way to characterize a secure learning
environment?
A safe learning environment is a welcoming environment. Students must feel
that they are very welcome in the learning environment. A safe learning environment
is a comfortable environment. They should feel the comfort and care from both
teachers and co-learners. A safe learning environment is a flexible environment.
Students must be trained to be a flexible individual and they used freely all variety of
resources according to their learning preferences. A safe learning environment is free
from threats and discrimination. These actions must be avoided inside learning
environment because it has a big impact to behavioral changes of the learners. A safe
learning environment is unbiased. A safe learning environment is one that is free of
danger. Students must feel at ease in the classroom setting. A comfortable learning
environment is a safe learning environment. Both teachers and co-learners should
make them feel safe and cared for. Threats and discrimination are not allowed in a
safe learning environment. These activities should be avoided in the classroom since
they have a significant impact on the learners' conduct. Teachers must treat all of their
pupils equally, with empathy and concern, in order for them to feel valued by their
teachers. Finally, a secure learning environment acknowledges the importance of
family. They must feel as if they are in their own home, with their teacher as a second
parent, classmates as siblings being well, and rules in place for their own good.

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My Learning Artifacts

Evidence of an on-line learning environment

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

SCORING RUBRICS FOR EL 2

Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/ tasks not answered/ answered/
answered/ answered/ accomplished. accomplished.
accomplished accomplished.

Observe in All questions were All questions were Questions were not Four (4) or more
Actual School answered answered answered observation
Environment completely; answers completely; answers completely; answers questions were not
are with depth and are clearly connected are not clearly answered; answers
are thoroughly to theories; grammar connected to not connected to
grounded on and spelling are free theories; one (1) to theories; more than
theories; grammar from errors. three (3) four (4)
and spelling are free grammatical/spelling grammatical/spelling
from error. errors. errors.
My Analysis Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
and Reflection supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed and analyzed were observed and and analyzed.
analyzed.
My Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes; Complete, learning outcomes; learning outcomes;
well-organized, well-organized, very Complete, not not complete, not
highly relevant to the relevant to the organized, relevant organized, not
learning outcome learning outcome to the learning relevant
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
Comments: Overall Score: Rating based on
transmutation:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

SHEENA MAE D. TUPLANO

FS 2 Supervisor
Date: _________

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

___________________________________________________________________

Experiential Learning 3: Development and

Implementation of Flexible Learning/
Blended Instructional Plan

___________________________________________________________________

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

Lesson 1: Writing My Learning / Lesson Plans

My Activity

Write a lesson plan

DETAILED LESSON PLAN IN EPP (Grade 5)

Detailed Lesson Plan Paaralan CSU Laboratory Baitang at Grade 5
in EPP-5 Elementary Pangkat
School
Guro JELYN TORRAZO Asignatura EPP
Pagpapakitang DECEMEBER 1,
Turo (Petsa at 2021/ 2:00- 2: 50
Oras) pm
I. Objectives
(Layunin)

A. Content Naipamamalas ang pang-unawa sa kaalaman at kasanayan

standard sa pag-aalaga ng hayop bilang gawaing mapagkakakitaan.
(Pamantayang
Pangnilalaman
)
B. Performance Naisasagawa nang maayos ang pagtatanim, pag-aani, at
Standard pagsasapamilihan ng gulay sa masistemang pamamaraan
(Pamantayan
sa Pagganap)
C. Learning At the end of the lesson student shall be able to;
competencies/ a. Identify fish species that are suitable and
objectives appropriate for backyard fish farming.
(Mga b. Importance of knowing the proper way on how to
Kasanayan sa plan and create your backyard fish pond.
pagkatuto) c. Explain the importance of knowing the proper way
farming fish.
II. Content (Paksang FISH FARMING
Aralin)

III. Learning
resources
(Kagamitang
Panturo)
A. References EPP Book
(Sanggunian)
1. Teacher’s
aide page
(Mga Pahina
sa Gabay ng
Guro)
2. Learner’s p. 87-89
material

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Virac, Catanduanes

pages (Mga
Pahina sa
Kagamitang
Pang Mag-
aaral)
3. Textbook p.87-89
pages (Mga
Pahina sa
Teksbuk)
4. Additional Laptop, Power point presentation and pictures
materials from
learning
resource (LR)
portal
(Karagdagang
Kagamitan
mula sa (LR)
portal)
B. Other learning
resources (Iba
pang
Kagamitang
Panturo)

IV. Procedures Teacher’s activity Student’s activity

(Pamamaraan) (Gawaing guro) (Gawaing mag-aaral)
A. Reviewing a. I guess you are excited about (Students trying to
yesterday’s our topic for today but before recall)
lesson or we go on, let us have a short
Presenting review first about what we
the new have tackled yesterday.
lesson
(Connect the Can anybody give a brief (One student raises
lesson with recall of our lesson his/her hand)
learners’ prior yesterday?
knowledge. (One student raises
Explicitly Very good! We have his/her hand)
teach to the discussed about ……
learners how (Students attentively
the new listen)
lessons
connect to the
previous
lessons.
Review and
present new
lessons in a
systematic
manner)
B. Motivation: b. Okay class, I will show you (Students are excited
Establishing some pictures and I want you to see the picture.)

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

a purpose for to observe what the pictures

the lesson is all about.
(Motivate
them to learn Are you ready? (Yes Ma’am!)
the new Okay let’s start.
lesson
Encourage (Student raises hand)
them to ask
question
about the new
topic this will
help establish
a reason for
learning the
new lessons)

So, what is your idea about

the pictures being (It’s all about Farming
presented? fish Ma’am)

Yes, Mr./Ms.

That’s right, thank you mr./

ms.____
C. Presenting c. This morning/afternoon, we (Student actively
examples/ will be tackling about raises their hand.)
instances of “Farming Fish”. Before we go
the new on, what comes up on your
lesson where mind if you heard about the
the concepts word farming fish?
are clarified
Yes Mr./Ms. (Student will give their
own opinion/ideas.)
Yes! That’s correct.

Who else? Can give their

idea? (student raises their
hand)
Do you have any idea on how
create a pond? (students will answer)
How about some example of
fish? That can be found in a (students will answer)
pond?
D. Discussing d. So, what’s fish farming? (Students attentively
new listen)
concepts and
practicing
new skills #1 Who can read it?
leads to (The teacher will pick one
formative student to read) (Student will read the
PPT)

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Virac, Catanduanes

assessment
1)
Discuss the Fish farming is raising
concepts. commercially in tank or
Prepare good Thank you, Mr. /Ms., fish ponds. It is old
questions for practice that is fun,
this. Listen to productive and at the
the answer of same, rewarding. This
learners to type of venture utilizes
gauge if they fish farms as
understood Class do you have any idea sustainable food
your on how plan and create a production system
presentation/l pond?
esson. If not,
then reteach. Okay, let’s find out! (Maybe Ma’am)
If they have
understood, This is the proper way on how
then proceed to plan or create your own
to deepening pond.
the lesson The first step is 1. Select a
low spot in your backyard
where water would naturally
collect.
2. Include in the design the
plan on how you will collect
the fish so that you can
harvest the fish when it is
time to harvest them. 3. Seal (Student attentively
your pond. For small ponds, listen)
line the bottom with a
waterproof plastic liner. 4.
Spread the liner over the
desired shaped of the pond.
5. Fill the pond with water. Do
this carefully to minimize
erosion. 6. Let the water flow,
down a plastic sheet and
other surface so that the flow
of the water does not dig
through the soil or clay mix. 7.
Remove the plastic once this
process is done.

Anyway, lets proceed to our

topic.
When you are done creating
your pond of course you need
a fish, but not all the types of
fish are suitable in pond. So,
here are fish that you can
raise;

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

The first one is very common

to us I think all of you are
familiar with this;

1. Tilapia – is one of the

many fish species that
are cultivated in the
Philippines and ranks (Student attentively
second as most listen)
cultivated fish in the
world. It is very popular
and it is production
continues to increase.

2. Carp- is one of the most

commonly farmed fish. It
is also one of the most
cultured ornamental fish
out of the many
ornamental fish species.
Some examples of this
fish species are the
common carp or
European Carp, Indian
Carp and Chinese Carp.

Indian carp

(Student attentively
Chinese carp listen)

European Carp

(student will raise their

hand)
3.Catfish- is a black and
slippery fish with mustache,

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

which is its aid in swimming.

It is called hito locally. It is
usually found in rice fields,
streams, rivers, lakes,
irrigation canals, swamps
and anybody of fresh water.

So, why do we need to select

fish species that are suitable
for fish farming?

That’s correct, what else?

(the teacher will call student)

Thank you. (student will answer

the questions)
You must also consider their
house/pond, food/diet and
maintenance for every fish
species

In tilapia the size of the pond

depends upon the number of
fishes you want to raise. The
depth of the pond should be 1
meter with water and not less
than 0.75 meter deep. It
should be exposed to the
sunlight to hasten the growth
of small aquatic plants. Water
level depth of 1-1.15 meter
should be maintained.

In terms of their food, what do

you think is the food given in
tilapia?
- Tilapia feed on mainly
plant matters like
plankton, filamentous
algae and other
vegetable matters. The
feeding should be done
every morning.
(student will answer
In terms of their food, what do the question)
you think is the food given in
carp?

In terms of maintenance the

pond should be exposed to (Student attentively
sunlight to hasten the growth listen)
of small aquatic plants known

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

as algae or lumot, which

serves as food for tilapia. The
flood-free especially during
rainy season.
(student will answer
In house/pond of the carp the the question)
common size of the nursery
pond is 5 x10 meter with the
depth of 0.5 meter. When the
carp is cultured and reaches
it marketable size, transfer it
to a reading pond. The size of
the rearing pond should be
15 x 50 m and 1.5 – 2 m (Student attentively
deep. Clean both ponds first listen)
before filling with water.

Food/ diet – carp usually eat

floating plants and algae,
mosquito and bugs near the
water’s surface. They usually
try to eat anything that is
edible and will fit in their
mouth.

In terms of their maintenance

– carp are hatched from
eggs. They can grow to a (Student attentively
weight about 13 kl. They lay listen)
eggs during cold mouths or
where the climate is
moderate.

In terms of their food, what do

you think is the food given in
catfish?

In Catfish in terms of their the

minimum size of pond should (Student attentively
be 50 m. It should be located listen)
in a low and flat area.
Choose a shady area so that
algae or lumot and mosses
will grow easily. Provide a
good supply of water either
from well, springs or run – off
ponds.

In terms of their maintenance

special care should be given
to catfish especially when

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Virac, Catanduanes

they are mating and laying

eggs and during harvest.

In terms of their food- cat fish

needs protein so it should be (student will answer
fed with meat. It is generally the question)
carnivorous and 90 % of its
feed can be made of fresh
trash fish, worms, insects,
chicken, entrails and dried
freshwater shrimps.

These are must also consider

their house/pond, food/diet
and maintenance for every
fish species

(Student attentively
listen)

E. Discussing Let’s have an activity about what we

new tackled earlier.
concepts and - Say true if the underlined
practicing word/s is or are correct. If
new skills #2 not say false and say the
(leads to correct answer.
formative 1. Tilapia ranks fourth as most
assessment cultivated fish in the world. (Student’s will raise
2) 2. When the carp is cultured their hands and
and reaches its marketable answer the given
size, you must transfer it to a question)
rearing pond.
3. Catfish is one of the most
cultured ornamental fish
species.
4. Catfish can survive for a long
period of time because it has
special accessory
breathing organs.
5. Carps are born live and can
grow to a weight of about 13
kilograms.

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F. Developing Identification
mastery
(leads to I have here some picture you will
formative identify what kind of fish species is
assessment that;
3)
Develop (Student’s will raise
mastery their hands and
through more answer the given
individual question)
work activities
such as
writing,
creative ways
of
representing
learning,
dramatizing
etc. let
children
demonstrate
their learning
through
assessable
activities such
as quizzes, d. Matching type
worksheets, Match the definitions in Column A
seatwork and with the terms in Column B.
games. When
the children Column A Column B (students will answer
demonstrate the given activity)
learning, and 1. This is one a. Carp
then proceed of the most b. Catfish
to the next cultured c. Fish
step. Add ornamental farming
activities as fish. d. Tilapia
needed until 2. This fish e. Deep or
formative should be lift net
assessment exposed to f. Plastic
shows that the sunlight to liner.
learners are hasten the
confident in growth of
their the algae
knowledge that serve
and as its food.
competencies 3. This type of
fish is black
and
slippery
with the
mustache
that aids it

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

in
swimming.
4. This is
considered
as an old
practice
that utilizes
fish farms
as a
sustainable
food
production
system.
5. This type of
net is used
to harvest
tilapia.
G. Valuing: - Your family wants to have (students raise their
Finding your own fish pond. How hands)
practical can you help to take your
application care fish pond?
of concepts - You should
and skills in know the
daily living suitable
fish
species
that raised
in your own
- How can you apply your fish pond.
knowledge about fish
farming when you want to
harvest your fish? - By applying
the proper
way on how
to harvest
the fish.
H. Making - Why do we need to - In order for
generalizatio identify first if that fish us to know
n and species is suitable and if that
abstraction appropriate for backyard species
about the fish farming? can raise.
lesson
Conclude the
lesson by - Why fish farming is
asking important? - Exclusive
children good fish
questions farming en
that will help ables
them farmers to
crystalize grow any
their learning species of
so they can fish they

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CATANDUANES STATE UNIVERSITY
Virac, Catanduanes

declare the want to.

knowledge The fish
and ponds can
demonstrate be
their skills established
within the
farmer's
compound
to increase
accessibilit
y and
reduce
costs of
transportati
on.
I. Evaluating Direction: based on your own opinion
learning explain the following, write your
answer on a piece of pad paper.
1-5. what is fish farming?
6-8. Importance of knowing the
proper way on how to plan and
create backyard fish pond.
9-10. why it is important to identify
fish species for backyard fish pond?
J. Additional - Search on contrasting (students will copy the
activities for your own pond for fish assignment)
application farming. Make a portfolio
or of your findings. Submit
remediation/ your work to your teacher.
assignment
- In groups, learn the other
fish species that can be
raised in your home or
community. Make a
report that includes the
following components;
housing, foods and
maintenance

- Are there any questions?

- No maam.
V. Remarks (Mga
Tala)
VI. Reflection
(Paninilay)
A. No. of learner
who earned
80% on the
formative
assessment
(Bilang ng
mag-aaral na

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CATANDUANES STATE UNIVERSITY
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nakakuha ng
80% sa
pagtataya sa
Formative
Assessment)
B. No. of
learners who
require
additional
activities for
remediation
(Bilang ng
mag-aaral na
nangangailan
gan ng iba
pang Gawain
para sa
remediation)

C. No. of
learners who
have caught
up with the
lesson (Bilang
ng mag-aaral
na
nakaunawa sa
aralin)
D. No. of
learners who
continue to
require
remediation
(Bilang ng
mga mag-
aaral na
magpapatuloy
sa remediatio)
E. Which of my
teaching
strategies
work well?
Why did this
work? (Alin sa
mga
istratehiyang
pagtuturo ang
nakatulong
nang lubos?
Paano ito
nakatulong?)

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F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve? (Anong
suliranin ang
aking
naranasan na
nasolusyunan
sa tulong ng
aking
punongguro at
superbisor?)
G. What
innovation or
localized
materials did I
use / discover
which I wish to
share with
other teachers
(Anong
kagamitang
panturo ang
aking
nadibuho na
nais kong
ibahagi sa
mga kapwa ko
guro?)

Prepared by:

JELYN TORRAZO

(Student Teacher)

Checked By:

MS. SHEENA MAE D. TUPLANO

(Resource Teacher)

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My Analysis

Analyze the written lesson plan using a provided template

QUESTIONS ANSWERS
1. How did you arouse students’ • To arouse a student's interest,
interest? What motivational you must first get to know them.
techniques did you indicate in your • Know who they are and what they
plan? are good at, as well as their
interests and skills.
• Talk to them and explain why they
need to participate or cooperate
with you.
• I used images linked to my topic
and asked the students to
describe what they observed and
share their thoughts or opinions.

2. How did you respond to the • By focusing on students as a

diverse types of learners? learner.
2.1 gender, needs, strengths, • Focusing on the learners need.
interest, and experiences
2.2 linguistic, cultural, socio-
economic, and religious
backgrounds
2.3 with disabilities, giftedness, and
talents
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will • Visualization, technology tool
you employ in face-to-face or in use, and cooperative learning
remote learning delivery for this were some of the techniques I
lesson? Explain. used. I used visuals to help
Note: Explain it directly to the students visualize the lecture so
point. they could grasp it more readily. I
used technology means to
engage in virtual dialogue. In
cooperative learning, I encourage
them to voice their thoughts by
asking pertinent questions about
the course. This helps students
feel more confident.
4. Was the language used • I used suitable wording and tone
appropriate to the level of the in my question construction to the
students? Explain your answer kids. I used both universal and
briefly. backup local languages (Filipino)
to ensure that they could
understand and properly respond
to questions.

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5. What types and levels of questions • In order for the pupils to learn
did you formulate? Are they of the efficiently, I used both lower and
higher order thinking skills higher order thinking skills. For
(HOTS)? Write two examples. example;
1. Based from the pictures I
presented, what do you observe
about it?
2. What is the importance of
knowing the proper way on how
to plan and make fish ponds?

6. What instructional resources will • In order to obtain information on

you use? Why? Cite the possible the topic that I've discussed, I
online resources that you can used a learning module and web
utilize whether done in the resources. If I have to use online
classroom or in remote learning? resources, I'll use YouTube
because, as we all know,
YouTube has all of the
educational videos that students
will need to fully comprehend the
lesson outside of the module. I'll
also use chat and Google
Classroom to allow students to
send me the necessary output.

7. Are your modes of assessment • My learning outcomes and

aligned with your learning activities are in sync with the
outcomes and activities? Cite a assessment types. For example,
specific example. after the discussion, one part of
my lesson plan includes a
diagnostic assessment in which
students will take a quiz on the
lesson. It was also stated in the
lesson's learning
outcomes/objectives so that the
student would achieve this goal at
the conclusion of the class
8. Will your performance tasks • Yes. These assessment methods
ensure the mastery of the learning clearly show relevance to the
competencies? Explain briefly. topic while also challenging their
minds to think and reflect critically
on their outputs.

9. In the scale of 1-10, How will you • I believe it is an 8 because my

rate your learning plan? Justify activities need to be adjusted
your answer. slightly because some activities,
such as their performance on how
to properly catch fish from a pond,

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are not appropriate in a virtual

class.
If this lesson is not implemented face-to-
face
10. If this lesson is not implemented • Because of the pandemic, I am
face-to-face, how are you going to unable to implement it face-to-
do it remotely? face; however, our resources
have decided to do so via Google
Meet; as a result, we are able to
do our virtual demo teaching with
the students in grade 5, despite
the fact that it is difficult, as some
activities are not appropriate for
virtual classes, and the strength
of the internet connection must
also be considered; however, I
plan to include available online
learning materials into my lesson
plan. Because we have so much
technology, I'll also deliver it
virtually. I'll also use online
activities to keep the students
engaged in virtual learning.

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My Reflection

Answer guide questions

1. What are the things you consider in writing your lesson plans/lesson plans?
• When designing a lesson plan, we must take many things into
consideration. In my experience, I needed to consider my
learner’s interests, backgrounds, past knowledge and learning
experiences, and learning preferences when creating a lesson plan. I
also created exercises that are relevant to the learner's learning style
and may help them increase their interest and involvement with the
lesson while writing it. The topic of my lesson is the second point to
consider. Lesson plans should be clearly aligned with curriculum
guidelines and other learning resources used in lesson delivery
preparation. There should also be specific and attainable goals. I can
easily organize and conceptualize activities to fulfill particular objectives
if they are specified. Third, I am aware of the resources accessible to
me for use in my discussion, such as technology, equipment, and
resources. Finally, I evaluated what obstacles I might face in the future
while delivering lessons.

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

• I had a lot of difficulty writing my lesson plan because it had been years
since I had done one. One of the problems is deciding on objectives
that are appropriate for online demo teaching, and another is deciding
on a series of activities to be included in the content of my lesson plan.
It was also challenging to suit activities and assessments to learning
objectives. I also have problem selecting appropriate activities for online
delivery mode of instruction because it is difficult to put performance
activities in an online platform. It was also difficult for me to begin my
lesson in a lesson plan. Time limits are also an issue because there is
only so much time to go beyond the entire lesson.

3. What feedback was/ were given by your Resource Teacher in your first draft/
succeeding lesson/learning plans?
• Add more depth to your discussion by asking divergent and thought-
provoking questions that will develop learners’ higher- order thinking
skills. Help them to construct and solidify their understanding of the
subject matter through effective guided questioning.
• Integrate current events/issues/trends related to the topic to add
relevance to the subject matter.

4. What were the best features/areas for improvement of your lesson plans?
• Practice in writing detailed lesson plan, think an activity that suits to the
learners.

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My Learning Artifacts

Final Lesson Plan

DETAILED LESSON PLAN IN Edukasyong Pagpapakato at

Pangkabuhayan 5
Detailed Lesson Plan Paaralan Catanduanes State Baitang at Grade 5
in EPP-5 University Pangkat
Laboratory School
Guro JELYN TORRAZO Asignatura Home
Economic
and
Livelihood
Education- 5
Pagpapaki DECEMEBER 1,
tang Turo 2021/ 2:00- 2: 50 pm
(Petsa at
Oras)
I. Objectives
(Layunin)

A. Content Understanding is demonstrated in basic knowledge and care

standard skills for domestic animals for lifestyle development
(Pamantayang
Pangnilalaman
)
B. Performance Can take care of domestic animals as a profitable work.
Standard
(Pamantayan
sa Pagganap)
C. LearningAt the end of the lesson student shall be able to;
competencies/ a. Identify fish species that are suitable and
objectives appropriate for backyard fish farming.
(Mga b. State the importance of knowing the proper way on
Kasanayan sa how to plan and create your backyard fish pond.
pagkatuto) c. Explain the importance of knowing the proper way
farming fish.
d. Perform the proper way to plan and create a pond.
II. Content (Paksang FARMING FISH
Aralin)

III. Learning
resources
(Kagamitang
Panturo)
A. References Home Economics and Livelihood 5
(Sanggunian)
1. Teacher’s
aide page
(Mga Pahina

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sa Gabay ng
Guro)
2. Learner’s Lesson 3 Farming Fish p. 87-89
material
pages (Mga
Pahina sa
Kagamitang
Pang Mag-
aaral)
3. Textbook Lesson 3 Farming Fish p. 87-89
pages (Mga
Pahina sa
Teksbuk)
4. Additional
materials from
learning
resource (LR)
portal
(Karagdagang
Kagamitan
mula sa (LR)
portal)
B. Other learning Laptop and Power point presentation
resources (Iba
pang
Kagamitang
Panturo)

IV. Procedures Teacher’s activity Student’s activity

(Pamamaraan) (Gawaing guro) (Gawaing mag-aaral)
A. Reviewing a. I guess you are excited (Students trying to recall)
yesterday’s about our topic for today
lesson or but before we go on, let us
Presenting have a short review first
the new about what we have
lesson tackled yesterday.
(Connect the
lesson with Can anybody give a brief (One student raises his/her
learners’ prior recall of our lesson hand)
knowledge. yesterday? We’ve discussed about
Explicitly raising poultry animals
teach to the where we learned the
learners how different types of poultry
the new and about their habits, food
lessons and their maintenance.
connect to the
previous
lessons. Very good! We have
Review and discussed about Raising
present new Poultry Animals
lessons in a

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systematic
manner)
B. Motivation: b. Okay class, I will show you (Students are excited to
Establishing some pictures and I want see the picture.)
a purpose for you to observe what the
the lesson pictures is all about.
(Motivate
them to learn Are you ready?
the new Okay let’s start. (Yes Ma’am!)
lesson
Encourage
them to ask
question
about the new
topic this will
help establish
a reason for
learning the
new lessons)

(students raise their hands)

So, what is your idea
about the pictures being
presented?

Yes, Mr./Ms.
(It’s all about Farming fish
Ma’am)
That’s right, thank you Mr./
Ms.____
C. Presenting c. This afternoon, we will be (Student actively raises
examples/ tackling about “Farming their hand.)
instances of Fish”. Before we go on,
the new what comes your mind if
lesson where you heard about the word
the concepts farming fish?
are clarified
Yes Mr./Ms. Catching the fish from the
sea or from the pond.

Yes! That’s correct.

Who else? Can give their (student raises their hand)

idea?
Catching the old fish and
restocking fish after
harvesting.

Do you have any idea on Maybe Ma’am.

how create a pond?

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How about some example Yes Ma’am.

of fish, that can be found in
a pond?
What are those? I think Tilapia, Bangus and
Catfish Maam, because it is
the common fish that can
be found in fish pond.

Let’s find out if your ideas Yes Ma’am!

are correct. Are you
excited about our topic for
today?
D. Discussing Now let’s proceed to our
new topic, and find out if your
concepts and ideas are correct.
practicing
new skills #1 So, what is Farming Fish?
leads to Who can read it?
formative (The teacher will pick one (Student raises their hand)
assessment student to read)
1)
Fish farming is raising
commercially in tank or fish
ponds. It is old practice that
is fun, productive and at the
same, rewarding. This type
of venture utilizes fish
farms as sustainable food
production system

Thank you, Mr. /Ms.,

Fish farming refers to the

practice of raising fish in
ponds. It could also be
your pet. It can help you
earn money at the same
time, and it could be the
source of your food.

Who among you has a fish (Students answer may

pond in your backyard? vary)

Class do you have any Maybe Ma’am.

idea on how plan and
create a pond?

Then let’s find out.

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This is the proper way on

how to plan or create your
own pond.
1. Select a low spot in
your backyard where (Student attentively listen)
water would naturally
collect.

When planning and

creating your pond
always select the best
spot, it can help you to
build a beautiful
output. (student raise their hands.)

Who can read the next

one? 2. Include in the design the
(The teacher will pick plan on how you will collect
one student) the fish so that you can
harvest the fish when it is
time to harvest them.

Thank you.
You must also
consider the design,
you can ask help for
person who is good at (student raise their hands.)
making fish ponds.
3. Seal your pond. For
Who can read it? small ponds, line the
(The teacher will pick bottom with a waterproof
one student) plastic liner.

4. Spread the liner over 5. Fill the pond with water.

the desired shaped of Do this carefully to
the pond. minimize erosion.

6. Let the water flow,

down a plastic sheet and

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other surface so that the

flow of the water does not
dig through the soil or clay
mix.

7. Remove the plastic

once this process is done.

When you are done

creating your pond of
course you need a fish, but
not all the types of fish are
suitable in pond. So, here
are fish that you can raise;
The first one is very
common to us I think all of
you are familiar with this;

(Student raise their hand)

What do you think is name That’s tilapia Ma’am.

of this fish? Who can
answer?
(The teacher will pick
one student)
(student will raise their
Very good! hand)
It has black color and
Who can describe the stinky.
physical
characteristics of
tilapia?

Thank you!

1. Tilapia – is one of the

many fish species that
are cultivated in the
Philippines and ranks
second as most
cultivated fish in the
world. It is very popular
and it is production
continues to increase.

It is carp fish Ma’am.

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What do you think is the

name of this fish? It has silver /gold color and
has a small eye and it has
That right! barbells in mouth.

Can you describe what

carp fish is?

Very Good!

2. Carp- is one of the

most commonly
farmed fish. It is also
one of the most
cultured ornamental
fish out of the many
ornamental fish
species.

Some examples of this

fish species are the
common carp or (student will raise their
European Carp, Indian hand)
Carp and Chinese
Carp. The head is small and
pointed, the lower lip is
protruded interiorly but the
upper lip is slightly
Indian carp bifurcated. The jaws are of
Who can describe indian carp? equal length, the lower one
is provided with tubercles,
and upper jaw is slightly
notched

That’s correct! As you can see

Indian Carp has small and pointed
head, the lips big. Its look like a
bangus with a big mouth with
darker color. It has gold color and small
head and eye.

It has small eyes, thick lips

Chinese carp with two barbells at each
How about Chinese Carp? corner of the mouth, large

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scales and strongly

serrated spines in the
dorsal and anal fins. The
color is variable, but often
olive green to silvery grey
dorsally, fading to silvery
How about European carp? yellow on the belly.

(student raise their hands)

Its name is catfish or in
tagalog it called Hito.
What do you think is the
name of this fish?
It has mustache in the
Very Good! mouth and it is slippery
when you catch it and has
What can you say about dark color.
the physical appearance
of catfish?

That’s absolutely right! (Student attentively listen)

3.Catfish- is a black and

slippery fish with
mustache, which is its aid
in swimming. It is called
hito locally. It is usually
found in rice fields,
streams, rivers, lakes,
irrigation canals, swamps (student raise their hands)
and anybody of fresh - In order for us to
water. determine
whether that fish
species can
So, why do we need to survive in the
select fish species that are ponds.
suitable for fish farming? - Because some
(the select student) fish species are
not appropriate
for backyard fish
farming, you

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That’s correct, what else? must first

(the teacher will call determine
student) which fish
species are
suitable in order
to avoid wasting
your money.
- In order for us to
ensure that the
fish that we will
raise is
appropriate to
that kind of
habitat, where
they will be
farmed.

Thank you.
In tilapia the size of
the pond depends
You must also consider upon the number of
their house/pond, fishes you want to
food/diet and maintenance raise. The depth of
for every fish species the pond should be
1 meter with water
Who can read it? and not less than
0.75 meter deep. It
should be exposed
to the sunlight to
hasten the growth
of small aquatic
plants. Water level
depth of 1-1.15
meter should be
maintained.

- So that they can

grow freely
without being
crowded.

It states that the size of the

pond is determined by the

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number of species;
however, why do we need (Student attentively listen)
to determine the size of
the pond?

Thank you. When there is

an overabundance of fish,
we must assure their
safety; otherwise, some
fish may perish. Take note - Feeds ma’am.
of the water level it should
be depth of 1-1.15 meter
should be maintained.
- Algae or Lumot
In terms of their food, what or kangkong
do you think is the food leaves Ma’am.
given in tilapia?

What else?

That right!

- Tilapia feed on mainly

plant matters like
plankton, filamentous
algae and other In terms of
vegetable matters. maintenance the
The feeding should be pond should be
done every morning. exposed to sunlight
to hasten the
Who can read about the growth of small
maintenance of tilapia? aquatic plants
known as algae or
lumot, which serves
as food for tilapia.
The flood-free
especially during
rainy season.

Sunlight can help the

algae to grow and serve as
the food of the tilapias. (student raise their hands)
Also Fence the pond with - Deep or lift net
fine-meshed bamboo so Ma’am.
that no fish will escape.

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When harvesting the - In order to

tilapia, what kind of net will prevent tilapia
you use? from escaping.

That’s right! Why do we

need to use deep of lift
net?

In harvesting tilapias, use

a deep or lift net. The net
should be lowered down to
the bottom of the pond.
Immediately lift the net as
fast as possible to prevent (student will raise their
tilapia from escaping. hands)
Restock the pond after
harvesting. The house/pond of
the carp the
Who can read it? common size of the
nursery pond is 5
x10 meter with the
depth of 0.5 meter.
When the carp is
cultured and
reaches it
marketable size,
transfer it to a
rearing pond. The
size of the rearing
pond should be 15 x
50 m and 1.5 – 2 m
deep. Clean both
ponds first before
filling with water.

- They will eat the

small one.

Why do we need to
separate the small or the
baby fish from the big
one?

Thank you.
We need to separate the
small so that we can easily (student raise their hands)
choose the big and sell it in - Ma’am I think
the market, and so that the it’s the same to
Tilapia. They

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small fish are not harmed also eat algae

when we get the older one. and feeds.

In terms of their food, what

do you think is the food (students raise their hands)
given in Carp Fish? - Food/ diet –
carp usually eat
floating plants
and algae,
Thank you, let’s see if you mosquito and
answer is correct. bugs near the
Who can read it? water’s surface.
They usually try
to eat anything
that is edible
and will fit in
their mouth.

They area both eating algae, but

the difference is carp eat
mosquitoes and other edible that
will fit in their mouth.

In terms of their - Ma’am I think

maintenance – carp are net?
hatched from eggs. They
can grow to a weight about
13 kl. They lay eggs during - we don’t know
cold mouths or where the Ma’am.
climate is moderate.

What do you think is the

tools used in collecting the
eggs of the carp?

Thank you.
What else? Do you have
any idea?

Then let’s find out.

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You can used tree (Student raise their hands)

branches, plants and fiber Catfish in terms of
mats to collect the eggs. their the minimum
size of pond should
And also, you can also be 50 m. It should
earn money by breading be located in a low
brood stock and selling and flat area.
this to other fish farmers Choose a shady
and collector of area so that algae
ornamental fish species of or lumot and
their aquarium. mosses will grow
easily. Provide a
Who can read it? good supply of
water either from
well, springs or run
– off ponds.

(Students raise their hands)

- I think algae,
just like in tilapia
and carp fish.

- Ma’am I think
You must also consider meat, because
land where there are no they are
pesticides that can harm carnivorous.
the fish species.

In terms of their food, what

do you think is the food
given in Catfish?

Thank you.
What else?

(students raise their hands)

That’s right! - In terms of their
maintenance
- cat fish needs protein so special care
it should be fed with meat. should be given
It is generally carnivorous to catfish
and 90 % of its feed can be especially when
made of fresh trash fish, they are mating
worms, insects, chicken, and laying eggs
entrails and dried and during
freshwater shrimps. harvest.

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- In order for the

Who can read it? catfish to safe
especially when
they are laying
eggs.

- Hung net
Ma’am.

Why do we need to give

them special care?

That’s right! We must

consider their safety
always.

When harvesting the

catfish, what kind of net
will you use? - Oh, that’s why
catfish does not
That’s correct! easily die, when
you out it from
To harvest catfish, the the water.
pond is drained partially
and it is captures using a
net hung vertically.
Scoop net may also be
used once the water level
is low enough for easy
catch.

Did you know that catfish

can survive for a long
period of time, because it
has special accessory
breathing organs?

Yes, because they have

special accessory
breathing organs.

When you want to travel

the catfish, just fill ¾ of the
container with 20-25 cm
long catfish on 4L plain
water. This will enable the
catfish to cope with 12 hrs.
travel.

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E. Discussing Let’s have an activity about what

new we tackled earlier.
concepts and - Say true if the
practicing underlined word/s is or
new skills #2 are correct. If not, say (Student’s will raise their
(leads to false and give the hands)
formative correct answer.
assessment 1. Tilapia ranks fourth as - False, the right
2) most cultivated fish in the answer is tilapia
world. ranks 2nd.
- True.
2. When the carp is cultured
and reaches its
marketable size, you must
transfer it to a rearing - False, the
pond. correct answer
3. Catfish is one of the most is Carp.
cultured ornamental fish - True
species.
4. Catfish can survive for a
long period of time
because it has special
accessory breathing - True
organs.
5. Carps are born live and
can grow to a weight of
about 13 kilograms.

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F. Developing I have here some pictures. You (Student’s will raise their
mastery will identify what kind of fish hands and answer the
(leads to species is that; given question)
formative
assessment - Indian Carp
3)
Develop
mastery
through more - Chinese Carp
individual
work activities
such as
writing,
creative ways - European Carp
of
representing
learning,
dramatizing
etc. let - Catfish
children
demonstrate
their learning - Tilapia
through
assessable
activities such
as quizzes,
Match the definitions in
worksheets,
Column A with the terms in
seatwork and
Column B.
games. When
the children Column A Column B
demonstrate 1. A
learning, and 1. This is a. Carp 2. D
then proceed one of b. Catfish 3. B
to the next the most c. Fish 4. C
step. Add cultured farming 5. E
activities as orname d. Tilapia
needed until ntal fish. e. Deep or
formative 2. This fish lift net
assessment should f. Plastic
shows that the be liner.
learners are exposed
confident in to
their sunlight
knowledge to
and hasten
competencies the
growth
of the
algae
that
serve as
its food.

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3. This
type of
fish is
black
and
slippery
with the
mustach
e that
aids it in
swimmin
g.
4. This is
consider
ed as an
old
practice
that
utilizes
fish
farms as
a
sustaina
ble food
producti
on
system.
5. This
type of
net is
used to
harvest
tilapia.
G. Valuing: - Your family wants to - You should
Finding have your own fish know the
practical pond. How can you suitable fish
application help in taking care of species that
of concepts your pond? should raise in
and skills in your own fish
daily living pond.
- I can help by
removing dirt on
the fish pond or
even feeding
the fish.
Because that
was the only
suited activity
for my age.

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- How can you apply - It could be

your knowledge about applying by
fish farming when you following all the
want to harvest your steps/instructio
fish? n about fish
farming that I
had studied.
- With being
familiar of the
different
species of
fishes that s
raised in the
pond, I can
apply these
knowledges in
harvesting fish
by being
knowledgeable
on the best time
where fishes are
good to be
consumed and
checking the
best quality of
fishes that can
be consumed
and fishes that
needs more
care.
H. Making - Why do we need to - In order for us
generalizatio identify first if that fish to know if that
n and species is suitable and species can
abstraction appropriate for grow properly.
about the backyard fish farming? - Also having
lesson knowledge
Conclude the about fish
lesson by farming could
asking help identify its
children good do’s and don’ts
questions while
that will help performing it.
them - We need to
crystalize choose the
their learning appropriate fish
so they can to be raised in a
declare the backyard pond
knowledge in order to
and ensure that the
demonstrate fish that we will
their skills raise can adapt
their new habitat

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and ensure that

we can provide
proper care
according to
their needs.
- Why fish farming is - It can be the
important? source of
income.
- It makes good
use of land that
would have
otherwise.
Mailable for
arable farming.
- Fish farming is
important in a
way that we can
make sure that
there are still
species of fish
can be raised
properly by
humans and
can be one of
the sources of
income of many
people.
I. Evaluating Direction: Based on your own
learning opinion explain the following, write
your answer on a piece of pad
paper.
1-5. What is fish farming?
6-8. What is the importance of
knowing the proper way on how to
plan and create backyard fish
pond.
9-10. Why is it important to identify
fish species for backyard fish
pond?

Rubrics
Own Ideas - 5 pts
Content of the essay -3 pts
Organization -2 pts
_
10 pts
J. Additional - Search on contrasting (students will copy the
activities for your own pond for fish assignment)
application farming. Make a
or portfolio of your

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remediation/ findings. Submit your

assignment work to your teacher.

- Search about the other

fish species that can
be raised in your home
or community and
make a portfolio that
includes the following
components; housing,
foods and
maintenance.

- To be submitted next
meeting.

- No Ma’am.

- Are there any

questions?
V. Remarks (Mga
Tala)
VI. Reflection
(Paninilay)
A. No. of learner
who earned
80% on the
formative
assessment
(Bilang ng
mag-aaral na
nakakuha ng
80% sa
pagtataya sa
Formative
Assessment)
B. No. of
learners who
require
additional
activities for
remediation
(Bilang ng
mag-aaral na
nangangailan
gan ng iba
pang Gawain
para sa
remediation)

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C. No. of
learners who
have caught
up with the
lesson (Bilang
ng mag-aaral
na
nakaunawa sa
aralin)
D. No. of
learners who
continue to
require
remediation
(Bilang ng
mga mag-
aaral na
magpapatuloy
sa remediatio)
E. Which of my
teaching
strategies
work well?
Why did this
work? (Alin sa
mga
istratehiyang
pagtuturo ang
nakatulong
nang lubos?
Paano ito
nakatulong?)
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve? (Anong
suliranin ang
aking
naranasan na
nasolusyunan
sa tulong ng
aking
punongguro at
superbisor?)
G. What
innovation or
localized
materials did I

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use / discover
which I wish to
share with
other teachers
(Anong
kagamitang
panturo ang
aking
nadibuho na
nais kong
ibahagi sa
mga kapwa ko
guro?)

Prepared by:

JELYN TORRAZO

(Student Teacher)

Checked By:

MS. SHEENA MAE D. TUPLANO

(Resource Teacher)

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Lesson 2:
• Delivering My Lessons

• Utilizing Applications (Apps) for Teaching and Learning

• Utilizing Web-Conferencing Apps for Synchronous E-learning

My Activity
Deliver the lesson using the approved Lesson Plan

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Analysis
Evaluate the delivery of lesson using the Remote Learning Modality. Paste the
Classroom Observation Sheet done by the Resource Teacher.

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My Reflection

Answer the guide question.

“Having delivered the lesson under the supervision of the Resource Teacher, in what
areas of the lesson do you need to improve?”

According to my resource teacher's comments, I need to master the subject

matter by exploring its depth breadth, I also need to explain the concepts and ideas
logically, clearly and comprehensively, pay attention to routine matters, condition the
learners and establish a good learning atmosphere before starting the lesson,
maneuver discussion in a more engaging and interactive manner, acknowledge correct
answers and handle wrong tactfully, motivate learners to keep their interest lastly I
need to improve my communication skills especially my grammar, diction and
enunciation, improve my classroom management and lesson planning skill.

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My Learning Artifacts
Attached pieces of evidences of your delivery of lesson like lesson plan used,
pictures, screen shots etc.)

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Lesson 3:
• Assessing FOR, AS and OF Learning

• Using Traditional and Authentic Types of Assessment for Formative and

Summative Purposes

My Activity

Compile activities/ techniques in formative assessment and in self-assessment used

by your FS Resource Teacher in the class you observed.

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My Analysis

Answer guide questions provided in the Activity Sheet.

Multiple Choice: Read each question then write the correct answer before the number.
__a__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

__b__2. 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 c. Assessment as learning
b. Assessment of learning d. Assessment of and for learning

__c__3. A student monitors how 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 c. Assessment as learning
b. Assessment of learning d. Assessment of and for learning

__b__4. To ensure of learning outcomes, which can teacher do in the process of

instruction?
a. Give the class extra reading
b. Do peer tutorial
c. Devote half of the class period to study period
d. Pair fast learner with another fast learner to challenge them even more

__a__5. Which is/ are most likely the effects/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 c. III only
b. II only d. I, II and III

__a__6. Here is an intended outcome: “To illustrate the principle of law and demand
with a concrete example.” Which assessment task is aligned with the
learning outcome?
a. Give a concrete example to illustrate the principle of law and demand.
b. Illustrate with a diagram the law of supply and demand.
c. Chat is the law of supply and demands? Explain.
d. Is the law of supply and demands true at all times? Support your
answer.

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__b__7. Teacher C made her students write a paragraph about their favorite food
to check their ability to pronounce words correctly, her intended learning
outcome. Is the assessment task aligned with the assessment task?
a. Yes c. Somewhat
b. No d. Almost

__b__8. Teacher rated student’ projects against 5 criteria which is explained to her
students before they worked on their projects. Which type of rubric did
Teacher use to assess her student’ work?
a. Holistic rubric c. Scoring rubric
b. Analytic rubric d. Descriptive rubric

__c__9. 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 c. No
b. Somewhat d. Yes, it is specific

__d__10. For the course on Teaching Internship, the College Supervisor of student
teachers required each intern student to compile his/her lessons plans
with comments from their Cooperating Teachers and to write their
reflection and lesson learned. Which type of assessment are the student
interns required?
a. Process c. Project
b. Product d. Portfolio

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My Reflection

Answer this guide question

.
“How can I make the assessment process more meaningful to and more acceptable
to students?”

Analysis is an essential aspect of the teaching and learning process since it

assesses the learner's skills and abilities as well as their overall personality
development. It also aids teachers in improving their teaching methods. As a result, it
must be meaningful and well-accepted.
In order to make the assessment process more relevant and acceptable to my
students, I will use innovative tactics such as interactive activities or games into the
process. This will ensure that the students are not bored during the assessment. If the
subject being taught is more skills-based, I will use demonstration or practical
application as an assessment method so that students can perform well on
assessments and understand both cognitive, psychomotor, and affective components
of the subject. There should be a set of criteria or rubrics for each assessment so that
they are more motivated to complete the assessment procedure correctly and achieve
the desired outcomes. In order to keep students motivated, assessments should
consider their learning styles and preferences. Because students are more involved in
new technologies, assessments should incorporate technology and utilize online mode
assessments such as online quiz bee. Students will be evaluated on the efficacy of
their output and/or performance, hence feed backing is required in evaluation. It should
be useful feedback—information that is accurate yet does not influence the learner's
emotional state
These are all the factors I considers to ensure that the evaluation I created was
useful and suitable to my future students.

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My Learning Artifacts

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

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Lesson 4: Grading and Reporting

My Activity

Assisting FS Resource Teacher scoring student’s assessment.

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My Reflection

Answer this guide question.

“What personal message do I get from these students’ score/ grades?”

Scores, often known as grades, are numerical values that correspond to a

learner's progress. It was calculated by the teacher, who is in charge of measuring the
amount of the learner's knowledge.
Based on the grades computed for those kids, I realized that their grades would
reflect on me as a good teacher. Learning is influenced by the teacher's teaching
methods. Consider the case of a class full of bright and talented students. There is no
such thing as successful learning if the teaching tactics are not well applied during the
process since the students did not achieve the lesson's stated objectives. I also
discovered that teachers are merely graders, not grade makers, because students are
the ones who are in charge of their own education.
She can quickly determine whether or not he learned from a given quarter.
Recognizing a student's personal scores or grades can make it easier for him or her
to plan steps or interventions to improve his or her performance as a learner.

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My Learning Artifacts

Compile samples of scoring and grade computation that you did.

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SCORING RUBRICS FOR EL 3

Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/ tasks not answered/ answered/
answered/ answered/ accomplished. accomplished.
accomplished accomplished.

Observe in All questions were All questions were Questions were not Four (4) or more
Actual School answered answered answered observation
Environment completely; answers completely; answers completely; answers questions were not
are with depth and are clearly connected are not clearly answered; answers
are thoroughly to theories; grammar connected to not connected to
grounded on and spelling are free theories; one (1) to theories; more than
theories; grammar from errors. three (3) four (4)
and spelling are free grammatical/spelling grammatical/spelling
from error. errors. errors.
My Analysis Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
and Reflection supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed and analyzed were observed and and analyzed.
analyzed.
My Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes; Complete, learning outcomes; learning outcomes;
well-organized, well-organized, very Complete, not not complete, not
highly relevant to the relevant to the organized, relevant organized, not
learning outcome learning outcome to the learning relevant
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
Comments: Overall Score: Rating based on
transmutation:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

SHEENA MAE D. TUPLANO

FS 2 Supervisor
Date: _________

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EVIDENCES OF LEARNING

Experiential Learning Rating based on

Transmutation

EL 1: Understanding Learner’s Behavior

EL 2: Motivating Learners and Self

EL 3: Selecting Appropriate Teaching Strategies

EL 4: Strengthening Classroom Management

EL 5: Assessing Learning

Average Rating

SHEENA MAE D. TUPLANO

FS 2 Supervisor
Date: _________

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PORTFOLIO SCORING RUBRICS

Assessment Exceeds Meets Expectations Partially Meets Does Not Meet
Ratings Expectations 3 Expectations Expectations
4 2 1
Learning All learning All learning All learning One or more learning
Experiences 1 to experiences were experiences were experiences were experiences were not
5 completely completely completely answered/
answered/ answered/ answered/ accomplished;
accomplished; accomplished; accomplished; answers not
answers are with answers are clearly answers are not connected to
depth and are connected to clearly connected to theories; more than
thoroughly grounded theories; grammar theories; one (1) to four (4)
on theories; grammar and spelling are free three (3) grammatical/spelling
and spelling are free from errors. grammatical/spelling errors.
from error. errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed and analyzed were observed and and analyzed.
analyzed.
Evidences of All evidences of Most evidences of Few evidences of Most evidences of
Learning learning are learning are learning are related learning are not
adequately and adequately and to the purpose of related to the
clearly related to the clearly related to the each learning purpose of each
purpose of each purpose of each experiences learning experiences
learning experiences learning experiences
Portfolio The learning portfolio The learning portfolio The learning portfolio Prescribed elements
Presentation is well-organized with is well-organized with is organized with few were not followed
all prescribed most of the of the prescribed properly.
elements included. prescribed elements elements included.
included.
Submission of All learning All learning Portfolio submitted Portfolio and learning
Learning experiences and experiences and on the deadline, most experiences
Experiences and portfolio submitted portfolio submitted on learning experiences submitted two (2)
Portfolio before the deadline the deadline submitted one day days or more after
after the deadline the deadline
Overall Comments: Overall Score: Rating based on
transmutation:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

SHEENA MAE D. TUPLANO

FS Teacher
Date: _________

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