LEARNING EPISODE 2

Establishing My Own Classroom Routines and Procedures In A Face-To-Face/ Remote Learning

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

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

Target Your Intended Learning Outcomes

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

 Establish my classroom routines and procedures before during and after classes in a face-
to-face or in remote learning.
 Explain the classroom routines (what to do, how to do it, when to do it, and why those
needed to be done).
 Reflect on the basis questions when building my classroom routines and procedures in
the classroom and in remote learning.
 List down some possible topics for action research on classroom routines and procedures.
 Use professional reflections and learning to improve practice.

Clarify Your Task

Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom;
makes you more focused in teaching because you spend less time in giving
directions/instructions; and enables you to explain to the learners what you expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm
on ideas which they will most likely do and follow. Routines are important especially when done
in remote learning so that there will be less distractions both for synchronous and synchronous
participation.
 Revisit the Infographic/s

Submission of
tasks and
requirements
Movement
Use of into and out
washroom of the
classroom

Transitioning Checking of
to group work attendance
SOME
ROUTINES
AND
PROCEDURES

Line Classroom
formation greetings

Others when Getting

deemed supplies and
necessary materials

Participate and Assist

To ensure that I can carry out/perform my tasks efficiently and effectively in

participating and assisting my cooperating teacher in establishing routines and procedures, in the
classroom or in remote learning, I must be guided by the following questions:
1. How will I gain student attention in the classroom/remote learning?
2. What are the routines and procedures that I need to establish before, during, and after
my classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need
help/attention in the classroom/remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom/remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom/remote learning?
6. What procedures must be followed by students who need to attend to personal necessities
in the classroom/online classes?
7. What rules must be set for students who finish tasks early/ and for those who cannot
complete work on time?
8. What procedures must be observed for tardiness/early dismissals?
9. What procedures must be done when submitting homework/performance tasks in the
classroom/remote learning?
10. What procedures must be employed in movements into and out of the classroom/remote
learning?
Having these guide questions in mind, consult your Resource Teacher on the possible assistance
or participation that you can do to help him/her in doing the classroom routines. Complete the
matrix for the routines that you can employ before, during and after classes in the
classroom/remote learning to ensure order and discipline in your classes.

CLASSROOM ROUTINES
Before Class During Class After Class
Listen attentively. Students Clean up. Students should
Doing the preliminaries. Each
must avoid making clean their workspace and
student will have a schedule
unnecessary and excessive materials used during the
to lead the prayer.
noise. class.
Be punctual, as students who If you wish to say and/or
Respect for other classes.
are out during the checking of share something, just raise
Minimize your noise as soon
attendance will automatically your hand and wait for the
as the teacher leaves.
be marked as absent. teacher to recognize you.
All phones must be in silent Ask permission. If you need
mode and refrain from using to go out of necessity, Prepare for your next class.
it unless told to do so. corteously ask permission.

Students must stay on their

Take down notes. Reflect.
proper seating arrangement.
Erase the writings in the Again, erase the writings in
If someone is reciting, listen.
board, if any. the board, if any.

List down the problems which you have encountered while implementing these routines.

 Some students often attend their class late; some would even ditch their classes.
 Some students are too naughty and hard-headed to the point that they would even cause
unnecessary noise that disrupts the class.
 Some students find it hard to follow in the class discussion, especially those who are non-
readers.

Notice

After doing your classroom routines and formulating your procedures, state what you noticed by
answering the following questions:
 How did you feel after employing your classroom routines and establishing your
procedures in the classroom/remote learning?

I believe that the integration of the classroom routines and procedures in the classroom
setting has been a success. And, as an aspiring teacher, who has just began with her mile-long
journey with the teaching profession, that counts as an achievement. Small wins like this are
strongly associated with mix of positive feelings, as influenced by either the rocky road journey
or personal factors. Well, both have contributed to the sense of satisfaction and fulfillment within
me.

 How did your students respond to your classroom routines and procedures?

Honestly, my students did not really respond to my classroom routines and procedures
verbally; instead, it is their actions that spoke for them. And, I believe that is the best response
which we, teachers could ever receive from our students. As time passes by, my students have
given me a variety of responses － adaptation, improved behavior, and enhanced learning. At
first, some students seemed to be resistant to change as they cannot immediately embrace the
routines. However, it is familiarity with the routines that led them to gradually adapt to the new
classroom routines. Also, having a structured environment had caused the students to exhibit an
improved behavior through the guidance of the expectations you have toward them. Since the
students already know what to expect and how to navigate the classroom effectively, they tend to
be more comfortable and confident in the classroom, which consequently helped them focus in
the teaching and learning process.

 What was the feedback of your Resource Teacher on your classroom routines and
procedures?

Not to brag, but my resource teacher was more than satisfied with the classroom routines
and procedures I have implemented in all the classes she undertakes. She did not only commend
that initiative and brilliant idea of mine; she even believed that I am one of the effective teachers
in the making, whom most of the classes, students rather need. Henceforth, she told me to keep
up the good start for me to serve as a model to other teachers.

 Was there a change in the classroom environment/teaching-learning process after you

have implemented your classroom routines and procedures?

Yes. Upon implementing my classroom routines and procedures, indeed, there were
noticeable changes in the classroom environment, as I believe that there is and there has always
been a sense of structure and organization from then on. The routines significantly helped me
create a predictable and efficient learning environment, which may lead to better classroom
management and student engagement.

Analyze

1. What factors/conditions prompted you to establish those classroom routines and

procedures?

The students’ disobedience in class, their interest in the class discussion, and even the
classroom’s orderliness inspired me to implement those classroom rules and procedures. It
motivates me to maintain to give safe environment, confident and secure in their daily activities.

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

classroom routines?

I believe there has been an improvement after introducing my classroom routines.

Changes in student participation indicate a considerable improvement in classroom management.
Students who know how they should act in the classroom can be more successful because they
can learn and achieve more. They are now more interested to share their ideas, insights, and
knowledge inside the classroom. I noticed a difference in students who normally behave badly in
class because they are seeking to participate in discussion and interactive activities.

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

Yes, there has been significant improvements in the teaching and learning processes. By
following regular school routines, students develop their interpersonal, social and behavioral
skills. For example, creating a wrong line formation teaches a student to be responsible and
cautious. Their behavior had become naturally occurring to them, which had facilitated their
academic development.

Reflect

What insights have you gained while doing this learning episode?
I’ve learned that being a teacher is not that easy especially how to handle students
attitude but it is part of being a teacher, patience is a virtue that teacher must posses.

Write Action Research Prompts

OBSERVE
1. The problems/challenges I encountered in establishing my classroom routines
It is quite difficult to adjust on what students use to do and how to deal with their
different attitudes.
REFLECT
2. I hope to achieve to address these problems and challenges by
By accepting and show love to the students different perspective and deal with them in a
nice way.

PLAN
3. Some strategies/ways which I can employ to improve my classroom routines are
Knowing what their strengths and weaknesses so that I can help them to improve more
and build their weaknesses to become strength.
ACT
4. (Based on my answers in nos. 1-3), the possible title of my action research on this
episode is
My possible action research is “ Enhancing Students Confidence and Behavior”

To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online resources which will
help me in these activities. (include books, websites, YouTube videos and the like and share
these to your peers.)
https://youtube.com/watch?v=5OdxVchUiXQ&si=vDZnW1R8M2Us1b5T

EVALUATE Performance Task

Evaluate Your Work Task Field Study 2, Episode 2 Establishing My Own Classroom Routines and Procedures In A
Face-To-Face/ Remote Learning
Learning Outcome: Establish my classroom routines and procedures before during and after classes in a face-to-
face or in remote learning. Explain the classroom routines (what to do, how to do it, when to do it, and why those
needed to be done). Reflect on the basis questions when building my classroom routines and procedures in the
classroom and in remote learning. List down some possible topics for action research on classroom routines and
procedures. Use professional reflections and learning to improve practice.

.
Name of FS Student: Turingan Claris D . Date Submitted: October 27, 2023
Year and Section: 4B Course: BSED Major in Social Studies

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
 2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks no
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 3
Using Traditional and Authentic Types of Assessment For Formative And Summative
Purposes

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

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

Target Your Intended Learning Outcomes

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

  Determine if an assessment task is aligned to the intended learning outcome.
 Evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action research
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of learning
content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students’ learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome
to assess, the assessment task that teacher formulates can be a traditional assessment task or an
authentic assessment task.

Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment
tasks for formative and summative assessments that are aligned with learning outcomes.

Revisit the Infographic/s

Revisit
Let’s revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matte/content, teaching-learning
activities and assessment tasks are aligned with learning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcomes/s. See. Figure 3.

Learning Content/ Teaching- Assessment

Outcomes Subject Matter Learning Tasks
Activities

Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is the nature
of the assessment task required of learners, whether the assessment task is done through paper-
and-pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment).

Traditional Authentic assessment/

assessment/ Paper- Non-pare-and pencil test
and-pencil test

Types of
Assessment
Task
Figure 4. Types of Assessment according to kind of task required of a learner

Paper-and-pencil test/ traditional assessment makes use of two types of test according to
mode of answering: the supply and the selected-response type.

Supply-response Selected-response
type type

Paper-and-pencil
test/ Traditional
Assessment

Figure 5. Types of Paper-and-pencil test/ Traditional Assessment

Types of Paper-and-Pencil Test/ Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-pencil tests
are given below.

Supply-response Selected-response
type type

Types of
Assessment Task

Figure 6. Examples of Selected-response type of test

 Essay Short
answer type

Completion Problem
solving
Supply
type

Figure 7. Examples of Supply- response type of paper-and-pencil tests

Authentic assessment or non-paper-and pencil test is done by requiring learners to come

up with a product or demonstrate a process as proofs of authentic learning. Examples of products
are given in Figure 8. Examples of processes are given in Figure 9.

Product Process
assessment assessment

Authentic
Assessment Task

Figure 8. Types of authentic assessment

Poems, essays, song Projects in Science,

composition, art TLE, Math
work

Examples of
Product
Assessment

Figure 9. Examples of product assessment

 Focusing the
microscope
Dance Micro teaching
performance in P.
E

Examples of Process
Assessment

Figure 10. Examples of process assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of

selected significant samples of student work accompanied by clear criteria for performance
which prove student effort, progress or achievement in a given area or course. It is a direct
evidence of learning. It is not a mere collection of a student’s work nor a mere work folder which
serves as a receptacle for student’s work. It is an intentional collection of students; work guided
by learning outcomes accompanied by the student’s reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is
the one that relates to our concern on assessment of learning. An assessment/evaluation portfolio
can come in an ekectronic/digital (e-portfolio) or in manual form.

Assessment/ Evaluation
portfolio/e-portfolio
Best work/ Showcase/
Development/
Display Portfolio/ e-
Growth Portfolio/
portfolio
e-portfolio

Types of Portfolio/E-
portfolio

Figure 11. Types of Portfolio

You need a rubric for a reliable scoring of products or processes or a portfolio of these products
and processes. If you intend to give a single score on the student, you use a holistic rubric. If, on
the other hand, you wish to give specific scores on the different criteria for every dimension of
the product or process or portfolio, you use an analytic rubric.

Holistic Analytic

Rubric used to assess

product or process

Figure 12. Types of Scoring Rubric

Participate and Assist

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

Notice

1. Take notice of:

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

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

Yes, because assessing the students’ learning was focused on determining whether the
learning outcomes set at the beginning of the lesson, chapter, or unit have been attained
or not. Depending on the learning outcome to assess, the teacher may either formulate a
traditional or an authentic task.

2. Did teacher make use of both traditional and authentic assessment tasks?

Both traditional and authentic assessment tasks play a crucial role in assessing the
learning outcomes. However, I believe that it is not really necessary to employ both at all
times; appropriateness should highly be considered. Hence, any of the two can do. But, in
the case of the lesson my cooperating teacher had, she was able to successfully employ
both. I have been observing her for three weeks already, and she has been consistent with
employing the two.

3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
 “What’s the sense of familiarizing those principles if I won’t be applying it?”, my
cooperating teacher said. “I didn’t just familiarize myself with those principles for the
purpose of acing my quizzes and/or exams instead those efforts are intended for me to
become an effective teacher”, she even added upon commending her for consistently
preparing assessment tasks since then. Well, this teacher never really failed to amaze me.
I have witnessed how stressful it is to think and prepare for an interactive and appropriate
assessment tasks aligned with those list of principles during our workshop with Mrs.
Carag last school year. Also, I have noticed that some of my classmates doesn’t really
know how to prepare for the most appropriate assessment, which made me think that this
applies to some of the teachers in the field. Thus, I have somehow thought that my
cooperating is no different from some of my classmates at first. But guess what, I am glad
and proud that she isn’t one of them. Indeed, it’s such an honour to be assigned to her.

4. Were the assessment tasks for formative purposes also used for summative purposes?
Why or why not?

Yes, because there was an evidence that assessment tasks for formative purposes were
also used for summative purposes. This is because the students are given a test regarding
the topic, whereas the test aims to identify areas that require attention for improvement. It
is indeed necessary that the teacher feeds the information back to the students in a
constructive manner identifying the areas where further development is required and
discussing strategies to improve the level of performance for the next assessment. In
addition, it can offer more in terms of the feedback and feed-forward that is given as part
of the formative process.

5. Where were assessment results students better-in the results of traditional authentic
assessment?

In my own perception, authentic assessment is way more effective than traditional

assessment as it is student-centered and thus, the students will have a learning experience
where they have the opportunity to learn on their own and connect it in real life. Indeed,
authentic assessment plays a crucial role in the development of the students.

6. Which assessment activity/activities did the students like more? Like least? Why?

Based from my observation, most students prefer authentic type of assessment, especially
those that fall under product and process assessment. Nowadays, 21 st century learners
prefer learning by performing a certain task rather than accomplishing a written task. This
is because authentic assessment gives them the opportunity to explore the depth of their
knowledge as they come up with a product. Also, this type of assessment provides them
lots of opportunities. Meanwhile, it is the traditional assessment which students like the
least as it only focuses on the cognitive domain. Furthermore, this type of assessment is a
teacher-centered approach because the teacher is expected to provide everything for the
learners unlike in authentic assessment, where both the teacher and student are involve in
the class discussion.

Reflect

How can I make the assessment process more meaningful to and more acceptable to
students?
 I can make the assessment process more meaningful and acceptable to the students by
giving them activities that they can relate in real life context and group activities where they
collaborate with each other

Write Action Research Prompts

OBSERVE

1. One thing/ Some things that went well is/are in the development/use/administration of
assessment tasks are…
For me the one thing that went well is authentic assessment because in here students
can relate in real life context or situations.

2. One thing/ Some things is/are that did not go very well in the development/ use/
administration of assessment tasks are…
The one thing that did not go very well for me is paper and pencil test because as I
observed to the students when they having their exam is they keep on answering
without reading the test questions.
REFLECT
This part of the assessment process went well because…
The assessment that went well is the authentic assessment because students can explore and
enhance their creativity and knowledge skills.

This part of the assessment process did not go well because…

The assessment that did not go well is the traditional assessment like in paper and pencil test
their exam has choices so students just choose their answer without understanding the test
questions.

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on… or view video on….
I will watch on YouTube about how to help students improve their critical thinking skills
and problem solving.

PLAN
To help improve assessment practice, I would like to conduct an action research on…
How to improve the students behavior during class discussion.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 2, Episode 3 Using Traditional and Authentic Types of Assessment For
Formative And Summative Purposes
Learning Outcome: Determine if an assessment task is aligned to the intended learning outcome. Evaluate
traditional and authentic assessment tasks in the light of the principles of test construction. Identify a problem
related to traditional and authentic assessment for an action research.

.
Name of FS Student: Turingan Claris D . Date Submitted: November 03, 2023
Year and Section: 4B Course: BSED Major in Social Studies

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks no
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date