Field Study 2 Final Soft

CHAPTER 1
Searching for Instructional Materials
• Why should a teacher spend time in searching for appropriate instructional

materials?
1.1 EXPOSURE!
Examining Instructional Materials from the School’s Resources or Through
Technology or Digital Resources.
Request a copy of your CT’s learning plans of his/her subject and look at the
learning objectives as your guide in searching for his/her needed instructional
materials.
Make a checklist of the sources where you can get the appropriate instructional
materials for your assigned subjects/s.
Subject School List of Technolog Website and Short

Resource Materials y or Digital Description of the
s and Short Resources Instructional Materials
Description
Araling Example Book on the online https:www.onthegotours.co
Panlipuna Library Different m
n Wonders of The Official Seven New
the World Wonders of the World
with •Man-made Wonders
Description/ • Nature’s Wonders
s
1.2 PARTICIPATION!
Identifying the Purposes of the Instructional Materials
The importance of producing instructional materials is to facilitate the teaching-
learning process. The essence is not to use the instructional materials as objects
decoration but instructional materials must be utilized for an effective,
meaningful, and interactive teaching-learning engagements.
As you assist your CT in searching for needed instructional materials, consider
the following purposes why teachers use instructional materials in teaching.
Purposes of the Utilization of the Instructional Materials

• The instructional materials capture the learners’ interest.
• The instructional materials contribute in the realization of the learning
objectives.
• The instructional materials motivate the learners to be engaged in the teaching
learning process.
• The instructional materials contribute in making difficult concepts easy to
understand.
• The instructional materials concretize abstract ideas or make concepts realistic
to learners.
• The instructional materials afford degree retention of concepts and ideas.
• The instructional materials make learning more real and meaningful.
• The instructional materials stimulate self-activity on the part of learners.
• The instructional materials address different learning styles and needs of the
learners.
1.3 IDENTIFICATION!
Considering the Different Principles in Selecting Instructional Materials
While searching for your CT’s instructional materials, make yourself guided
by the following principles in selecting instructional materials ( Buno,2004).
Check whether what you have searched adhere to the given principles.
Yes No
a. Principle of Appropriateness (appropriate to the intended
learning objectives and level of the learners).
b. Principle of Authenticity (present, accurate, up to date and
dependable information).
c. Principle of Cost (economical and easy to manipulate)
d. Principle of Interest (power to encourage creativity and
imaginative response among the learners).
e. Principle of Organization and Balance ( clarity and in
accordance with the principles of learning such
reinforcement or transfer).
REEXAMINING YOUR ASSISTING TASK:
__________________________________
In assisting your CT to search for appropriate instructional materials, what

problems have you encountered as regards the principles to apply in the selection of
instructional materials?
1.4 INTERNALIZATION!
Applying Guidelines in Selecting Instructional Materials
As you search for your Cooperating Teacher’s needed instructional materials, fill
out the table below to serve as your guide in searching and preparing
instructional resources.
Year Level Learning Subject Purpose for Possible
Objectives Matter the Instructional
Instructional Resources
Materials
1.5 DISSEMINATION!
Presenting Appropriate Instructional Materials− “Better This Time’’.
1. Guided by the learning objectives of the subject matter given to you,
provide your Cooperating with the list of resources that you have
searched.
Subject Matter Learning Objectives List of Resources
2. Write your short your reflection on how teaching a certain lesson can be
better because the teacher uses appropriate instructional materials.
Growth Portfolio Entry
No.1
Teaching __________________________________________is Better This Time
(Subject/ Lesson)
GROWTH PORTFOLIO ENTRY NO.

GROWTH PORFOLIO ENTRY NO.
ASSESSMENT
For Use of the FS Program Coordinator
Criterion: Developing the skill of applying the principles and requirements of
writing an action research proposal.
Rubric
Score Description
91-100 The student teacher demonstrates high level of the skill in
applying the principles and requirements of writing an action
research proposal.
81-90 The student teacher demonstrates more-than level of the skill
in applying the principles and requirements of writing an action
research proposal.
71-80 The student teacher demonstrates an average level of the skill
research proposal.
61-70 The student teacher demonstrates less-than average level of
the skill in applying the principles and requirements of writing
an action research proposal.
Rating for LE 16: ___________
Signature of FS Program Coordinator
Chapter 2
Preparing Instructional Materials
• How can the teacher’s use of instructional materials stimulate meaningful and
lasting learning?
-
2•1 EXPOSURE
Defining Instructional Materials for Various Purposes in the Classroom
Confer with your Cooperating Teacher the materials he/she wants you to
prepare. Identify the types of print materials and audio-visual media needed for
various purposes in the classroom.
Instructional Materials Purpose for Use

1. Print ( Books, Magazines,
Newspapers, Posters, Charts
2. Chalksboards/Boardwork
3. Models, Globes, Maps, Relia
4. Audio-Media (analog tape

cassettes,digital CDs)
5. Videotapes, Films, Vediodiscs

6. Television
7. Technology-Driven (websites,
youtube videos)
2.2 PARTICIPATION
Gathering Instructional Materials from Various Resources

Start gathering from various resources the needed instructional materials
by your Cooperating Teacher. Have a checklist of the inventory of
resources that you will use in assisting your CT.
From the Library

__________________________________________________________
__________________________________________________________
______
From the Media Center

__________________________________________________________
__________________________________________________________
______
From the Laboratories

1. Science ____________________________________________________
______________________________________________________
2. Speech
___________________________________________________________
___________________________________________________________
____
From the Information Technology Center
________________________________________________________________
________________________________________________________________
____
From the Audio-Visual Center
________________________________________________________________
________________________________________________________________
____
From Other Sources

___________________________________________________________
________________________________________________________________
____
2.3 IDENTIFICATION
Planning for Instructional Materials for Actual Use
Submit to your Cooperating Teacher your tentative layout of instructional
materials that you will prepare.

______________________
What difficulties confronted you while you were assisting your

CT in the preparation of instructional materials?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________________________________________________
2.4 INTERNALIZATION
Preparing Instructional Materials for Actual Teaching and Learning
Get from your CT all the suggestions and the forms of assistance he/she
needs from you during the actual use of instructional materials.
Checklist for Using Instructional Materials
1. Reserve necessary materials and equipment from the AV room

2. Practice operating the equipment
3. Preview Powerpoint Presentation
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
7. ______________________________________________________
8. _____________________________________________________
9. _____________________________________________________
10. ______________________________________________________
2.5 DISSEMINATION
Utilizing Instructional Materials for Specific Objectives/ Activities
Make sure that your materials for instruction are all ready. Assist your
cooperating teacher according to his /her instruction. List other activities that your
CT may need assistance in utilizing instructional materials.
Print Materials
1. Count the number of materials and assist your Cooperating Teacher for
distribution if needed.
2. Assist your CT in the mounting or posting the pictures on the board.
3. _________________________________________________________
__
4. _________________________________________________________
_
5. _________________________________________________________
_
Chalkboard/Boardwork Exercises
1. Write boardwork eligibly.
2. Assist your CT in erasing the boardwork.
3. _________________________________________________________
__
4. _________________________________________________________
__
5. _________________________________________________________
__
Model, Globes, and Maps

1. Borrow models and globes from the Media Center.
2. Clean models and globes before use.
3. _________________________________________________________
____
4. _________________________________________________________
____
5. _________________________________________________________
____
Audio-Media Materials
1. Check functionality of the materials.
2. Ready the materials and assist your CT in manipulating the materials.
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
Videotapes, Films, and Videodiscs

1. Preview the materials.
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
Technology Driven
1. Assist your CT in setting up the computer.
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
Write your experiences of success in preparing various instructional

materials.
Growth Porfolio Entry
No.2
My Success Story in Preparing Instructional Materials

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

CHAPTER 3
Assisting in Preparing Bulletin Board and Learning Station Displays
• What is a good bulletin board and learning station?

-
3.1 EXPOSURE
Getting Ready with Materials for Making Classroom Display
Inquire from your Cooperating Teacher on the kind of bulletin board displays and
learning stations he/she finds appropriate in the classroom. Then, design
tentative bulletin board displays and learning stations. Present to your
Cooperating Teacher for approval.
List down the materials you will be needing in instructing the proposed bulletin
board and learning stations.
1._______________________________________________________________
___
2.
________________________________________________________________
__
3.
________________________________________________________________
__
4.
________________________________________________________________
__
5._______________________________________________________________
___
Other than bulletin board displays and learning stations, your CT also needs your
assistance in enhancing the classroom environment. Assist your CT in
structuring learning spaces in the classroom that allow the learners easy access
in an interesting and productive manner to a variety of learning materials.
Assist your CT in structuring any of the following:

• Mini Library
• Science Corner
3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin Board and Learning

Station According to Purpose
Work with your Cooperating Teacher as regards to appropriateness of the

materials you intend to use. List down the purpose of the displays that you will be
assisting your CT to work for:
Bulletin Board Purpose/s

•Mini Library
•Learning Center/Stations
•Science Corner
3.3 IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board and Learning Stations
Check your readiness in assisting your Cooperating Teacher in structuring
bulletin board displays by considering the following guidelines:
Easy on My Part There will be
Problems on My Part
1. I will assist in structuring the bulletin
board displays simple yet
emphasizing the desired central
theme.
2. I will assist in structuring our bulletin
board displays always updated.
3. I will see to it that our bulletin board

displays are purposeful.
4. I will assist to make our bulletin board
displays engaging to the learners.
5. I will assist in structuring our bulletin
board displays catchy and
meaningful.

While you were helping your CT in the preparation of your bulletin boards and learning
stations, what problems have you encountered in trying to make your bulletin boards and
learning stations appropriate to the learners?
3.4 INTERNALIZATION
Making a Layout of Bulletin Board and Learning stations
Knowing the purpose, the theme and available materials that you can use to
assist your CT, make a layout of the bulletin board displays and other learning
stations. Ask your CT’s stamp of approval for your layout designs.
A. Sketches/ layout for Bulletin Board
B. Sketches/ Layout for Learning Stations
3.5 DISSEMINATION
Instructional Display Making
Having assisted your Cooperating Teacher in making bulletin board displays,
make your own plan in putting up a bulletin board display once you become a
teacher yourself.
Growth Portfolio
Entry No.3
My Bulletin Board Plan for the Opening of the School Year

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

CHAPTER 4
Assessing Learners’ Performance
• What important role do rubrics play in assessment?

-
4.1 EXPOSURE
Defining the Parameters of Learner’s Performance
Make a table of the Learning Performance that your Cooperating Teacher would
you like to asses. List down the part of the part of the output assigned to you.
Learning Performance Part to Correct Timetable for

Checking/Correcting
1.
2.
3.
4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Study very well the rubrics used by your Cooperating Teacher in evaluating the
quality of student’s constructed responses to questions especially essays.
Take note of the evaluative criteria for scoring the learning outputs both for
written and performance tasks.
Activity
1. Do you find using or having a rubric/scoring guide useful when you
checked student’s learning outputs? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
2. List down advantages of having rubrics in checking student’s learning

output.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment and Practices
Have a table of the learning outputs that you checked and record the assessment
practices that you employed in assisting your Cooperating Teacher in correcting
student’s learning outputs.
Learnin Time Alloted for Good Assesment

g Output Checking
Date Date Did I do the following? Yes No
Given Finished
1. Used rubrics as guide in

checking
2. Reviewed scores given in each
item based on criteria
3. Recounted Scores
4.4 INTERNALIZATION
Categorizing Learning Outputs
Go over to learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories.
Learning Formative Summative Written Performace

Outputs Works Tasks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
4.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing students’
learning performance, make an impression on your personal view (snapshots) on
how important are rubrics in assessing learning learning performance.
Growth Portfolio Entry No.4

My Reflection on the Importance of Rubrics
in Assessing Student’s Learning Performance
_____________________________________________________________
______________________________________________________________
___________________________________________________________________
________________________________________________________________
_________________________________________________________________
____________________________________________________________________
_______________________________________________________________________
_

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________
CHAPTER 5
Assisting in Establishing Routines
● What can make a positive classroom atmosphere?

-
5.1 EXPOSURE
Monitoring the Implementation of Classroom Routines
Assisst your Cooperating Teacher in the implementation and monitoring of the
following classroom routines and check the students’ level of compliance. The
students’ level of compliance will serve as your guide in assisting your CT in
monitoring the implementation of the routines.
Classroom Routines Level of Student’s Compliance

Always Seldom Never Comply
Comply Comply
1. Raising hands properly.
2. Lining up for checking of

seatwork and assignments.
3. Greeting Visitors
4. Passing papers and

notebooks
5. Using class pass for going out

of the room
6. Observing proper listening
procedure
7. Working in small groups
8. Following teacher’s hand

signals
9. Observing movements during

activities
List other Routines
10.
11.
12.
13.
14.
15.
5.2 PARTICIPATION
Identifying Effective Strategies for Transition Routines

List down the classroom routines that your Cooperating Teacher needs you the
most for assistance. Set them as your priority to help your CT make a
wholesome learning environment.
Review the following strategies and identify which of them can be effective in
assisting your CT during transition.
1. Use hand signals.
2. Be a good observer.
3. Give clear directions all the time.
4. Use time signal like bell.
5. Practice the routine with the learners again and again.
6. Use sign language.
7. Sing songs for classroom transitions.
8. Observe line up rules.
9. Review class rules everyday.
10. Other strategies of your cooperating teacher.
Match them with effective transition strategies of your Cooperating Teacher

1. _________________________________________________
2. __________________________________________________
3. ____________________________________________________
4. ______________________________________________
5. __________________________________________
6. _______________________________
7. _____________________________________________
8. ________________________________________________
9. ___________________________________________________
10. _________________________________________________________
_
5.2 IDENTICATION
Recognizing Consequences of Transition Periods
1. Assist your Cooperating Teacher in establishing classroom routines during

transition period and list down how you assisted in establishing the
classroom routines.
● before starting the lesson
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________
● during lesson proper
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________
● after the lesson proper
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________
2. What could have happened if these transitional activities were not done?
REEXAMINING YOUR ASSISTING

TASK:________________________________
During your assisting task in establishing routines, what are the problems
that you have encountered in carrying out the different transition routines?
5.3 INTERNALIZATION
Practicing Classroom Routines and Procedures
Continue assisting your Cooperating Teacher by practicing with the

students their classroom routines and procedures. List the challenges
you have encountered in the following.
Behavioral Routines and Procedures
● Challenges Encountered
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________
Working Routines and Procedures
Transitional Movement Routines and Procedures

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________
5.4 DISSEMINATION
Designing an Organized and Happy Classroom
Based from your assisting experience in establishing routines, write your
thoughts of an organized and happy classroom.

No.5
A Happy and an Organized Classroom
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.

research proposal.
Rating for LE 16: ___________
CHAPTER 6
Recording Learner’s Assessment Results
● How important is accurate recording of learner’s performance?

-
6.1 EXPOSURE
Collecting and Safekeeping of Academic Outputs and Performance Tasks
Assist your Cooperating Teacher in checking the accuracy of entering in the
class record of the students’ outputs and performance. Follow your CT’s
guidelines on how to keep and safeguard the student’s learning outputs.
Activity
List down your CT’s guidelines or instructions on how you will collect, sort, and
keep the student’s outputs.
1. ___________________________________________________________
________________
2. ___________________________________________________________
________________
3. ___________________________________________________________
_______________
4. ___________________________________________________________
_______________
5. ___________________________________________________________
_______________
6.2 PARTICIPATION
Getting Acquainted with Learners’ Outputs and Task
Organize your list of learners’ outputs by recording them in the given categories.
Categories
Classes Learning Outputs/Activities Performance Tasks
6.3 IDENTIFICATION
Recognizing the Importance and Difficulties in Recording Learning Outputs and

Performance Tasks
What are the challenges you encountered in assisting your Cooperating Teacher
in recording students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording

of Students’ Learning Outputs
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ____________________________________________________________
7. _____________________________________________________________
8. _______________________________________________________________
9. _______________________________________________________________
10. ________________________________________________________________
6.5 DISSEMINATION
Preparing and Recording Strategies
From the experiences and challenges you have encountered, make your own
plan of preparing and recording strategies relative to your future students’
academic outputs and performance tasks.
My Strategies in Recording My Future Student’s Learning

Outputs and Performance Tasks
Strategy
Strategy
Strategy
Strategy

No.6

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

Chapter 7
MAINTINING WHOLESOME AND SAFE LEARNING ENVIRONMENT
7.1 EXPOSURE
Giving Attention to Basic Safety Issues
1.
2.
3.
4.
7.2 PARTICIPATION
Walking Through the Classroom Appearance
Make a checklist of the things you will do to keep the classroom clean and
orderly
Classroom Incentives What To Do
1.
2.
3.
4.
5.
7.3 IDENTIFICATION
Participating in Maintaining Wholesome, Comfortable, and Safe Classroom
List down other concerns relative to the learners' comfortability and safety which
you will address daily to assist your CT.
1.
2.
3.
4.
REEXAMINING YOUR ASSISTING TASK

7.4 INTERNALIZATION
Creating Wholesome and Safe Environment
Do and follow your Cooperating Teachers direction on how you will arrange,
rearrange or completely change the physical set up of the classroom.
Students' Desk/Chairs Direction/Suggestion from CT
Classroom Displays Direction/Suggestion from CT
Teaching Resources Direction/Suggestion from CT
7.5 DISSEMINATION
Demonstrating my Skills in Assisting in the Promotion of Wholesome and Safe
Environment
My Wholesome Future Classroom
ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________
CHAPTER 8
Participating in Maintaining Instructional Routines
8.1 EXPOSURE
Knowing and Understanding Instructional Routines
8.2 PARTICIPATION
Observing Instructional Routines at Work
List of Instructional Routines at work
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
8.3 IDENTIFICATION
Doing Instructional Routines
8.4 INTERNALIZATION
Reflecting on the Usefulness of Instructional Routines
Function of Instructional Routines
1.
2.
3.
4.
8.5 DISSEMINATION
Creating Instructional Routines for Useful Teaching-Learning
My Creative Sample of Instructional Routines
ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________
CHAPTER 9
Participating in Maintaining Management Routines
9.1 EXPOSURE
Noting Down Classroom Management Routines
My Notes of Classroom Management Routines
What Routine? When is Done? How is Done?
9.2 PARTICIPATION
Categorizing Classroom Management Routines
Before the Start of the During Teaching- At the End of Learning
Learning Events Learning Events Events
9.3 IDENTIFICATION
Participating In Implementing and maintaining Management Routines
Do participating task of maintaining management routines. Rate your level of
success in participating to maintain management routines.
Very Successful
Successful
Moderate Successful
Not Successful
9.4 INTERNALIZATION
Reviewing Success and Failure of Management of Routines
Growth Portfolio Entry No.9-A
My Success Stories in Managing My Difdiculty/Failure Stories in
Classroom Routines Managing Classroom Routines
9.5 DISSEMINATION
Committing to Adopt Management Routine Strategies for a Smooth Sailing
Teaching-Learning Events
Growth Portfolio Entry No. 9-B
My Compilation of Strategies in Management of Routines

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________
EPISODE 10
PARTICIPATING IN MAINTAINING ORDER DURING INSTRUCTIONAL AND
CO-CURRICULAR ACTIVITIES
10.1. EXPOSURE
10.2. PARTICIPATION
I- Instructional Activities Short Term Need Long Term Need
A.Prior to Instruction
1.
2.
3.
4.
5.
B. During Instruction
1.
2.
3.
4.
5.
C. After Instruction
1.
2.
3.
4.
5.
II. Co-Curricular Short Term Need Long Term Need

Activities
A. Before the Co-
curricular Activities
1.
2.
3.
4.
5.
B. During the Co-
1.
2.
3.
4.
5.
C. After the Co-

1.
2.
3.
4.
5.
10.3. IDENTIFICATION
10.4. INTERNALIZATION
A. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement

During Instruction
B. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement

During Co- curricular Activities
10.5. DISSEMINATION
Flowchart of an orderly classroom
Start of the school year
rules for Co-Curricular

rules for instructional activities
activities

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

EPISODE 11
11.1 EXPOSURE
 Before starting the lesson
 During Lesson Proper
 After the Lesson Proper
 Before Recess or Lunch Break
 After recess or lunch break
 Before dismissal time

11.2 PARTICIPATION
Transition and Group Activities
11.3 IDENTIFICATION
A. Transition Songs
B. Transition Routines
C. Group Activity Procedures and Guidelines

11.4 INTERNALIZATION
My Learning Progress Notes
11.5 DISSEMINATION
My learning progress notes

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________
Learning Experience 12: Participating in Conducting Intervention Activities

EPISODE 12
12.1 EXPOSURE
Listing Learners who Exhibit Academic, Social, and Behavioral Struggles
STRUGGLES
Student Academic Social Behavioral
1.
2.
3.
4.
5.
12.2 PARTICIPATION
Getting Acquainted with Intervention Strategies
Intervention Strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
12.3 IDENTIFICATION
Determining the Importance of Academic Intervention Task
STRUGGLES Helpful
Student Academic Social Behavioral Intervention
Task
1.
2.
3.
4.
5.
Participating in Doing Intervention Activities
Date My Participation with my CT in Conducting Intervention
Task
12.5 DISSEMINATION
Learning Insights from Participating in the Conduct of Interventions Activities
My Personal Learning of a Teacher Being an Interventionist

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

Episode 13
13.1 EXPOSURE
1. Do they have activities after class hours? what are they?
2. Do they have membership to various organizations/clubs? List down the

different academic, religious, socio-cultural, or special interest clubs.
3. Do they have regular meetings outside the regular class hours? Note them
down.
13.2 PARTICIPATION
List of co-curricular time schedule

activities
13.3 IDENTIFICATION
MY SUPERVISORY ROLES IN CO-

CURRICULAR ACTIVITIES
MY LIMITATIONS IN MY SUPERVISORY ROLES IN CO-
CURRICULAR ACTIVITIES
REEXAMINING YOUR SUPERVISORY

ROLES:
13.5 DISSEMINATION
MY EXPERIENCE IN PARTICIPATING IN THE CO-CURRICULAR

ACTIVITIES WITH MY COOPEARATING TEACHER

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________

EPISODE 14: Introduction to Action Research
14.2: PARTICIPATION
After reading an example of classroom-based action research, answer the
following questions. Expound and discuss your answers.
1. What exactly is the classroom problem that Melinda wanted to help
address or solve?
2.What processes helped Melinda to think of the possible causes why a problem
exists?
3. What prosses helped Melinda to think of an action, which if implemented,
will help address or solve the classroom problem?
4. What exactly was the action that Melinda wanted to implement?

5. What was the expectation of Melinda regarding the effect of the action she
wanted to implement?
6. What processes did Melinda employ to find out if her expectation
regarding the effect of the action is confirmed?
7. What are the results of the implementation of the action?
8. What are the conclusions deduced from the classroom-based action

research?
14.4: INTERNALIZATION
On the left column below are the significant stages of implementing an
action research based on the conceptual framework discussed previously. On

the right column, describe the processes applied by Melinda in her action
research, corresponding to each step/process.
Steps in the Conceptual Framework Corresponding Step or Processes
Sample Action in the Previously Presented Action
Research
a. Diagnosing (Identifying a
problem)
b. Action Planning (Considering
alternative courses of action)
c. Taking Action (selecting
course of action)
d. Evaluating (Studying
consequence of an action)
e. Specifying Learning
(Identifying general findings)
14.5: DISSEMINATION
Together with your Cooperating Teacher, review, present and share the
process of implementing classroom-based action research. Take note of the
important points and concepts related to classroom-based action research.
Come up with a list of these important concepts.
Important Points Related to Classroom-Based Action Research

ASSESSMENT
Criterion: Developing awareness and knowledge about the basic concepts and
process requirements in implementing a classroom-based action research
Rubric
Score Description
91-100 The student teacher demonstrates full level of understanding
and knowledge about the basic concepts and process
requirements in implementing a classroom-based action
research.
81-90 The student teacher demonstrates full level of understanding
and knowledge about the basic concepts and process
requirements in implementing a classroom-based action
research.
71-80 The student teacher demonstrates an almost full level of
understanding and knowledge about the basic concepts and
process requirements in implementing a classroom-based
action research.
61-70 The student teacher demonstrates less than average level of
action research.
51-60 The student teacher demonstrates very little or no
action research.
Rating for LE 14: ___________

EPISODE 15: Searching Problems for Classroom-Based Action Research
15.1: EXPOSURE
Go over learning experiences 1 to 13. You may also want to review your
observation notes. Deduce from these, the observed classroom problem or
difficulty.
List of Classroom Problems Observed
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
Select one situation which you think would you be able to identify as
classroom problem based on your experience. Focus on one problem in one
module only. Describe the circumstances regarding the problem.
Description of the Problem
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15.2: PARTICIPATION
 Based from the situation you have identified in the Exposure part, state
your reason/s why you consider it a classroom problem.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Do you think that this problem needs a solution? If yes, give your
reason/s.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 If not, what will happen if the problem is not solved?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Following are hypothetical examples of classroom problems.
Notwithstanding careful study, write the action you believe is the best or the most
appropriate, for the problem. Consider the criteria above.
Classroom Problem Suggested Action to solve the
Problem
1. Pupils low performance in
mathematics
2. Poor reading ability of pupils
3. Pupils shouting at the top of
their voices
4. Frequent absences from
classes
5. Students not paying attention to
the teacher
6. Students sleeping in class
15.5 DISSEMINATION
Together with your Cooperating Teacher and co-student teachers, discuss
and list down situations considered as classroom problems which could be
solved by applying an action. You may refer to the list of the problems that you
have written earlier. Discuss, identify and share what actions to take to solve the
problem/s.
List of Classroom Problems Possible Actions to Solve the
Problem
ASSESSMENT

Criterion: Acquiring knowledge and skill in determining the existence of
classroom problems, as well as the appropriate actions to help solve these
problems.
Rubric
Score Description
91-100 The student teacher demonstrates full knowledge of the skill
and its applications in determining the existence of classroom
problems and appropriate actions to solve them.
81-90 The student teacher demonstrates almost knowledge of the
skill and its applications in determining the existence of
classroom problems and appropriate actions to solve them.
71-80 The student teacher demonstrates average knowledge of the
61-70 The student teacher demonstrates less than knowledge of the
51-60 The student teacher demonstrates very little knowledge of the
Rating for LE 15: ___________

EPISODE 16: Writing a Classroom-Based Action Research Proposal
16.1 EXPOSURE
Go to the library or search the internet for three examples of classroom-
based action research. Read through each these and be able to determine the
important things that are contained in each action research. Determine the
similarities and differences in the processes and contents across the three
sample action researches that have been completed.
Try your best to come up with the parts of a completed action research
based on the written report. Note that in determining the parts, you will be able to
deduce the steps or the processes needed to carry out the part. You also use as
reference, the conceptual framework of action research in education cited in LE
14. Find out later how similar or different your output is from the requirements of
the conceptual framework found in LE 14. While this exercise is about developing
familiarity with classroom-based action research, it is nevertheless important
because it prepares you to write an action research proposal.
Parts of the Written Report of a Completed Classroom-Based Action
Research
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Growth Portfolio Entry No.14-A
My Sample Action Research Proposal
16.5 DISSEMINATION
Together with your Cooperating Teacher and co-student teachers, present
your sample action research proposal. Compare your action research proposal
with your co-student teachers and share your insights on your finished output.
Growth Portfolio Entry No. 16-B

ASSESSMENT
Rubric
Score Description
research proposal.
research proposal.
research proposal.
Rating for LE 16: ___________


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CHAPTER 1

Searching for Instructional Materials

• Why should a teacher spend time in searching for appropriate instructional

Subject School List of Technolog Website and Short

Purposes of the Utilization of the Instructional Materials

Considering the Different Principles in Selecting Instructional Materials

In assisting your CT to search for appropriate instructional materials, what

Subject Matter Learning Objectives List of Resources

GROWTH PORTFOLIO ENTRY NO.

writing an action research proposal.

91-100 The student teacher demonstrates high level of the skill in

applying the principles and requirements of writing an action

81-90 The student teacher demonstrates more-than level of the skill

in applying the principles and requirements of writing an action

71-80 The student teacher demonstrates an average level of the skill

in applying the principles and requirements of writing an action

61-70 The student teacher demonstrates less-than average level of

the skill in applying the principles and requirements of writing

an action research proposal.

51-60 The student teacher demonstrates less-than average level of

the skill in applying the principles and requirements of writing

an action research proposal.

Rating for LE 16: ___________

Signature of FS Program Coordinator

Instructional Materials Purpose for Use

3. Models, Globes, Maps, Relia

4. Audio-Media (analog tape

5. Videotapes, Films, Vediodiscs

Gathering Instructional Materials from Various Resources

From the Library

From the Media Center

From the Laboratories

From Other Sources

REEXAMINING YOUR ASSISTING TASK:

What difficulties confronted you while you were assisting your

Checklist for Using Instructional Materials

1. Reserve necessary materials and equipment from the AV room

Model, Globes, and Maps

Videotapes, Films, and Videodiscs

Write your experiences of success in preparing various instructional

GROWTH PORTFOLIO ENTRY NO.

GROWTH PORTFOLIO ENTRY NO.

Criterion: Developing the skill of applying the principles and requirements of

writing an action research proposal.

91-100 The student teacher demonstrates high level of the skill in

applying the principles and requirements of writing an action

81-90 The student teacher demonstrates more-than level of the skill

in applying the principles and requirements of writing an action

71-80 The student teacher demonstrates an average level of the skill

in applying the principles and requirements of writing an action

61-70 The student teacher demonstrates less-than average level of

the skill in applying the principles and requirements of writing

an action research proposal.

51-60 The student teacher demonstrates less-than average level of

the skill in applying the principles and requirements of writing

an action research proposal.

Rating for LE 16: ___________

Signature of FS Program Coordinator