ACKNOWLEDGEMENT

I want to express my heartfelt gratitude to all those who played a role in bringing
this portfolio to fruition, contributing their ideas, resources, and efforts.

Special thanks are extended to Jaymar D. Millan, office-in-charge of Maragusan

National High School, for granting us permission to conduct our Field Study.

I am immensely thankful to our parents, teachers, and friends for their

unwavering support and guidance, which provided the strength needed to turn this
portfolio into a reality.

Lastly, and most importantly, we give praise to the Almighty God for providing me
with this opportunity and for bestowing upon me the capability to proceed successfully.
 PREFACE

Greetings and welcome to my Portfolio!

Embarking on this experiential course, I have come to appreciate the challenges

of teaching, especially in the unique context of students transitioning back from an
online learning platform. The experiences gained during this course have been truly
unforgettable, providing invaluable insights that I am eager to apply in my future
teaching career.

This portfolio serves as a testament to my journey, encapsulating the highs and

lows, the challenges faced, and the lessons learned. It is a comprehensive
documentation of my course experiences, shedding light on the difficulties encountered
and the knowledge acquired throughout this transformative learning process.

As you delve into the pages of this portfolio, you will gain a deeper understanding
of my teaching philosophy and the qualities I believe contribute to a successful
educator. It is my hope that this document not only reflects my personal growth but also
serves as inspiration for those who may follow a similar path in their educational
journey.

Thank you for joining me on this reflective exploration of my course experiences.

 TABLE OF CONTENTS

CHAPTER I...................................................................................................................... 1
Action Research.........................................................................................................1
CHAPTER II................................................................................................................... 18
Instructional Planning...............................................................................................18
CHAPTER III.................................................................................................................. 34
Instructional Resources............................................................................................34
CHAPTER IV..................................................................................................................47
Instructional Strategies.............................................................................................47
CHAPTER V...................................................................................................................62
Classroom Management..........................................................................................62
CHAPTER V...................................................................................................................63
Classroom Management....................................................................................63
CHAPTER VI..................................................................................................................75
Assessment of Learning...........................................................................................75
CHAPTER VII.................................................................................................................89
School Environment....................................................................................................... 89
CHAPTER VIII..............................................................................................................110
Duties and Responsibilities of Student Teachers...................................................110
Appendix A...................................................................................................................124
Appendix B...................................................................................................................133
Appendix C...................................................................................................................134
Appendix D...................................................................................................................136
Appendix E...................................................................................................................137
 CHAPTER I

Action Research
LESSON 1 Understanding Action Research

Guided Practice

Preliminary Activity: Answer the following questions:

Does the school have a research agenda? YES

What are included in the school's research agenda?

A school's research agenda encompasses subjects aligned with its mission, staff
and student needs, and broader context. It focuses on diverse areas, including
student learning, teacher development, school culture, and educational policies.

Is there a policy for teachers to conduct action research? NO

Is there a policy for teachers to conduct action research? NO

What is the focus of their action research? N/A

Is there available funding for this action research? NO

B. Analysis of Action Research

Examine the previous action research conducted by the teachers. Supply the
information needed in the table below:

Needed Information Data

How many action research are N/A
conducted each year?
How many teachers are doing action N/A
research?
What are the topics of their action N/A
research?
How many action research were N/A
published or presented in a
conference?
How many action research were N/A
funded by the school or an outside
agency?
Conduct an Interview. Ask the following questions:

1. Are you aware of the action research process?

Yes, I'm aware. Professionals, like educators or administrators, conduct
action research to explore specific topics or issues within their own work. The
objective is to find practical solutions to the identified challenges.

2. What prompted you to conduct action research?

The desire to address significant issues within my professional context
motivated me to undertake action research.

3. What are your action research topics?

I have encountered a lot of research topics but for me, I did, something
about language. The research was entitled "Fostering Effective Communication
Skills: Action Research in High School Language Classes".

4. Do you have enough time to conduct action research?

Not quite enough. But if given a chance or if it is compulsory in the school
policies, I would.

5. Are there incentives for teachers who conduct action research?

I am not sure. Probably if the intervention is quite a catch and would really
help the curriculum or the students and the educational system in general.

6. How did action research improve your teaching practices?

Teachers can use action research to assess their work, find areas for
improvement, and try solutions for problems, making it a helpful tool for
improving how they teach.

7. How did action research enhance students' learning?

Action research helps teachers address concerns, use effective teaching
methods, motivate students, and empower them in their learning, making it a
powerful way to improve student education.

8. How did you disseminate the results of your action research?

You can share action research findings in different ways, depending on your
goals and who you want to reach.

Processing
Examine the data you have gathered. Answer the following questions:
Do the school and the teachers have a research culture? YES

Are the teachers aware of the process in conducting action research? YES

How did action research improve the teaching and learning practices in the
school?
Action research is a potent tool for enhancing teaching and learning in
schools. It helps address concerns, implement effective strategies, boost
student engagement, and empower student ownership in learning,
contributing to teacher professional growth and effectiveness.

What are the things that could be done to encourage the teachers to conduct
action research?
Schools can promote action research among teachers by offering
support, recognition, and collaboration opportunities. Providing necessary
tools and fostering a supportive atmosphere encourages ongoing teacher
learning and growth.

Reflection
Write your reflection by completing the following statements:

I realized that cultivating a research culture in schools positively impacts teaching

and learning. It's crucial for teachers to engage in action research, addressing
challenges and enhancing their practices.

I believe it is essential to foster a supportive environment and provide incentives

for teachers to conduct action research. Encouraging collaboration and
recognizing their efforts contributes to continuous improvement.

From now on, I am determined to advocate for a research culture in schools,

emphasizing the benefits of action research and supporting teachers in their
professional growth.
LESSON 2 Purposes of Action Research

Guided Practice
Interview some teacher-researchers using the following questions. Summarize
their responses and write them on the space provided after each question.

Who influenced you to conduct action research?

It is entirely up to me to conduct the action research in order to boost my
professional growth.

What prompted you to conduct action research?

I've been in the government (DepEd) service for over ten years, and conducting
action research will most likely highlight my career as a teacher. This is why I
push myself to undertake action research.

What was your experience when you conducted your first action research?
My first action research experience was difficult; I was just confronting a brick
wall. My head is filled with questions. Nonetheless, I am continuing my
investigation.

How do you disseminate the results of your action research to other teachers?
A personal documentation writer report will be created so that my co-teachers
are aware of the outcome of my action research.

How does action research help you as a teacher?

Through experimentation, action research is a technique for innovating a specific
method that will most likely transform the previous practice in the teaching-
learning process.

What are the lessons you learned from your action research experiences?
My action research enables me to identify what is going on in each school setting
and to identify gaps that will improve the learning experience.

Interview the principal using these questions. Write his/her answers in the space
below.

How did action research improve the research culture of the teachers?
If you have an issue in a teaching and learning process or within the scope of
your profession, you will do action research to identify a solution. As a result,
 action research serves as the foundation for you to solve an issue while
conducting research and working.

What are the positive benefits of action research to your school?

To bridge the gap in the teaching-learning process based on the study you
conduct. It must be particular since you need to focus on the action study that
you are conducting when looking for a solution because there are many
problems, such as student discipline.

How did action research develop school performance?

In general, it has a point, to obtain more points in the school-based management
assessment, and the curriculum level of the school will be enhanced.

How did action research improve the quality of students' learning?

Teachers are currently merely preparing recommendations, and there is no
implementation, which is why there is no outcome.

What curricular and instructional innovations were developed as a result of action

research?
There are none since there is no implementation yet.

Analyze sample action research in school. Read each action research carefully.
Select at least five action research. Identify the purposes of each research.
Title of Action Research Purposes
PROJECT INTEGRATIVE AND The purpose of this study is to
INCLUSIVE SCHOOL ACTIVITIES: A describe the extent of Project
SCHOOL STRATEGIC INTERVENTION Integrative and Inclusive School
TO SUSTAIN INCLUSIVE EDUCATION Activities or Project IISA in terms of
DURING CRISIS crafting and designing activities,
SITUATION implementation of the project, and
sustainability of the project. These
indicators played a significant role in
sustaining inclusive education during
crisis situations. Inclusive education
gives children an equal grasp of the
opportunity to learn and develop their
skills to thrive (UNICEF, 2019). An
integrative strategy of school activities
helps the learners to get a holistic view
of reality, and hone their ability to
 acquire real-life skills. They will be able
to connect what they are learning in
one subject to related content in
another subject (Dimalanta, 2016).

Processing
Examine the data you have gathered. Answer the following questions:
Questions Answers
How many action research aimed to 1
improve the curriculum content?
How many research aimed to 1
improve instruction?
How many action research aimed to 1
improve students' behavior and
motivation?
How many research aimed to 1
improve teaching practices?
How many action research were 1
done collaboratively?
How many action research were 1
disseminated in conferences,
seminars, or publications in
journals?
What percentage of teachers are 2.5%
doing action research?
How many teachers think that Though not all instructors performed
research are helpful? action research in MNHS, I think they
all thought it was helpful.

Do you think action research helped develop a culture of excellence

among teachers and students? Explain your answer.
Yes, action research fosters a culture of excellence by empowering teachers to
address challenges and enhance their practices, positively impacting student
learning.

Reflection
Write your reflection by completing the following statements:

Reflection
I realized that:
Engaging in action research is instrumental in creating a culture of continuous
improvement and excellence in teaching and learning.

I believe it is essential to:

Promote and support action research initiatives to cultivate a culture of
excellence among teachers and students.

From now on, I am determined to:

Advocate for the integration of action research as a cornerstone for excellence,
fostering a dynamic and collaborative learning environment.

LESSON 3 Selecting Topics and Questions for Action Research

Guided Practice
Preliminary Activity. Examine all the available action research conducted within
the past two years. Write the titles and the research questions for each title in the
table below.
Title of Research Research Questions
PROJECT INTEGRATIVE Research Question No. 1. What are the
AND INCLUSIVE challenges you encountered in crafting and
SCHOOL ACTIVITIES: A designing the activities?
SCHOOL STRATEGIC Research Question No. 2: How did you manage
INTERVENTION TO the implementation of Project IISA?
SUSTAIN INCLUSIVE Research Question No. 3: What are your
EDUCATION DURING insights in the implementation of Project IISA to
CRISIS SITUATION. sustain inclusive education during crisis
situations?

Interview the teacher-researcher using these questions. Summarize and write

their answers in the space below.

How did you select your topics for action research?

The action research topic, "Project Integrative and Inclusive School Activities
(Project IISA)," was chosen in response to the challenges posed by the
pandemic. Guided by Sir Emmanuel B. Clarion, our school's head, the focus on
Project IISA emerged as a strategic approach to uphold inclusive education
during crises. Motivated by the initiative's potential impact, we aim to assess its
effectiveness in navigating the complexities of the current educational landscape.
What prompted you to embark on these topics?
Our decision to explore the topic stemmed from two key recognitions: firstly, the
influential role of Sir Emmanuel B. Clarion, the school principal, who perceived
Project IISA as a strategic intervention during the crisis. Secondly, driven by the
profound impact of the pandemic on inclusive education, we initiated a study
project to generate valuable insights. Our motivation lies in the belief that
understanding the implementation of Project IISA can offer valuable information
on sustaining inclusive education during crises.

How did you select the questions for your action research?
In order to obtain a thorough understanding of Project IISA's implementation,
action research questions were carefully formulated. Based on the main
objective of maintaining inclusive education in times of crisis, the questions were
designed to address issues related to activity design, implementation
management, and the wider understanding that came from the project's
completion. In order to make sure the questions were designed to offer insightful
information about the success of the program, we gave careful consideration to
the experiences of the teachers, parents, and staff who were involved in Project
IISA.

How long did you conduct your action research?

The action research on Project IISA was conducted over a substantial period,
spanning 3 to 6 months.

What challenges and problems did you encounter while conducting your action
research?
There were difficulties in creating and planning activities for Project IISA,
particularly in matching them with the varied interests and skill sets of the
students. Overseeing the project's execution meant resolving logistical concerns,
interacting with multiple stakeholders, and making adjustments for unanticipated
events brought on by the crisis. Obtaining and analyzing data proved to be
difficult as well, particularly considering how unpredictable crisis situations are.

Processing
Examine the data you have gathered. Answer the following questions:

Do the topics reflect the educational issues and problems encountered in

school?
"Project Integrative and Inclusive School Activities (Project IISA)" is directly
linked to the school's education challenges. Prioritizing inclusive education
during emergencies, it addresses intensified issues arising from the pandemic.
Chosen as a proactive response, Project IISA focuses on practical solutions for
real-world problems faced by students, parents, and teachers, aligning with the
dynamic changes in the educational landscape.

Are the research questions aligned with the research topics?

The study questions closely align with the Project IISA research subject, focusing
on elements like activity creation challenges, execution oversight, and providing
comprehensive insights on sustaining inclusive education during emergencies.
These questions form a focused and comprehensive framework, directly
addressing key components of the chosen research topic, ensuring a thorough
investigation.

What could be done to help teachers improve topic selection and the
development of good research questions?
Implement mentorship programs where seasoned teacher-researchers assist
and guide newcomers in choosing a research topic. This collaborative method
facilitates the exchange of valuable advice and ideas.

Reflection
Write your reflection by completing the following statements:

I realized that selecting action research topics requires aligning with real-world
challenges, as evident in "Project Integrative and Inclusive School Activities
(Project IISA)." It's essential to involve experienced mentors, like Sir Emmanuel
B. Clarion, and address multifaceted issues in research questions.

I believe it's crucial to encourage collaborative learning and mentorship for

effective topic selection.

From now on, I am determined to advocate for mentorship programs to enhance

teachers' research endeavors and topic selection processes._
LESSON 4 Action Research Process
Guided Practice
Preliminary Activity. Analyze previous action research. Look at the alignment
between the following parts of the research.

Research Research Methodology Data Needed

Topics Questions
PROJECT Research The researchers A total of 71
INTEGRATIVE Question No. 1: used the class advisers
AND INCLUSIVE What are the correlational out of 86 of
SCHOOL challenges you descriptive design to them, 2
ACTIVITIES: A encountered in determine the administrators
SCHOOL crafting and significant out of 2, and
STRATEGIC designing the relationship 343 out of 3,148
INTERVENTION activities? between whether parents or
TO SUSTAIN Research the single guardians in
INCLUSIVE Question No. 2: independent and the Maragusan
EDUCATION How did you single dependent National High
DURING CRISIS manage the variables School were
SITUATION implementation of complement. recruited to
Project IISA? This study explored participate in the
Research the experiences of quantitative data
Question No. 3: the parents or collection phase
What are your guardians, class of the study.
insights in the advisers, and school The
implementation of administrators in the experiences of
Project IISA to implementation of the
sustain inclusive project integrative administrators,
education during and inclusive school class advisers,
crisis situations? activities (Project and
IISA) as a strategic parents or
intervention for guardians in
inclusive education implementing
during a crisis Project IISA to
situation using an sustain inclusive
explanatory education
sequential mixed during a crisis
method design as situation.
illustrated below.
Evaluate a sample action research based on the following criteria:
Parts of the Research Comments
Introduction
 Are the background and  The material has a clear and logical
rationale clear and background and explanation. The paragraph
logical? provides an excellent task of explaining how
 Is there enough the COVID-19 pandemic caused the
theoretical background educational landscape to change from in-
provided for the action person instruction to remote learning. It
research? draws attention to the difficulties educators
 Do the research encountered in evaluating students'
questions reflect the involvement and performance during the
variables based on the crisis and notes the absence of inclusive and
topic? integrative learning opportunities.
 Is the study significant?  The study does not provide a thorough
theoretical foundation for the action
research; although it touches on the
pandemic's effects on education and the
difficulties teachers confront, it does not go
into great length about theories or
frameworks that may guide the research.
 The study topics are in line with Project
IISA's focus on inclusive education in times
of crisis. The questions center on the
difficulties in developing and creating
activities, the administration of Project IISA's
execution, and strategies for maintaining
inclusive education in times of crisis.
 The study appears essential considering the
special difficulties the COVID-19 pandemic
has presented for the educational system. It
is interesting that Project IISA is emphasized
as a solution to the difficulties in evaluating
student performance and involvement.
Review of Literature and
Studies  Within the framework of the K–12 Basic
 Is there enough study to Education Program, the text offers a
support the research? thorough explanation of the Project
 Does the study include Integrative and Inclusive School Activities
findings of previous (Project IISA) and its implementation.
research?  The statement specifically cites some
 Is there a logical findings from earlier studies. That being said,
presentation of literature its main focus is on how Project IISA is
and studies? described, how it is implemented, and how it
 Is there no plagiarism? affects parental and student involvement.
 Yes.
 There is no evidence of plagiarism in the text
that has been submitted. The information
seems to be unique and isn't taken directly
from other sources.
Methodology
 Is the methodology  The explanatory sequential mixed method
appropriate for the design technique is adequate for the goals of
study? the investigation. A thorough investigation of
 Does the study observe Project IISA's scope and impact on the
ethical considerations in viability of inclusive education in times of
dealing with the research crisis is made possible by the mix of
participants? quantitative and qualitative methodologies.
 Are the research tools The integration of survey data with
validated? phenomenological research offers a
 Are the data collection comprehensive method for comprehending
procedures clear? the viewpoints of diverse stakeholders.

 Is the data analysis  Yes.

procedure valid?  Yes.
 The paper describes the data gathering
methods, which include using surveys to get
quantitative data and a phenomenological
research strategy to get qualitative data.
 Yes.
Results of the Study
 Is the presentation of  Yes.
results logical and based
on the research
questions?
 Is the statistical analysis  Yes.
valid?
 Are the results  Yes.
triangulated with the
review of related
literature and studies?
Conclusions and
Recommendations
  Are the conclusions  Yes.
supportive of the results?
 Are the
recommendations made  Yes.
based on the results of
the study?
 Are the
recommendations helpful  Yes.
for solving educational
issues?

Processing
Examine the data you have gathered. Explain your answers to the following
questions:
1. Did the action research done follow the standard format?
Yes.
2. Are the teachers aware of the standards to be followed in conducting action
research?
Yes.
3. What could be done to help teachers improve the way they conduct action
research?
Action research expertise may be enhanced in educators through training
sessions, mentoring programs, and targeted professional development.
Institutions need to give teachers clear guidelines and support so that their
research efforts may be improved.

Reflection
Write your reflection by completing the following statements:

I realized that the action research on "Project Integrative and Inclusive School
Activities (Project IISA)" demonstrated a clear rationale for the study, but lacked
an in-depth theoretical foundation.

It effectively used a mixed-method design to comprehensively explore the topic. I

believe it is essential to emphasize theoretical underpinnings in action research.
From now on, I am determined to advocate for thorough theoretical frameworks
in action research to enhance its academic rigor and impact.

LESSON 5 Using Action Research to Improve Teaching and

Learning Practices

Guided Practice
Analyze the results of the previous action research conducted in the school.
Identify the recommendations made and what actions were done in relation to
the recommendations.
Title of the Study Recommendations Action Taken
PROJECT  Project IISA must continue and  Activity: Modification of
INTEGRATIVE potentially expand the events every edition
AND INCLUSIVE implementation of Project IISA  Expected Output:
SCHOOL in the school. This may involve Modified at least five
ACTIVITIES: A incorporating the project into events in every edition
SCHOOL the regular school curriculum  Persons Involve: School
STRATEGIC and ensuring its integration heads, Subject
INTERVENTION into the school's long-term Coordinators, Teachers,
TO SUSTAIN plans. Parents
INCLUSIVE  A recommendation focuses on  Monitoring: School
EDUCATION strategies to further enhance Heads, Subject
DURING CRISIS parental involvement, such as Specialists
SITUATION organizing information  Timeline: Whole school
sessions, workshops, or year-round
creating communication  Resourced Needed:
channels to keep parents Certificates, and prizes
informed and engaged in their for overall winners
children's education, especially
during crisis situations.

List school programs and policies that were developed as a result of the action
research.
School Programs
  Infomercial
 Science-trick
 Leaf Art
 Slogan
 Poster
 3D Making
 Kite Flying
 TikTok Experiment, etc.

School Policies
 All students are given a chance to participate in all activities.
 Each section must choose a representative to participate in each activity.
 No students shall miss even one activity.
 Regardless of gender, race, and backgrounds, everyone has a space to
participate.

List the titles of action research that were disseminated to other teachers and
schools.
Type of Dissemination
Title of Action Research (Presented in a faculty meeting,
presented in a conference, or
published)
PROJECT INTEGRATIVE AND
INCLUSIVE SCHOOL ACTIVITIES: A
SCHOOL STRATEGIC INTERVENTION  Research Congress
TO SUSTAIN INCLUSIVE EDUCATION  Regional Conference
DURING CRISIS SITUATION

Processing

Examine the data you have gathered. Answer the following questions:
1. Are the results of the action research fully utilized for school
improvement?
Yes, there appears to have been some application based on the fact
that events were changed and the activities were included in the curriculum
of the school.
 2. Are the results of the action research disseminated to teachers and other
schools?
Indeed, Maragusan National High School has received the outcomes of
the action research project titled "PROJECT INTEGRATIVE AND INCLUSIVE
SCHOOL ACTIVITIES: A SCHOOL STRATEGIC INTERVENTION TO
SUSTAIN INCLUSIVE EDUCATION DURING CRISIS SITUATION." I believe
this study could set an example for other schools.

3. What could be done to help teachers utilize and disseminate results of

their action research?
Encourage collaborative initiatives where educators from different
schools share their action research outcomes, fostering a culture of
continuous improvement across institutions.

Reflection
Write your reflection by completing the following statements:
I realized that:
The results of action research can positively impact school practices.

I believe it is essential to:

Encourage ongoing dissemination and utilization of action research findings.

From now on, I am determined to:

Promote collaborative initiatives for sharing action research outcomes among
teachers and schools.
 CHAPTER II

Instructional Planning
 LESSON 1 Determining the Nature of Instructional Planning

Guided Practice

A. Directions: Interview your cooperating teacher. List down five (5)

preparation tips being done by the teacher in planning for a successful

classroom instruction.

1. Creating an interactive lesson.

2. Plan a good activities to target the attention of the students.

3. Allow your to express your thoughts on how to use a good strategies in

teaching .

4. Implement a rules that will give the student a warning to be aware of for
the consequence.

5. Be a good role model to your student inside the classroom.

Directions: Through the help of your cooperating teacher, determine how many
minutes or hours does your cooperating teacher prepare the following elements
of instructional planning.

1. How many minutes or hours does your cooperating teacher take to prepare a
lesson plan? Why does it take your cooperating teacher that long?

My cooperating teacher crafts his lesson plan approximately three hours of his
time. This extended duration is attributed to his belief that a comprehensive
understanding of the material is crucial for employing effective and appropriate
teaching strategies.

How many minutes or hours does your cooperating teacher prepare the learning
activities for effective instruction? Why does it take your cooperating teacher that
long?
My cooperating teacher normally spends two hours preparing learning activities
for successful instruction. It's that long because he needs to discuss the
mechanics and processes for putting it into action.

How many minutes or hours does your cooperating teacher prepare the
instructional materials needed? Why does it take your cooperating teacher that
long?
My cooperating teacher typically dedicates three to five hours to craft the
required instructional materials, the duration varying based on the type of
materials needed. He emphasizes that, in his view, educational materials should
be pertinent, engaging, and intellectually stimulating to effectively serve as tools
for instructional delivery.

Processing
Examine the data you have gathered. Answer the following questions:

In your own words, how will you define instructional planning?

I define instructional planning as an organized process in which a teacher
chooses what students will learn and how they will acquire it during the teaching-
learning process. Instructional planning helps the instructor establish, manage,
and evaluate the learning process in the actual classroom.

Which among the tips on instructional planning is the most difficult to follow?
Why do you think so?
I don't think any specific advice for preparing lessons is the hardest. All the
guidelines are important, but the real challenge is sticking to the lesson plan.
Teachers know that things don't always go as planned due to unexpected events
or distractions. Being flexible in teaching when things go differently is crucial.

What will happen if the teacher did not prepare for the classroom instruction?
Without proper preparation, a teacher may fail to meet educational goals and
curriculum objectives. Teaching without planning can lead to a less engaging and
incomplete learning experience, leaving students uninterested. Lack of
preparation can also lead to disciplinary issues in the classroom. Remember,
students enjoy classes when teachers provide interesting, well-prepared, and
organized lessons.

Which among the given tips above is the most important? Why?
The most important suggestion for me is to take time at the end of each day to
reflect on lessons. Reflecting on teaching, lesson content, and interactions with
students helps identify areas for improvement. It allows teachers to recognize if
the subject was too easy or if classroom expectations need adjustments. Self-
reflection enhances a teacher's self-awareness and understanding of how their
actions and words impact children.

Reflection
Write your reflection by completing the following statements:

I realized that: Good instructional planning is vital for effective teaching.

I believe it is essential to: Reflect on lessons daily for continuous improvement.

From now on, I am determined to: Prioritize thorough preparation for engaging
and impactful classroom instruction.
 LESSON 2 Formulating the Instructional Objectives
Guided Practice

A. With the guide of your cooperating teacher, write six (6) instructional objectives

composed of behavior and content following the revised Bloom's Taxonomy.

Instructional Objective 1 (Remembering):

By the end of the lesson, the students will be able to recall and list the main

events in the story.

Instructional Objective 2 (Understanding):

After the lesson, the students will be able to explain the cause and effect

relationship between the characters' actions in the story

Instructional Objective 3 (Applying):

Given a scenario, the students will be able to apply the mathematical

concepts learned in the lesson to solve real-life problems.

Instructional Objective 4 (Analyzing):

By the end of the lesson, the students will be able to analyze and identify

the different literary devices used in a poem.

Instructional Objective 5 (Evaluating):

After the lesson, the students will be able to evaluate and justify their

opinions on a controversial topic, using evidence from the text

Instructional Objective 6 (Creating):

By the end of the lesson, the students will be able to create a multimedia

presentation to demonstrate their understanding of a historical event.

B. Download the DepEd Curriculum Guide. Select one (1) learning competency for

each component of the revised Bloom's Taxonomy. Encircle the behavior and

box the content in each learning competency.

Learning Competency 1 (Remembering):

The learners should be able to identify the parts of speech.

Learning Competency 2 (Understanding):

The learners should be able to classify objects.

Learning Competency 3 (Applying):

The learners should be able to demonstrate the correct order of washing

hands

Learning Competency 4 (Analyzing):

The learners should be able to analyze complex information,

identifying patterns and relationships in environmental ecosystems.

Learning Competency 5 (Evaluating):

The learners should be able to assess the value of information, critically

examining perspectives on climate change.

Learning Competency 6 (Creating):

The learners should be able to generate innovative ideas, demonstrating

originality and problem-solving skills in sustainable energy solutions.

Processing
Examine the data you have gathered. Answer the following questions:
What difficulty have you encountered in formulating the instructional objectives
using the revised Bloom's Taxonomy?
Creating instructional objectives with the updated Bloom's taxonomy has
been challenging, mainly due to deciding which action verbs are suitable for each
of the six learning stages. The difficulty arises from being unfamiliar with the verb
tables for each stage and the fact that some verbs are associated with multiple
taxonomy levels, making their use in different tasks unclear.
What are the components of the DepEd Curriculum Guide? Enumerate and
explain each.

Content – Content is the scope and sequence of topics and skills covered in
each strand or year level that is to be learned by the students in school. This is
the totality of what is to be taught in a specific area of learning within a
curriculum in a school system.

Content Standards – Content standards are broad statements that describe

specific content areas explaining what students should know, care about, and be
able to do in each level of learning.

Performance Standards – Performance standards are used to clarify content

standards by evaluating what specific, measurable evidence is acceptable in
determining whether content standards have been met.

Core Learning Area Standard – Core Learning Area Standard is a learning

outcome that students are expected to show upon the completion of the K-12
education on the different learning areas under the core curriculum offered in
school as to Languages, Literature, Communication, Mathematics, Philosophy,
Natural Sciences, and Social Sciences.

Learning Competency – Learning competency/competencies refer to the

knowledge, understanding, skills, and attitudes that students need or are
expected to demonstrate by the end of every lesson or learning activity.

Code – Since the learning competencies are generalized, DepEd put a code
(learning code) the decongest the said learning competency or make the
learning competency specific. It is in the code of how many days the teacher will
teach the learning competency.

Learning Materials – Learning materials are the educational resources that are
developed, created, or used by faculty that is used to facilitate the learning of the
students and in the evaluation of student learning outcomes.

Key Stage Standard – Key Stage Standard is the set of knowledge and skills
that students are expected to develop at a certain stage in their education. This
shows the quality or degree of proficiency that the learners will be able to
demonstrate in each key stage after learning a particular learning area in
relation to the core learning area standard.

Grade Level Standards – Grade Level Standards are the learning standards
and academic expectations for a particular grade or grade span in schools.
These intend to see that learning abilities of the students at their particular
stage of their intellectual, emotional, and social development are built and
reflected.

Which is easier to use in constructing the instructional objectives, Bloom's

Taxonomy or the DepEd Curriculum Guide? Why?
Constructing instructional objectives with Bloom's Taxonomy can be challenging
due to verb selection uncertainties. In contrast, the DepEd Curriculum Guide,
with its structured components like content standards, performance standards,
and learning competencies, may be considered more straightforward for
teachers, making it an easier choice for crafting instructional objectives.

Reflection
I realized that formulating instructional objectives using the revised Bloom's
Taxonomy can be challenging due to selecting appropriate action verbs for each
learning stage. The unfamiliarity with verb tables and the overlap of verbs across
taxonomy levels contribute to this difficulty.

I believe it is essential to understand the components of the DepEd Curriculum

Guide, including content, content standards, performance standards, core
learning area standards, learning competencies, codes, learning materials, key
stage standards, and grade level standards.

From now on, I am determined to explore and apply both Bloom's Taxonomy and
the DepEd Curriculum Guide effectively in constructing instructional objectives,
recognizing their distinct contributions to the instructional planning process.
LESSON 3 Writing Your Lesson Plan

Guided Practice

With the permission of your cooperating teacher, paste a sample daily or detailed
lesson plan. Answer the following questions below.

What are the parts of the sample detailed or daily lesson plan?
Objectives, Content, Resource materials, Procedure, and Evaluation are
the parts found on the sample daily lesson plan from my chosen cooperating
teacher

Which among the basic parts of a lesson plan does the sample lesson plan
include?
 The sample lesson plan comprises essential elements of a lesson plan such

as instructional objectives, content, learning resources (or resource

materials), and procedures.

What are the other parts of the sample lesson plan which is not included in the
basic parts of the lesson plan?
The only aspect of the sample lesson plan that is not covered in the

basic parts of the lesson plan is evaluation.

Processing
Examine the data you have gathered. Answer the following questions:

What is the importance of writing a lesson plan?

Writing a lesson plan is important as it provides a roadmap for effective
teaching, ensuring that educational goals are met.

In preparing the lesson plan, which part is the most difficult to prepare?
The most challenging part to prepare is often the instructional strategies,
considering the need for engaging and effective teaching methods.

Which do you think is the most important part of a lesson plan? Why?
The most important part is the learning objectives, as they guide the entire
lesson, clarifying what students should know and be able to do by the end of the
instruction.

Reflection
Write your reflection by completing the following statements:

I realized that effective instructional planning is crucial for successful teaching.

I believe it is essential to continually improve my instructional planning skills.

From now on, I am determined to refine my lesson planning techniques and

adapt to the diverse needs of my students.
LESSON 4 Selecting Appropriate Teaching Strategies

Guided Practice
Observe your cooperating teacher in one of his/her classes. List ten (10)
teaching strategies that he/she used and determine the level of participation of
the students.

Teaching Strategy Level of Participation

1. Quiz games Medium

2. Group activity High

3. Puzzle games High

4. Demonstration Medium

5. Brainstorming Medium

6. Group discussion Medium

7. Lecture High

8. Role playing Medium

9. Video High

10. Debate Medium

Explain the guiding principles in selecting and using appropriate teaching

strategies.

Learning is an active process.

Learning is active; it happens when you do things and experience your
surroundings.

The more senses that are involved in learning, the more and the better learning.
Engaging more senses, like hearing, touch, sight, taste, and smell,
helps in better learning. The brain organizes information better when
multiple senses are involved.

Emotion has the power to increase retention and learning.

Emotions significantly impact learning by influencing motivation,
attention, memory, reasoning, and problem-solving. Emotional connections
to material enhance learning experiences.
Learning is meaningful when it is connected to students' everyday life.
Learning is more meaningful when connected to real-life experiences.
Teachers make abstract topics easier by relating them to students' daily
lives, ensuring relevance and applicability.

Good teaching goes beyond recall of information.

Effective teaching involves more than recalling information. It promotes
higher-order thinking, encouraging creativity and critical analysis through
problem-solving.

An integral teaching approach is far more effective than teaching isolated bits of
information.
Teaching is more effective when it integrates various information and
considers different learning styles and intelligences of students. Matching
teaching methods to diverse learning preferences enhances the learning
experience.

Processing
Examine the data you have gathered. Answer the following questions:

Based on your observations, what is the common level of participation of the

students to the teaching strategies used by the teacher?
Observing the class, student participation appears consistently high,
with engagement fostered through diverse teaching strategies.

Which among the guiding principles of selecting and using teaching strategies is
the most important? Why?
Teachers must employ various teaching strategies to accommodate
diverse learning styles, maintaining student interest and optimizing
comprehension.

Why do teachers need to use various teaching strategies?

The most crucial guiding principle is that learning should be connected
to real-life experiences, ensuring relevance and student engagement.

Reflection
Write your reflection by completing the following statements:
I realized that student engagement is high when teaching is connected to real-life
experiences, and it's essential to maintain this approach.
I believe it is essential to continually adapt and evolve my teaching methods to
meet the diverse needs of students. This includes integrating real-life
connections into lessons and employing various strategies to enhance
engagement, understanding, and overall learning outcomes.

From now on, I am determined to diversify my teaching strategies for better

student understanding and engagement.
LESSON 5 Selecting Appropriate Instructional Materials

Guided Practice
List the top 10 most used instructional materials of your cooperating teacher in
his/her classes.
Teaching Strategy Level of Participation

1. Quiz games Medium

2. Group activity High

3. Puzzle games High

4. Demonstration Medium

5. Brainstorming Medium

6. Group discussion Medium

7. Lecture High

8. Role playing Medium

9. Video High

10. Debate Medium

Evaluate an instructional material (IM) used by your cooperating teacher using

the checklist below.
Evaluation of Instructional Material
Preview YES NO N/A
Did your cooperating teacher check in advance:
that he/she has not used too many IMs;
/
that he/she has not used too few IMs; and
(c) that his/her instructional materials worked?
Presentation
Can the IM be seen or heard?
It is used for too long or not long enough? /
Is the instruction clear (Does it aid learning)?
Design
Will it work (blackout, bulbs, leads)?
Is there a logical sequence?
/
Is the time for use about right?
Can it be misinterpreted?
 Is there enough or too much variety?
Is there enough or too much color?
Is it well made?
Use
Has your cooperating teacher invited the
cooperation of the students?
Does it attract attention?
Has your cooperating teacher decided how it will be
introduced? /
Does it supplement verbal information?
Does it hold attention?
Is it challenging for the students?
Does it consolidate learning?

Explain the guiding principles in selecting and using instructional materials.

All instructional materials are aids to instruction. They do not replace the teacher.
Aids, Not Replacements: Instructional materials assist teaching but
don't substitute the role of the teacher.

Processing

Examine the data you have gathered. Answer the following questions:

1. Based on your observations, what is the common level of participation of the

students to the teaching strategies used by the teacher?

According to the table of my observation, the common level of participation of

students is medium.

2. Which among the guiding principles of selecting and using teaching strategies is
the most important? Why?

The most essential guiding principle in selecting and implementing teaching

strategies, in my opinion, is that learning is meaningful when it is related to the
student's daily life. Abstract concepts become intelligible when we present
enough instances relevant to the student's experience. As a student, I find it
difficult to comprehend the concept of a lesson if I cannot relate to the examples
given or to the topic itself. This is why it is vital and difficult for the instructor to
link relatable examples to connect with the students.

3. Why do teachers need to use various teaching strategies?

Teaching techniques encompass any form of study approach used by teachers
to assist students in learning or better understanding course material. They
enable teachers to make learning more enjoyable and helpful, and they may also
motivate students to take a more active role in their education.

Reflection
Write your reflection by completing the following statements:

I realized that
the selection and use of instructional materials significantly impact the
effectiveness of teaching. Diverse and well-chosen materials contribute to
student engagement and understanding.

I believe it is essential to
prioritize the incorporation of instructional materials that appeal to various senses
and learning styles. This approach ensures a more inclusive and effective
learning environment.

From now on, I am determined to

integrate a broader range of instructional materials into my teaching practices,
considering their sensory appeal and alignment with instructional objectives. This
will enhance the overall learning experience for students.
 CHAPTER III

Instructional Resources
LESSON 1 Understanding Instructional Resources

Guided Practice
Preliminary Activity: Find answers to the following questions.

Does the school have library facilities? YES

Does the library contain textbooks and other reference materials? YES

Do teachers and students have access to the library resources? YES

Do teachers have a copy of the K to 12 curriculum guides? YES

Do teachers have a copy of the teacher's guide? YES

Do teachers have access to the Internet? YES

Do teachers have access to technology tools? YES

Does the school provide training of teachers in the use of varied instructional
resources? YES

1.What are the types of instructional resources used by teachers to motivate

learners about the lesson?
Storytelling
Interactive Activities

2.What are the types of instructional resources used by teachers in the delivery
of the content of the lessons?
Multimedia Presentation
Visual Aids

3.What types of instructional resources are used by teachers in the assessment

of students' academic performance?
Quizzes and Tests
Rubrics and Checklists

4.What are the types of resources used by teachers in practical applications?

Hands-On Materials
Simulations and Experiments
Processing
Review the data you have gathered carefully. Answer the following questions:

How essential is the use of varied instructional resources to teaching and

learning?
Using diverse instructional resources is crucial in teaching and learning.
These resources cater to different learning styles, making lessons engaging
and accessible. They enhance comprehension, connect lessons to the real
world, and create an inclusive learning environment. Varied instructional
resources support differentiated instruction, enabling teachers to address
diverse student needs effectively.

Aside from the K to 12 Curriculum Guide and Teachers' Guide, what is the most
essential instructional resource?
The K to 12 Curriculum and Teachers' Guide are foundational, but
dynamic, subject-connected materials are crucial instructional resources.
These may include multimedia presentations, hands-on tasks, interactive
technology tools, and real-world examples. These resources align with
curriculum guidelines, ensuring captivating and resonant lessons for
students.

In the absence of available instructional resources, what is the best thing that a
teacher should do to support teaching and learning activities?
Without resources, teachers rely on creativity and adaptability. Methods
like storytelling, debates, and student-led tasks prove effective. Peer
learning, collaborative projects, and using the surroundings for
demonstrations work well. Seeking peer assistance, exploring open
educational resources, and involving students help overcome constraints.
Flexibility and a student-focused approach are essential.

Reflection
Write your reflection by completing the following statements:
I realized that teachers can overcome resource constraints with creativity and
adaptability, fostering effective learning.

I believe it is essential to encourage diverse teaching methods and involve

students in the learning process.

From now on, I am determined to promote flexibility and student-centered

approaches in my teaching practices.
LESSON 2 Educational Researches and Literatures

Guided Practice
Preliminary Activity. Look for research journals and literature that can be used as
instructional resources for your chosen field of specialization or major. Write
down your answers on the columns provided on the next page:

Request permission to conduct a survey. Request teachers to help you identify

resources where you can access education research and literatures. Write down
your answers below: Not Applicable

Find answers to the following questions:

Do teachers use educational research journals and literatures to support the
teaching and learning activities?
Many teachers use educational research journals and literature to
improve their teaching practices. These sources offer evidence-based
insights, innovative strategies, and the latest educational theories,
assisting teachers to stay informed and adopt efficient instructional
methods.

What are the challenges faced by teachers in using educational research and
literatures?
Challenges might encompass limited access to resources, time
restrictions for comprehensive research, and the necessity for
professional development to interpret and apply research findings
effectively. Additionally, the enormous amount of available literature can
be overwhelming, requiring teachers to distinguish relevant and applicable
information.

Does the school promote the use of research-based materials and textbooks to
support instruction?
Schools that prioritize high-quality education often encourage the
use of research-based materials and textbooks. These resources
correspond with academic standards and best practices, contributing to a
more solid and evidence-based instructional approach.

Are the teachers' instructional plans informed by research?

In many instances, teachers strive to integrate research findings
into their instructional plans. This alignment helps guarantee that teaching
strategies, tasks, and assessments are informed by evidence-based
 practices, contributing to more efficient teaching and enhanced learning
results for students.

Processing
Review the data you have gathered. Answer the following questions:
How do educational research and literature help improve the content of the
lesson?
Educational research and literature provide evidence-based practices and
teaching theories, serving as a foundation for effective instructional strategies,
content delivery, and assessments. Teachers can enhance lesson quality and
relevance by integrating research findings, ensuring alignment with the latest
educational advancements and meeting diverse learner needs.

How do educational researches and literature differ from other types of

instructional resources?
Educational research and literature are academic, evidence-based sources
found in scholarly journals. In contrast, instructional resources, like textbooks and
multimedia presentations, offer valuable content but may lack the rigorous
investigation seen in research literature.

How do teachers benefit from using these types of instructional resources?

Educational research and literature provide teachers with evidence-based
strategies, validated theories, and best practices, enabling informed decisions on
instructional design and teaching methods. Utilizing these resources fosters
continuous professional growth, keeping teachers abreast of educational trends
and contributing to ongoing improvements in teaching methodologies.

Reflection
Write your reflection by completing the following statements:

I realized that incorporating educational research enhances teaching practices,

ensuring evidence-based strategies for improved learning outcomes.

I believe it's essential to stay informed and apply research findings in my

instructional plans.

From now on, I am determined to prioritize evidence-based practices for effective

teaching.
LESSON 3 Digital Media Resources

Guided Practice
Preliminary Activity. Conduct a survey of digital media used by teachers in
teaching and learning activities. Write your answers below.

In the survey carried out on teachers' use of digital media, a common

trend appeared in the use of videos for teaching and learning activities.
Teachers reported using various tools like Zoom, Microsoft Teams, and Google
Meet for live virtual classes. Additionally, many educators expressed a
preference for creating pre-recorded instructional videos to accommodate
students' varied learning styles and schedules.

Perform the following activities.

Creating the video clip about early civilization using ICT tools was a
fascinating and educational journey. I started with extensive research,
ensuring the information was accurate and comprehensive. Then, I moved on
to the creation process, using text, images, and voice over to tell a cohesive
story. Despite some technical challenges with the ICT tools and video editing,
I learned a lot from these experiences. Seeing the finished product was
incredibly rewarding, making all the hard work worthwhile.

Create a short video clip about a specific lesson using ICT tools.
Write your experience in creating the video in the space provided below:
Prepare presentation slides regarding a specific topic using PowerPoint or other
presentation software. Describe the process of creating presentation slides.
Creating presentation slides began with organizing my thoughts and
information into a clear and logical structure. Then, I designed each slide,
ensuring a balance between text, visuals, and white space for easy
comprehension. Finally, I reviewed and refined the slides, focusing on flow,
consistency, and engagement to effectively convey the message.

Visit the DepEd Learning Portal through https://rmds.deped.gov.ph/k_to_12.

Check and observe how the learning portal is designed. Describe your
experience in accessing information from the portal. Write down your observation
below.
Upon accessing the DepEd Learning Portal at
https://rmds.deped.gov.ph/k_to_12, those participating in the survey found
the portal to be well-organized and easy to use. The intuitive navigation
through the various sections and the effective organization of resources
were noted. Teachers appreciated the wide range of materials available,
including lesson plans, worksheets, and multimedia resources that are in
line with the K to 12 curriculums. Observations also highlighted the smooth
integration of multimedia elements and interactive features, which boosted
engagement. The portal's flexible design, accessible across various devices,
received commendation. However, some teachers suggested improvements
in the search functionality and the need for regular content updates to
ensure its relevance and timeliness.

Using Google or other search engines, look for Open Educational Resources
online and try to download an e-book. List down the websites where you
downloaded the materials below.
Project Gutenberg (www.gutenberg.org): This site offers over 60,000
free e-books. You can choose among free epub books, free kindle books,
download them, or read them online.

Processing
Review the data you have gathered carefully. Answer the following questions:
How does digital media impact student learning?
Digital media enhances student involvement by delivering interactive
and dynamic content tailored to diverse learning styles. It facilitates
personalized learning, encourages collaboration, and fosters creativity.
Additionally, it provides immediate access to a wealth of information,
supporting research and a more profound understanding of concepts.

What are the advantages and disadvantages of using digital media in teaching
and learning? Write down your answers below:
Advantages Disadvantages
Advantages of using digital media in The disadvantages of using digital
teaching and learning include its ability media in teaching and learning can
to cater to diverse learning styles and include issues related to digital divide
enhance student engagement. Digital and information overload. Not all