Field Study 2

Learning Guide
( Participation and Teaching
Assistantship)
 Overview

FS2, or Field Study 2, plays a crucial role in teacher

education by providing pre-service teachers with opportunities to
observe and analyze the teaching and learning environment. It
helps them understand how various classroom elements—such as
the physical setup, instructional materials, and classroom
management—affect student learning. FS2 emphasizes classroom
observation and reflection, allowing future teachers to connect
educational theories with actual teaching practices, thereby
preparing them for effective and responsive instruction.

Field Study 2 (FS2) builds directly on the foundation laid by Field

Study 1 (FS1) and serves as a bridge to the future teaching
internship.

Connection to FS1: In FS1, pre-service teachers focus on

observing the school environment, learners’ characteristics,
and community context. FS2 deepens this experience by
shifting the focus to the classroom itself, including
instructional delivery, learning materials, and teacher
strategies. It allows students to see how the concepts they
learned in FS1 are applied in real classroom settings.

Preparation for Teaching Internship: FS2 prepares pre-

service teachers for their teaching internship (Practice
Teaching) by developing their critical observation skills,
encouraging reflective practice, and exposing them to
actual classroom dynamics. This experience equips them
with the practical insights and readiness needed for more
active teaching responsibilities during their internship.

Practical exposure and real-world application in teacher

education are vital for transforming theoretical knowledge into
effective teaching practice. Here’s why they are important:
 Bridges Theory and Practice: Through real classroom
observations and participation, pre-service teachers learn how
educational theories and strategies are applied in actual
teaching scenarios.

Develops Teaching Competence: Hands-on experiences

help future teachers build essential skills in lesson planning,
classroom management, and instructional delivery.

Enhances Reflective Thinking: Exposure to real-world

situations encourages reflective practice, allowing teacher
candidates to evaluate their observations, recognize effective
teaching behaviors, and identify areas for improvement.

Builds Confidence: By experiencing real classroom settings

before full teaching responsibilities, pre-service teachers gain
the confidence needed to manage diverse learning
environments.

Prepares for Professional Challenges: Practical exposure

prepares future educators to handle the complexities of the
teaching profession, including student diversity, behavioral
issues, and instructional adaptability. The real-world
application ensures that teacher education is not just
academic, but transformative—shaping capable, responsive,
and professional educators.

AHB
& KJHB
 Introduction

This outline provides a structured framework for a learning

module designed for "Field Study 2." It aims to guide pre-service
teachers in observing, participating in, and reflecting upon various
aspects of the teaching-learning process within an actual school
environment.

Its course description on CMO 74, s. 2017 is as follows This

course is a continuation of Field Study 1. It is school based and
allows a pre-service student to participate and assist in a limited
actual teaching learning activities that relate to assessment of
learning, preparation of instructional materials, preparation of
bulletin board, and other routines in the classroom. A portfolio which
will contain sample lesson or learning plans and demonstration
teaching at least one subject content area will be required. An
action research shall be encourage to start in this course and
conclude during internship.
This learning module is organized into 9 chapters, each
containing key competencies in Field Study 2 aimed at equipping
pre-service teachers for their future professional journey. This
learning module follows the ANGIE approach to guide them in each
activity.
 Learning Outcomes: Enumerate the expected objectives which
the pre-service teacher need to attain at the end of each activity.
Active Learning: A specific part of the activity requires them to
observe and actively participate in tasks related to the concept.
Nurturing Curiosity: Respond to various questions related to
the observed and participated activity to reflect on its effectiveness
and identify potential challenges.
Growth Mindset: Identify the potential challenges and
effectiveness of the activity you observed and participated in, then
use these insights as a basis for reflection and the development of
ideas and concepts aimed at improving and enhancing the activity.
Importance of Learning: Respond to the given activity or
scenario by applying the concepts you have learned.

Engaging Assessment: Demonstrate your skills by engaging in

activities that apply your practical knowledge and understanding.

EEd. 118: Field Study 2

( Participation and Teaching Assistantship)
 Table of Contents

Overview ………………………………………………….…………………….
I

Introduction ……………………………………………………………………
ii

Unit 1. Getting Started and School Orientation

Unit 2. Observing Teaching- Learning Strategies

Unit 3. Classroom Management and Learning Environment

Unit 4. Assessment and Evaluation in the Classroom

Unit 5. Technology Integration in Teaching and Learning

Unit 6. Learners Diversity and Inclusive Practices

Unit 7. .Professional Ethics and Teacher Dispositions

Unit 8. Networking and Linkages

Unit 9. Classroom- Based Action Research

Unit 1: Getting Started and School Orientation

Learning Outcomes:

At the end of the orientation, the pre-service teacher should

be able to:
a. familiarize the school environment, its policies, protocols, and the
expectations for
professional [Link] build rapport with the cooperating
b. build rapport with the resource teachers and school personnel who
will be
supporting the learning journey.
c. reflect on the ideas and concepts during the orientation.

Active Learning:

The pre-service teachers are required to attend and actively

participate in the school orientation organized by their assigned
[Link] orientation is a mandatory component of the Field Study
program and serves as an introduction to the school's policies,
procedures, teaching environment, and expectations. Follow the
guidelines:

Punctuality – Arrive at the school at least 15 minutes

before the scheduled orientation time.

Professional Attire – Wear proper attire in accordance with

the school's dress code for teachers.
 Active Participation – Listen attentively, take notes, and
engage in discussions or activities during the orientation.

Respect and Conduct – Show respect to school

administrators, teachers, and staff at all times.

Nurturing Curiosity:

The following questions will serve as a guide to help pre-

service teachers gain a clear understanding of their experiences
during classroom observation and active participation.

1. What are the school’s policies on classroom management,

discipline, and student behavior?
2. What are the standard routines and protocols for classroom
activities, attendance, flag ceremonies, and emergencies?
3. Who are the key personnel to coordinate with during the Field
Study (e.g., cooperating teacher, principal, field study coordinator)?
4. How does the school cater to diverse learners, including those
with special needs or learning difficulties?
5. What are the procedures for asking permission or reporting
concerns related to their field study experience?
6. Are there specific tasks or activities expected from pre-service
teachers during classroom observation or assistance?

Growth Mindset:

What insights did you gain from the orientation? Share specific
learning experiences you acquired during the activity that will guide
and support your purpose throughout your field study journey.

Importance of Learning:

List the key takeaways you gained from the orientation.

Present them in a matrix format and explain how each point will
support and guide you throughout your field study experience.

Experiential Evaluation:

Create an observation and Reflection Report

Unit 2: Observing Teaching-Learning Strategies

Learning Outcomes:

At the end of classroom observation, the pre-service teacher

should be able to:

[Link] and analyze different teaching methodologies (e.g.,

lecture, discussion, group work, inquiry-based, project-based).

[Link] student engagement strategies

3. evaluate the alignment of teaching strategies with learning

objectives.

Active Learning:

Instructions for Pre-Service Teachers:

1. Prepare an Observation Tool:

@ Use a structured observation checklist or template.
@Include sections such as:
* Type of teaching strategy/methodology used
* Student engagement level
*Teacher-student interaction
*Use of instructional materials
*Classroom management approach
2. Focus Areas During Observation:
 Identify teaching strategies (e.g., lecture, discussion,
cooperative learning, inquiry-based learning).
Note methodologies (e.g., constructivist, learner-
centered, direct instruction).
Observe how the teacher differentiates instruction or
uses inclusive strategies.
Look for evidence of assessment methods (formative or
summative).
[Link] Detailed Notes:
Record specific actions or statements made by the
teacher.
Note how students respond to different strategies.
[Link] and Analyze:
After the observation, write a short reflection.
Highlight effective strategies and suggest possible
improvements.
Connect observations to relevant educational theories or
frameworks.
[Link] Requirements:
Submit your completed observation form and reflection
paper.
Be respectful and maintain confidentiality—avoid using
real names of students or the teacher.

Nurturing Curiosity:

Use the following points as your reference when observing the

teaching and learning process.

Motivating Questions for Classroom Observation

Focus: Teaching Strategies and Methodologies

1. What teaching strategy is being used in the lesson (e.g.,

lecture, group work, inquiry-based)? How was it introduced
and implemented?
2. How does the teacher capture and sustain the students’
attention throughout the lesson?
3. In what ways does the teacher encourage active student
participation and engagement?
4. Does the teacher use differentiated strategies to address
varied learning styles or needs? Provide examples.
5. How does the teacher use questions to promote critical
thinking or deeper understanding?
6. What instructional materials or resources are used? How do
they enhance the learning process?
 7. How does the teacher manage the class while using specific
strategies (e.g., transitions, groupings, time management)?
8. What evidence shows that students are learning or
achieving the lesson objectives?
9. How does the teacher check for understanding or assess
learning during and after the lesson?
10. What teaching practices did you find most effective, and
why? How might you apply these in your future teaching?

Growth mindset:

Give your insights about your observation, kindly answer

the following questions.

1. What general patterns or practices did you observe in the

teaching strategies that contributed to effective learning?

2. Based on your observation, what can you infer about the

relationship between the teacher’s methodology and student
engagement or participation?

3. What teaching approaches appeared to be most effective in

addressing diverse learners’ needs? Why do you think they worked
well?
4. What general principles about effective teaching and learning can
you draw from the lesson you observed?

5. What implications do your observations have for your own future

practice as a teacher?

Importance of Learning:

To apply insights gained from classroom observation by

designing a mini-lesson plan using observed effective teaching
strategies and methodologies. Please follow the steps:

[Link] and Reflect:

Choose one specific teaching strategy or method you
observed during your classroom observation.
[Link] Your Learning:
Think of a topic or subject you would like to teach (e.g., a
Grade 3 Math lesson on addition)
Design a brief lesson outline (5–10 minutes) using the
observed teaching strategy.
[Link] Outline Should Include:
Grade level and subject
Topic
Learning objective
Teaching strategy/method to be used
Learning activity or task for students
Assessment or checking for understanding

Experiential Evaluation:

Reflection: What teaching strategy did you observe? Why do you

think it was effective?
Unit 3.

Learning Outcomes:

Unit 3. Classroom Management and Learning Environment

Active Learning:
Classroom Observation Protocol for Pre-Service
Teachers: Focus on Classroom Management & Learning
Environment

Welcome, Pre-Service Teacher!

Your observation is a crucial step in your journey to becoming

an effective educator. This protocol will guide you in systematically
observing and understanding the dynamics of classroom
management and the creation of a conducive learning environment.
Your insights will be valuable for your own development.

Part 1: Pre-Observation Briefing (10-15 minutes)

Objective: To prepare you for the observation by setting

expectations and clarifying what to look for

Before the Observation:

Review key concepts of classroom management (e.g.,
routines, rules, behavior strategies)
 Prepare an observation checklist or notebook for
recording insights
During the Observation:
Focus on how the teacher manages student behavior,
time, and transitions.
Observe how the classroom is physically arranged and
how it supports learning.
Take note of how the teacher fosters a respectful,
inclusive, and motivating environment.
Record specific examples of how disruptions are
handled or how positive behavior is reinforced.
After the Observation:
Reflect on the effectiveness of the classroom
management strategies used.
Identify aspects of the environment that support or
hinder learning.
Write a short summary or analysis of what you learned
and how you can apply it in your future teaching.

Nurturing Curiosity:

Use the following points as your reference when observing the

teaching and learning process.

1. How does the teacher introduce the lesson and connect it to

students’ prior knowledge or experiences?
2. What methods or strategies does the teacher use to explain the
lesson content?
3. How does the teacher encourage student participation during the
lesson?
4. What types of questions does the teacher ask? Do they promote
critical thinking, recall, or application?
5. How do students respond to the teacher’s instruction? Are they
actively engaged, confused, or passive?

Growth Mindset:

Please share your thoughts by responding to the question

based on your observations.

1. What aspects of the teaching and learning encounter were

most effective, and why?
[Link] can the strategies, methods, or classroom management
practices you observed inform your own future teaching practice?

Importance of Learning:

To demonstrate your understanding and insights from your

classroom observation, complete a matrix that identifies various
teaching strategies and methods used. Explain how each approach
supports effective classroom management and promotes
meaningful learning.

Experiential Evaluation:
 Reflection: "How do teachers maintain order and foster a
respectful learning environment?"

Unit 4. Assessment and Evaluation in the Classroom

Learning Outcomes:

At the end of the classroom observation, the pre-service

teacher should be able to:

1. examine various assessment methods (formative and

summative).

2. observe how teachers use assessment data to inform instruction.

[Link] different types of assessment tools.

Active Learning:

Mechanics and Instructions

Focus: Assessment and Evaluation in the Classroom

Objective:
To observe and understand how the teacher uses assessment
and evaluation strategies to monitor student learning and guide
instruction.

Before the Observation:

 Review basic concepts of assessment (formative, summative,
diagnostic, performance-based).
Prepare a notebook or observation tool to record assessment-
related practices.

During the Observation:

Observe how the teacher checks for understanding during the

lesson.
Take note of assessment tools used (e.g., oral questioning,
written tasks, rubrics, quizzes, group work evaluation).
Identify whether the assessment is formal or informal,
formative or summative.
Pay attention to how feedback is given to students.

After the Observation:

Reflect on the effectiveness of the assessment methods

observed.
Consider how these methods helped monitor and support
student learning.
Write a short analysis discussing how the teacher used
assessment to evaluate performance and adjust instruction.

Nurturing Curiosity:

Keep this main question in mind to guide your

observation process.

1. What types of assessment tools or strategies did the

teacher use during the lesson (e.g., quizzes, oral questions,
performance tasks)?
2. When and how were assessments conducted—before,
during, or after the lesson?
3. How did the teacher check for student understanding
during instruction?
4. Was the assessment formal (e.g., test, written task) or
informal (e.g., observation, questioning)? How was it
implemented?
5. What kind of feedback did the teacher give to students?
Was it immediate, constructive, and specific?

Growth Mindset:

Based on your observation, what conclusions can you draw about

the role of assessment and evaluation in supporting student
learning and guiding effective teaching?
Importance of Learning:

Make a checklist of assessment materials. Explain it

reliability, validity and usability.

Experiential Evaluation:

Reflection: "How does assessment contribute to student

learning and teacher effectiveness?"
Unit 5. Technology Integration in Teaching and Learning

Learning Outcomes:

At the end of classroom observation, the pre-service teacher should

be able to:

[Link] the use of technology as a tool for teaching and learning.

[Link] various educational technology resources.

[Link] the effectiveness of technology integration in the

classroom
Active Learning:

Mechanics and Instructions for Observation Activity:

Technology Integration in Teaching

Title: Classroom Observation on Technology Integration in the

Teaching-Learning Process

Objective:
To observe and analyze how technology is effectively used by
the teacher to support instruction, enhance student engagement,
and facilitate learning.

Mechanics:
1. Each pre-service teacher will be assigned a class or subject
area to observe.
2. Focus your observation on how technology is integrated
into the lesson—from planning, instruction, activities, to
assessment.
3. Take note of specific tools used (e.g., multimedia
presentations, educational apps, online platforms, interactive
boards).
4. Observe the teacher’s strategy in using technology to
address diverse learning needs
5. Reflect on how technology influenced student participation,
understanding, and classroom management.
Instructions:
1. Prepare your observation log or template before the
scheduled observation.
2. Use the guide questions provided to help you focus your
attention during the observation.
3. Be respectful and non-disruptive while inside the classroom.
4. After the observation, write a reflection highlighting the
effectiveness, challenges, and impact of technology
integration.
5. Submit your completed observation and reflection report on
the scheduled date.

Growth mindset:

Based on your observation, how would you summarize the

role of technology in promoting meaningful learning?
Importance of Learning:

Provide Inventory of available technology resources in the

classroom/school. Explain the uses of it during the teaching-learning
interaction. Create a matrix on that aspect.

Experiential Evaluation:

Reflection: "How does technology enhance or hinder the

learning process?"
Unit 6. Learners Diversity and Inclusive Practices

Learning Outcomes:

At the end of classroom observation, the pre-service teacher should

be able to:

1. Identify the diverse learners needs and inclusive teaching

practices in a real classroom setting.

[Link] diverse learners needs and inclusive teaching practices in

a real classroom setting.

3. Reflect the diverse learner needs and inclusive teaching practices

in a real classroom setting.

Active Learning:

Observation Activity: Understanding Learners Diversity and

Inclusive Practices

Materials Needed:

A. Observation Checklist
B. Notebook or digital device for note-taking
C. Access to a classroom where diverse learners are present

Instructions:

1. Preparation Briefly review the concepts of learner diversity ( e.g.,

differences in abilities, cultural backgrounds, learning styles,
language proficiency) and inclusive practices ( e.g., differentiated
instruction, use of assistive technologies, positive behavior support).
2. Prepare to observe how the teacher addresses these differences
during the lesson.

Observation:

Attend a live or recorded classroom session.

Use the observation checklist to note evidence of how the teacher:
Recognizes and values learner diversity
Implements inclusive strategies and adaptations
Encourages participation participation from all learners.
Creates supportive and respectful classroom environment
Pay particular attention to specific moments when the teacher
supports individual needs or adapts instruction.

Nurturing Curiosity
 Please be guided with the following reflective questions during
the observation.
A. What types of learner diversity were most evident in the
classroom?
B. How did the teacher accommodate diverse learning needs?
C. What inclusive parctices were most effective?
D. What challenges did the teacher face in addressing learner
diversity?
E. How could you apply what you observed in your own future
classroom?

Growth Mindset:

Kindly answer the guided questions based on your learning

observation.

[Link] types of learner diversity were most evident in the

classroom?

[Link] did the teacher accommodate diverse learning needs?

3.

What inclusive parctices were most effective?

4.

What challenges did the teacher face in addressing learner

diversity?

[Link] could you apply what you observed in your own future
classroom?
 Importance of Learning:

Kindly fill in the checklist.

Aspect to Observe Yes/ Notes/ Example/
No Description
Teacher acknowledges student
differences (cultural, linguistic, ability)
Instruction is differentiated or adapted
Materials or activities are accessible to
all learners
Use of visual, auditory, and kinesthetic
teaching methods
Positive and inclusive communication
style
Encouragement of peer support and
collaboration
Use of assistive technology or
accommodations
Classroom environment reflects respect
and inclusion
Engaging Assessment:
Write a 500 words reflective journal based on your
observation and reflection. Kindly focus on the following points as
basis in your write-ups:
* Describe the learner diversity observed in the classroom.
* Explain the inclusive strategies implemented by the teacher to
meet diverse learner needs.
* Identify one example of an effective inclusive practice and
discuss why it worked well.
* Reflect on any challenges or limitations you noticed and propose
possible solutions.
* Share how this experience has influenced your perspective and
approach as a future educator.
Unit 7. Professional Ethics and Teacher Dispositions

Learning Outcomes:

At the end of classroom observation, the pre-service teacher should

be able to:

1. Identify on the demonstration of the professional ethics and

teacher dispositions in real classroom settings,
2. Analyze on the demonstration of the professional ethics and
teacher dispositions in real classroom settings,
3. reflect on the demonstration of professional ethics and teacher
dispositions in real classroom settings.

Active Learning:

"Ethicsin Action: Observing Teacher Dispositions in the Classroom"

· Observation Checklist (provided below)
· Pen/notebook or digital device for note-taking
· Code of Ethics for Professional Teachers (national)

1. Pre-Observation Briefing (15 minutes)

* Review the key concepts:
Professional Ethics (e.g., confidentiality, fairness, integrity,
respect for learners)
Teacher Dispositions (e.g., caring, responsibility, reflective
practice, commitment to diversity and learning)
* Provide a short summary or handout of ethical standards and
expected dispositions.
*Discuss examples of ethical/unethical behavior and
positive/negative dispositions.
2. Observation (45–90 minutes)
*Pre-service teachers observe a cooperating/mentor teacher in a
real classroom.
*They use an Observation Checklist (see below) to document
instances where the teacher demonstrates ethical behavior and
positive dispositions.
* They should also note areas where ethical concerns may arise
or where improvement could be made.

Nurturing Curiosity

Please be guided with the following reflective questions during the

observation.

1. What ethical standards were upheld?

2. What teacher dispositions were clearly demonstrated?
3. How did the teacher respond to ethical dilemmas (if any)?
 4. What would you do similarly or differently as a future educator?

Growth Mindset:

Kindly answer the guided questions based on your learning

observation.

1. What ethical standards were upheld?

2. W
ha
t
teacher dispositions were clearly demonstrated?

3.
H
o
w

did the teacher respond to ethical dilemmas (if any)?

4.
W
h
at
would you do similarly or differently as a future educator?

Importance of Learning:

Fill in the observation checklist.

 Observed Behavior Yes/No Notes/Examples/
Descriptions
Shows fairness and impartiality in
student interactions
Respects students’
privacy/confidentiality
Demonstrates responsibility and
preparedness
Responds professionally to student
misbehavior
Communicates respectfully with
students and colleagues
Demonstrates cultural sensitivity
and inclusivity
Reflects on their own teaching
during or after the lesson
Handles ethical dilemmas (e.g.,
favoritism, confidentiality)
appropriately
Engaging Assessment:

Creative Output: "My Ethical Teaching Commitment Card"

Purpose: To synthesize learning into a personal, tangible product.

Task:
Create a visual "commitment card" (digital or on index card/poster)
with:
3–5 ethical principles or teacher dispositions you commit to
uphold
One quote or belief statement that inspires your ethical
practice
A personal teaching goal related to professionalism
Scoring Criteria:
Originality and creativity
Relevance to ethical standards/dispositions
Personal voice and meaning

Unit 8. Networking and Linkages

Learning Outcomes:

At the end of actual observation and participation, the pre-service

teachers should be able to:

1. observe, linkage activities within an educational setting,

highlighting the value of collaboration for professional growth and
student success.
2. analyze linkage activities within an educational setting,
highlighting the value of collaboration for professional growth and
student success.
3. Participate linkage activities within an educational setting,
highlighting the value of collaboration for professional growth and
student success.

Active Learning:

Visit a school or educational institution (or observe virtually if in-

person is not possible) and focus on noticing existing networks and
linkages related to teaching and learning.

Nurturing Curiosity

Focus your attention on the following points while observing the

activity.

1. How do teachers interact with each other during breaks,

meetings, or professional development sessions?
2. Are there any collaborative groups or teacher teams? What is
their purpose?
3. How does the school connect with external stakeholders (e.g.,
parents, community organizations. Local businesses, other schools)?
4. Observe any formal or informal mentorship relationships between
experienced and novice teachers.
5. Notice any use of technology ( social media groups, messaging
apps, collaborative platforms) that supports networking.

Growth mindset:

Answer the following reflective questions:

1. What types of networking and linkages did you observe within

school or educational setting? Were these formal or informal?

2. How do teachers and staff communicate and collaborate with

each other? Provide specific examples you noticed.
3. What role do external stakeholders ( such as parents, community
groups, other schools) play in the networking and linkage efforts you
observed?

4. How did the use of technology facilitate or hinder networking and

linkages among teachers and other participants?

5. What benefits do you think these networking practices bring to

teachers’ professional growth and students’ learning experiences?

6. Were there any challenges or gaps in networking and linkages

that you noticed? How could these be addressed?

7. Reflecting on your observations, how would you personally

approach building your professional network once you begin
teaching?
Importance of Learning:

Based on your observation, engage in one or more of the following

activities during your practicum or placement:
* Join or initiate a professional learning community, study group,
or team meeting
* Attend or help organize a school event that involves parents,
community groups, or external partners.
* Reach out to a teacher mentor or a fellow pre-service teacher to
establish a support/help network.
* Use digital platform ( e.g., Google Classroom, Facebook group,
WhatsApp, etc.) to share resources and ideas with peers or
educators.
Create a brief narrative ( 1 page) describing your participation
experience include:
* What activity you engage in
* How networking /linkage helped you or others
* Challenges faced ( if any)
* Lesson learned for you future teaching career

Engaging Assessment:
Use the rubric below as your basis in the active participation
of the activity.
 Unit [Link]- Based Action Research
Criteria Excellent (4) Good (3) Satisfactor Needs Poi
y (2) Improvem nts
ent (1)
Engagement Actively Participated Participated Little to no
in Activity participated actively in at passively or participatio
and took least one minimally in n or lack of
initiative in networking/li a effort in
multiple nkage networking/l engagemen
networking/link activity with inkage t with the
age activities; some activity. activity.
highly involved initiative.
in planning or
leading.
Collaboration Demonstrated Good Some Minimal or
and excellent collaboration collaboratio no
Interaction collaboration and n observed collaboratio
with teachers, interaction; but limited n with
peers, or established meaningful others;
community basic interactions isolated
members; built connections or participatio
meaningful and shared connections. n.
connections. ideas.
Use of Effectively Used Limited or Did not use
Networking used digital or networking inconsistent any
Tools face-to-face tools use of networking
networking adequately networking tools or
platforms to with tools/platfor platforms
share ideas, occasional ms. effectively.
resources, or sharing or
coordinate. communicati
on.
Reflection Provided a Provided a Reflection Reflection
and Insight thorough, clear was basic, was
insightful reflection with limited missing,
reflection on with some insights or incomplete,
the insights and vague in or lacked
participation lessons describing meaningful
experience, learned from the content
including the experience. related to
challenges, experience. the
benefits, and participatio
lessons n
learned. experience.
Application to Demonstrated Showed Minimal or No plans or
Future a clear, some ideas unclear understandi
Practice thoughtful plan on future plans for ng of how
on how to application applying to apply
apply but lacked networking networking/
networking/link detail or skills in linkage
age skills in depth. future skills going
future teaching practice. forward.
career.
Communicatio Submitted a Submitted a The Report was
n and well-organized, clear and narrative/re incomplete,
Reporting clear, and organized port was poorly
professionally narrative somewhat organized,
written with minor unclear or or difficult
narrative or errors. disorganized to
report. with several understand.
errors.
Learning Outcomes:

By the end of this activity, participants will:

1. Demonstrate understanding on the steps in conducting

classroom-based action research.
2. Identify a relevant classroom issue.
3. Draft an outline of an action research proposal.

Active Learning:

Activity Title: Design Your First Action Research Plan

Divide the class into small groups with 2 [Link] group will:
· Identify a common classroom problem (based on the warm-up
discussion).
· Formulate a research question (e.g., “How does using exit tickets
affect student understanding in math?”)
· Propose an intervention strategy
· Decide how to collect and analyze data (e.g., observation, student
work, surveys)
· Outline possible next steps if the strategy works or doesn't work.

Nurturing Curiosity:
Study the the questions for your guide in the formulation of
the outline.

1. What specific classroom problem or concern have you observed?

2. How does this issue affect student learning or classroom
performance?
3. What do existing studies or literature say about this type of
classroom issue?
4. What is the main question you want to answer through this
research?
5. Are there any sub-questions that will guide your investigation?
6. What type of research method will you use (qualitative,
quantitative, or mixed)?
7. Who will be the participants (e.g., grade level, number of
students)?
8. What tools will you use to collect data? (e.g., observation,
interviews, tests, surveys, student outputs)
9. How will you organize and analyze the data?

Growth Mindset:
In the journey of making action based research, kindly reflect and
answer the given questions:

1. What did you learn about the role of teachers as researchers?

2. How can action research help you improve your future practice?

3. What part of the process did you find most challenging?

Importance of Learning:

Use this template in the creation of outline:

Component Group
Response
Identified Problem

Research Question

Intervention Strategy

Data Collection Method

Expected Outcome

Engaging Assessment:

Follow the Classroom-Based Action Research Template Outline

Title:
(Clear and concise statement of the focus of the research)
Example: “Improving Reading Comprehension of Grade 3 Pupils
Through Peer-Assisted Learning Strategies”

I. Introduction
1. Background of the Study
*What classroom issue or concern did you observe?
* Why is it important to address?
*How does this issue affect student learning?
2. Statement of the Problem
*What specific problem are you trying to solve?
*Include your main research question and any sub-questions.
II. Objectives of the Study
(What do you aim to achieve through this action research?)
Example: “To increase student participation during math lessons by
using interactive games.”
III. Scope and Delimitation
What is the coverage of your study? (grade level, subject, number
of students, period)
What are the limits of the study?
IV. Action Plan / Intervention Strategy
What specific strategy or intervention will you implement?
How will it be applied in the classroom?
Timeline of activities (can be weekly or daily plan)
[Link] Design and Methodology
Participants
Who are involved in your study? (e.g., number of students,
age/grade level)
Data Collection Tools
What instruments will you use to gather data? (e.g., observation
checklist, test scores, survey, journal)
Data Collection Procedure
When and how will data be collected?
VI. Data Analysis
How will you analyze the data collected?
Example: “Pre-test and post-test results will be compared using
percentage scores to determine improvement.”
[Link]
List of books, articles, or studies used in reviewing literature or
designing the intervention.

References:

[Link], M.R. D. (2021).Field study 2 : Participation and teaching assistantship, Lor

[Link], R. (2021). Teacher education: Classroom and practice, Academic Pages
[Link]-Manaig, K. (2021). Introduction to classroom management techniques,Societ
[Link], J.(2022). Foundations of education and instructional assessment, Libretext
[Link], V. (2022). Learning styles and academic achievement, Random Pub
6. CHED Memo 74 series of 2017, Policy, Guidelines and Standard of BEEd Program
7. Joint CHED- DEPED Memorandum Order No. 1 series. 2021 ( Policies and Guidelin
Of Pre-service Teachers for Field-Study and Practice Teaching.
8. Pawilen, GT., Rivera, JA., Reyes, E.M., and Sison, T.M. (2022) Field Study II A Guid
Student Teachers