Field Study 2 Reviewer PDF

FIELD STUDY 2 -- REVIEWER LEARNING EP 1 The detailed presentation of the indicators of quality teachers in 37 strands along 7 domains for each career stage is given in DO 42, S. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS. The Code of Ethics fo...

FIELD STUDY 2 -- REVIEWER LEARNING EP 1 The detailed presentation of the indicators of quality teachers in 37 strands along 7 domains for each career stage is given in DO 42, S. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS. The Code of Ethics for Professional Teachers in the Philippines states how the teacher ought to act in and relate to the state, community, teaching profession, higher authorities, school officials and other personnel, learners, parents and business. It also states how a professional teacher ought to act and behave as a person. **SOUTHEAST ASIA TEACHERS COMPETENCY FRAMEWORK** **LEARNING EP 2** **ACTION RESEARCH** is the process that allows teachers to study their own classrooms, schools, and educational setting in order to understand them better and to improve their quality and effectiveness. The processes of observation, reflection, and inquiry lead to action that makes a difference in teaching and learning. It bridges doing (practice) and learning (study) and reflection (inquiry). **LEARNING EP 3** **Integrating Action Research Organization into the Stages of Action Research**  **Process of Action Research** **Understanding and Using Action Research Concepts and Processes** The definition of action research evolved over time. There is no singular definition of action research. Anchored on the idea of inquiry by John Dewey several other authors have advanced the concept of action research. Action research is a type of inquiry that is: - practical as it involves making changes to practice. - theoretical as it is informed by theory and can generate new insights. - concerned with change and improvement. Action research has been embraced in education for its value in transforming school practices by the practitioners themselves. It is used to address practical problems in the classroom. It is a process that allows teachers to study their own classroom and school setting to improve their effectiveness. Teacher Action Research (TAR) is a method for educational practitioners (teachers, school leaders) to engage in the assessment and improvement of their own practice. It is a tool to help classroom teachers consider their teaching methods or to adopt a strategy in order to solve everyday problems in the school setting. +-----------------------------------------------------------------------+ | Here are some questions and answers that you need to know. | +=======================================================================+ | 1\. What are the Core Characteristics of AR (Titchen, 2015)? | | | | - Systematic - Like any form of research, it follows a system. | | | | - Rigorous - It has rigor, meaning a strict adherence to the rules | | of empirical studies. | | | | - Reflective - It follows a continuous reflection and action. | | | | - Situational - It is more specific to the location (school) | | circumstances (teaching and learning, etc.). | | | | - Participative - AR can be participative where teachers and | | learners are co-researchers. | | | | - Future-oriented - It seeks solution to the current problem for | | future improvement. | +-----------------------------------------------------------------------+ | 2\. Why is Action Research useful to me as a Teacher Researcher? | | | | - AR can help me to learn how to improve my practice as a teacher | | in terms of teaching methods, classroom management, preparation | | of the learning environment, developing instructional materials | | and assessment. | | | | - AR can help me learn more about a wider range of research methods | | that I can use in the future. | | | | - AR can provide me more space to think deeply about the issues | | that confront teaching and learning. | | | | - AR can help me engage with my mentor and peers to enable me to | | improve my teaching practices through action research. | | | | - AR can help me develop new knowledge which is directly related to | | my area of specialization. | +-----------------------------------------------------------------------+ | 3\. What types of classroom action studies that can I engage in? | | | | - Creating changes in the classroom practices. Example: What | | changes will daily writing have on my students?) | | | | - Establishing effects of curriculum restructuring. Example: Will | | the use of mother tongue enhance the reading skills of my | | learners?) | | | | - Enhancing new understanding of learners. Example: What happens | | when students get demotivated? | | | | - Teaching a new process to the students. Example: How can I teach | | third graders to do reflection? | +-----------------------------------------------------------------------+ +-----------------------------------+-----------------------------------+ | **Department of Education (DO 16) | | | 2017 (Model 1)** | | +-----------------------------------+-----------------------------------+ | Action Research Key Components | Action Research Process | +-----------------------------------+-----------------------------------+ | I. CONTEXT AND RATIONALE | Identifying the Problem | | | | | | 1. Why am I doing this? | | | | | | 2. What is the background of my | | | action research? | | | | | | 3. What problem/question am I | | | trying to solve? | | | | | | 4. What do I hope to achieve? | +-----------------------------------+-----------------------------------+ | II\. ACTION RESEARCH QUESTIONS | | +-----------------------------------+-----------------------------------+ | III\. PROPOSED INNOVATION, | Proposed Plan | | INTERVENTION AND STRATEGY | | | | 1. What do I plan as a solution | | | to the problem I identified? | | | (Describe) | | | | | | 2. What innovation will I | | | introduce so solve the | | | problem? (Describe) | | | | | | 3. What strategy should I | | | introduce? (Describe) | +-----------------------------------+-----------------------------------+ | IV\. ACTION RESEARCH METHODS | Plan of Action Research | | | | | a. Participants and/or other | 1. Who are to participate? (my | | Sources of Data and | students, peers, myself) | | Information | | | | 2. What are my sources of | | b. Data Gathering Methods | information? (participants) | | | | | c. Data Analysis Plan | 3. How shall I gather | | | information? | | | | | | 4. How will I analyze my | | | data/information? | +-----------------------------------+-----------------------------------+ | V. ACTION RESEARCH WORK PLAN AND | Action Research Work Plan | | TIMELINES | | | | 1. What should my work plan | | | contain? (targets, | | | activities, persons involved, | | | timelines, cost) | | | | | | 2. How long will I conduct my | | | intervention? (For reliable | | | results 8 to 12 weeks) | +-----------------------------------+-----------------------------------+ | VI\. COST ESTIMATES | Action Research Cost -- (Consider | | | also the maximum cost of | | | externally funded like DepEd, | | | LGUs NGO or personal) | +-----------------------------------+-----------------------------------+ | VII\. PLANS FOR DISSEMINATION | Sharing Results | | | | | | 1. How will I share the result | | | of my action research | | | (Publish, Present, Flyers and | | | LAC Sessions) | | | | | | 2. Can I collaborate with other | | | teachers to continue or | | | replicate my study? | +-----------------------------------+-----------------------------------+ | VIII\. REFERENCES | References | | | | | | 1. What reading materials and | | | references are included in my | | | review of literature? | +-----------------------------------+-----------------------------------+ **LEARNING EP 4** **Matching Problematic Learning Situations with Probable Actions as Solution** Identifying a problem is a tricky task. Action research begins with identifying a problem. Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: "Have you identified a problem for your action research? "Common answer will be: "My problem is that, I do not have a problem." Ironical, isn't it? If you observe and notice closely the teaching-learning environment in the classroom, you will discover of lot of problematic situations. You must have also observed these problematic situations when you did your FS 1 course. **LEARNING EP 5** **Overview of the Learning Environment** A learning environment, traditionally called the classroom, is a space in a school that supports student learning. It is a self-contained area where teacher teaches and children learn. In the classroom are chairs or tables for students and a front table for the teacher. This a traditional face-to-face classroom. Most often the students should face the teacher as the chairs are arranged that way. But as teaching deliveries changed to enhance learning, modification in the seating arrangement evolved and more opportunity for the learners to move about for cooperative learning was addressed. A conducive learning environment should have the following characteristics: - Flexibility - There is opportunity to have small groups, movable walls. - Openness - Learning corners/areas which could be shared. - Access to resources Audio-Visual materials are ready and open for use. - Physical classroom -Space is clean and safe. - Psychological atmosphere It is friendly and accommodating. The classroom climate nurtures the intellectual, physical, social and emotional development of the students. Here are some specific strategies for developing the optimal classroom climate. You may consider these. 1. Learning environment addresses both physical and psychological needs of the student for security and order, love and belonging, personal power and competence, freedom and fun. 2. Create a sense of order. For example, teacher should teach students how to - enter the classroom and become immediately engaged in the activity; - distribute and collect materials; - find out about missed assignments due to absence and how to make up for them, - get the teacher\'s attention without disrupting the class and - arrange desks, tables quickly and quietly for various purposes. 3. Greet learners as they enter your face-to-face or on-line classroom. 4. In a healthy and conducive learning environment, everybody belongs and knows each other. 5. Encourage class building activities like games and team activities. 6. In a conducive learning environment, success whether small or big is recognized and celebrated. Both approaches, either the traditional face-to-face or online, lead to positive results but in different ways, so usually in practice both approaches are combined. **LEARNING EP 6** **ENHANCING A FACE-TO-FACE OR IN-PERSON CLASSROOM ENVIRONMENT FOR LEARNING** In a face-to-face or in-person classroom where students and teachers a physically present, classroom are structured based on teachers' preparation on the activities, instructions, and evaluation. Equipment and materials are also made available in the classroom for students to interactively operate as they are learning. **ADVANTAGES OF FACE-TO-FACE LEARNING ENVIRONMENT FOR STUDENTS** - Less distraction and more concentration than studying at home. - Greater understanding and real-world example from teachers and classmates. - Greater chance of completing course work in the classroom space. - Learn easily and comfortably in the classroom. - Access more relevant and contextualized information from class interactions. Greater opportunity for socialization, network, and problem-solving interactions with classmates and teachers. **CHARACTERISTICS OF FACE-TO-FACE LEARNING ENVIRONMENT** - Learning space is physical, where teachers and learners interact in a safe and conducive space for learning. - Lessons are delivered interactively by the teachers, where students are facilitated rather than directed. - Class sessions are done regularly based on specific schedule. Assessment is done in a face-to-face matter within the class session. **LEARNING EP 7** **Safe and Conducive On-line or Virtual Learning Environment (VLE)** Education has dramatically shifted in recent years. Schools aligned physical spaces to flexible spaces that integrate technology to support the 21^st^ century learning opportunities. The modern learning environment incorporates the three elements: (1) connected devices such as notebooks, tablets, smartphones; (2) audio visual tools including projectors and touch screen displays and (3) purposeful furniture such as standing desks, collaborative work stations and connected seating that allow students to learn in different ways at different times. The on-line learning environment requires a constant access to connectivity which allows learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered synchronously and asynchronously, so the teacher's role is a moderator between the technology and the students. Unlike face-to-face, on-line learning does not happen in one contained physical space but learners are in different imaginary spaces made possible by technology such as computer network. Virtual classrooms refer to digital learning environment that allows teachers and students to connect on-line in real time. Let us now consider an on-line or virtual classroom or learning environment. What are some safety reminders to remember? 1. Encourage parents' involvement. Keep parents informed of how you and the children will be using the on-line platform. - Assist them on how to set up appropriate home learning spaces if students will be learning from home. - Provide contact times and class schedules. - Provide procedures to follow and consequence if they failed. - Share information about protection from cyberbullying and image abuse. 2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with class length and topics. - Make assignments as guided as possible. Teachers may need to source research sites to ensure on-line safety. - Provide students with resources. Share with your students' websites and videos so as not to take them to inappropriate materials such as ads from You Tube and other sites. 3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text, or group chat. When using technology like zoom, Google meet, allow public chatting or group instead of chatting privately so that you can be part of their conversation. 4. Use of password, log in and log out. - All students should have individual password. This should not be disclosed. - No one log in as another person. - All users should log off when they have finished working. There are more reminders to follow in the use of the digital platform for virtual or on-line learning environment but for the meantime let us have a few. As technology advances, so do policies and guidelines. **LEARNING EP 8** **Establishing My Own Classroom Routines and Procedures** **(Face-to-Face or Remote Learning)** Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines don't just make the life of the teacher easier. They save valuable classroom time. Efficient routines make it easier for students to learn and achieve more. Establishing routines early in the school year enables you to run your daily activities run smoothly; ensures that you manage time effectively; helps you maintain order in the classroom; makes you more focused in teaching because you spend less time in giving directions/instructions; and enables you to explain to the learners what are expected of them. Classroom routines set the foundation for a meaningful school year with teachers and students whether in the classroom or remotely. To teach classroom routines remotely, it is best to record videos and to post these in the learning management system so students may watch them over and over again for better retention and for families to view them so they can assist their children when needed. Students can take an active role in establishing classroom routines. They can brainstorm on ideas which they will most likely do and follow. Routines are important especially when done in remote learning so that there will be less distractions both for synchronous and asynchronous participation. **LEARNING EP 9** **Creating My Classroom / Remote Learning Management Plan** A classroom management plan is a plan that a teacher designs that sets the expectations for every student. The purpose of the classroom management plan is to make the students accountable for their actions. Effective classroom management increases students' success, enhances students' academic skills and competencies and promote social and emotional development. The teaching-learning process may be implemented in various modalities. Teachers must bear in mind that alternatives and other options may be considered in designing the classroom / remote management plan. A good learning environment produces highly engaged students who learn more, do more and work more. Teachers likewise become more creative and productive in their work. **Key Elements for Effective Classroom Management** 1. **Classroom Design.** This refers to seating arrangement, bulletin boards, display, storage area, equipment, supplies etc. 2. **Rules**: These are the expectations set at the beginning of the class to foster love, care, and sense of community in the class. 3. **Discipline**: Classroom rules must define the consequences of every action/ misdemeanor in the class. This will ensure the fairness and consistency in dealing with the students. This also includes the rewards given for good behavior. 4. **Scheduling**: This includes time allotment given for each period and activity in class. This will make the students to stay on time and on task. 5. **Organization**: This refers to the systematic arrangement of files and records and keeping them organized and ready for use. 6. **Instructional Techniques**: These are ways by which you implement your learning content. Tailoring your techniques to subject, grade levels and nature of the learner is really important. 7. **Communication**: Consistent open lines of communication to all the stakeholders of the school community will lead to better teacher-student teacher relationship. In order to implement these elements effectively, a classroom management plan must be designed. Each teacher has its own unique style of management to meet class needs although the same elements are found consistently. In order for a classroom management plan to be successful, the students must have a complete understanding for each of the guidelines. At the same time, teachers must follow their plan to ensure that the learning environment is safe, friendly, secured, and non-threatening whether in the classroom or in remote setting. +-----------------------------------+-----------------------------------+ | **Components of Classroom/Remote | **Guide Question** | | Learning** | | | | | | **Management Plan** | | +===================================+===================================+ | **Philosophical Statement** | What is your set of ideals, | | | values, beliefs, and goal on | | | | | | classroom/ remote learning | | | management? | | | | | | What set of criteria and/ or | | | standards will you set to judge | | | the | | | | | | quality of your classroom | | | r/remote learning environment? | +-----------------------------------+-----------------------------------+ | **Classroom Rules** | What classroom rules and | | | procedures will you formulate to | | **and Procedures** | ensure discipline and order in | | | your class? | +-----------------------------------+-----------------------------------+ | **Teacher-students relationship** | How will you treat student in | | | your class? | | | | | | How will you interact with them? | | | | | | How will you ensure good | | | interaction between and among | | | students superior? | +-----------------------------------+-----------------------------------+ | **Schedules and Time Frame** | How will you organize your class | | | schedule? | | | | | | How will you keep your students | | | to stay focus and on the task? | +-----------------------------------+-----------------------------------+ | **Classroom Structure, and Design | How will you design your | | Arrangements** | classroom to create an | | | appropriate learning environment? | +-----------------------------------+-----------------------------------+ | **Classroom Safety Rules and | How will you ensure the safety | | Procedures** | and security of your students? | | | | | | What rules will you formulate to | | | safeguard their protection? | +-----------------------------------+-----------------------------------+ | **Strategies for Rewards and | What strategies will you employ | | Consequences** | for rewards and consequences? | +-----------------------------------+-----------------------------------+ **LEARNING EP 10** **Writing My Learning/Lesson Plans** **Lesson plan / Learning Plan** -- This refers to the blueprint of the daily teaching and learning activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction. Lesson plans consist of essential components such as learning outcomes, learning content, resources and procedures. An effective lesson plan has a great impact on the teaching-learning process. It is a must that teachers plan their lessons effectively to ensure a successful instructional experience. There are three types of lesson plans: **detailed, semi detailed** and **brief.** Some schools design their own lesson plan template which includes their vision, mission, goals and core values. The Department of Education has provided templates for Detailed Lesson Plan (DPL) and Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the teaching-learning process. Guidelines were formulated to assist teachers in planning, organizing and managing their lessons to meet the needs of the diverse learners. Teachers must also keep in mind that in starting the learning outcomes, the three domains must be considered (**Cognitive, Affective and Psychomotor**). Outcomes must be stated in terms that are specific, measurable, attainable, realistic and time-bound (**SMART**). The cognitive domain includes remembering, understanding, applying, analyzing, evaluating and creating. When writing lesson plans, the learning outcomes, activities and assessment must be constructively aligned. The instructional strategies used must help in the attainment of the learning outcomes. The modes of assessment must determine if the outcomes were attained at the end of the lesson.