this is a presentation on Field Study

1. FIELD STUDY 2
A Review

2. Preparing the
Learning
Environment
A Overview

3. ● Flexibility - small gourps, movable walls
● Openness – learning corners/areas can be shared
● Access to resources – audio-visual materials are
ready
● Physical classroom – clean and safe
● Psychological atmosphere – friendly and
accommodating
A conducive
Learning
Environment

4. Face-to-Face Learning
Environment
• Time is set
• Self-contained classroom
discussion, activities occur
inside the room
• Passive listening
• Teacher prepares
instructional activities and
chooses content.
• Facilitates F2F learning
• Leads and guides learners
• Learners & teachers
engage in personal
communication
• Anytime, any place,
anywhere
• Synchronous or
asynchronous
classes
• Teacher moderates
and facilitates
learning
• Creates different
learning
environment
• Creates the
multimedia
educational content
• Time
• Place
• Teacher’s
role
• Student’s
role
• Content
• Evaluation
process
Online Learning Environment

5. Establishing Your Own
Classroom Routines and
Procedures in F2F/Remote
Learning

6. Routines and Procedures
Movement into
and out of the
classroom
Classroom
greetings
Use of washroom
Transitioning to
group work
Line formation
Getting supplies
and materials
Submission of
tasks and
requirements
Checking of
attendance

7. Writing Learning or
Lesson Plans

8. ESSENTIAL PARTS OF
LESSON/LEARNING PLAN
4
1
2
3
Learning
Outcome
s
Learning
Contents
Learning
Resources
Learning
Procedures

9. Subject
Content Standards
Performance Standards
Learning Competencies
with code
Content
Objectives
Review
Establish purpose
Presenting examples for new lesson
Discuss new concepts
Developing mastery
Developing mastery that leads to
formative assessment
Finding practical applications in daily
living
Making generalizations and abstractions
Procedures
DAILY LESSON PLAN (DLP) FORMAT
Learning
Resources
References

10. Selecting Resources
and Instructional
Materials

11. 4 6
1 3
5
2
The resource or instructional material:
Has accurate and
meaningful content
Elicits student
interest and
engagement
Inclusive and free from
cultural bias
Allows collaboration
among learners
Alligns to the learning
objectives of the
lessons
Fosters critical thinking
7
Time and cost-efficient
4
8
Flexible for group or self-
study

12. Assessing FOR, AS
and OF Learning

13. • Assessment of learning – is
equivalent to summative assessment
• Assessment for learning -
determines the learners’ background
knowledge and skills, and tracks their
progress in understanding
• Assessment as learning – lets
learners reflect on the results of
his/her progress and plans the next
steps to improve

14. SUMMATIVE Assessment
(Assessement of Learning)
• Evaluate learner performance usually at
the end of the quarter, term, or year.
• It provides the teacher an understanding of
how learners fare against the set
standards in the curriculum
• Periodic/quarterly exams, final project or portfolio, final
performance or demo, chapter or end-of-unit tests,
standardized tests

15. FORMATIVE Assessment
(Assessment for learning)
• Designed around the aim to determine
what the learners know as they are in the
process of learning
• Oral recits, questioning, project outputs,
surveys, raising hands, writing activities

16. Traditional and
Authentic
Assessment
For Formative and Summative
Purposes

17. Traditional
Assessment
Perform real-world
tasks
Promotes problem-
solving skills and
higher-order thinking
skills
Also called “alternative
assessments” because it
uses activities that shows
what learners can do esp
with the learnings they
have gained
Conventional methods of
testing the
understanding of the
learners which usually
produces written
document
01
02
01
Quizzes, exams, or
papers, standardized
tests, achievement
tests, or final exams
02
Authentic
Assessment

18. Action
Research
FIELD
STUDY 2
A Review

19. Action Research (AR)
• Action research is about ACTION: taking
action to improve practice and
RESEARCH: finding things out and
coming to a new understanding that
create new knowledge
• Action research is a 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

20. Core Characteristics of AR
• Systematic – it follows a system, like any form of
research
• Rigorous – strict adherence to the rules of empirical
studies
• Reflective – it follows a continuous reflection and action
• Situational – it is more specific (school/Teaching and
learning)
• Participative – teachers and learners can be co-
researchers
• Future-oriented – seeks solution to the current

21. What type of classroom action
studies that can I engage in?
Teaching a new
process to the
students. Example:
How can I teach third
graders to do
reflection?
Enhanching new
understanding of
learners. Example:
What happens when
students get
demotivated?
Creating changes in
the classroom
practices. Example:
What changes will
daily writing have on
my students
02
04
01
Establishing effects of
curriculum
restructuring.
Example:. Will the use
of mother tongue
enhance the reading
03

22. Models and Guide in Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key Components Action Research Process
I. CONTEXT AND RATIONALE Identifying the Problem
II. ACTION RESEARCH QUESTIONS
III. PROPOSED INNOVATION, INTERVENTION
AND STRATEGY
Proposed Plan
IV. ACTION RESEARCH METHODS Plan of Action Research
V. ACTION RESEARCH WORK PLAN AND
TIMELINES
Action Research Work Plan
VI. COST ESTIMATES Action Research Cost
VII. PLANS FOR DISSEMINATION AND
UTILIZATION
Sharing Results
VIII. REFERENCES References

23. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
I. CONTEXT AND
RATIONALE
Identifying the
Problem
II. ACTION RESEARCH
QUESTIONS
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?

24. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
III. PROPOSED
INNOVATION,
INTERVENTION AND
STRATEGY
Proposed Plan
1. What do I plan as
a solution to the
problem I
identified?
(Describe)
2. What innovation
will I introduce to
solve the
problem?
3. What strategy
should I
introduce?

25. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
IV. ACTION RESEARCH
METHODS
Plan of Action
Research
1. Who are to
participate?
2. What are my
sources of
information?
3. How shall I
gather
information
4. How will I analyze
my
data/information?

26. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
V. ACTION RESEARCH
WORK PLAN AND
TIMELINES
Action Research Work
Plan
1. What should my
work plan
contain? (targets,
activities, persons
involved, timeline,
cost)
2. How long will I
conduct my
intervention? (for
reliable results 8 to 12
weeks)

27. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
VI. COST ESTIMATES Action Research
Cost
1. Consider also the
maximum cost if
externally funded
like DepEd,
LGUs, NGOs, or
personal

28. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
VII. PLANS FOR
DISSEMINATION AND
UTILIZATION
Sharing Results
1. How will I share
the result of my
action research?
(Publish, present,
flyers, LAC
sessions)
2. Can I collaborate
with other
teachers to
continue or
replicate my
study?

29. Models and Guide in
Conducting ACTION
RESEARCH
Department of Education (DO 16) 2017 Model
Action Research Key
Components
Action Research
Process
VIII. REFERENCES References
1. What reading
materials and
references are
included in my
review of
literature?

30. Matching
Difficulty in
comprehension
The Problem is: The Action is:
1. Tutorial
2. …

31. WHOA!
DONE!

32. ASSE
SS