Republic of the Philippines

BATANGAS STATE UNIVERSITY

ARASOF Nasugbu
Nasugbu, Batangas

College of Teacher Education

Bachelor of Elementary Education

MODULE IN
EXPERIENTIAL LEARNING
FIELD STUDY 2
PARTICIPATION AND TEACHING
ASSISTANSHIP

Asst. Prof. NORAIDA P. RAMOS

Dr. ANANIA B. AQUINO

FIELD STUDY 2
1
 PARTICIPATION AND TEACHING
ASSISTANTSHIP

OVERVIEW

Field Study 2 narrows student experiential lenses angle to focus directly to participation
and teaching assistantship.

To enable them to acquire concepts, skills and attitudes that they will need to develop for
their forthcoming teaching internship journey, they will engage in 14 series of learning
experience.

Their Growth Portfolio entries provide the occasion for them to reflect, acknowledge, and
share their experiences through varied reflection modalities

A deepened reflection of their participation and teaching assistantship may uncover

problems, challenges and teaching dilemmas they may observe or experience. Such awareness
will motivate them to write a classroom- based action research proposal as a terminal course
output of Field Study 2.

INTENDED LEARNING OUTCOMES

1. Act as teacher-like students;

2. Engage in a teaching-learning activities through assisting the teacher in-charge;
3. Be able to make lesson plan or learning plan in teaching.
4. Update their skills in teaching;
5. Be an action researcher in the field of education.

2
 TABLE OF CONTENTS

Overview ………………………………………………………………………….. i
A. Learning Teaching Through Assisting
Learning Experience 1: Searching for Instructional Materials ……………. 4
Learning Experience 2: Preparing Instructional Materials ………………... 7
Learning Experience 3: Assessing Learner’s Performance ……………….. 10
Learning Experience 4: Assisting in Establishing Routines ………………. 13
Learning Experience 5: Recording Learner’s Assessment Results ……….. 16
Learning Experience 6: Maintaining Wholesome and safe Learning
19
Environment ……………………………………..
B. Learning Teaching Through Participating
Learning Experience 7: Participating in Maintaining Instructional
21
Routines ………………………………………….
Learning Experience 8: Participating in Maintaining Management
24
Routines ………………………………………….
Learning Experience 9: Participating in Maintaining Order During
27
Instructional and Co-curricular Activities ……….
Learning Experience 10: Participating in Guiding Learners During
31
Transitions or Group Activities ………………….
Learning Experience 11: Participating in Conducting Intervention
34
Activities …………………………………………
Learning Experience 12: Participating in Supervising Learners in Co-
37
curricular Activities ……………………………...
C. Learning Teaching Through Classroom Based Action Research
Learning Experience 13: Introduction to Action Research ……………….. 39
Learning Experience 14: Searching Problems for Classroom Based Action
42
Research ………………………………………...
References ………………………………………………………………... 45

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 LEARNING EXPERIENCE I
Searching for Instructional Material

I. INTRODUCTION
Educational resources are very important tools used by every teacher to improve
the teaching-learning process. Effective use of instructional materials can assure a teacher
for an active and productive learning and assessment.

II. LEARNING OUTCOMES

➢ Assist in identifying appropriate and effective instructional materials by searching
through different sources.

III. PARTICIPATION
The importance of producing instructional material is to facilitate the teaching-
learning process. The essence is not to use the instructional materials as objects of
decoration but instructional materials must be utilized for an effective, meaningful, and
interactive teaching-learning engagements.
As you assist you CT in searching for needed instructional materials, consider the
following purposes why teachers use instructional in teaching.
Purposes of the Utilization of the Instructional Materials
• The instructional materials capture the learner’s interest
• The instructional materials contribute in the realization of the learning objectives
• The instructional materials motivate the learners to be engaged in the teaching
learning process
• The instructional materials contribute in making difficult concepts easy to
understand
• The instructional materials concretize abstract ideas or make concepts realistic to
the learners.
• The instructional materials afford degree of retention of concepts or ideas
• The instructional materials make learning more real and meaningful
• The instructional materials stimulate self-activity on the part of the learners
• The instructional materials address different learning styles and needs of the
learners

4
ACTIVITY I

As you do a search for your Resource Teacher’s needed instructional materials, fill out
the table below to serve as your guide in searching and preparing instructional resources.

Year Learning Subject Matter Purpose for the Possible

Level Objectives Instructional Materials Instructional
Resources

ACTIVITY 2

Guided by the learning objectives of the subject matter given to you, provide your
Resource Teacher with the list of resources that you have searched.
Subject Matter Learning Objective/s List of Resources

5
IV. GROWTH PORTFOLIO ENTRY No 1

Write your reflection on how pupils’ learning a certain lesson can be enhanced by the use
of appropriate instructional materials.
Teaching ___________________ is Better This Time
Subject/Lesson

ASSESSMENT
Criterion: Depth of Understanding
Rubric
Score Description
91-100 Reflection shows evidence of exemplary understanding of the principles
and guidelines in searching for appropriate instructional materials
81-90 Reflection shows evidence of adequate understanding of the principles and
guidelines in searching for appropriate instructional materials.
71-80 Reflection shows minimal understanding of the principles and guidelines in
searching for appropriate instructional materials.
61-70 Reflection shows difficulty in understanding of the principles and
guidelines in searching for appropriate instructional materials.
51-60 Reflection shows a need for substantial guidance in understanding the
principles and guidelines in searching for appropriate instructional
materials

Rating for LE 1: ______________

___________________________
Signature of FS Instructor

6
 LEARNING EXPERIENCE 2
Preparing Instructional Materials

I. INTRODUCTION
As 21st Century learners, elementary school pupils are considered to be highly
visual and manipulative. They learn best if they have direct learning experiences of the
teaching-learning process. They find the learning experiences meaningful if they are
supplemented with instructional materials for their reading, listening, viewing and
creating activities.

II. LEARNING OUTCOME

➢ Prepare instructional materials to support teaching and learning engagement

III. ACTIVITY I- EXPOSURE

Confer with your RT the materials he/she wants you to prepare. Identify the types
of point materials and audio-visual media needed for various purposes in the classroom.

Instructional Materials Purpose for Use

1. Print (Books, Magazines, Newspapers,
Posters, charts)
2. Chalkboards/ Board work
3. Models, Globes, Maps, Realia
4. Audio-Media (analog tape, cassettes,
digital CDs)
5. Videotapes, Films, Videodiscs

ACTIVITY 2- IDENTIFICATION

A. Submit to your FS Resource Teacher your tentative layout of instructional

materials that you will prepare.

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 B. Re-examining your Assisting Task: __________________

What difficulties confronted you while you were assisting your CT in the preparation
of instructional materials?

IV. GROWTH PORTFOLIO ENTRY No. 2

Write your experiences of success in preparing various instructional materials.

My Success Story in Preparing Instructional Materials

8
ASSESSMENT
Criterion: Comprehensive Narration
Rubric

Score Description
91-100 The narrative tells about the unforgettable experience and shows comprehensive
details of the learning experience of preparing instructional materials.
81-90 The narrative tells about the interesting experience and shows comprehensive
details of the learning experience of preparing instructional materials.
71-80 The narrative tells about an interesting experience but more details are needed to
tell the learning experience of preparing instructional materials.
61-70 The narrative needs focus on the experience and the details do not relate to the
experience of preparing instructional materials.
51-60 The narrative needs focus on the experience and details are needed.

Rating for LE 2: ______________

_____________________________
Signature of FS Instructor

9
 LEARNING EXPERIENCE 3
Assessing Learner’s Performance

I. INTRODUCTION
Teachers teach to make students learn. Assessing the learning progress of every
student is always supported by data from the results of their learning outputs. Teachers
employ varied ways to evaluate students’ progress and are faced with a lot of paper
works relative to students learning outputs. Being faced with various tasks, your RT
needs your assistance in checking the students learning output.

II. LEARNING OUTCOMES

➢ Assist in assessing learning performance

III. ACTIVITY I – EXPOSURE

Make a table of the Learning Performance that your Resource Teacher would like
you to assess. List down the part of the output assigned to you.

Learning Performance Part to Correct Timetable for Checking/

Correcting

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ACTIVITY 2 – PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Study very well the rubrics used by you CT in evaluating the quality of students’
constructed responses to questions especially essays.
Take note of the evaluation criteria for scoring the learning outputs both for
written works and performance tasks.

1. Do you find using or having a rubric/scoring guide useful when you checked
students’ learning outputs? Why?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

2. List down the advantages of having rubrics in checking students’ learning output.
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

ACTIVITY 3 – INTERNALIZATION
Go over the learning outputs that you have assisted your CT in checking.
Record them under the following categories.

Learning Formative Summative Written Performance

Outputs Works Tasks

11
 Growth Portfolio Entry No. 3

My Reflection on the Importance of Rubrics in Assessing Students’ Learning

Performance

V. ASSESSMENT
Criterion: Depth of Understanding
Rubric

Score Description
91-100 Reflection shows evidence of exemplary understanding of the principles and
guidelines in assessing students’ learning outputs.
81-90 Reflection shows evidence of adequate understanding of the principles and
guidelines in assessing students’ learning output.
71-80 Reflection show minimal understanding of the principles and guidelines in
assessing students’ learning output.
61-70 Reflection shows difficulty in understanding the principles and guidelines in
assessing students’ learning output.
51-60 Reflection shows a need for substantial guidance in understanding the
principles and guidelines in assessing students’ learning outputs.

Rating for LE – 3: ____________________

________________________________
Signature of FS Instructor

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 LEARNING EXPERIENCE 4
Assisting in Establishing Routines

I. INTRODUCTION
Maintaining positive classroom atmosphere in order to achieve learning goals is
one of the biggest challenges of teachers. Teachers employ various strategies to keep a
positive learning environment and establishing classroom routines is one of the teachers’
labor saving strategies.

II. LEARNING OUTCOMES

➢ Sustain and monitor established routines

III. ACTIVITY 1-PARTICIPATION

Identifying Effective Strategies for Transition Routines and Activities.

List down the classroom routines that your CT needs you the most for assistance.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ACTIVITY 2 – IDENTIFICATION

Recognizing Consequences of transition periods

• Before starting the lesson
____________________________________________________________
• During lesson proper
____________________________________________________________
• After the lesson proper
____________________________________________________________

What could have happened if these transitional activities were not done?

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 ACTIVITY 3 – INTERNALIZATION

List the challenges you have encountered in the following:

Behavioural Routines and Procedures

• Challenges Encountered

Working Routines and Procedures

• Challenges Encountered

Transitional Movement Routines and Procedures

• Challenges Encountered

IV. GROWTH PORTFOLIO ENTRY No. 4

Based from your assisting experience in establishing routines, write your thoughts
of an organized and happy classroom.

A Happy and an Organized Classroom

14
V. ASSESSMENT
Criterion: Relevance of Experience
Rubric

Score Description
91-100 The experience of assisting in establishing routines is found to be very
relevant in keeping positive learning environment.
81-90 The experience of assisting in establishing routines is found to be relevant in
keeping positive learning environment.
71-80 The experience of assisting in establishing routines is found to be somewhat
relevant in keeping positive learning environment.
61-70 The experience of assisting in establishing routines is found not relevant at
all in keeping positive learning environment.
51-60 There is no indication of experience of assisting in establishing routines.

Rating for LE – 4: ________________

____________________________________
Signature of FS Instructor

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 LEARNING EXPERIENCE 5
Recording Learners’ Assessment Results

I. INTRODUCTION
Teacher need to keep effective assessment records of every student so that they
can have accurate judgements about their students’ progress. Moreover, these records are
important to parents so that they can have clear understanding of their children’s learning
progress and achievement in school. Student teachers need the experience of how proper
recording of academic outputs and performance tasks is done by the teacher.

II. LEARNING OUTCOMES

➢ Sustain and monitor established routines

III. ACTIVITY 1 - EXPOSURE

List down your CT’s guidelines or instructions on how you will collect, sort, and
keep the students’ outputs.

1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
5. ______________________________________

ACTIVITY 2 - PARTICIPATION
Organize your list of learners’ output by recording them in the given categories.

Categories
Classes Learning Outputs/ Activities Performance Tasks
Section:

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 ACTIVITY 3 – INTERNALIZATION

What are the challenges you encountered in assisting your CT in recording

students’ academic learning outputs and performance tasks?

Challenges Encountered in Assisting the Recording

of Students’ Learning Outputs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

IV. GROWTH PORTFOLIO ENTRY NO. 5

From the experiences and challenges you have encountered make you own plan of
preparing and recording strategies relative to your future student’s academic outputs and
performance tasks.

My Strategies in Recording My Future Students’ Learning

Outputs and Performance Tasks
Strategy

Strategy

Strategy

17
V. ASSESSMENT
Criterion: Application and Understanding of Experiences
Rubric

Score Description
91-100 All the learned experiences in preparing and recording strategies are
correctly applied and fully explained in the plan.
81-90 Some of the learned experiences in preparing and recording strategies is are
correctly applied and fully explained in the plan.
71-80 Some of the learned experiences in preparing and recording strategies are
correctly applied but not fully explained in the plan.
61-70 Some of the learned experiences in preparing and recording strategies are not
correctly applied and explained in the plan.
51-60 Very few learned experiences in preparing and recording strategies are
mentioned in the plan.

Rating for LE – 5: ________________

__________________________________
Signature of FS Instructor

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 LEARNING EXPERIENCE 6
Maintaining Wholesome and Safe Learning
Environment

I. INTRODUCTION
Creating a positive, wholesome and safe learning environment is not an easy nor
very encouraging task for every teacher. Healthy learning environment means making the
learners feel that all their needs, physically, emotionally and intellectually are of prime
importance to the teacher. Researches confirm the provision of healthy classroom
environment has positive impact on of healthy classroom environment has positive
impact on student learning.

II. LEARNING OUTCOMES

➢ Participate in maintaining wholesome and safe learning environment

III. ACTIVITY I – IDENTIFICATION

All throughout the day, be vigilant in participating in the maintenance of
wholesome, comfortable, and safe environment of your learners.
List down some concerns relative to the learners’ comfort ability and safety which
you will address daily to assist your CT.

1.
2.
3.
4.

ACTIVITY 2 – INTERNALIZATION
Do and follow your CT’s direction on how you will arrange or completely the
physical set up of the classroom.

Students’ Desks/ Chairs Direction/ Suggestion from CT

Classroom Displays Direction/ Suggestion from CT

19
 Teaching Resources Direction/ Suggestion from CT

IV. GROWTH PORTFOLIO ENTY NO. 6

Now that you have gained insights on how to make the classroom safe,
wholesome and conducive to learning, figure out how you will set up your own
classroom in the future. Use your computer skill in making your design. Use figures and
label your design.

My Wholesome Future Classroom

V. ASSESSMENT
Criterion: Computer Aided Skill
Rubric

Score Description
91-100 The learner shows exemplary preparation of a wholesome classroom design
using her/ his computer skill.
81-90 The learner shows proficient preparation of a wholesome classroom design
using his/ her computer skill.
71-80 The learner shows novice preparation of a wholesome classroom design
using his/her computer skill
61-70 The learner shows inadequate preparation of a wholesome classroom design
using his/ her computer skill.
51-60 The learner shows no preparation of a wholesome classroom design using
computer skill.

Rating for LE- 6: _________________

____________________________
Signature of FS Instructor

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 LEARNING EXPERIENCE 7
Participating in Maintaining Instructional
Routines

I. INTRODUCTION
The main objective of this course is to expose and to provide student teachers
with some authentic hands on participation in the teaching-learning experience in the
classroom. Engaging student teachers in classroom practices will help them with gradual
development of practical knowledge and wisdom that they bring along when they become
teachers.

II. LEARNING OUTCOMES

➢ Establish instructional routine to assist learners in gaining academic success

III. Knowing and Understanding Instructional Routines

Instructional routines are research-based, interactive modes intended to engage
students and increase their chances of successful learning by reducing the effort required
to learn a procedure that otherwise may vary by the day, teacher or lesson.

Here are some definitions of instructional routines:

• Instructional routines or tasks enacted in classrooms that structure the relationship

between the teacher and the students around content in ways that consistently
maintain high expectations of student learning while adapting to contingencies of
particular instructional interactions (Kazemi, Frank and Lampert)
• Instructional routines refer to all of the elements of teaching learning events other
than the Specific content to be taught and the specific materials used in teaching
(LEARNNet)

IV. ACTIVTY I – PARTICIPATION

Observe carefully the different instructional routines taking place in the
classroom during teaching-learning engagement. List them down and start rehearsing on
how you will participate with your CT in doing those instructional routines.
List of Instructional Routines at Work
1.
2.
3.
4.

21
 5.
6.
7.
8.
9.
10.

ACTIVTY 2 – INTERNALIZATION
Reflecting on the usefulness of instructional routines

What do you think are the functions of instructional routines in the

academic success of the learners? List down at least five useful functions you personally
observed and encountered.

Functions on Instructional Routines

1.

2.

3.

4.

5.

22
V. GROWTH PORTFOLIO ENTRY NO. 7
Make your own samples of instructional routines that you can use as a future-
leader.

My Creative Samples of Instructional Routines

VI. ASSESSMENT
Criterion: Creative Transfer of Understanding
Rubric

Score Description
91-100 Output is reflective of the learner’s deep understanding of the importance of
instructional routines for smooth teaching-learning engagements.
81-90 Output is reflective of the learner’s understanding of the importance of
instructional routines for smooth teaching-learning engagements.
71-80 Output is reflective of the learner’s minimal understanding of the importance
of instructional routines for smooth teaching-learning engagements.
61-70 Output is reflective of the learner’s very minimal understanding of the
importance of instructional routines for smooth teaching-learning
engagements.
51-60 Output does not show reflective understanding of the importance of
instructional routines for smooth teaching-learning engagements.

Rating for LE – 7: ______________

___________________________
Signature of FS Instructor

23
 LEARNING EXPERIENCE 8
Participating in Maintaining Management
Routines

I. INTRODUCTION

Establishing predictable routines is a critical part of classroom management. Keeping

good management practices makes the class runs smoothly. A lot of behavioural problems in
the classrooms can be attributed to the failure of the teacher to establish management routines
and the failure of the students to follow them.

II. LEARNING OUTCOMES

➢ Establish management routines for ensuring smooth functioning of the classroom

III. ACTIVITY 1 – EXPOSURE

Having a list of classroom routines being used or implemented by your CT in running the
class smoothly. Observe very well the what, when, and how of these routines.

My Notes of Classroom Management Routines

What Routine? When is it done? How is it done?
Example: Before the first class ➢ Saying pervently the
Morning Rituals “Morning Offering
Prayer”
➢ Greeting teachers and
classmates “Good
Morning”
➢ Leader saying aloud
present classmates by
now

24
 ACTIVITY 2 – PARTICIPATION

Classify the classroom routines that your CT has been doing in the teaching-learning
events.

Before the start of the During Teaching – Learning At the end Learning Events
Learning Events Events

IV. GROWTH PORTFOLIO ENTRY NO. 8

Make your own samples of instructional management routine strategies that you can use
as a future teacher.

My Compilation of Strategies in Management of Routines

25
V. ASSESSMENT
Criterion: Depth of Understanding
Rubric

Score Description
91-100 Output shows the learner’s exceptional creativity and deep understanding of
management routines as an important factor for a successful teaching-learning
events.
81-90 Output shows the learner’s creativity and understanding of management routines
as an important factor for a successful teaching-learning events.
71-80 Output shows the learner’s minimal creativity and understanding of management
routines as an important factor for a successful teaching-learning events.
61-70 Output shows the learner’s very minimal creativity and understanding of
management routines as an important factor for a successful teaching-learning
events.
51-6- Does not exhibit learners creativity and understanding on the importance of
management routines.

Rating for LE – 8: _____________

________________________
Signature of FS Instructor

26
 LEARNING EXPERIENCE 9
Participating in Maintaining Order During Instructional
and Co-Curricular Activities

I. INTRODUCTION

Being a teacher is very rewarding but there are times that being a teacher is also
very stressful not only because of monitoring workloads but also because of the diverse
learners in the classroom. The challenge of accommodating diversity and maintaining
classroom order during instruction and related activities is indeed great for every teacher.

II. LEARNING OUTCOMES

➢ Participate in meeting the short term and long term needs of students for order safety
and positive development during instruction and co-curricular activities.

III. ACTIVITY I – EXPOSURE

You have observed your CT several times in putting order during classroom
instruction and co-curricular activities. Have a mental review of all these activities. List
down all these instructional and co-curricular activities that you remember

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 2 – PARTICIPATION

Write down all the activities done by your CT during instruction and co-curricular
activities and classify it students need them for just a short time or long time.

I. Instructional Activities Short Term Need Long Term Need

A. Prior to Instruction Having a partner Seating in their proper seats
1.
2.
3.
4.
5.
B. During Instruction
1.

27
 2.
3.
4.
5.
C. After Instruction
1.
2.
3.
4.
5.
II. Co- Curricular Activities Short Term Need Long Term Need
A. Before the co-curricular
Activities
1.
2.
3.
4.
5.
B. During the co-curricular
Activities
1.
2.
3.
4.
5.
C. After the Co-curricular
Activities
1.
2.
3.
4.
5.

ACTIVITY 3 – INTERNALIZATION

List down below the effects to the students of the different participation tasks that
you employed.

A. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement

During Instruction

28
 B. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement
During co-curricular Activities

IV. GROWTH PORTFOLIO ENTRY NO.9

Make samples of instructional routines you will use as a future teacher.

Flow chart of An Orderly Classroom

Start of the School Year

Rules for Instructional Rules for Co-Curricular

Activities Activities

vv

29
V. ASSESSMENT
Criterion: Accuracy of Information
Rubric

Score Description
91-100 All information included in the chart presentation is research-based, accurate, and
applicable in the promotion of an orderly classroom
81-90 All information included in the chart presentation is accurate and applicable in the
promotion of an orderly classroom
71-80 Most information included in the chart presentation is accurate and applicable in
the promotion of an orderly classroom
61-70 Few information included in the chart presentation is accurate and applicable in
the promotion of an orderly classroom
51-60 Information included in the chart presentation is inaccurate and not supported with
facts

Rating for LE – 9: _______________

____________________________
Signature of FS Instructor

30
 LEARNING EXPERIENCE 10
Participating in Guiding Learners During
Transitions or Group Activities

I. INTRODUCTION

Maximum learning and production use of instructional time do not always come
easy unless the teachers set guidelines to keep students focused and not restless, calm and not
noisy nor disorganized and learning objectives re realized. As a student teacher you task is to
participate with your CT in guiding learners during transition or group activities to increase
time for learning.

II. LEARNING OUTCOMES

➢ Participate in implementing smooth transition and group activities

III. ACTIVITY I – EXPOSURE

Based on your observation of you CT’s classes, write transitional and group
activities he/she has been doing.

• Before starting the lesson

____________________________________________________
• During Lesson Proper
____________________________________________________
• After the Lesson Proper
____________________________________________________
• Before Lunch Break
____________________________________________________
• After Lunch Break
____________________________________________________
• Before Dismissal Time
____________________________________________________

ACTIVITY 2 – PARTICIPATION

List down the transitions and group activities that your CT does in the
classroom.

31
 Transition and Group Activities

ACTIVITY 3 – IDENTIFICATION

Chart the transition and group activity strategies of your CT.

A. Transition Songs

B. Transition Routines

C. Group Activity Procedures and Guidelines

IV. GROWTH PORTFOLIO NO. 10

Make your own creative transitions and group activities which you can use in the
future.

My Creative Transition and Group Activities

32
V. ASSESSMENT
Criterion: Creative Transfer of Understanding
Rubric

Score Description
91-100 Output is reflective of the learner’s deep understanding of the importance of
having a smooth transition and group activities
81-90 Output is reflective of the learner’s understanding of the importance of having a
smooth transition and group activities
71-80 Output is reflective of the learner’s minimal understanding of the importance of
having a smooth transition and group activities
61-70 Output is reflective of the learner’s very minimal understanding of the
importance of having a smooth transition and group activities
51-60 Output does not show reflective understanding of the importance of having a
smooth transition and group activities

Rating for LE – 10: _______________

_____________________________
Signature of FS Instructor

33
 LEARNING EXPERIENCE 11
Participating in Conducting Intervention
Activities

I. INTRODUCTION

Teachers play a vital role in the learner’s academic success. The teachers’ main
objectives are to make everybody learn and to help those who need more assistance in
acquiring new knowledge or in developing fluency in skills. Every must be are
interventionist with an expertise and intentional strategies so that he/she can support learners
who are demonstrating academic, social and behavioural struggles.

II. LEARNING OUTCOMES

➢ Carry out intervention activities for students with learning needs.

III. ACTIVITY I - PARTICIPATION

Familiarize yourself with some intervention activities being done by your CT.
Add to the list other intervention activities that your CT uses in his or her class.

Intervention Strategies
1. Repeat instruction more than once
2. Give more examples
3. Maintain eye contact with all students
4. Give differentiate activities
5. Assists learners who cannot follow instructions
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
10. ___________________________________________________________
11. ___________________________________________________________
12. ___________________________________________________________
13. ___________________________________________________________
14. ___________________________________________________________
15. ___________________________________________________________

34
 ACTIVITY 2 – IDENTIFICATION

Look at your list of learners who exhibit academic, social and behavioural
struggles and the intervention strategies employed by your CT. Identify intervention tasks
which you will be participating with your CT.

STRUGGLES Helpful
Student Intervention
Academic Social Behavioral
Tasks

IV. GROWTH PROTFOLIO NO.11

Make a short write-up of the learning that you have gained.

My Personal Learning of a Teacher Being an Interventionist

35
V. ASSESSMENT
Criterion
Rubric

Score Description
91-100 Reflections convey a lot of personal feelings and thoughts (positive and
negative) and reactions to the learning events of being interventionist and relate
them to future personal learning as a teacher
81-90 Reflections convey some personal feelings and thought (positive and negative)
and reactions to the learning events of being interventionist and relate them to
future personal learning as a teacher.
71-80 Reflections convey limited personal feelings and thoughts and reactions to the
learning events of being interventionist and to some extent relate them to future
personal learning as a teacher.
61-70 Reflections convey limited personal feelings and thoughts and personal learning
as a teacher is not evident.
51-60 Reflections provide little or no personal feelings, thoughts or reactions.

Rating for LE – 11: _____________________

____________________________
Signature of FS Instructor

36
 LEARNING EXPERIENCE 12
Participating in Supervising Learners in Co-
Curricular Activities

I. INTRODUCTION

Students do not only learn within the four walls of the classrooms. There are
programs and learning experiences that complement in some ways to students’ learning in
the classroom. Therefore these are co-curricular activities because they are extension
activities of the formal learning experiences held outside the classroom or maybe outside of
the school for outside school sponsored activities.

II. LEARNING OUTCOMES

➢ Make responsible supervision of co-curricular activities.

III. ACTIVITY 1–FACILITATING SUPERVISION OF CO-CURRICULAR ACTIVITIES

Confer with your CT his/her expectations on your participation in the supervision

of co-curricular activities. Take note of all her/his suggestions/comments and also remember
the limitations that your CT sets relative to your supervisory roles.

My Supervisory Roles in Co-Curricular Activities

My Limitations in My Supervisory Roles in

Co-Curricular Activities

37
 ACTIVITY 2 – INTERNALIZATION

When you become a teacher, what will be your plan to make sure that you will
accord your students with appropriate and responsible supervision?

IV. GROWTH PORTFOLIO NO. 12

My Experience in Participating in the Co-curricular

Activities with my Cooperating Teacher

V. ASSESSMENT
Criterion: Participating in Supervising Learners in Co-curricular Activities
Rubric
Score Description
91-100 The learner demonstrates a through self-reflection and deep insights of his/her
experiences of supervision and draws the connections to his/her future plan as a
teacher.
81-90 The learner demonstrates self-reflection and insights of his/her experiences of
supervision and draws the connections to future plan as a teacher.
71-80 The learner demonstrates minimal self-reflection and insights of his/her
experiences of supervision and somehow draws the connections to his/her future
plan as a teacher.
61-70 The learner demonstrates minimal self-reflection and insights and seems to have
difficulty in drawing the connections to his/her future plan as a teacher.
51-60 The learner lacks the development of self-reflection and insights

Rating for LE – 12: ______________

__________________________
Signature of FS Instructor

38
 LEARNING EXPERIENCE 13
Introduction to Action Research

I. INTRODUCTION

In your observations, you must have encountered problems in the teaching-

learning process. In all these, it has been emphasized that you have a role in assisting your
CT by participating in the different learning experiences. One of your roles as a student
teacher is to help you CT do a careful study on how the classroom problems will be avoided,
minimized or solved. To be able to do this, you are expected to observe keenly the major
problems in the classroom, so you could do something, or intervene within your capacity to
address them.

II. LEARNING OUTCOMES

➢ Develop a writing knowledge about classroom-based action research as a tool to solve

or mitigate teaching-learning problems.

III. IDENTIFICATION

Developing an Awareness and Understanding of the Different Processes Involved in

Implementing a Classroom-Based Action Research.

You can view the whole process holistically through the conceptual framework of action
research presented below.

Diagnosing

Specifying
Learning Action Planning

Evaluating Taking Action

1. Diagnosing (Identifying/ Defining the classroom Problem)

2. Action Planning (Considering alternative courses of action)
3. Taking Action (Selecting a course of action)

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 4. Evaluating (Studying the consequences of an action)
5. Specifying Learning (Identifying general findings)

Following are what many authors or experts define classroom-based action

research.

➢ Action research is a form of self-reflective inquiry undertaken by participants in

social and educational situations in order to improve existing practices. (Nunez &
Navarro 2015)
➢ Gay defines action research as the process of solving practical problems through the
application of the scientific method.
➢ Action research is a systematic study to improve educational practices by groups of
practitioners by means of their own practical actions and reflections or consequences
of their actions. (Ebbut in Nunez & Navarro)

Some Concepts Common Among the Definitions

1. It is systematic study; a form of inquiry

2. It is conducted in educational settings like classrooms or schools
3. It aims to solve problems in education
4. It aims to improve practices in education
5. Applies reflection in analyzing the results

IV. GROWTH PORTFOLIO NO. 13

Together with your CT, review, present and show the process of implementing
classroom-based action research. Take note of the important prints and concepts related to
classroom-based action research. Come up with a list of these important concepts.

Important Points Related to Classroom-Based Action Research

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 ______________________________________________________________________________
______________________________________________________________________________

V. ASSESSMENT

Criterion: Developing awareness and knowledge about the basic concepts and process
requirements in implementing a classroom-based action research.

Rubric

Score Description
91-100 The Student teacher demonstrates full level of understanding and knowledge about
the basic concepts and requirements in implementing a classroom-based action
research.
81-90 The student teacher demonstrates an almost full level of understanding and
knowledge about the basic concepts and requirements in implementing a classroom-
based action research.
71-80 The student teacher demonstrates an average level of understanding and knowledge
about the basic concepts and requirements in implementing a classroom-based action
research.
61-70 The student teacher demonstrates less than average level of understanding and
knowledge about the basic concepts and requirements in implementing a classroom-
based action research.
51-60 The student teacher demonstrates very little or no understanding and knowledge
about the basic concepts and requirements in implementing a classroom-based action
research.

Rating for LE 13: ________________

________________________
Signature of FS Instructor

41
 LEARNING EXPERIENCE 14
Searching Problems for Classroom-Based Action Research

I. INTRODUCTION

This learning experience introduces you to the field of classroom-based action

research as a process that helps in the solution of classroom problems. Specifically it aims to
make you understand the basic concepts about action research, and later, the processes that
you must undergo to carry out a classroom-based action research.

II. LEARNING OUTCOMES

• Identify problems in the classrooms, and determine the “best” or the “most
appropriate” action that will help solve the problem.

III. ACTIVTY 1 – EXPOSURE

Go over Learning Experiences 1 to 13. You may also want to review you
observation notes. Deduce from these, the observe classroom problem or difficulty.

List of Classroom Problems Observed

• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________

Select one situation which you think you would be able to identify as classroom
problem based on your experience. Focus on one problem in one module only. Describe the
circumstances regarding the problem.

Description of the Problem:

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ACTIVITY 2 – PARTICIPATION

• Based from the situation you have identified in the Exposure part state your reason/s
why you consider it is a classroom problem.

_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

• Do you think that this problem needs a solution? If yes, give your reason/s.

_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

• If not, what will happen if the problem is not solved?

_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

ACTIVITY 3 – DISSEMINATION

Discuss and list down situations considered as classroom problems which

could be solved by applying an action.

List of Classroom Problems Possible Actions to solve the Problem

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VI. ASSESSMENT

Criterion: Acquiring knowledge and skill in determining the existence of classroom

problems, as well as the appropriate actions to help solve these promlems.

Rubric

Score Description
91-100 The student teacher demonstrates full knowledge of the skill and its applications
in determining the existence of classroom problems and appropriate actions to
solve them.
81-90 The student teacher demonstrates almost full knowledge of the skill and its
application in determining the existence of classroom problems and appropriate
actions to solve them.
71-80 The student teacher demonstrates average level of knowledge of the skill and its
applications in in determining the existence of classroom problems and
appropriate actions to solve them.
61-70 The student teacher demonstrates less than average level of the skill and its
applications in in determining the existence of classroom problems and
appropriate actions to solve them.
51- 60 The student teacher demonstrates very little of the skill and its applications in in
determining the existence of classroom problems and appropriate actions to
solve them.

Rating for LE 14: _______

___________________________________
Signature of FS Instructor

44
REFERENCES

Brawner D.G. and Caubic R.A (2019) Field Study 2-Participation and Teaching
Assistantship, Adriana Publishing Co., Inc.

Bondoc, Victoriana, et.al (2014) Action Research Made Easy. LORIMAR Publishing Inc.

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