Fs2 ep11

Using Robert Gagne’s Events of Instruction, what did you notice in the following segments of learning:

• How did the students react to the activities/various elements to arouse their interest?

Students showed different preferences and reactions to the activities and instructions. Some preferred
learning games, some actively participated and shared ideas, while others were shy and favored group
or pair activities.

Were the students focused when you were stating the learning objectives at the beginning of the
lesson?

Indeed. The students were attentive throughout the lesson as I captured their interest from the
beginning. Using a prepared presentation, I clearly conveyed the objectives, and they followed along
and understood the content.

• How did the new learnings relate with what they really know?

Students can apply new learnings by relating them to their existing knowledge, emphasizing relevance,
and identifying gaps in their prior understanding. This process allows for generalization, reflection, and
self-explanation of the concepts they have learned.

• Did you notice some students who needed assistance? What did you do?

Yes. To assist students who needed support, the teacher implemented pair and group activities. This
approach provided an opportunity for shy and less confident students to participate in peer teaching
and group tasks, enabling them to engage actively in the learning process.

• Did the students find difficulty in applying the theories/concepts learned to real life?

No. Students had the chance to apply their learning by composing essays with the correct structure. The
student teacher encouraged collaboration and real-life application of concepts, fostering relationships
and organized ideas through various activities.

• How did your students react to your feedback?

Students responded positively to my feedback, fully embracing my constructive criticisms and

incorporating my suggestions to improve their work.

• What pieces of evidence can prove that the students had retention of learning?

Students displayed learning retention by successfully composing essays with the correct structure and
creating strong thesis statements. Though some grammatical errors occurred, they demonstrated
understanding of essay writing elements.
A table

1. Strength: Demonstrates a high level of expertise in the subject matter.

Weakness: Should work on improving posture while presenting in front of others.

2 .Strength: Possesses a well-defined lesson plan, clear objectives, motivation, and specified learning
outcomes.

Weakness: Should establish a better rapport with the students.

3. Strength: Offers diverse activities to capture the students' interest.

Weakness: Should demonstrate extra effort by being energetic and avoiding displaying frustration.

4. Strength: Offered various learning materials like PowerPoint, flashcards, and scaffoldings.

Weakness: Should provide clear instructions to ensure that students fully understand the tasks and
activities. Giving specific guidelines will be beneficial.

5. Strength: Demonstrates excellent word choice, adjusting the language to suit the students in the
class. Speaks fluently yet clearly, with very good voice modulation.

: N/A

6. trength: Exhibits strong leadership skills in front of the class, which is crucial for a teacher. The
student teacher establishes herself as the source of learning within the classroom

Weakness : Please ensure proper time management and avoid going overtime.

7. Strength: Demonstrates a high level of friendliness and accessibility.

: N/A

8. Strength: Positively engages by asking helpful follow-up questions, especially when students may not
fully comprehend the topic. Excellent approach!

: N/A

9. : Displays professionalism and accountability. Demonstrates self-assurance, particularly during the

presentation of the lesson.

: N/A
10. : Prior to the actual lesson, the student's attendance is verified.

: It is important to manage and address distractions in the classroom to ensure a seamless flow of
lessons.

Overall impression of teaching effectiveness:

- As a student-teacher transitioning to a professional role, there are high expectations from society.
Balancing various responsibilities and learning tasks is a step-by-step process. Despite the challenges,
possessing confidence and a clear understanding of the subject being taught are valuable attributes.

Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?

- The lesson requires improvement in providing learning guides and engaging presentation techniques.
Sustaining students' attention will enhance focus, reduce disruptions, and allow for better instructional
strategies.

Fs2 ep13

Table again.

1. YouTube videos serve various purposes, such as introducing topics, explaining online activities,
motivating learners, or extending eLearning course information.

2. Google Classroom helps in creating, distributing, and grading assignments, fostering engagement in
online or remote learning, and facilitating communication and collaboration between students and
teachers.

3. Google Forms allows teachers to assess students' prior knowledge with forms, surveys, and quizzes,
and supports collaborative editing and sharing.

4. The Slide service enables the uploading and organization of presentations into topic-based folders,
and Google Drive assists with assignment submissions through private folders.

5. Gmail aids in sending regular progress reports and course notifications, facilitating live learning events
and support via Gmail chat, encouraging group collaboration through Gmail hangouts, and enabling the
uploading and sharing of important documents.

Another table
1. Purpose: Google Classroom serves as an online tool suite for teachers to set assignments, collect
student work, grade, and return graded papers.

Explanation: Google Classroom enhances learning through interactive and collaborative features. It
allows teachers to differentiate assignments, include videos and activities, and create group projects,
enabling personalized instruction for learners.

2. : Google Forms is a versatile tool for creating surveys and quizzes, suitable for various applications like
data gathering and examinations.

: Google Forms allows event registrations, quick opinion polls, and more, with easy accessibility and
instant results. It also provides concise summaries of survey outcomes through charts and graphs.

3. : Visual aids like YouTube videos are advantageous for students who learn best through visual means,
enhancing their understanding of course material.

: YouTube offers a wide range of videos covering various subjects, providing students with easy access
to supplementary learning resources.

How does this connect with what you know about selecting and using apps?

Using educational apps improves the education system and makes it easier for students to learn things
and remember for a long time. Education apps are easier to understand and use than books and lectures
that students attend in the classrooms. It helps us to analyze what they have been taught and what is
the source of it which makes them curious to know more but in a systematic way where they know how,
when and what to explore. This overall process helps the students.

1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated and
assisted.

Educational apps like Google Classroom, Google Drive, Google Forms, YouTube, Gmail, Google Meet,
Zoom, and more are widely utilized, particularly during the pandemic. They aid teachers in grading,
organizing, and educating students. These apps can serve as integrated lessons, track student progress,
and enhance teaching by offering alternative approaches to subjects.

ANALYZE

What worked well during the activity using the apps?

Using apps has been beneficial in making activities easier for students. Teachers have utilized apps, like
Kahoot, to conduct enjoyable and educational question-and-answer sessions during distance learning,
leading to positive outcomes and high student engagement.
What part can be improved?

Certain educational apps do not need improvement, but there is room for enhancing the usage of
different apps during synchronous classes while ensuring their relevance to the topic being taught.

What would you have done differently? What I change? What will make it better next time?

To improve participation, i suggest to opt for individual activities instead of group activities, allowing all
students to engage effectively.

How does this connect with what you know about selecting and using apps?

The process of selecting and using apps involves considering information from reading, suggestions, and
identifying needs. It is crucial to understand the app's function and usability to determine its suitability
for supporting learning.

REFLECT (p.117)

1. How ready am I in organizing and using apps in the teaching-learning process?

I am confident in my ability to organize and use educational apps in the teaching-learning process. As
part of the digitally transformed generation, I am well-versed in using various apps and have a strong
focus on integrating technology and virtual reality into our everyday realities.

2. What do I still need to learn in order to use apps in teaching effectively?

Perhaps setting objectives and expectations, adapting the learning experience, implementing a
password and login management system, staying vigilant about apps with in-app purchases, and
conducting additional research on best practices.

3. What can I do to learn more about and practice the use of educational apps?

To effectively use the apps, explore them, watch video tutorials, read app manuals, and attend seminars
or training sessions dedicated to the apps.

WRITE AN ACTION RESEARCH (p.117-118)

This part allows you to synthesize or put together what you noticed, analyzed, and reflected on to come
up with a possible topic for an action research.

OBSERVE

1. What problematic situation / challenges / area of improvement prevailed in using apps?

The challenges of using apps in teaching-learning include teachers' unfamiliarity with current apps,
students' limited understanding of app operations, and difficulty in finding the right app-material
integration. Not all apps align perfectly with learning objectives.

Another table shutacxa.

Keypoints/findings in what i read

1. Teachers' perceived technology skills greatly impact their use of instructional and application
software. When teachers feel confident in using specific software, they are more likely to incorporate it
into their classes. Providing professional development to enhance perceived technology skills can
increase software utilization.

2. Technology, when integrated into instructional design, can greatly improve academic performance by
fostering deeper learning and enhancing students' understanding. Proper and strategic use of
technology can outweigh traditional teaching methods. Maximizing student-instructor communication
through technological tools also leads to positive perceptions of the subject being taught.

3. The study reveals bidirectional relationships between emotional states, self-efficacy, and attitudes
towards educational technology. Negative emotions impact technology use for instruction. Workplace
anxiety motivates skill improvement but hinders implementation. Technical anxiety directs technology
use for management and self-improvement, not instruction.

On what theories / principles can this problem be anchored by the help of SAMR Model, it is a
framework created by Dr.

Ruben Puentedura introduced the SAMR model, which classifies classroom technology integration into
four levels: Substitution, Augmentation, Modification, and Redefinition. This model assists educators in
incorporating technology, including apps, into teaching and learning, offering a framework for designing
digital learning experiences.REFLECT

2. What do I hope to achieve to address the problem? (What change do you want to achieve?)

Arrange a webinar to discuss educational apps that assist teachers in online teaching. The school system
should also provide necessary facilities and media support to enhance online learning.

PLAN

3. What strategies/solutions/means can you employ to improve the situation/solve the problem:
Teachers employ different strategies to tackle challenges with using apps in online classrooms, including
watching tutorials and discussing issues with colleagues. To cope with poor internet connections, they
may resort to alternative methods like printed materials and offline apps.

Fs2 ep 16

ANALYZE (p.148)

• Did the formative assessment tasks help students master what they were expected to learn?

Indeed, Formative assessment benefits both students and teachers, especially through observation
which helps address students' weaknesses and guide their individual learning goals. It also assists
teachers in handling unexpected challenges effectively.

• Was students’ response to formative assessment exercises favorable or unfavorable? Why?

No. Fairness is crucial, and avoiding favoritism ensures unbiased assessment. Using students' responses
as a guide helps in offering help and guidance, promoting equal opportunities for all.

• Did the conduct of formative assessment and self-assessment affect students’ attainment of learning
outcomes? How?

Indeed, conducting self-assessment motivates teachers to fulfill their mission of teaching. It involves
making plans, decisions, and other factors that impact the achievement of learning outcomes for both
students and teachers.

• What was the effect of students assessing their progress on their motivation to learn?

The focus is not primarily on students creating their own grades, but rather providing opportunities for
them to recognize what makes an excellent performance.

REFLECT (p.149)
How would attainment of learning outcomes be affected if there were no formative assessments or self-
assessments?

Assessment is crucial for effective teaching and learning. Without it, teaching strategies may lose their
effectiveness, resulting in a lack of concrete results and meaningful learning outcomes.

WRITE ACTION RESEARCH PROMPTS (p.149-150)

OBSERVE

1. One thing that went well in the development/use/administration of formative assessment tasks
(assessment for learning) is

- that Formative assessment, involving learning objectives and progress tracking, motivates students to
improve outcomes by focusing on their desired achievements.

2. One thing that did not go very well in the development/ use/ administration of formative assessment
tasks (assessment for learning) is

Due to a minor misunderstanding regarding the assessment's instructions, some students veered off
course.

3. One good thing observed in students’ self-assessment (assessment as learning) is

Since only a small number of students relied heavily on their close friends, some of them did not
appreciate the self-evaluation process.

4. One thing in students’ self-assessment (assessment as learning) that needs improvement based on
what was observed is

Due to a minority of students relying on their close friends, many of them were unenthusiastic about the
self-evaluation process.

REFLECT

The formative assessment activities went well because

- Many students identified their strengths, weaknesses, and areas for improvement, facilitating effective
monitoring and continuous feedback for better learning outcomes.
The formative assessment activities process did not go

- well Due to misunderstandings, some students misinterpret both the teacher's feedback and the
teaching itself.

For the students, self-assessment worked because

- It helps to obtain a clearer understanding of students' true comprehension and pinpoint areas of
knowledge gaps.

For the students, self-assessment did not work because

- A portion of them lacks the motivation and confidence to assess their levels of understanding and
learning.