PABILLAR, MARVIE M.

BSED SCIENCE – 4A
Observations of Teaching- Learning in Actual School Environment
Module 1. Lesson 1 – The Teacher We Remember

1. From the PPSTs, the Southeast Asia Teachers Competency

Standards and the TEDx videos that you viewed, what competencies
does a great teacher possess?

2. Are these competencies limited only to professional teachers?

3. For a teacher to be great is it enough to possess the professional

competencies to plan a lesson, execute a lesson plan, manage a
class, assess learning, compute and report grades? Explain your
answer.

4. For a teacher to be great, which is more important – personal

qualities or professional competencies?

5. Who are the teachers that we remember most?

Which personal traits do I possess? Not possess? Where do I need

improvement in?
 Which professional competencies am I strongly capable of demonstrating?

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 In which competencies do I need to develop more?

Who are the teachers that we remember most?

1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such as

and
professional competencies like
were least/not displayed and as a result, students were/class
was

2. REFLECT The lack of these personal traits and professional competencies

(mentioned in #1) may be caused by

3. PLAN I would like to address this problem (mentioned in #2) by conducting an action
research on

4. ACT
1. The main objective of my action research is
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 2. My specific research questions are:

3. To answer my specific research questions, I

Attach your reflections here.

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 Evaluate Your Task Field Study 2, Episode 1

Name of FS Student Date Submitted:

Course: Major:

Learning Excellent 4 Very satisfactory Satisfactory Needs

Episode 3 2 Improvements
1
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered questions were not
completely; completely; completely; answered
answers are with answers are clear answers are not completely;
depth and and connected to connected to answers are not
thoroughly theories; grammar theories; one (1) connected to
grounded on and spelling are to (3) three theories; more
theories; grammar free from error. grammar and than four (4)
and spelling are spelling error. grammar and
free from error. spelling error
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; shallow; rarely
what were by what were somewhat supported by what
observed and observed and supported by what were observed and
analyzed. analyzed. were observed analyzed.
and analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning learning outcomes; learning
complete, outcomes; complete, not outcomes; not
wellorganized, complete, organized, complete, not
highly relevant to wellorganized, relevant to the organized, not
the learning very relevant to learning outcome relevant.
outcome the learning
outcome
Accomplished All questions/ task One (1) to two (2) Three (3) Four (4) questions/
Action Research completely questions/ tasks questions/ tasks tasks not
Prompts answered/ not answered/ not answered/ answered/
accomplished accomplished accomplished accomplished
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days before the
deadline
Comments Overall Score

Rating:

TRANSMUTATION OF SCORE TO GRADE/RATING

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 Score 20 19-18 17 16 15 14 13-12 11 10 9-8 below
Grade 95 92 90 87 84 81 78 75 72 70 and below

Signature of FS Teacher over Printed name Date

Lesson 2. PREPARING, ENHANCING, MAKING, AND ESTABLISHING MY OWN
CLASSROOM ROUTINES
(FACE-TO-FACE/VIRTUAL)

Activity 1:
The Venn Diagram shows two contrasting situations. The first shows that the learners
are in the same room or space while in the second, the learners maybe in different learning
spaces like homes, study hubs or in extreme cases parks or under the trees.

As a teacher, in which of the two situations would you prefer to manage for learning? Choose
between Learning Environment `1 and Learning Environment 2.
Explain your choice: Why?

Activity 2:
What will you do to assist your mentor in setting up a conducive learning environment in the
following conditions:
1. Bulletin Board Display

.
2. Small Group Discussion

.
3. Checking class attendance in a virtual classroom (i.e. Google Meet or Zoom)

Activity 3:
If you are assisting your mentor in an online class, these are some reminders you should
share to your remote learners on a synchronous platform like Google Meet, Zoom, MOOCs or
any other platform you are familiar with or are using.
With the use of Google Meet, Zoom or any platform, organize a virtual class. Do this with
the guidance of your mentor.
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 Try to handle one online class and use the guidelines above. Happy virtual teaching!

Activity 4:
To ensure that I can carry out/ perform my tasks efficiently and effectively in participating
and assisting my cooperating teacher in establishing routines and procedures, in the
classroom or in remote learning, I must be guided by the following questions:
1. How will I gain student attention in the classroom/ remote learning?
2. What are the routines and procedures that I need to establish before, during, and after
my classes whether on a face-to-face or remote learning?
3. What verbal and non-verbal communication will I use to signal that students need help/
attention in the classroom/ remote learning?
4. How must students get/ secure the needed work materials and books and others in the
classroom/ remote learning?
5. How will students transition to group work and other cooperative activities in the
classroom/remote learning?
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/ online classes?
7. What rules must be set for students who finish task early/ and for those who cannot
complete work on time?
8. What procedures must be observed for tardiness/ early dismissals?
9. What procedures must be done when submitting homework/ performance tasks in the
classroom/ remote learning?
10. What procedures must be employed in movements into and out of the classroom/ remote
learning?
Having these guide questions in mind, consult with a junior high school teacher and ask him/her
what classroom routines he/she needs help with. One routine for online classes/ modular,
another one for offline meetings/ transactions. Craft this classroom routine and give him/ her a

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copy. Another copy with attached “received” signature from the classroom teacher will be sent
together with this module.

Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are
changes that are taking place.

What changes have you noticed in the face-to-face classroom spaces?

Classroom Environment Before Classroom Environment Now

Unlike the traditional face-to-face classroom environment, online or virtual environment is

a bit difficult to manage. It is because Virtual Learning Environment (VLE) is imaginary and not in
the physical sense. It has no corners and it can be set up with the support of technology.

As a teacher, what have you discovered to be easy to implement in your virtual class?

How did the students show their active participation in the lesson?

Learning Environment 1: (see Venn Diagram)

• What have you noticed of the display in the class bulletin board? What message or theme
does it convey?
• What makes it attractive to the learners?
• Does it help in the learning process? How?

Learning Environment 2: (see Venn Diagram)

• If the teacher is using a distance delivery of learning through the modules, where is
most likely the learning space of the students?

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 • Can you describe these learning spaces?
• How can you as a teacher help to make such environment conducive for learning?

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 What do you think brought the changes in the face-to-face learning environment now?

From the changes that you identified, choose one that you can do. How will you do it?

Which of the following is/are your analysis/ analyses of online learning environment?
It was difficult to observe the physical behaviour of the students.
It takes time for students to learn how to use the platform.
Students who are alone in their home space find difficulty to make responses.
Internet connectivity is a great factor to support conducive environment.

Based on my noticing and analysis, I realized that:

a.
b.
c.

Do you think making the learning environment conducive for a face-to-face classroom will
enable the learners to achieve better learning outcomes? Explain your answer.

As a future teacher I feel that the online learning environment can be safe if

I think that teaching in a virtual learning environment is

What insights have you gained while doing Activity 4 under Participate and Assist?

Prompt 1
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 OBSERVE

What probable problem may result from the two situations of the learning environment?

REFLECT
What solutions can I think of to solve the problem?

PLAN
How should I do it?

Prompt 2

OBSERVE

What common problem have I noticed in a face-to-face learning environment? Can I

translate this problem into a question?

REFLECT
How would I solve the problem? Will it improve my teaching? How?

PLAN
What will I do to solve the problem? Describe briefly how you will do it.

Prompt 3

OBSERVE

Identify the problems brought about by the online learning environment.

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 REFLECT
How would you solve this problem?

PLAN
What initial plan do you intend to do to solve the problem?

To further enrich my knowledge on establishing classroom routines and procedures,

whether in the classroom or in remote learning, these are some of the online resources
which will help me in these activities (include books, websites, youtube videos, and the
like).

1.
2.
3.
4.
5.

Activity 1:

In no less than 300 words, write an essay on the topic: “My Conducive Learning
Environment.”
Activity 2:

Visit a school where the learning environment is face-to-face. Prepare a detailed report
describing the face-to-face learning environment in terms of the three components:
Physical Environment
 Is the space inside the room more than enough for learners to move about?
 Does the room arrangement match with teaching-learning principles? Are there
several room arrangements in the school?
 Are the visual displays attractive and do they stimulate learning?
 Are the school premises safe and is the classroom space free from hazards?
 Are learners comfortable in terms of light and
ventilation? Psychological Environment
 Are there sets of rules and procedures followed? What are these?
 Are there sets of expectations that can motivate the learners to learn?
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  Are these observable in the classroom?
- Classroom atmosphere based on trust, cooperation, and empathy
- Modeling of positive attitude, respectful behaviour, constructive
actions
- Avoidance of ridicule, sarcasm, superiority in the classroom
- Opportunities for learners to share their experiences
and learning with each other

Social Environment
 Are there opportunities for positive interaction inside the classroom?
 Are there outdoor activities that foster friendship, camaraderie and
cooperation?
 How are individual needs and differences considered?

Activity 3:

Make a list of 10 websites where you can source references and

instructional materials for this episode. Place the list in the matrix like the
one below.
LIST OF WEBSITES AND TITLES OF THE CONTENTS
Name of Website Topics/ Title of Content or Instructional
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Activity 4:

Take some snapshots of your routines in the classroom or in remote learning and tell
something about them. You may also write down the procedures you have
formulated and explain the reasons for these.

Choose the best answer from the options given.

1. Learning environment is only confined to a specific place called schools. This statement is
. a. True
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c. Doubtful
d. Cannot be determined

1. What kind of learning happens anytime, anyplace and anywhere?

a. Traditional learning
b. On-line learning
c. Hybrid Learning
d. Face-to-face learning

2. In which situation can learners learn with more physical

presence and intervention of the teacher?
a. Face-to-Face
b. Virtual
c. On-line
d. All of the above

3. Which of the two kinds of learning environment encourages

independence and self-management of the learners? Why?
a. Face-to-face, because there is always the presence of the
teacher who will give guidance to the learner.
b. Virtual/online, because the learners are given time to learn on their
own and progress at their own rate.
c. Both, because they can always shift from one modality to another.
d. Face-to-face because there is always the need of a teacher in a classroom all
the time.

4. If online or virtual learning environment is not applicable, the

traditional face-to-face or in school will continue. How will you improve
the physical learning environment? a. Use tables with chairs to allow
cooperative learning
b. Provide learning spaces or corners for independent study
c. Give credits to success than failures
d. A, B and C.

5. In the face-to-face learning environment, the most critical element is/are the
. a.
Arrangement of chairs and tables
b. Physical, psychological, and social considerations
c. Teacher and student interactions
d. None of the above

6. The traditional classroom spaces are still considered valid and

effective for as long as these conditions exist. What are these
conditions?
I. There should be one teacher to one student ratio.
II. Chairs should be fixed in such a way that they cannot be removed.
III. The presence of the teacher is needed in a given time to
guide learning. IV. All students should be heard in class
discussion.
 a. I and II
b. II and III
c. I and IV
d. III and IV

7. The best instructional material in the traditional classroom is the .

a.
Blackboard
b. Computer
c. Teacher
d. Bulletin board
8. Outdoor activities like group games, scavenger hunt and the like provide a positive
. a. Psychological environment
b. Social environment
c. Physical environment
d. Cognitive development

9. It is observed that different classrooms have different arrangement of

chairs, tables, and benches because of . a. School budget
b. Different purposes

c. Delivery of supply
d. Donations received

10. What is common among the following learning environments: a.)

remote learning, b.) virtual learning, c.) online learning? a.
Presence of a teacher
b. Use of cyberspace
c. Asynchronous delivery
d. Use of module

11. If your co-teacher asks you to borrow your email address password
for an urgent concern, which section should you take as a safety
measure?
a. Deny your friend’s request because of privacy
b. Open your email yourself and print your friend’s email.
c. Quick share your password to your friend.
d. None of the A,B,C.

12. Why should parents be involved and be a part of a safe online environment?
a. Parents should provide guidance in the selection of websites for children’s
references.
b. Parents know better than the children so they can coach in answering online.
c. Parents can do research for their children’s assignments.
d. Parents should sit by their children’s side during virtual class time.

13. In a virtual synchronous class, when a student would like to talk,

which of the following actions should be done?
a. Mute of the microphone
b. Open the camera
c. Raise hand
d. Send message to chat box.

14. Which would describe a safe and conducive virtual learning environment?
a. When parents are involved
b. When the teacher provides open communication
c. When students are supported with resources
d. A,B, and C

15. Ms. Asuncion teaches English in Grade Six. She finds difficulty in
getting her class settled and ready for the daily lesson. Which of the
following would be the best advice for her? a. She should have a
seating arrangement/ plan.
b. She should assign a group leader to monitor student’s discipline.
c. She should not let them in until they are ready.
d. She should have an entry pass before they get in.
 16. The students of Ms. Dionisio were instructed to use the washroom gate pass whenever
they need to attend to personal necessities. This is an example of which the following
classroom management techniques? a. The use of cards
b. The use of gate pass
c. The use of transition
d. The use of clear schedule

17. Mrs. Esplana assigned daily prayer leaders and attendance monitor checkers in her class.
What is the benefit of having this practice?
a. Ensure discipline and responsibility in class.
b. Make her students busy at all times.
c. Develop camaraderie in class
d. Ease her of small stuff.

18. During inclement weather one of the routines established by Ms. Returan is for her class to fall
in line along the corridors and not in the school yard. What must be the reason why she
implemented this?
a. To have another area for line formation
b. To enable them to stay outside
c. To protect them from harm
d. To give more time for them to socialize outside the classroom

19. Why is it best to establish routines at the beginning of the class?

a. To eliminate stress of teachers at the beginning of the class
b. To control unruly students
c. To know all the students in class
d. To ensure order and discipline at all times
20. Why is it best to establish routines at the beginning of the class?
e. To eliminate stress of teachers at the beginning of the class
f. To control unruly students
g. To know all the students in class
h. To ensure order and discipline at all times

Lesson 3. SELECTING AND UTILIZING DIGITAL AND NON-CONVENTIONAL RESOURCES

Enumerate the apps you already know and have probably tried. Explore the Padagogy Wheel
and learn at least five more. Fill out the table below.
Apps that I already know/ have recently How can I utilize this in teaching-learning?
explored
1. After you participated or assisted in synchronous classes using a web-conferencing app,
describe what you observed and experienced by answering the items below:

• Which web-conferencing app did the teacher use for synchronous classes?
Describe its features and how you or the teacher used these features.

Web – Conferencing App Feature Was it utilized? If yes, describe how it was
utilized in class?
Virtual Background
Microphone icon on/off
Camera icon on/off
Screen share
Reaction buttons
Spotlight
View (using different views)
Polling
Recording
Others
Others

• How was the content taught or delivered? How were the learning activities
facilitated? What strategies did the teacher or you used to keep students
engaged? How did the students respond to the teacher? The activities?
• What was your experience in participating and assisting in synchronous classes?
What were your thoughts and feelings while you participated and assisted?

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 • What do you think are the best features of a web-conferencing app that you or the
teacher used? How did these features help the teachers and the students?
• Referring to the Community of Inquiry infographic, how well did the teacher/ or you
use the web-conferencing app to establish: (Describe in detail.)
- Teaching Presence
- Social Presence
- Cognitive Presence

• What do you still need to learn in order to conduct an online synchronous class
using a web-conferencing app effectively?

How ready am I in selecting and developing resources/ instructional materials in the

teaching- learning process?

What do I still need to learn to select and develop resources/ instructional materials in
teaching effectively?

What can I do to learn more about and practice the use of resources and instructional
materials?

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

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

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

How ready are you in organizing and using an LMS?

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 What
do you still need to learn in order to use the LMS effectively?

PROMPT 1

OBSERVE
Doing this episode on selecting and using resources/ instructional materials, what
problematic situation/challenges/ area of improvement did I find?

REFLECT
List at least three resources that you have read about this problem/ challenge/ area of

Resource or Reference about the topic Key points/ findings in what I read

On what theories/ principles can this problem be anchored?

What do I hope to achieve to address the challenge/ area of improvement? What change
do I want to achieve?

PLAN
What strategies/ solutions/ means can I employ to improve the situation/ solve the
problem?

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 ACT
If you will conduct action research, what will be the title (base this on your answers in
nos. 1-3).

PROMPT 2

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

List at least three sources that you have read about this problem/ challenges/ area of
improvement.

Resource or Reference about the topic Key points/ findings in what I read

On what theories/ principles can this problem be anchored?

REFLECT
What do I hope to achieve to address the problem? (What changes do you want to
achieve?)

PLAN
What strategies/ solutions/ means can you employ to improve the situation/ solve the
problem?

ACT
If you will conduct action research, what will be the title (base this on your answers in
nos. 1-3):

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 PROMPT 3

OBSERVE
What problematic situation/ challenges/ area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?

List at least three sources that you have read about this problem/ challenges/ area of
improvement.

Resource or Reference about the topic Key points/ findings in what I read

On what theories/ principles can this problem be anchored?

REFLECT
What do I hope to achieve to address the problem/challenge/ area of improvement in web
conferencing app use? What changes do you want to achieve?

PLAN
If you will conduct action research, what will be the title (base this on your answers in
nos. 1-3):

ACT
What strategies/ solutions/ means can you employ to improve the situation/ solve the
problem?

Attach pieces of evidence of what you accomplished in this episode.

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 Direction: Read the questions then choose the letter of the correct answer.

1. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or
instructional materials in terms of . a. Level of thinking
b. Extend of being flexible or fixed
c. Extent of being concrete or abstract
d. Extent of adaptation and modification

2. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to show
the illustration to the two-year olds and showed all thirty pages of the book. Miss Violo struggled
just to finish the book because the toddlers were not focusing. Some lay on the floor stretching;
others ran around the room. Which criterion did she fail to consider in choosing a material? a.
Collaboration among learners
b. Inclusive and free of cultural bias
c. Student interest and engagement
d. Developmental appropriateness

3. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful people
in business who were all males. The clips seemed to send a message that only men succeed in
the business field. Mr. Menggay did not have any follow-up discussions on the clips. Which
criterion in selecting resources/ materials should the teacher have considered? a. Student
interest and engagement
b. Inclusive and free of cultural bias
c. Developmental appropriateness
d. Time and cost-efficient

4. Which of the following gives the learners the most concrete experience?
a. Watching a theatre play on The Death March
b. Listening to the teacher discuss about the first chapter of Noli Me Tangere
c. Viewing a photo exhibit of the EDSA Revolution
d. Independently reading the biography of Andres Bonifacio

5. A teacher should consider all these criteria for choosing a resource or material, EXCEPT
a. Aligns to the learning objectives/ outcomes of the lesson
b. Is the most expensive therefore most durable
c. Is inclusive and free from cultural bias
d. Is developmentally appropriate

6. An application (app) can be described by all of the following, EXCEPT a. A software

b. Have a wide range of function
c. Some can be used offline
d. All need to be used online

7. Teacher Ruth is excited to try this preschool math app with her kindergarten students. She is
happy because it has a feature where she can review how each child performed and give her
information about which skills she needs to reinforce more and which skills the children have
already mastered. Teacher Ruth has considered which criteria for selecting apps? a.
Accessibility
b. Motivation
c. Instructional design
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 d. Developmental appropriateness

8. Ms. Peralta found two apps that were both appropriate for high school students taking Physics.
They both have assessment and feedback and were quite enjoyable to play. She can use both
on a free but limited arrangement but need to choose one that the school will purchase for
premium use. She eventually selected the one that linked Physics with everyday life like Physics
and the internet or Physics in amusement park rides. She based her decision on which criteria
for selecting apps?
a. Engagement
b. Accessibility
c. Developmental appropriateness
d. Motivation

9. From among several apps that focused on grammar, Ms. Tayag chose the one which
helped learners gain mastery through games where players earn tokens when they
succeed. Which criteria did Ms. Tayag consider? a. Accessibility
b. Motivation
c. Instructional design
d. Developmental appropriateness

10. The Padagogy Wheel can help teachers choose apps by all, EXCEPT
a. It helps teachers identify apps for different grade level of the learners.
b. It helps teachers identify apps according to the levels of Bloom’s taxonomy.
c. It helps teachers see the type of technology integration in the SAMR model
d. It helps teachers explore apps useful for both Apple and Android users.

11. Mr. Mahusay is ensuring using the polling feature of the LMS as a strategy to increase
participation of his students in their lesson on qualities of national leaders. He is utilizing
his
.
a. Technological Content Knowledge (TCK)
b. Pedagogical Content Knowledge (PCK)
c. Technological Pedagogical Knowledge (TPK)
d. Content Technology Knowledge (CTK)

12. Ms. Del Rosario is careful to match the learning outcomes with the content and activities she
is going to do. She also sees to it that the assessment measures the attainment of the learning
outcomes. She is using her .
a. Pedagogical Content Knowledge (PCK)
b. Pedagogy Technological Knowledge
c. Technological Pedagogical Knowledge (TPK)
d. Technological Content Knowledge (TCK)

13. Ms. Juan is utilizing the feature of the LMS to provide regular information updates on the
topic she and her students are exploring. She is using . a. Technological Content
Knowledge (TCK)
b. Pedagogical Content Knowledge (PCK)
c. Technological Pedagogical Knowledge (TPK)
d. Content Technology Knowledge (CTK)

14. All are true about learning management systems, EXCEPT

a. Has components and features that teachers can use in teaching
b. Is a platform for a virtual learning environment
d. Canvas is an example of this

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 c. Microsoft office is an example of this

d. Canvas is an example of this

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 15. Through the LMS, the teacher can do the following tasks, EXCEPT
a. Post assignment and projects
b. Set up discussion boards
c. Make students collaborate
d. Meet students face to face

16. During an online synchronous class, Ms. Bonifacio greets her students cheerfully.
She allows time for the students to know more about their classmates through interesting
polls. She also provides opportunities for the students to work together and collaborate. She
uses the reaction buttons, smiley, heart, or clap to appreciate the student’s effort and
excitement to participate.
She was able to attain which essential element? a. Teaching Presence
b. Cognitive Presence
c. Social Presence
d. Community Presence

17. During a two-hour online synchronous class, the Science teacher taught about
centripetal and centrifugal forces. She did not introduce the learning goals for the session.
She shared on screen the first Powerpoint she found on the internet and lectured about the
topic to students without engaging them to participate. They were passive the whole time.
Some students turned off their cameras. She ended the class with a quiz on the topic. The
teacher did not effectively demonstrate which essential element? a. Community Presence
b. Teaching presence
c. Cognitive Presence
d. Social Presence

18. The topic of the online synchronous session for the day was how the Philippines
will attain herd immunity from Covid 19 the fastest way. After introducing the topic, the
teacher explained to the students one learning outcome which for them to analyze the
current situational factors that may impede and hasten the Philippines’ goal of attaining herd
immunity. Another learning outcome was for students to articulate suggestions on how the
Philippines will succeed in this goal. The teacher provided readings ahead of time and also
placed the links on the chatbox. She allotted time for the students to go to the small group
meeting rooms she arranged on the web conferencing app for discussion. Later, students
went back to the big group, and students actively shared their outputs. The teacher fostered
which essential element? a. Teaching presence
b. Social Presence
c. Community Presence
d. Cognitive Presence

19. All are example of web-conferencing apps, EXCEPT

a. Microsoft teams
b. Zoom
d. Skype
e. Canva

20. When a teacher is mindful demonstrating teaching presence, social presence and
cognitive presence consistently, she is adhering to the model of a. Community of Practice
b. Community of Inquiry
d.c. Canvas is an example
Community of this
of Learners
d. TPACK
This document is a property of NONESCOST Module | Page 53
Unauthorized copying and / or editing is prohibited. (For Classroom Use Only) Prepared by: Vincent Luminoque
 d. Canvas is an example of this

This document is a property of NONESCOST Module | Page 53

Unauthorized copying and / or editing is prohibited. (For Classroom Use Only) Prepared by: Vincent Luminoque