PT01 PARTICIPATION Tasks

October 24-26, 2018

Date Objectives Tasks Distribution of Tasks Venue of Activity Deliverables Mode of Submission
24-Oct Draft a 1-Page Identify recurring classroom 1 Team with 3-5 members ITL Classrooms One 1-Pager with Gantt Online via email to the
Classroom-based problem situations that need to Chart account of the respective
Action Research be addressed supervisors
Proposal
Formulate solutions to address
the problem situations

Prepare a Gantt Chart for the

conduct of the CBAR

25-Oct Design learning Conduct an ocular visit of the 1 Team with 3-5 members New ITL Building Pictorials and Online via email to the
environments and new ITL premises measurements of the account of the respective
bulletin board displays actual space supervisors

Make a floor plan of a learning ITL Classrooms A scale drawing of the Online via email to the
environment that supports proposed floor plan for account of the respective
learning of a specific content the assigned learning supervisors
area, or conduct of activities space
based on a learning theory

Design and structure bulletin An actual bulletin board Actual display; onsite
board displays following specific display
themes, teaching philosophies, or
learning theories

26-Oct Write about an actual Recall an actual classroom Individual ITL Classrooms A write-up on a Online via email to the
classroom episode experience during the first few classroom episode account of the respective
that required teachers weeks of PT01 where you, a co- where a teacher had to supervisors
to troubleshoot PT student, or your supervisor troubleshoot a situation,
situations had to troubleshoot a situation with illustration, and 4
possible actions that
could be done to
address it. Each action
must be given a score
between 1-4.
26-Oct Write about an actual Individual ITL Classrooms A write-up on a Online via email to the
classroom episode classroom episode account of the respective
that required teachers where a teacher had to supervisors
to troubleshoot troubleshoot a situation,
situations with illustration, and 4
possible actions that
could be done to
Make an illustration of the
address it. Each action
situation
must be given a score
Write a short paragraph to between 1-4.
describe the situation, or a
dialogue that actually transpired
in the situation.

Cite 4 possible actions that could

be done to remedy the situation.
Assign a score to each possible
action (e.g., 4 as the most
helpful/appropriate action, 1 as
the least)
Due Date/Time Support Materials
October 24, 2018 Matrix to be
3:00PM accomplished; 1-Pager
Template; Sample
Gantt Chart; scoring
rubrics

October 25, 2018 List of items to be

10:00AM considered when
structuring the learning
space for a specific
content area/theory;
October 25, 2018
scoring rubrics
3:00PM

October 30, 2018 Assigned bulletin board;

12:00NN scoring rubrics

October 26, 2018 A template for the 1-

3:00PM page Teacher's Story;
scoring rubrics
October 26, 2018 A template for the 1-
3:00PM page Teacher's Story;
scoring rubrics
 Matrix for Mini Classroom-based Action Re

Area of
Impact of Problem to
Grade Level Problem Situations Teaching/Learning that Related Literature
Teaching-Learning
was affected
Problem/ In what grade What was the problem, issue or Why do you think this must be What area of teaching or learning What theories, principles, or
Issue/ level did this concern all about? Tell your story addressed? What was the result did the problem, issue or concern articles/reports back up your
Concern problem, issue, here. of the problem, issue, or concern? affect? (e.g., time management, observations?
# or concern What happened? discipline, content delivery,
occur? feedbacking, assessment and
evaluation, etc.)

NOTE: Complete the row of the Problem/Issue/Concern that your group would work on for the 1-Pager.
oom-based Action Research
Possible Solutions
What are the 3 solutions that
you could think of are
appropriate and feasible to
prevent the problem, issue, or
concern from recurring? Rank
them from 1 to 3.
Proposed Solution for
Tryout
Of the solutions identified,
which one would your team
tryout?
Practice Teachers to
Period of Tryout Record of Results
Conduct Tryout
When are you going to Who will be involved? What What was the result of the
tryout your solution? How will their roles be (e.g., solution that you tried out?
many times would you doer, recorder, observer, Was it helpful? To what
tryout your solution? analyst, writer)? extent did it solve the
problem, issue or concern?
 Title of CBAR
by
Names of Research Team Members
Date

Significant Issues
Describe the setting where the recurring situation is apparent.
Desribe details about the recurring situation.
Describe how the recurring situation impacts teaching and learning.
Discuss theories, principles that relate to the recurring problem/concern/issue.

Problems Encountered
Describe the problem/issue/concern that the situation brings to student achievement, behavior,
or discipline; to the teacher, conduct of instruction, etc.

Possible Solutions
Cite possible solutions to the problem/issue/concern.

Action Offered
Discuss your proposed solution, how it would be undertaken (procedure), how long it would
take (refer to Gantt chart), costs if any. Convince the reader that it is the most viable way of
addressing the recurring problem/issue/concern.

Significance of Research Results

Discuss the projected results of the action being offered, how it could help solve the
problem/issue/concern.

NOTE: Keep this proposal within one page only. Use Arial 10, single space within paragraph,
double space between paragraphs. Present your ideas in bullets.
 A Gantt Chart for Conducting Classroom-based Action Res

Period of Conduct
Phase Activities
Number of Days/Weeks

Pre-Implementation

Implementation Proper

Post Implementation
m-based Action Research on (Title of Research Project)

Inclusive Dates
Remarks
Oct 24-30 Nov 5-9 Nov 12-16 Nov 19-23 Nov 26-30 Dec 3-7
 Rubrics for Evaluating 1-Pager Mini-CBAR

Score
Criteria Percentage
4 3

1-Pager Mini-CBAR was 1-Pager Mini-CBAR was

Promptness of submitted ahead of submitted in time for
10
Submission deadline. the deadline.

All the required parts 1 of the required parts

Completeness of of the 1-Pager and the was not evident.
Parts & Gantt 20 Gantt Chart were
Chart evident.

All the points presented 1 of the points

Comprehensivene were relevant and presented was
ss of Significant 15 provided support to the irrelevant and failed to
Issues issue being raised. provide support to the
issue being raised.
The selected action is The selected action is
Aptness of Action totally appropriate to partially appropriate to
20
to Problem the problem/issue the problem/issue

The proposed solution The proposed solution is

Feasibility of is feasible within the partially feasible within
Proposed 20 time and resources the time and resources
Solution available. available.

The 1-pager was 1-2 items in the 1-

Quality of Written written concisely and pager were vaguely
15
Work logically. written and/or illogical.

Total 100
-Pager Mini-CBAR

Score Raters

Self Peer Supervisor

2 1
20% 30% 50%
1-Pager Mini-CBAR was 1-Pager Mini-CBAR was
submitted 1-5 hours after 5 hours from the
after the deadline. deadline.

2-3 parts were not 4 or more parts were not

evident. evident.

2-3 points presented 4 or more points

were irrelevant and presented were
failed to provide support irrelevant and failed to
to the issue being raised. provide support to the
issue being raised.
The selected action is The selected action is
least appropriate to the inappropriate to the
problem/issue problem/issue

The proposed solution is The proposed solution is

least feasible within the not feasible within the
time and resources time and resources
available. available.

3-4 items in the 1-pager 5 or more items in the

were unclearly written 1-pager were totally
and/or illogical. unclear and illogically
written.

Total Score

Equivalent
 Items to Consider when Designing a Floor Plan for (Content
Area/Theory)
*To be determined in consultation with PT Supervisors
 Rubrics for Evaluating Floor Plan for ______ Learning

Score
Criteria Percentage
4 3

The floor plan was The floor plan was

Promptness of submitted ahead of submitted in time for
10
Submission time. the deadline.

All the 1 of the

items/preferences items/preferences was
Consideration of
20 pointed out were not evident.
Items/Preferences
considered in
designing the floor
plan.
All possible provisions 2-3 possible provisions
for safety and security for safety and security
Provision for
15 were considered and were indicated in the
Safety & Security
indicated in the floor floor plan.
plan.
Height of spaces for Some spaces for
storage of learning storage of learning
Accessibility of resources are within resources are within
15
Resources students' easy reach. students' easy reach.

Learning spaces allow Learning spaces allow

flexibility for various flexibility for 3 types of
Flexibility of
20 types of groups to activities/groups to
Learning Spaces
work together. work together.

All possible spaces Only 1 space was left

Space Optimization 20 were unoptimized.
optimized/utilized.

Total 100
r Plan for ______ Learning Environment

Score Raters
Self Peer Supervisor
2 1
20% 30% 50%
The floor plan was The floor plan was
submitted a 1-3 hours submitted 4 or more
after the deadline. hours after the
deadline.
2-3 of the 4 or more
items/preferences were items/preferences were
not evident. not evident.

Only 1 possible provision No provision to ensure

for safety and security was safety and security was
indicated in the floor plan. indicated in the floor
plan.

Most spaces for storage of All spaces for storage of

learning resources are learning resources are
beyond students' easy beyond students' easy
reach. reach.

Learning spaces allow Learning spaces allow

flexibility for 2 types of for only one type of
activities/groups to work learning activity.
together.

2-3 spaces were left 4 or more spaces were

unoptimized. left unoptimized.

Total Score
Equivalent
 Rubrics for Evaluating Bulletin Board Structu

Score
Criteria Percentage
4 3

The bulletin board The bulletin board

Promptness of
display was ready ahead display was ready ahead
Completion of 15
of the deadline. of the deadline.
Display

The display was well- The display was well-

Consideration of aligned with the aligned with the
Themes/ 20 prescribed theme/items/ prescribed
Items/Preferences preferences. theme/items/
preferences.
Almost every Some of the
resource/material used resources/materials
Cost-effectiveness/ to structure the display used to structure the
20
Resourcefulness were recyclables and can display may still be
still be reused. reused or were
recyclables.
The display was The display was
Projection of creatively structured, creatively structured,
20 and eye-catching. and eye-catching.
Message/Content

Message/Content Message/Content
conveyed was conveyed was
Comprehensivenes comprehensive, totally comprehensive, totally
25 clear to viewers, and clear to viewers.
s of Content
triggered them to
think/react.

Total 100
ting Bulletin Board Structuring

Score Raters
Self Peer Supervisor
2 1
20% 30% 50%
The bulletin board display The bulletin board
was ready ahead of the display was ready ahead
deadline. of the deadline.

The display was well- The display was well-

aligned with the prescribed aligned with the
theme/items/ preferences. prescribed
theme/items/
preferences.
Some of the Resources/Materials
resources/materials used used to structure the
to structure the display display were very
bought but still cost- costly.
effective.

The display was creatively The display was

structured, and eye- creatively structured,
catching. and eye-catching.

1-2 of the The message/content

messages/contents appear supposed to be
vague to viewers. conveyed was entirely
unclear and vague to
viewers.

Total Score
Equivalent
 Title

A Teacher's Story
by

Name of PT Student

Illustration of Situation

Story

Pose a question to trigger reader to think and choose the best option from among the 4
possible actions that you have crafted.

A.
B.
C.
D.

NOTES: Remember to assign a score to each action. (4 pts) = Best action; (1 pt) = Least action.
Keep your Teacher's Story on just one page/sheet of short bond paper.
pt) = Least action.
 Rubrics for Evaluating "A Teacher's Story

Score
Criteria Percentage
4 3

Promptness of 15 The output was The output was

Submission submitted ahead of the submitted in time for
deadline. the deadline.
Completeness of 20 All the required parts are 1 of the required parts
Parts evident. is missing.

Authenticity of 25 The entire story shared is Some parts of the story

Content authentic and meaningful shared lacked
to teachers. authenticity and
meaningfulness to
teachers.
Clarity of 20 The illustration clearly The illustration depicted
Illustration depicted the story being the story being shared,
shared, and aided the but aided the reader to
reader to fully understand the story to
understand the story. a minimum extent.

Quality of Written 20 The story was written 1-2 items in the story
Work concisely and logically. were vaguely written
The possible actions were and/or illogical. Some
convincingly stated. of the possible actions
were convincingly
stated.
Total 100
aluating "A Teacher's Story"

Score Raters
Self Peer Supervisor
2 1
20% 30% 50%
The output was submitted The output was
1-5 hours after the submitted 5 hours after
deadline. the deadline.
2-3 of the required parts 4 or more parts are not
are missing. evident.

Major parts of the story The entire story shared

shared lacked authenticity is improbable and is not
and meaningfulness to relevant to teachers.
teachers.

The illustration partly The illustration failed to

depicted the story being depict the story being
shared. shared. It confuses the
reader.

3-4 items in the story 5 or more items in the

were unclearly written story were totally
and/or illogical. The unclear and illogically
possible actions were not written.
convincing.

Total Score
Equivalent