As I reflected on the Philippine Basic Education competencies and the Grade 6 Mathematics curriculum, I found it crucial to explore how specific mathematical concepts such as percentage, base, and rate align with the curriculum guide. These concepts are foundational in helping students build their critical thinking skills, and they serve as building blocks for more complex mathematical understanding in the future. In particular, the topic of percentage, base, and rate is something that can have practical applications in the real world. As I closely examined the curriculum, I recognized that these concepts are not only essential for academic success but can also serve as powerful tools for students to better understand and solve everyday problems.

The problem-solving abilities that students develop through the study of percentage, base, and rate are essential when it comes to real-life applications, especially in helping individuals make informed decisions about finances, health, and other matters. As I analyzed the competencies, I considered how these mathematical skills could be applied in various contexts, particularly for senior citizens. One of the problematic situations that senior citizens often face is the transportation, budgeting, and healthcare expenses that directly impact their daily lives. The ability to calculate percentages, rates, and base values could be transformative in helping them make informed decisions when dealing for their needs. By considering this, I realized that teaching students these concepts isn't just about preparing them for exams—it's about equipping them with practical tools that could later assist not only their own future but also the lives of others, including vulnerable groups like senior citizens.

In this way, students can learn the core competencies outlined in the curriculum while making a tangible difference in the lives of their community members, particularly those in the senior citizen demographic. The experience has made me realize the power of curriculum not only to teach students but also to impact broader communities, providing practical, life-enhancing skills for individuals across generations. Through this insight, I was inspired to create a WebQuest that could bridge this gap by making the concept of percentage, base, and rate accessible to both students and senior citizens. 

Designing a WebQuest has been an eye-opening experience for me, blending creativity with education in a way I hadn’t fully explored before. I’ve always been fascinated by the potential of technology to enhance learning, but the WebQuest process took this fascination to a whole new level. The task of designing an engaging, interactive learning journey for students made me reflect on how digital tools can deepen understanding and encourage exploration beyond the confines of textbooks. While the process was challenging, especially when it came to organizing the content and ensuring that the tasks flowed smoothly, it was also deeply rewarding to see how my work could facilitate learning in a more dynamic and student-centered way. This was my first real attempt at creating a comprehensive WebQuest, and it gave me the chance to merge my interests in teaching with my desire to engage students through technology.

This WebQuest project stemmed from my desire to expand on the topic I worked on last semester in unit planning. I had been focused on creating a unit that encouraged critical thinking, and the WebQuest format was perfect for achieving that goal. The integration of multimedia, research tasks, and group collaboration within the WebQuest reflected my vision of how education can transcend traditional methods. I loved the idea that students would not only be completing tasks but would also be involved in decision-making, using the knowledge they gained to solve problems creatively. By designing the WebQuest, I was able to cultivate a space for learning that felt organic, allowing students to take ownership of their learning journey in a way that felt personal and meaningful to them.

The process of designing the WebQuest also made me more aware of the importance of scaffolding and pacing in any lesson plan or educational activity. While creating the structure for the WebQuest, I had to ensure that each step built upon the previous one, which helped me gain a deeper appreciation for how learning needs to be broken down in manageable chunks. It’s easy to assume that students can just jump into tasks, but this experience taught me the value of clear instructions, check-in points, and the freedom to explore. I had to think critically about how to balance guidance and independence, which is something I had not fully appreciated before.

There were definitely challenges along the way, particularly in terms of ensuring that the content was both engaging and educationally sound. I found it difficult to determine the right balance between fun, interactive elements and the depth of learning that needed to occur. At times, I was unsure if I was asking students to do too much or too little. However, with each iteration, I refined the WebQuest, learning that it’s not just about providing the right information, but about creating an environment where students can actively engage with the material in a meaningful way.

In the end, I felt a great sense of accomplishment. The WebQuest I created was a reflection of my values as an educator, showcasing my desire to make learning both interactive and impactful. The experience taught me that the process of crafting an engaging learning environment is just as important as the content itself. Through the WebQuest, I saw how digital tools could encourage students to think critically, collaborate with others, and apply their knowledge in a hands-on way. I look forward to utilizing this kind of project in my future teaching career, knowing that it can truly elevate the learning experience.

The experience of creating assessments has been a humbling one, forcing me to think deeply about what I truly want my students to learn and how best to measure their growth. When I first started making assessments, I struggled with the idea of what it meant to assess effectively. How do I ensure that the assessment reflects not only students’ understanding of the content but also their ability to apply it in real-life situations? This process taught me that assessments must go beyond just measuring knowledge. They need to capture students' skills in problem-solving, critical thinking, and creativity. I had to constantly ask myself: Are the assessments truly testing the learning objectives? Are they fair and accessible to all students?

Through this process, I gained a greater appreciation for the importance of formative assessments, which provide ongoing feedback rather than just a final judgment. It was enlightening to see how formative assessments can help students reflect on their learning and understand their strengths and areas for improvement. By incorporating these types of assessments into my practice, I learned how vital it is to create opportunities for students to demonstrate their learning in various ways, whether through written tests, projects, or verbal presentations. It made me realize that students should not just be evaluated based on a single moment in time but should have multiple opportunities to show their understanding.

The challenge in making assessments, however, was ensuring that they aligned with both the curriculum and the specific needs of my students. I had to be mindful of the content standards while also considering how to make the assessment engaging and meaningful. It became clear to me that assessments are not simply tools for grading—they are instruments for guiding students in their learning journey. As I created rubrics and tests, I focused on crafting questions and tasks that required higher-order thinking, knowing that assessments should push students to explore concepts in depth and see how they connect to the world outside the classroom.