Field Study 2

A. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that you viewed, what competencies does a great teacher possess?

A great teacher embodies a unique blend of competencies that extend beyond mere content knowledge. Central to this is passion for teaching, which fuels their enthusiasm and optimism, enhancing student motivation and fostering a love for learning. This intrinsic drive allows teachers to engage deeply with their students, celebrating successes and supporting them through challenges, ultimately shaping well-rounded individuals. Emotional intelligence is another critical trait, enabling teachers to connect meaningfully with their students. By empathizing with their learners and creating a supportive atmosphere, they cultivate strong relationships that enhance the educational experience. This emotional bond encourages students to express their thoughts and feelings, reinforcing a sense of belonging within the classroom. Adaptability is highlighted as a vital competency, allowing teachers to respond effectively to the diverse needs of their students. Whether through differentiated instruction, varied teaching strategies, or integrating technology, great teachers ensure their lessons are engaging and accessible for all learning styles. Cultural responsiveness further enriches this adaptability, as it encourages teachers to incorporate students’ social and cultural backgrounds into their lessons, fostering inclusivity and relevance. Additionally, the ability to inspire curiosity and creativity in students is crucial. By employing project-based activities and hands-on learning experiences, great teachers spark interest and promote lifelong learning. They not only impart knowledge but also encourage personal growth, acting as mentors who guide students through both academic and emotional challenges. In summary, exceptional teachers combine deep subject expertise, emotional intelligence, adaptability, and a genuine love for teaching. This holistic approach not only enhances their effectiveness in the classroom but also leaves a lasting impact on their students' growth and development, inspiring future generations to embrace learning as a joyful journey.

B. Are these competencies limited only to professional competencies?

Great teachers are defined not only by their professional skills but also by a rich blend of personal and interpersonal qualities that enhance their effectiveness in the classroom. While strong subject knowledge and effective teaching techniques are essential, qualities like emotional intelligence, empathy, and patience are equally crucial. These traits enable teachers to forge meaningful connections with their students, creating a supportive and engaging learning environment. A key aspect of exceptional teaching is the ability to build relationships. Great teachers understand their students’ needs, care about their personal growth, and mentor them through their academic journeys. They demonstrate cultural competence by respecting and integrating diverse backgrounds into their lessons, making learning more relevant and inclusive.  Furthermore, effective teachers are adaptable and resilient, capable of adjusting their methods to meet individual student needs and modeling perseverance in the face of challenges. They communicate openly with students, colleagues, and parents, fostering collaboration and understanding. By engaging with their communities, they enrich the educational experience and contribute to a holistic approach to learning.

In addition, great teachers embody ethical responsibility and maintain a reflective practice, continuously seeking improvement in their methods and acting as role models for integrity and resilience. Ultimately, true teaching greatness lies in balancing professional expertise with personal qualities and ethical practices, resulting in a profound impact on students' emotional and social development.

C. 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.

No, it’s not enough for a teacher to just know how to plan lessons, manage a class, assess students, and report grades. While those are important, they only cover the basics of what teaching is about. To be a great teacher, you need more than just technical skills. You have to connect with students, understand their needs, and provide support beyond the classroom. It’s about making learning meaningful and inspiring students, not just delivering lessons. Qualities like empathy, patience, and the ability to adapt to different situations are just as important as knowing how to teach. In short, great teaching is a blend of professional skills and personal connection. It’s about guiding students not only academically but also in their personal growth.

D. For a teacher to be great, which is more important, professional competencies or personal competencies?

To be a truly great teacher, a combination of professional and personal skills is essential, with personal qualities often having a more significant impact. While foundational competencies like lesson planning and classroom management are important, it is traits such as empathy, relationship-building, and the ability to inspire that create a supportive learning environment and motivate students.  Emotional intelligence allows teachers to understand and adapt to their students' needs, while a genuine passion for teaching enhances engagement and fosters personal growth. A commitment to the holistic development of students considering their emotional, social, and academic growth further enriches the educational experience.

Ultimately, the best teachers blend professional expertise with strong interpersonal skills and a dedication to student success, transforming their impact and promoting overall student growth.

E. Who are the teachers that we remember the most?

The teachers who truly make a difference in our lives are the ones who connect with us on a personal level. They genuinely care about who we are as individuals, taking the time to understand our challenges and successes. Their enthusiasm for their subjects brings lessons to life, creating a safe and engaging space where we feel valued and respected. These great teachers inspire us to believe in ourselves and encourage us to pursue our dreams. They set high expectations and challenge us to strive for excellence, all while nurturing our strengths. Their empathy and patience shine through, especially when we face difficulties; they’re always there to support us and help us see our potential. By using creative teaching methods, they spark our curiosity and encourage critical thinking, making learning feel exciting and relevant. Their commitment to lifelong learning shows us that education is a journey that never truly ends.  Ultimately, it's this unique blend of qualities that empowers us and shapes our personal growth, leaving a lasting impact that we carry with us long after we leave the classroom. These teachers are unforgettable because they not only teach us academic skills but also inspire us to become the best versions of ourselves.

1. Which personal traits do I possess? Not possess? Where do I need improvement in?

In reflecting on my personal traits, I recognize that I possess qualities such as empathy, a sense of humor, and a calm communication style. These traits help me connect with others and create a positive, supportive atmosphere, especially in the classroom. However, I also acknowledge areas where I am lacking, particularly patience. While I strive to be understanding, I often find myself feeling frustrated in situations that require extended patience, especially in managing distractions or disruptions.

Where I need improvement is in developing more patience and flexibility, particularly when dealing with challenging behaviors or when things don’t go according to plan. I want to work on maintaining composure in high-stress moments and learning to respond with greater understanding rather than frustration. Building this trait would not only enhance my effectiveness as a future teacher but also help me grow personally in managing various aspects of life.

2. Which professional competencies am I strongly capable of demonstrating? Which competencies do I need to develop more?

In terms of professional competencies, I feel confident in my ability to communicate effectively, design engaging lesson plans, and assess student learning through various methods. I am able to present information clearly and adapt my teaching to different learning styles, which helps create an inclusive and dynamic classroom environment. Additionally, I feel that my organizational skills allow me to manage lesson planning, grading, and reporting in a structured and timely manner.

However, there are areas where I need further development, particularly in classroom management and addressing diverse student needs. Managing a noisy or distracted class is a challenge for me, as I sometimes struggle with maintaining patience and consistency in discipline. I also want to deepen my ability to differentiate instruction for students with varying abilities, ensuring that each student receives the support they need to succeed. Strengthening these competencies will allow me to create a more balanced and effective learning environment for all students.

Ø  Uncomfortable Classroom Environment:

·        Presence of Insects - Insects are frequently present in the classroom, which distracts both students and teachers and can make the environment feel unclean or uncomfortable.

·        Strong Odor of Cleaning Products - The strong smell of detergents and cleaning agents used in the classroom often lingers, creating an overpowering scent that can cause discomfort, especially for students or staff sensitive to strong odors.

·        Classroom Temperature and Ventilation Issue - At times, the classroom can become overly warm due to inadequate ventilation or temperature control, leading to discomfort among students.

Ø  High Noise Levels and Distractions:

·        Excessive Noise from Surrounding Areas - Noise from nearby classrooms, hallways, or outdoor areas frequently disrupts the learning environment.

·        Student Distractions Within the Classroom - Students may be distracted by each other, engaging in side conversations or activities that divert their attention from the lesson.

Ø  Leadership:

·        Lack of Leadership from the Class President - The teacher often has to remind the assigned cleaners that the areas are still dirty, as the president is not effectively overseeing the cleaning.

REFLECT

Answer all the questions/tasks indicated in the “Reflect” part in the Field Study 2 Workbook of Lucas, et. al. (2021) page 15.

Based on the readings you made and the previous activities that you have done,

1.  What significant ideas or concepts have you learned about action research?

I learned that action research is a powerful approach for teachers to investigate and address specific challenges within their classrooms and schools. Unlike traditional research, which may be more theoretical, action research is practical and solution-oriented, meaning that teachers can apply findings immediately to improve student outcomes. This type of research involves a reflective cycle, typically including stages such as planning, acting, observing, and reflecting. Through this process, teachers not only enhance their own teaching practices but also contribute to a culture of continuous improvement and learning in education. Action research encourages a proactive mindset where teachers can adapt and respond to the dynamic needs of their students and classroom environments.

2. Have you realized that there is a need to be an action researcher as a future teacher?

_/_ Yes, I realized that becoming an action researcher is essential for my growth as a future teacher because it equips me with the skills to identify, analyze, and solve classroom issues effectively. By engaging in action research, I will be able to tailor my teaching strategies to better support students' diverse learning needs and address challenges such as low engagement, behavioral issues, or gaps in comprehension. It also enables me to make data-driven decisions, allowing for a more personalized and informed approach to teaching. Being an action researcher fosters a reflective practice, where I can continuously assess and refine my methods based on student feedback and outcomes. Ultimately, this process helps me evolve as a more adaptable, reflective, and effective educator, committed to providing the best possible learning experiences for my students.

1. Do the Write Action Research Prompts (Field Study 2 Workbook of Lucas, et. al. (2021) page 34)

Problematic Situation:

In Sir Ryan's classroom, students come from disadvantaged backgrounds, facing significant challenges such as family disruptions, poverty, and lack of basic necessities. These factors contribute to low engagement, behavioral issues, and emotional distress, making it difficult for students to focus on their learning.

OBSERVE:

The impact of students' socioeconomic difficulties on their behavior and academic performance is the troublesome condition that exists in the classroom. Due to their home circumstances, many students display symptoms of disengagement, anxiety, or violence. Sir Ryan finds it challenging to fulfill the various requirements of his students and keep the classroom environment productive in this setting.

REFLECT:

Creating a caring and supportive school environment where children feel protected, appreciated, and inspired to study is one of the things I hope to accomplish. By giving kids the resources they require to thrive in spite of their obstacles, I hope to improve their academic engagement and mental health.

PLAN:

To improve the situation, I will implement the following strategies:

Establish clear guidelines that promote compassion and respect in the classroom to foster a safe and welcoming atmosphere where all students feel comfortable voicing their opinions.

Include activities that teach kids how to control their emotions, develop resilience, and collaborate with others in order to integrate social-emotional learning (SEL).

Build Trusting Relationships - Take the time to speak with each student one-on-one in order to learn about their needs.

Involve Community Resources - Collaborate with neighborhood groups to give pupils necessities like food, clothing, and school materials, and encourage families to help with their kids' education.

ACT:

The title of my Action Research study would be "Empowering Learners Through Community Support and Social-Emotional Learning in Disadvantaged Urban Classrooms."

Solutions / Actions:

o   Form Partnerships with Community Organizations: I will establish partnerships with local charities and community organizations to offer essential supplies that will make sure students and their families have access to clothing, food, and other essentials.

o   Organize Social-Emotional Learning (SEL) Events: To assist students in overcoming difficulties, I will plan regular SEL activities that emphasize emotional intelligence, collaboration, and problem-solving techniques.

o   Develop a Peer Mentoring Program: I'll put in place an arrangement where older or more seasoned pupils can help out their less experienced or younger colleagues, encouraging teamwork and strengthening their connections to society.

2. Compile 5 completed action research (Philippine Setting only)

1.  Improving Reading Comprehension Skills among Grade 5 Learners

Author: Maria Elena B. Santos

Objective: This study aimed to enhance the reading comprehension skills of Grade 5 students through the use of various interactive reading strategies.

Methodology: The teacher implemented guided reading sessions, storytelling, and comprehension exercises over a period of several weeks.

Findings: Results indicated a significant improvement in students' reading comprehension scores as demonstrated by pre- and post-intervention assessments. The study emphasized the importance of engaging reading strategies in fostering literacy among elementary learners.

Reference: https://www.researchgate.net/publication/369733530_Improving_the_Reading_Comprehension_Skills_of_Grade_5_Pupils_through_Contextualized_Learning_Materials_A_School-Based_Research

2.  Enhancing Mathematical Problem-Solving Skills through Collaborative Learning

Author: Juan Carlos M. Reyes

Objective: The research focused on improving the problem-solving abilities of Grade 7 students in mathematics through collaborative learning techniques.

Methodology: The study employed group activities, peer tutoring, and mathematical games to create a more interactive learning environment.

Findings: Post-intervention evaluations showed higher achievement levels in math, along with increased student confidence and enjoyment in solving mathematical problems.

Reference: https://www.researchgate.net/publication/337453144_Collaborative_Learning_to_Improve_Problem-Solving_Skills_A_Relation_Affecting_Through_Attitude_Toward_Mathematics

3.  The influence of the use of technology on student outcomes in a blended learning context

Author: Victoria Lopez

Objective: The primary aim of the study is to investigate the effects of various technological tools and platforms on student outcomes in a blended learning environment. The study seeks to determine how technology impacts learning engagement, achievement, and overall academic performance.

Methodology: The research employs a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques.

Findings: The findings indicate that the effective use of technology significantly enhances student engagement and motivation. Students in blended learning environments reported better academic outcomes compared to those who learned in traditional settings alone.

Reference: https://www.researchgate.net/publication/257682612_The_influence_of_the_use_of_technology_on_student_outcomes_in_a_blended_learning_context

4.  Innovative Technological Teaching Resources to Develop English Speaking Skills

Author: Priscila Mirellys Olivo Camacho & Jeniffer Estefania Palacio Intriago

Objective: The study aims to investigate how innovative technological teaching resources can enhance the development of English speaking skills among learners.

Methodology: Utilizing multimedia presentations, online quizzes, and educational apps, the researcher developed interactive lessons to enhance language skills.

​Findings: The findings indicate that the use of technology significantly improves student engagement and enhances their English speaking abilities, demonstrating the effectiveness of digital resources in language education.

Reference: https://www.researchgate.net/publication/379132332_Innovative_Technological_Teaching_Resources_to_Develop_English_Speaking_Skills

5.  Addressing Bullying in High Schools through Anti-Bullying Campaigns

Author: Rebeca Q. Villanueva

Objective: This action research aimed to reduce instances of bullying at a local high school by implementing a peer-led anti-bullying campaign.

Methodology: The campaign included workshops, student-led discussions, and the creation of a supportive school community focused on respect and empathy.

Findings: Surveys conducted before and after the intervention showed a marked decrease in reported bullying incidents and improved school climate, indicating the effectiveness of peer engagement in addressing bullying issues.

Reference: https://pmc.ncbi.nlm.nih.gov/articles/PMC9878318/ 

1.      Characteristics of a conducive learning environment

a)      Students ask good, meaningful questions rather than clichéd ones

b) Questions are valued over answers, and are integrated into the assessment and learning process

c)      Ideas and content come from diverse sources beyond just the teacher, including the community, experts, and students themselves

d) A variety of learning models are used to cater to diverse learner needs and content

e)      Learning connects to and "empties" into the broader community, not just staying confined to the classroom

f)      Learning is personalized based on multiple criteria like interest, readiness, and not just assessment results

g) Assessment is persistent, authentic, transparent, and never punitive, with quick feedback

h) Success criteria are balanced and transparent, making clear to students what "success" looks like

i)       Positive learning habits like curiosity, persistence, and creativity are constantly modeled

j)       There are constant opportunities for students to revisit old thinking, reflect on errors, and approach ideas from new angles

https://www.teachthought.com/learning/effective-environment/

2.      Classroom Climate: Strategies in developing classroom climate

Strategies for Building Positive Classroom Culture

Ø  Open and Warm Communication:

o   Providing information to students before the start of the semester, such as a pre-course welcome announcement and an inclusive syllabus.

o   Greeting students, learning their names, and sharing enthusiasm for the course and topic.

o   Explicitly stating that the instructor believes all students can learn and normalizing academic struggles.

o   Allowing students time to get to know each other.

o   Maintaining clear and timely communication throughout the semester, such as responding promptly to student questions and providing prompt feedback.

Ø  Inclusive Environment:

o   Using inclusive course content that accurately represents diversity of ideas, perspectives, and people.

o   Providing multiple methods of learning, allowing students to participate in different ways, and offering options on assignments.

Ø  Organization and Accessibility of Course Content:

o   Organizing course content in a structured and easily navigable way within the learning management system.

o   Providing clear due dates and other important information associated with each assignment or assessment.

o   Placing specialized student support resources in easily accessible locations within the course.

o   Ensuring digital accessibility of all course materials, such as adding captions to videos and using heading structures in documents.

https://teaching.unl.edu/resources/classroom-climate/classroom-climate-and-culture/

Find an opportunity to help your resource teacher in setting up a conducive learning environment and interview them about their perspective on the matter. Combine it with your observations.

Highlights the following: Physical Environment, Psychological Environment, and Social Environment

Creating a conducive learning environment is a priority for my resource teacher, as highlighted in our conversation and my observations. The physical environment of the classroom is well-lit and ventilated, with a seating arrangement that promotes visibility and interaction. However, some aspects, such as the absence of a bulletin board due to incomplete tasks by the class officers, limit its potential. Visual aids and educational displays are minimal, which presents an opportunity for improvement. To address these, I can volunteer to create temporary bulletin boards using available materials and design additional visual aids to make the space more engaging. Collaborating with students to contribute artwork, motivational quotes, or educational content can also foster their sense of ownership and involvement in the classroom environment.

In terms of the psychological environment, my resource teacher prioritizes making students feel safe, valued, and supported. They greet students warmly and consistently use positive reinforcement, which helps build confidence and a positive atmosphere. However, with a large class size, addressing the individual challenges of each student can be overwhelming. I can assist by observing students who may need extra encouragement and organizing activities, such as anonymous feedback sessions, where students can express their concerns or feelings about the classroom. Additionally, I could work with the teacher to implement motivational activities, like recognizing student efforts through “Shout-Out Mondays,” to maintain a positive and inclusive atmosphere.

Fostering a supportive social environment is another focus for my resource teacher, who involves students in creating classroom rules and encourages teamwork through group activities. However, not all students actively participate, and some struggle with inclusivity. To address this, I can help facilitate team-building exercises and icebreaker activities that include everyone, helping shy or less engaged students feel more involved. Observing group dynamics and providing feedback to the teacher can help ensure effective collaboration and inclusivity. Additionally, I can take the lead in small peer discussions or group work to model respectful and effective social interactions.

 In a follow-up conversation, my resource teacher shared that while they strive to create an ideal learning environment, certain challenges, such as limited time and resources, make it difficult to fully realize their goals. They expressed appreciation for additional support in addressing these areas, particularly in organizing the physical space, providing psychological support to all students, and fostering inclusivity in group activities. This experience has shown me that setting up a conducive learning environment is a shared responsibility that requires collaboration. By offering support and taking proactive steps, I can help my resource teacher overcome challenges and create a space where every student feels engaged, valued, and connected. As a future teacher, I am committed to adopting this collaborative approach in my own classroom to ensure it is a place where all students thrive.

1.  How does the physical, psychological, and social environment affect the teaching and learning process?

         The physical, psychological, and social environment significantly impacts teaching and learning. A well-organized, clean, and well-lit classroom, equipped with comfortable seating and engaging visuals, helps students feel at ease and ready to focus. For example, having a designated reading area or group activity space can encourage creativity and teamwork. Conversely, a noisy or cluttered environment can make it harder for students to concentrate and stay engaged.

         Psychologically, an encouraging and supportive atmosphere makes students feel safe to express themselves and take on challenges. For instance, when a teacher acknowledges a student’s effort, even if their answer isn’t perfect, it boosts their confidence to keep trying. Incorporating activities like short breaks or mindfulness exercises can also help students manage stress and maintain focus.

         Socially, positive interactions between teachers and students, as well as among classmates, create a sense of belonging and cooperation. A teacher who greets students warmly, remembers their names, and shows interest in their hobbies fosters trust and connection. Group activities where students with diverse skills collaborate can promote teamwork and respect for one another.

         When these elements come together, students are more motivated, engaged, and excited to learn. For example, a student might confidently share ideas in class because they feel valued and supported by both their teacher and peers. This kind of environment transforms the classroom into a place where learning feels natural and rewarding.

1.  Do you think making the learning environment conducive will enable learners to achieve better learning outcomes? What have you learned from your RT regarding the matter and how will you use it in your future classroom?

         Yes, creating a conducive learning environment is essential for enabling learners to achieve better learning outcomes. A supportive, clean, organized, and engaging environment directly influences students' capacity to focus, participate, and absorb information. Factors such as proper lighting, ventilation, reduced distractions, and emotional support play a significant role in helping learners thrive academically. When students feel comfortable and safe in their surroundings, they are more likely to actively engage, collaborate with peers, and take risks in their learning journey.

         From my resource teacher (RT), I learned that a positive classroom atmosphere is more than just about physical setup—it’s about fostering a sense of belonging and respect among students. He emphasizes the importance of building rapport, maintaining an approachable demeanor, and consistently reinforcing positive behavior. His strategy of managing the classroom with humor and patience, even in challenging moments, creates a space where students feel valued and motivated to learn. By modeling these qualities, he ensures that even noisy or distracted students still feel encouraged to participate, which is a cornerstone of effective teaching.

         In my future classroom, I plan to apply these principles by ensuring the physical and emotional environment supports learning. I will prioritize cleanliness, organization, and comfort in the classroom setup. Additionally, I will create a warm, inclusive, and respectful atmosphere where students feel safe to express themselves and learn from their mistakes. I also intend to use positive reinforcement to encourage good behavior and foster mutual respect. By combining these strategies, I aim to make the classroom a place where every student feels capable and inspired to achieve their full potential.

Write Action-Research Prompts

Observe

What common problem have I noticed in a face-to-face learning environment?
The inadequate availability of learning resources for Grade 7 students due to the implementation of the Matatag Curriculum. Teachers rely solely on research for lesson materials as no textbooks are provided.

Can I translate this problem into a question?
How can the lack of available learning resources for Grade 7 students under the Matatag Curriculum be addressed to ensure effective teaching and learning?

Reflect

How would I solve the problem?
I would solve the problem by creating a collaborative repository of learning materials where teachers can share and access resources for the new curriculum. Additionally, I would integrate free online resources, create supplementary worksheets, and explore partnerships with the school administration to provide printed materials or e-learning tools.

Will it improve my teaching? How?
Yes, it will improve my teaching. Having structured and reliable learning materials ensures better content delivery and saves time spent researching. It also allows for more interactive and meaningful activities that align with the new curriculum, improving students' comprehension and engagement.

Plan

What will I do to solve the problem? Describe briefly how you will do it.
To address the issue, I will:

1. Collaborate with fellow teachers to develop a shared digital folder of resources.

2. Curate and organize free online educational materials to match the curriculum.

3. Create simple, teacher-made activity sheets and handouts tailored to lesson objectives.

4. Incorporate visual aids and multimedia presentations to enhance lessons.
   These steps will ensure that students receive adequate learning support despite the absence of textbooks.

1.      Compile new trends and strategies that are researched-based in setting up a conducive learning environment.

         Creating a conducive learning environment is becoming increasingly important as education evolves to meet the needs of diverse learners. The integration of technology, personalized learning approaches, and consideration of physical design elements are some of the key trends shaping modern educational spaces.

Ø  Technology Integration

         One significant trend is the use of advanced technology in learning environments. Tools such as one-to-one devices, ubiquitous internet access, and innovative software platforms facilitate active engagement among students. Technologies like virtual reality (VR) and augmented reality (AR) create immersive experiences that enhance understanding and retention by allowing students to engage with material in an interactive manner.

(Develop 21st Century Learning Environments. (2024). Creative Educator. https://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_Environments)

Ø  Personalized Learning Approaches

         Personalized learning has gained considerable traction as it allows for customization according to each student's abilities, interests, and learning pace. This approach focuses on tailoring educational strategies to meet individual strengths and needs, thus fostering student engagement and ownership of their learning journey. This ensures that all learners are supported adequately, promoting equity in academic achievement.

(Develop 21st Century Learning Environments. (2024). Creative Educator. https://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_Environments)

Ø  Social-Emotional Learning (SEL)

         Integrating social-emotional learning within educational settings is emerging as a critical area. SEL programs foster students' ability to understand and manage their emotions, set positive goals, show empathy for others, and maintain positive relationships.

(Research Finds Social and Emotional Learning Produces Significant Benefits for Students. (2023). Yale School of Medicine. https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/)

Ø  Active Learning Strategies

         The shift towards active learning methodologies demonstrates a growing acknowledgment of their effectiveness in enhancing knowledge retention and critical thinking skills. Techniques such as project-based learning, collaborative activities, and flipped classrooms engage students in their own learning processes by encouraging them to think critically and apply their knowledge.

(Carnegie Mellon University. (2021). New Research Shows Learning Is More Effective When Active - News - Carnegie Mellon University. cmu.edu. http://www.cmu.edu/news/stories/archives/2021/october/active-learning.html)

Ø  Flexible Learning Spaces

         Physical arrangement and design of learning environments are critical in fostering effective learning. Modern classrooms are moving away from traditional arrangements to more flexible layouts that accommodate various activities, including individual and group work. The strategic placement of furniture and resources facilitates easy movement, encourages collaboration, and creates an inviting atmosphere conducive to learning.

(Chapter 9. Trends in Learning Space Design. (2024). EDUCAUSE. https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-9-trends-learning-space-design)

1.      Importance of Classroom Routines

         Classroom routines play a big role in creating an organized and smooth-running environment. When students know what to expect, it helps them feel more at ease and less anxious, allowing them to focus on learning. These routines also make transitions easier, cutting down on distractions and giving teachers more time for actual teaching. As students get used to the routines, they become more independent, like organizing their own materials or managing their time. Beyond that, routines help set the tone for a positive classroom culture by reinforcing respectful behavior and cooperation. In the end, having clear routines not only keeps things running smoothly but also lets teachers connect with their students in a more meaningful way.

2.      Examples of strategies for classroom routines

         There are a few simple strategies that can really help make classroom routines run smoothly and keep things organized. Starting the day with a morning meeting, where students can chat or do a quick team-building activity, sets a positive vibe right from the beginning. Having a visual schedule posted on the board also helps students know what’s coming next, so they can stay focused. Giving students specific jobs, like passing out materials or keeping track of supplies, encourages them to take responsibility and helps the classroom stay tidy. A regular clean-up routine, with a countdown or some fun music, makes it clear what’s expected and keeps things on track. At the end of lessons, using exit tickets is a quick way to review and check in on how much students have understood. Modeling and practicing these routines at the start of the year helps everyone get on the same page, and revisiting them throughout the year keeps things running smoothly. In the end, having clear routines helps create a structured, focused classroom where students feel more responsible and engaged, leading to a more positive and productive atmosphere 

To ensure that I can carry 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?

To gain student attention, I use non-verbal cues consistently to condition students to respond automatically over time. For example, I raise my hand and stand still to signal that it’s time to stop chatting and speaking. Over time, students learn to recognize this cue and immediately quiet down without needing verbal reminders. Another method is clapping in a specific rhythm or flicking the lights briefly, both of which work well in signaling the class to focus. These cues are gradually introduced and reinforced until they become second nature for the students.

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?

Before Class: Prepare all necessary materials, such as visual aids, handouts, and equipment, and ensure everything is organized for a smooth lesson flow. Mentally prepare yourself and create a welcoming atmosphere as students enter.

         During Class: Begin by setting clear expectations for behavior, participation, and objectives for the day. Stick to a structured flow for the lesson to maintain consistency and help students stay on track.

         After Class: Always summarize the key points of the lesson to reinforce learning and ensure students leave with a clear understanding of what was discussed. Use this time to answer questions or remind students of upcoming assignments or activities.

3. What verbal and non-verbal communication will I use to signal that students need help/attention in the classroom / remote learning?

I encourage students to use clear, simple signals, such as raising their hands, to indicate they need help. This ensures that I can see who requires assistance while maintaining a smooth flow in the class. I also walk around the room during activities to monitor their progress, using non-verbal cues like nodding, pointing, or maintaining eye contact to acknowledge their concerns or let them know I’ll assist them shortly.

4. How must students get/secure the needed work materials and books and others in the classroom/remote learning?

To make materials easily accessible, I allocate an organized space in the classroom where students can retrieve and return the needed items, such as books, worksheets, or art supplies. This designated area is clearly labeled and introduced to students at the beginning of the term, so they know exactly where to go. This system promotes independence and keeps the classroom environment orderly.

5. How will students transition to group work and other cooperative activities in the classroom/remote learning?

To facilitate smooth transitions to group work, I assign specific roles to each member, such as leader, recorder, timekeeper, and presenter, ensuring every student has a clear responsibility. Before starting, I give explicit instructions on the activity’s objectives, timeframe, and expectations. Using a timer or a verbal countdown helps students transition efficiently. Once the activity is complete, we regroup as a class to share outputs and reflect on the task, reinforcing collaboration and learning outcomes.

6. What procedures must be followed by students who need to attend to personal necessities in the classroom/online classes?

Managing personal necessities in both physical and online classrooms requires clear procedures to minimize disruptions while respecting students' needs. In a traditional classroom, students must raise their hand and briefly state their reason for needing a break, then follow any necessary logging systems to track their absence. They should leave and return quietly to avoid interrupting the lesson. In an online setting, students should notify the teacher via private chat, mute their microphone, and turn off their camera while away. They should return promptly and catch up on anything missed. In both environments, students are encouraged to handle personal matters before class starts when possible, and emergencies should be addressed with respect for the class's flow. Following these guidelines ensures that both personal needs and the learning environment are managed effectively.

7. What rules must be set for students who finish task early and for those who cannot complete work on time?

Establishing rules for students who finish early or have trouble meeting deadlines is key to a smooth classroom. Those who finish early can work on extension tasks, review past material, or request more challenging work. Students struggling to meet deadlines should break tasks into smaller steps, ask for extra time when needed, and discuss challenges with the teacher. Focusing on quality over speed ensures all students remain engaged and get the support they need to succeed.

8. What procedures must be observed for tardiness / early dismissals?

For tardiness, students should sign in, explain the reason briefly, and quietly join the class, ensuring they catch up on missed work. For early dismissals, students need permission, sign out if required, and leave quietly, taking responsibility for any missed material. These steps help maintain order and minimize disruption.

9. What procedures must be done when submitting homework / performance tasks in the classroom / remote learning?

In both classroom and remote learning environments, clear procedures for submitting homework and performance tasks are essential for organization and accountability. In the classroom, students should label their work with their name, date, and task title to avoid confusion, then submit it in a designated place, such as a submission box or folder. They must ensure their work is handed in on time, and the teacher will typically check for completion before collecting it. In remote learning, students need to name their digital files appropriately, including their name and task title, and upload them to the designated platform, such as Google Classroom or an LMS, before the deadline. After submitting, they should confirm that the correct file has been uploaded. These procedures help ensure that tasks are submitted accurately and on time, maintaining clear accountability for both students and teachers.

10. What procedures must be employed in movements into and out of the classroom/remote learning?

In both classroom and remote learning settings, establishing procedures for movement into and out of the learning space ensures a smooth and organized experience. In the classroom, students should enter quietly, wait for permission to begin, and settle into their seats quickly without disrupting others. When leaving the classroom, they must ask for permission if necessary and exit quietly, ensuring that all materials are collected and the class remains undistracted. In remote learning, students should log in promptly at the start of class and ensure their technology is ready to participate. When leaving, they should log out or turn off their camera and microphone quietly, without interrupting the flow of the session. These procedures help maintain order, minimize disruptions, and keep the focus on learning.

Having these guide questions in mind, consult your Resource Teacher on the possible assistance or participation that you can do to help her/him in doing the classroom routines. Complete the matrix for the routines that you can employ before, during and after classes in the classroom/remote learning to ensure order and discipline in your classes.

List down the problems which you have encountered while implementing these.

1.      Students arriving late

2.      Students becoming distracted or talking out of turn, disrupting the flow of the lesson.

3.      Difficulty maintaining student engagement

4.      Students not following through on tasks after class, leading to incomplete work.

5.      Managing different learning paces in a diverse class, which can cause some students to lag behind.

6.      Students Disruptions to Class Flow

7.      Lack of Engagement for Early Finishers

8.      Students arriving late might disturb the class, interrupting the flow of the lesson and requiring extra time to get caught up.

9.      Students do not follow labeling or formatting guidelines, it might be confusion or issues with identifying work, especially in remote learning environments.

10.   In both environments, students were not ready to start class promptly (e.g., not having materials or tech set up), causing delays in the learning process.

Notice

After doing your classroom routines and formulating your procedures, state what you noticed by answering the following questions:

1.      How did you feel after employing your classroom routines and establishing your procedures in the classroom/remote learning?

         I felt confident and accomplished, as the routines brought much-needed structure and made managing the class easier. It was reassuring to see the class flow smoothly and students respond positively to the established procedures.

2.      How did your students respond to your classroom routines and procedures?

         The students adapted well over time, following the routines with minimal reminders. They became more focused, cooperative, and aware of expectations during class activities.

3.      What was the feedback of your Resource Teacher on your classroom routines and procedures?

         My resource teacher praised the clarity and consistency of my routines, highlighting how they created a positive learning environment. They also encouraged me to keep refining my methods for even better results.

4.      Was there a change in the classroom environment/teaching-learning process after you have implemented your classroom routines and procedures?

         Yes, the classroom became more organized and conducive to learning, with smoother transitions and fewer disruptions. Students seemed more engaged and confident in their tasks, which improved the overall flow of lessons.

5.      What was the feedback of your Resource Teacher on your classroom routines and procedures?

         My resource teacher commended my effort in fostering independence and maintaining a well-managed class, noting how the routines helped improve both student behavior and lesson delivery.

1. What factors/conditions prompted you to establish those classroom routines and procedures?

My Resource Teacher shared that several factors prompted the establishment of classroom routines and procedures. These include the need to minimize disruptions, provide structure for students, and create a predictable and organized learning environment. They observed that students perform better when they understand what is expected of them and have clear guidelines to follow. Other considerations included accommodating diverse learning needs, ensuring time efficiency during transitions, and maintaining a disciplined atmosphere conducive to focused learning. The routines also addressed practical concerns, such as managing cleaning tasks and monitoring behavior, to ensure the classroom remains orderly and welcoming.

2. Was there a marked improvement in classroom management after employing your classroom routines?

Yes, there was a noticeable improvement in classroom management after employing the routines. According to the Resource Teacher, students became more disciplined and cooperative as they grew familiar with the daily expectations. Transitions between activities were smoother, and the students were more accountable for their actions. By assigning roles such as group leaders and plan checkers, tasks were completed more efficiently, and a sense of responsibility was instilled among the students. The consistency in routines also reduced instances of misbehavior, as students knew the consequences and rewards associated with following or breaking the rules.

3. Did the teaching-learning process improve? Justify your answer.

Yes, the teaching-learning process improved as a result of the routines. The teacher noted that the structured environment allowed for more instructional time, as less energy was spent on managing disruptions or clarifying procedures. Students were more engaged and focused during lessons because the classroom atmosphere was organized and conducive to learning. Furthermore, the predictability of routines helped reduce anxiety among students, particularly those who thrive on consistency, enabling them to participate more actively in discussions and activities. The overall classroom dynamic became more collaborative and efficient, leading to better academic outcomes and a more positive learning experience for everyone.

1.  What insights have you gained in this learning episode?

   In this learning episode, I gained several important insights about the critical role of classroom routines in fostering a productive and orderly learning environment. I learned that well-established routines, whether in a physical classroom or in remote learning, are key to creating structure and consistency for students, which helps reduce confusion and distractions. When students know what to expect before, during, and after class, they are more likely to stay engaged and focused on the lesson. 

   I also realized the significance of being proactive in setting clear expectations at the beginning of each class. Routines such as signaling when it’s time to quiet down, allocating materials efficiently, and establishing behavior norms not only help manage the classroom but also empower students to take responsibility for their learning. These routines, when practiced consistently, become automatic for students and contribute to a smoother flow of lessons. 

   Ultimately, I learned that implementing these routines is an ongoing process that requires adjustment based on student behavior, feedback, and the specific dynamics of the class. I now see that a well-planned classroom routine not only enhances student discipline but also positively impacts their learning experience, making it an essential tool for effective teaching.

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.  Explain the importance of lesson/learning plan.

b.  Write lesson/learning plans using the specified learning competencies reflections and effective communication skills.

1.      What factors did you consider in writing your lesson/learning plans?

When writing my lesson plans, I focused on the following key factors: the learning objectives, the students' current level of understanding, and the alignment of the activities with the outcomes I wanted to achieve. I also considered the classroom environment, including student engagement and participation, as well as the use of different teaching methods, such as discussions, group work, and multimedia, to accommodate diverse learning styles. Additionally, I made sure to include assessments to gauge students' understanding and adjust my teaching approach accordingly.

2.      What difficulties did you meet in writing your lesson /learning plans?

One of the difficulties I faced was balancing the amount of content to cover within the allotted time frame. I found it challenging to ensure that the lesson was comprehensive without overwhelming the students or rushing through important concepts. Additionally, creating activities that were both engaging and educational required a lot of thought, as I wanted to make sure the activities were appropriate for the students' abilities while also pushing them to think critically. It was also tricky to anticipate how much time each activity would take in practice.

3.      What feedback was/were given by your Resource Teacher in your first draft/succeeding lesson/learning plans?

In my first draft, my resource teacher suggested I include more interactive activities to keep the students engaged and involved in the lesson. They also pointed out that I could improve the clarity of my instructions to ensure that students understood the tasks more easily. In succeeding lesson plans, the feedback was more focused on refining my use of formative assessments, encouraging me to incorporate more opportunities for feedback during the lesson to monitor students' progress continuously. They also highlighted the importance of building in more time for reflection at the end of the lesson.

4.      What were the best features areas for improvement of your lesson learning plans?

The best feature of my lesson plans was the incorporation of diverse teaching strategies that catered to different learning styles, such as using visuals, group discussions, and hands-on activities. This made the lessons more engaging and accessible. However, areas for improvement included refining my time management skills to better allocate time for each activity and ensuring that transitions between activities were smoother. I also needed to make my learning outcomes more specific and measurable, which would help in assessing whether the objectives were fully met by the end of the lesson.

1. The problems/challenges I encountered in writing my learning lesson plans was the lack of resources for content. While other year levels have textbooks, our Grade 7 lessons are based on the MATATAG curriculum, which doesn't provide specific books. As a result, I had to rely heavily on the curriculum guide and conduct extensive research to gather content for the topics, which made the process more time-consuming and difficult.

REFLECT

2. 1 hope to achieve to address these problems and challenges by seeking additional resources and materials, such as online articles, educational websites, and open-source content, to supplement the curriculum guide. I plan to collaborate with other teachers who might have similar topics or experiences, which could help share ideas and resources. Additionally, I will aim to improve my research skills to quickly gather accurate and relevant information, making the process of lesson planning more efficient. Finally, I hope to incorporate more interactive and creative teaching strategies to engage the students, even with limited resources.

PLAN

3. Some strategies solutions/means that I can employ to improve these situations/ problems are collaborating with colleagues to share materials and ideas, leverage online resources like educational websites and videos, and create custom materials tailored to my students' needs. I can also utilize community resources, bring in local experts, and plan my lessons in advance to ensure content is well-researched. Encouraging student involvement by allowing them to contribute resources or share experiences will also enhance engagement and ownership of their learning. These strategies will help improve the learning experience despite the resource limitations.

ACT

1.      Based on my answers in nos. 1-3, the possible title of my action research on this episode is

"Addressing Resource Challenges in Lesson Planning for MATATAG Curriculum"

1.      How did you arouse students' interest? What motivational techniques did you indicate in your plan?

2.      I aroused students' interest by relating the lesson to their real-life experiences and interests. For example, I started with a thought-provoking question and incorporated multimedia resources like short videos and images to capture their attention.

How did you respond to the diverse types of learners?

a. Gender, needs, strengths, interests, and experiences: I ensured the activities were inclusive, offering options that catered to varied interests and abilities.

b. Linguistic, cultural, socio-economic, and religious backgrounds: Examples and discussions respected and reflected their diverse backgrounds.

c. With disabilities, giftedness, and talents: Tasks were scaffolded for those needing support, with enrichment activities for advanced learners.

d. In difficult circumstances: I provided alternative ways to complete tasks, such as simpler formats or extended time.

e. From indigenous groups: Cultural practices and histories were acknowledged and respected during discussions.

3.      What instructional strategies will you employ in face-to-face or in a remote learning delivery for this lesson? Explain.

For face-to-face classes, I will use collaborative activities and visual aids. In remote learning, I’ll employ interactive tools like virtual breakout rooms and online quizzes to maintain engagement. Both modes will prioritize active participation.

4.      Was the language used appropriate to the level of the students? Explain your answer briefly.

Yes, the language was appropriate. I used simple, clear instructions and adjusted the level of vocabulary to match the students’ understanding, avoiding complex terms without explanation.

5.      What types and levels of questions did you formulate? Are they of the higher order thinking skills (HOTS)? Write two (2) examples.

I used a mix of LOTS and HOTS questions. For example:

"What does nationalism mean to you?" (Understanding level)

"How would the Philippines be different today if colonialism had not occurred?" (Evaluating level)

6.      What instructional resources will you use? Why? Cite the possible online resources that you can utilize whether done in the classroom or in remote learning?

I will use printed handouts, videos, and infographics for clarity and engagement. Online resources like Canva for visuals and Kahoot for interactive quizzes can enhance both classroom and remote settings.

7.      Are your modes of assessment aligned with your learning outcomes and activities? Cite a specific example.

Yes, they are aligned. For example, if the outcome is understanding nationalism, a task might involve creating a short essay or visual representation about how students can demonstrate nationalism in their daily lives.

8.      Will your performance tasks ensure the mastery of the learning competencies? Explain briefly

Yes, performance tasks like group presentations and reflective writing ensure mastery by requiring students to apply their knowledge, analyze scenarios, and express their understanding effectively.

1.      Curate your 2 lesson plans. Include all the drafts up to the final draft. Make sure that your lesson plans have been signed by your RT.

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.      Execute the lessons/demonstration lesson well.

b.      Apply all the given suggestions of the resource teacher

c.      Reflect on the instructional process to improve the quality of instruction.

1.      Having participated and assisted in several lesson delivery and conducted one whole lesson delivery under the supervision of your RT, in what areas of the lesson delivery do you need to improve? What are your steps in improving yourself?

         I think I need to improve my patience when waiting for students to come up with the answer I want instead of giving it to them after getting tired of revising the question multiple times. To work on this, I plan to practice intentional wait time by counting silently to five or more after asking a question, giving students the space to think and respond. I’ll also focus on asking open-ended questions that allow for different perspectives, rather than expecting one "correct" answer. I’ll try to see each response as a step in the learning process and remind myself that learning takes time. By celebrating their efforts and staying calm, I can create a more supportive environment that encourages critical thinking and active participation.

1.      Curate your  evidences of the lesson delivery

1.      Non-digital and Conventional Resources and Materials

Definition of Non-Digital Resources

Non-digital resources are defined as materials that do not rely on electronic devices or digital platforms. They include a variety of educational tools that can be physically handled and utilized in a learning environment. Examples of such resources are textbooks, workbooks, paper handouts, flashcards, and physical manipulatives. These resources are highly valued for their accessibility, as they require no technology and can be easily distributed among learners.

Characteristics of Conventional Materials

Conventional materials typically refer to traditional educational tools and methods used in teaching and learning. These materials include printed books, chalkboards, and overhead projectors, which have been mainstays in classrooms for decades. Their characteristics often include simplicity, ease of use, and low operational costs, making them a reliable option for educators in various settings. Additionally, these resources encourage direct interaction between teachers and students, fostering a conducive learning environment.

Importance of Non-Digital Resources

The importance of non-digital resources cannot be overstated. They provide crucial support for learning by catering to various learning styles. For instance, tactile learners benefit from hands-on activities with physical materials, while visual learners can engage with printed visuals. Moreover, non-digital resources can reduce distractions that are often associated with digital devices, allowing students to focus better on their studies.

4 Digital and Non-Digital Learning Resources: Lesson | PDF - Scribd. (n.d.). https://www.scribd.com/document/585013678/Lesson-4-Digital-and-Non-Digital

2.      Dale’s Cone of Experience (and examples of resources and materials)

Dale's Cone of Experience, first introduced in his 1946 book "Audiovisual Methods in Teaching," conceptualizes learning experiences in a cone shape, with concrete experiences at the base and abstract experiences at the top. The idea is that as learners move from direct experiences to more abstract forms of learning, their engagement and understanding are affected by the nature of the materials used. The model emphasizes the importance of utilizing a variety of instructional methods to enhance educational outcomes and facilitate effective learning.

Examples of Resources in the Cone

The Cone of Experience encompasses various levels of learning experiences, each represented by different types of resources and materials. Some key examples include:

1.      Direct Purposeful Experiences: This is the most concrete level of the cone, involving hands-on activities such as field trips or simulations that allow learners to interact directly with the subject matter. For instance, a biology class might conduct a live dissection of a frog to understand anatomy.

2.      Contrived Experiences: These simulated experiences provide a replica of reality, such as using models or mock-ups. For example, students could use a model of the solar system to visualize planetary orbits.

3.      Dramatised Experiences: Role-playing scenarios where students enact different roles or situations can enhance understanding through experiential learning. A language class, for instance, might involve students acting out dialogues in a restaurant setting to practice conversational skills.

4.      Demonstrations: This level involves visually presenting facts or concepts through examples or experiments, often requiring minimal preparation. A teacher might demonstrate a chemical reaction using safe materials to highlight scientific principles.

5.      Motion Pictures and Educational Television: These mediums help convey information through audiovisual means and are abstracted from the real-life experience. Watching a documentary about marine life allows students to see environments they may not access otherwise.

6.      Visual and Verbal Symbols: At the top of the cone are the most abstract representations, such as charts, graphs, and written symbols that provide conceptual understanding without direct interaction. Learning vocabulary through word lists exemplifies this level

Edgar Dale’s Cone of Experience: A Comprehensive Guide. (2023). https://www.growthengineering.co.uk/what-is-edgar-dales-cone-of-experience/

3.      Proper Use of Instructional Materials (IM)

Instructional materials refer to any resources utilized by educators to support teaching and learning activities. These materials can include textbooks, digital content, audiovisual aids, manipulatives, and other hands-on resources. They serve to convey information, engage students, and facilitate various learning styles by providing meaningful contexts for learning.

Strategies for Proper Use of Instructional Materials

To maximize the effectiveness of instructional materials, educators can adopt several strategies:

1.      Align with Learning Objectives: Ensure that selected materials align with the specific learning goals and outcomes of the lesson. This alignment helps maintain focus and promotes targeted learning.

2.      Encourage Active Engagement: Use materials that require active participation, such as interactive games or group assignments. Encouraging students to engage with materials fosters critical thinking and collaboration.

3.      Differentiate Instruction: Tailor materials to meet the varying needs and abilities of students. This differentiation can involve offering supplementary resources or modifying tasks to ensure access for all learners.

4.      Integrate Technology: Leverage technology to enhance traditional resources. For example, combining print materials with digital presentations or using educational software can create a more dynamic learning environment.

5.      Regular Assessment: Utilize instructional materials for assessing students' understanding and progress. Incorporating materials such as quizzes, tests, and practical assignments provides insights into student learning and informs future instruction strategies.

The Use Of Instructional Materials In Teaching And Learning In ... (2024). https://imperialwriters7.medium.com/the-use-of-instructional-materials-in-teaching-and-learning-in-colleges-0f319080db3d

4.      Selecting Resources and Instructional Materials: Points to Consider

Key Considerations for Selecting Instructional Materials

When choosing instructional materials, it is important to evaluate several key factors. These include content appropriateness, learner engagement, cost, and alignment with educational objectives.

1.      Content: Ensure that the materials cover the necessary topics required for your specific course objectives. Consider whether the content meets accreditation or industry standards.

2.      Audience: The selected materials should align with the interest and reading level of the audience. For instance, consider whether the material is tailored for undergraduate or graduate students and if it includes relevant examples.

3.      Sequencing and Pace: Assess if the order and speed of the material fit within the overall course structure. While adjustments can sometimes be made, it is important that the information is presented in a way that maintains student comprehension.

4.      Cost: Evaluate any financial implications associated with the materials. It may be beneficial to explore Open Educational Resources (OERs) that are available at no cost, which can greatly ease financial burdens for students.

Selecting Instructional Materials | Curriculum and Instructional Support. (2021). https://www.cmich.edu/offices-departments/curriculum-instructional-support/select-or-develop-materials-and-tools/selecting-instructional-materials

1.      How did your prepare for this activity?

To prepare for this activity, I first gathered the key terms and images from the lesson, making sure they were relevant and clear. I printed them out and organized them in a way that allowed me to easily mix and present them in front of the class. Before the lesson, I reviewed the material to ensure I understood the definitions and connections between the terms and pictures.

2.      Describe how you or the teacher utilized the resources/instructional materials. Narrate your experience as you participated and assisted.

I followed my teacher's method of posting the terms and images randomly in front of the class. The students then worked to match each word or image with its correct definition or description. I guided them through this process, asking questions to encourage critical thinking. When I was in charge, I ensured the students remained engaged by allowing them to actively participate in the matching activity, and I offered feedback when they made connections correctly.

3.      What were your feelings and thoughts while you were assisting with the use of the resources/materials?

While assisting with the use of the materials, I felt excited to replicate my teacher's method. It was fulfilling to see the students' reactions as they worked through the terms and images. I also felt responsible for making sure the students understood the connections and that the activity remained productive. It was challenging at times, but I felt accomplished when the students correctly matched the terms and definitions.

4.      Describe how the students responded and participated.

The students were very engaged and participated actively. They enjoyed the challenge of matching the words and pictures and were eager to contribute. I noticed that they were motivated and confident in their answers, which made the whole activity more enjoyable for everyone. The students were also able to recall the terms and definitions more easily because they had engaged with the material in an interactive way.

Answer the questions in the “Analyze” part (Field Study 2 Workbook of Lucas, et. al. (2021) page 105).

1.      What worked well during the activity using the resources/materials?

The students were actively engaged throughout the activity, which created a dynamic and interactive classroom environment. The matching exercise helped students understand and remember the key terms and concepts effectively. They were able to participate in the process of defining and associating terms with images, making the learning experience more engaging and memorable. By using terms and images that were visually relevant, the material became easier for the students to understand and connect with the esson.

2.      What part can be improved?

While the activity was successful in terms of student engagement, some students struggled with making the connections between the terms and their definitions at first. A possible improvement could be providing additional hints or breaking down the terms further before posting them for matching. Offering more interactive guidance or explanations after each correct match could help reinforce learning and ensure that no student feels lost during the activity.

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

If I had the chance to do the activity again, I would allow more time for discussion and reflection after each correct match, encouraging the students to explain how they came to their conclusion. This would give them more ownership of their learning and help them connect the material more deeply. I would also provide a more structured approach to the matching process by dividing the activity into smaller sections, where students first work in pairs and then share their thoughts with the class. This would build a sense of teamwork and allow for peer-to-peer learning.

4.      How does this connect with what you know about selecting and using instructional materials?

The activity connects with the principles of selecting instructional materials by utilizing resources that are both relevant and engaging for students. Using printed terms and images helps cater to different learning styles—particularly visual learners—while also promoting active learning. The interactive approach encourages students to think critically about the material. By selecting these materials thoughtfully and using them in a way that promotes participation, I ensured the resources served the purpose of enhancing understanding and retention of key concepts. This aligns with the idea that instructional materials should support the learning objectives and encourage student engagement and interaction.

1.      How ready am I in selecting and developing resources/instructional materials in the teaching-learning process? What can I do and still to learn to select, develop, and utilize resources/materials in teaching effectively?

   Based on my experiences, I feel fairly prepared to select and develop resources for the teaching-learning process. I've seen how effective materials, like printed terms and pictures, can engage students and enhance their learning. By observing how my teacher uses resources and replicating those strategies in my own practice, I’ve learned the importance of making materials visually appealing, interactive, and closely aligned with the lesson objectives. My involvement in the activity where I imitated my teacher's methods helped me realize the power of engaging students through the resources I choose.

   Although I’ve gained valuable insights from my experiences, I still need to deepen my understanding of selecting materials that cater to a wider variety of learning styles, including auditory and kinesthetic learners. I need to explore more diverse resources, such as digital tools, interactive multimedia, and real-world materials that can enhance students' critical thinking and creativity. I could also benefit from learning how to adapt resources to the specific needs of my students, such as considering their background knowledge, language abilities, and engagement levels. Additionally, I should focus on developing the ability to create materials that not only teach content but also foster student collaboration and problem-solving skills.

   Continuing to observe more experienced teachers, reading about different resource types, and practicing incorporating these materials in my lessons will help me refine my skills and use resources more effectively in my teaching.

Applications to Make Teaching Fun and Engaging

Jan 17, 2023 | Teacher Tips

Learning isn’t always the most exciting activity for students, but it doesn’t have to be boring. With the help of educational applications, students can make learning fun and engaging. These applications provide the tools and resources to create a stimulating learning environment. From interactive games to hands-on challenges, they offer a variety of activities that can help students become more creative and engaged in their learning. With the right tool, students can easily access lessons, practice, and even virtual field trips, so they can explore the world without leaving their classroom. With the right application, learning can be playful for every student, and teachers can easily track their progress to help them make more consistent gains.

https://www.twinscience.com/en/blog/applications-to-make-teaching-fun-and-engaging/#:~:text=Considerations%0when%20choosing%20an%20educational,application%20that's%

Important things to consider while choosing apps for teachers & educators

There are a plethora of school apps that educational institutions can choose from. Each one has their own areas of specialization and are particularly effective for specific situations. However, this deluge of choice can be overwhelming and zoning in on the perfect one can be quite the challenge. Here are the most important factors that need to be taken into account.

https://www.schoolvoice.com/blog/app-for-teachers/

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

During a lesson on Spanish Exploration, PowerPoint was instrumental in delivering an engaging discussion about the motivations, routes, and impact of Spanish expeditions. The teacher prepared a visually appealing presentation with slides that covered key aspects such as the motivations of exploration (Gold, Glory, and God), notable explorers like Ferdinand Magellan and Christopher Columbus, and the consequences of Spanish colonization. The presentation included interactive elements like fill-in-the-blank questions, timelines, and a "Guess the Explorer" activity. As an assistant, I helped refine the slides by simplifying text, adding historical images, and managing animations. During the lesson, I navigated the slides, pointed out key visuals, and facilitated student participation. The PowerPoint helped students visualize the routes of explorers using animated maps and understand the cultural exchanges through images of artifacts. Despite a minor technical issue with a map animation, I was able to address it effectively. Overall, the use of PowerPoint made the lesson dynamic and interactive, enabling students to grasp the historical events more effectively while actively participating in the discussion.

·        What worked during the activity using the app?

        I noticed that using apps in the classroom made the lessons more interactive and engaging. The students genuinely enjoyed the activities, and it was clear that these tools helped capture their attention and encourage active participation. I saw how these apps fostered a positive learning environment, allowing students to collaborate and showcase their creativity effectively.

·        What part can be improved?

    One major challenge I observed was the issue of internet connectivity, which occasionally disrupted the use of online tools, especially in areas with poor signal. Additionally, while the activities were engaging, they weren’t implemented consistently throughout the week because preparing interactive games daily was time-consuming. This made it harder to maintain the momentum of student engagement.

·        What would I have done differently?

    If I were in the same situation, I would have prepared offline versions of the activities or chosen apps that can function without a stable internet connection. For example, I could have downloaded Kahoot! quizzes in advance or used Canva templates in a printed format. This would ensure that activities could continue seamlessly even if connectivity issues arose.

·        What would I change?

    I would schedule technology-based activities on specific days to create a more sustainable routine, balancing engaging app-based lessons with traditional approaches. I would also involve the students more by encouraging them to create their own quizzes or design their own visual outputs. This approach would not only lighten my workload but also give students a sense of ownership over their learning.

·        What will make it better next time?

      To improve next time, I would ensure I have a clear plan with backup strategies for any technical challenges, such as preloaded activities or offline alternatives. Gathering student feedback on their favorite apps and activities would help me focus on tools that are both effective and enjoyable for them. I would also collaborate with other teachers to share resources and ideas, making it easier to prepare and diversify the interactive activities I use in class.

·        How ready am I in organizing and using apps in the teaching-learning process?
I feel reasonably prepared to organize and use apps in the teaching-learning process. My experience with tools like PowerPoint has equipped me with basic skills to create visually engaging and interactive lessons. I am also comfortable using apps like Canva for designing creative materials and ClassDojo for managing class interactions. However, I recognize that there is always room for improvement in integrating these tools seamlessly into lessons to maximize student engagement and learning outcomes.

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

To use apps more effectively in teaching, I need to deepen my understanding of advanced features in commonly used tools, such as animations in PowerPoint, collaboration features in Canva, and analytics in ClassDojo. I also need to explore new apps that can enhance specific aspects of teaching, such as assessment tools, gamification platforms, and tools that support differentiated learning. Additionally, learning how to troubleshoot common technical issues quickly is essential to ensure smooth lesson delivery.

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

To improve my skills, I can enroll in online courses or attend workshops on using educational technology effectively. Joining teaching communities or forums where educators share their experiences and tips with apps can provide practical insights. Practicing regularly by designing lessons and experimenting with app features will also help me become more proficient. Moreover, seeking feedback from colleagues or students on how well the apps are integrated into lessons will help me refine my approach.

1.      What necessary knowledge and skills should teachers have to implement other learning delivery modes? List down.

In order to better facilitate the different modes of learning delivery, teachers need to have a certain set of knowledge and skills. They need to have pedagogical skills

·        differentiated learning;

·        inquiry based learning;

·        and learner centered approaches.

must be cognizant with the different modes of learning including:

·        online;

·        modular and;

·        blended learning including;

·        curriculum and assessment strategies.

Be well-versed in information and communication technology and computer literacy including learning management systems, educational applications and online resources. Lesson plan, adequate technology application, adequate communication, team work, and the ability to be flexible and respond to the needs of the children, the demands of the learning and the delivery mode, are also important competences. Additionally, the knowledge of DepEd policy and standards will make sure the compliance with the institution’s requirements.

2.      Is this learning episode preparing you for becoming a 21st-century teacher? Why? Why not? Explain.

Through this learning episode, we are preparing ourselves to be a teacher of the 21st century by focusing on competencies such as adaptability, digital literacy, and learner-centeredness that are required for contemporary education. It gives basic concepts and practical perspectives that enable me to create and teach using other strategies which further enhances skills of technology, communication, and collaboration. However, although it is a good starting point, its usefulness is determined by how much of real world experience and exposure it seeks to include in order to adequately training for various teaching situations. By filling in these seams, the episode makes certain that more of the requirements of teaching in the 21st century are effectively catered for.

1.      Are you ready to implement other learning delivery modes? Online class? Preparing LMS? What knowledge and skills do you still need to learn? What are your strategies to be more ready?

As a student, I function well and feel much more confident and organized in actual face-to-face learning, and I believe this extends to my potential as a teacher. I do not think I am fully ready, nor do I personally prefer teaching in online learning delivery modes. While I am aware of the importance of adapting to modern teaching methods like online classes and preparing LMS platforms, I feel that my strengths align more with the dynamics of in-person interactions. 

There are specific skills I still need to learn to effectively implement online teaching. These include mastering various Learning Management Systems (LMS) like Google Classroom or Moodle, designing interactive and engaging online content, and effectively managing virtual classrooms. Additionally, I need to enhance my ability to troubleshoot technical issues and utilize digital tools to maintain student engagement in a remote learning environment. 

However, beyond acquiring these technical skills, I believe the more significant challenge lies in mentally and emotionally equipping myself for this shift. To prepare myself better, I plan to adopt strategies such as attending professional development workshops on e-learning, seeking mentorship from experienced educators who excel in online teaching, and gradually integrating technology into my face-to-face lessons to build familiarity and confidence. 

While I acknowledge that online teaching may not align with my current preferences, I understand its value in today’s educational landscape. By actively equipping myself with the necessary skills and embracing a growth mindset, I hope to become a more versatile and effective educator, ready to meet the demands of diverse learning delivery modes.

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.  Distinguish among assessment of learning, assessment as learning, and assessment for learning

b.      Explain the effect of assessment AS, and FOR learning on summative assessment

NOTICE

·        The alignment of the different formative assessment tasks used with the learning outcomes.

·        The students’ participation, behavioral response, comments in the formative assessment tasks.

·        How the students assess their own progress

·        Our own feelings and thoughts as you assisted your CT.

·        Formulate the formative assessments task

·        Administer formative assessment tasks

In this part, you will provide preliminary information only about your participation in your resource teacher’s class.

         As I worked alongside my resource teacher, I saw how the formative assessment tasks were carefully aligned with the learning outcomes. Activities like quizzes, group discussions, and quick written reflections helped gauge the students' understanding throughout the lesson. I noticed that the students were really engaged—many participated actively in discussions, and there was a lot of interaction during group work. Their responses showed they were thoughtful and eager to share their thoughts. What stood out was how some students were able to reflect on their own learning, recognizing where they needed to improve or where they were doing well.

Assisting my CT was an eye-opening experience, as I realized how formative assessments can offer not only immediate feedback on student progress but also help guide future lessons. I’m looking forward to creating my own formative assessments that align with the learning goals and encourage students to be more self-reflective. I also hope to give them tasks that foster active participation and help them feel confident in tracking their own progress. This experience has really made me appreciate how important formative assessment is for both students and teachers.

1.  Did the formative assessment tasks help students master what they expected to learn?
              Yes, the formative assessment tasks helped students master what they were expected to learn by giving them regular check-ins on their progress. Activities like quizzes and group discussions allowed students to actively engage with the material, helping them realize what they understood well and what needed more attention. This process of continuous feedback made it easier for them to stay on track and feel more confident in their understanding of the topics.

2.  Was students’ response to formative assessment exercises favorable or unfavorable? Why?
                      Overall, students responded positively to the formative assessment exercises. They enjoyed the interactive nature of group discussions and appreciated having quick feedback through quizzes. For many, it felt like a way to check in on their learning without the pressure of a big exam. However, self-assessment was a bit trickier for some students. They sometimes found it hard to honestly reflect on their own progress, which showed me that a little more guidance might be needed to help them assess their learning more accurately.

3.      Did the conduct of formative assessment and self-assessment affect students’ attainment of learning outcomes? How?
          Yes, both formative assessments and self-assessments had a positive impact on students’ ability to achieve the learning outcomes. The regular formative assessments helped pinpoint areas of misunderstanding or confusion early on, allowing for quick clarification. This ensured that students stayed on track with the lesson. Self-assessment gave students a chance to pause and reflect on their progress, which motivated them to focus on areas they needed to improve, ultimately leading to better mastery of the material.

4.  What was the effect of students assessing their own progress on their motivation to learn?
          Students seemed to feel more motivated when they assessed their own progress. Being able to see how far they had come or where they still needed work gave them a sense of control over their learning. It boosted their confidence and made them feel more invested in their success. Many students mentioned that reflecting on their own progress helped them stay focused and gave them a clearer idea of what to work on next, making them feel more driven to keep learning.

·        The formative assessment activities went well because they effectively engaged students and provided immediate feedback, allowing me to gauge their progress in real-time. The interactive nature of the quizzes and group discussions helped students actively participate and reflect on their understanding, while also giving me valuable insights into where they were succeeding and where they needed further support. This instant feedback allowed me to adjust my teaching strategies accordingly, ensuring that students received the guidance they needed to move forward. Overall, the activities contributed to a more flexible and responsive learning environment.

·        The formative assessment activities process did not go well because time management became a challenge during some of the tasks. While the quizzes and group discussions were engaging, they took longer than I anticipated, which meant there wasn’t enough time for students to fully reflect on their progress or provide meaningful peer feedback. I also noticed that some students rushed through the self-assessment portion, possibly due to time pressure, and didn’t have the opportunity to think deeply about their strengths and areas for improvement. This experience made me realize the importance of balancing the length of each activity to ensure students have enough time to engage fully in both the task and the reflection process. Moving forward, I plan to manage time more effectively so that all aspects of the assessment can be completed thoughtfully.

·        For the students, self-assessment worked because it gave them a chance to reflect on their own learning in a way that felt personal and meaningful. I saw many students take the time to honestly evaluate what they understood well and what still needed work. It was encouraging to watch them acknowledge their strengths, but also recognize areas for growth. Some even set their own goals for improvement, which showed they were really thinking about how to move forward. It felt like they were starting to take ownership of their learning, and that’s something I think will help them in the long run. It was a reminder for me of how important it is to give students the space to reflect on their progress and take responsibility for their own learning journey.

·        For the students, self-assessment did not work because they struggled to accurately judge their own understanding. Some were either too critical of themselves, thinking they hadn’t grasped the material when they actually had, while others were a bit too confident, underestimating the areas they needed to work on. I realized that without clear guidelines or examples, it was hard for them to evaluate their progress accurately. It made me see that self-assessment can be challenging, especially without the right tools or support to help students reflect honestly and effectively. Going forward, I think providing more structure, like rubrics or specific criteria,will help them better understand how to assess themselves, making the process more useful for their growth.

ACT

         To ensure that formative and self-assessment processes serve their purpose, to help students learn. I will learn from other’s best practice by researching on ways to create clear rubrics and feedback methods that guide students in better understanding their progress. I also want to explore how I can help students develop a growth mindset, so they see assessments as opportunities to improve, not just as tests. I'll be looking into how experienced teachers balance structure with flexibility, creating assessments that are both engaging and helpful. By learning from these practices, I hope to build an assessment process that really supports my students' growth and makes them feel confident about their learning journey.

PLAN

         To help improve formative and self-assessment practices, I plan to conduct action research on I plan to conduct action research on how different assessment strategies impact student engagement and self-reflection. Specifically, I want to explore how using clear rubrics, structured feedback, and self-assessment tools can help students more accurately evaluate their own learning. I’ll also look into how creating a supportive, growth-focused classroom environment influences students’ ability to reflect on their progress and set meaningful goals for improvement. By gathering data on these strategies, I hope to identify the most effective ways to help students become more active participants in their learning.

OBSERVE

1.      One thing that went well in the development/use/administration of formative assessment tasks (assessment for learning) was how they got the students actively involved and gave us quick feedback on how they were doing. For example, during the group discussions and quizzes, I could immediately see where students were understanding the material and where they might need more help. This made it easier to adjust things on the spot and offer support when necessary. The students were really engaged—they asked questions, shared their thoughts, and seemed genuinely interested in reflecting on what they had learned. It felt rewarding to see how these assessments helped not just in tracking their progress, but also in creating a more interactive and supportive classroom atmosphere.

2.      One thing that did not go very well in the development/use/administration of formative assessment tasks (assessment for learning) was managing the time for some of the formative assessment tasks. While the quizzes and group discussions worked great, I found that they took longer than I had planned. As a result, we didn’t have enough time for students to fully dive into things like self-assessment or giving each other feedback, which I had hoped would help deepen their reflection. Looking back, I realized I need to be more mindful of how much time I allocate for each activity so that students have enough space to really engage and reflect on their learning. It’s definitely something I’ll focus on improving next time.

3.      One good thing observed in students’ self-assessment (assessment as learning) was how they were able to recognize both their strengths and the areas where they needed more work. It was really rewarding to see them reflect honestly about their performance, pointing out what they understood well and where they felt less confident. Some students even set their own goals for improvement, which showed me they were taking responsibility for their learning. It felt like a real moment of growth, as they began to think more about their progress and how they could keep improving moving forward.

4.      One thing is students’ self-assessment (assessment as learning) that needs improvement based on what were observed is their ability to accurately evaluate their own understanding. While many students were able to identify areas where they needed more practice, some seemed to be either too hard on themselves or overly confident, which sometimes led to inaccurate self-reflections. This made it clear that they might need more guidance or examples to help them assess their learning more realistically. Moving forward, I think it would be helpful to provide clearer criteria or rubrics for self-assessment so that students have a better framework for evaluating their progress more accurately.

1.      How would attainment of learning outcomes be affected if there were no formative assessments nor self-assessments?

         The absence of formative assessments and self-assessments would significantly hinder the attainment of learning outcomes. Formative assessments provide continuous feedback, helping students identify and address gaps in their understanding while enabling teachers to adjust their teaching strategies based on students’ needs. Without these tools, students may struggle to recognize their misconceptions until it is too late, and teachers would lose valuable insights into the learning progression. This lack of feedback could lead to superficial learning and a reliance on summative assessments, which only evaluate the end result rather than the process of learning. Additionally, students might adopt a passive approach to education, reducing their engagement and motivation to learn. 

Self-assessments, on the other hand, are crucial for developing metacognitive skills like self-reflection and self-regulation, which foster independent learning. Without them, students may find it challenging to monitor their own progress or set meaningful goals, hampering their ability to take ownership of their learning journey. Furthermore, formative and self-assessments play a vital role in creating equitable and individualized learning opportunities. They help identify students who need additional support or more challenging material, ensuring that all learners have the chance to succeed. In their absence, the learning process becomes less adaptive, reflective, and inclusive, ultimately diminishing the effectiveness of education.

1.      Search other activities/techniques on the internet and curate them.

Informal formative assessment examples

Informal formative assessments are unstructured and easy to integrate into everyday classroom activities. They are especially helpful for adaptive instruction, allowing for immediate adjustments based on student feedback.

1. Quick writes: Students spend a minute at the end of a lesson writing a response to a prompt about the key concept covered. This activity helps teachers quickly assess each student’s grasp of the material, providing a snapshot of class understanding.

2. Think-pair-share: In addition to promoting collaborative discussion, critical thinking, and verbal articulation of understanding, teachers can use think-pair-shares as data points to guide instructional decision-making. Think-pair-shares involve three steps: students first think about a question independently, then discuss their thoughts with a peer, and finally share their findings with the class.

3. Exit tickets: A classic! Students write responses to a question or a summary of the day’s lesson before they leave class. This method can quickly gather feedback on what students have grasped and what may need further clarification. Note that the quality and clarity of the prompt provided to students are paramount to making exit tickets effective formative assessments.

4. Interactive polls: A polling tool, as shared in this article on types of formative assessments, allows students to answer questions to be displayed for class discussion. Interactive polling encourages active learning and student participation.

5. Keep the question going: This article explains how to conduct this formative assessment strategy: “Ask one student a question and then ask another student if that answer seems reasonable or correct. Then, ask a third student for an explanation of why there is an agreement or not. This helps keep all the students engaged because they must be prepared to either agree or disagree with the answers given and provide explanations.”

Educators can implement these informal formative assessment examples flexibly and in a way that does not create unnecessary pressure on students, making them excellent for on-the-fly adjustments to teaching.

Formal formative assessment examples

In contrast to informal assessments, formal formative assessments are a more structured way to systematically track and evaluate student learning. Further, more formal formative assessments can provide teachers more planned and clear opportunities to provide students with feedback. Research shows that students learn more when instruction and assessment are closely related, and students benefit from receiving specific feedback about their work to maximize their learning.

1. Quick checks: Quick checks are short, highly focused assessments that ask students to demonstrate understanding of a particular concept or skill. These are typically used very proximally to the skill or content being learned. They can be written or oral, providing immediate feedback that helps teachers gauge learning gaps and successes for a class in real-time.

2. Homework assignments: Yes, homework! When used as a formative assessment, homework is assessed for understanding rather than completion, and with the information teachers get in return, they can then identify which skills, content, and practices need additional instruction or review. However, as with any assignment or assessment, the quality and clarity of the task itself will determine how useful the information is a teacher gets in return. Additionally, as this article shares, formative assessments that are scored shouldn’t be a part of students’ final grades; rather, formative assessments are meant to allow students to make mistakes as they learn.

3. Quizzes: Short, frequent ungraded quizzes can provide critical feedback about students’ learning progress. Quizzes can highlight knowledge gaps and inform future lessons, making them a key tool in the formative assessment repertoire.

2.      Rubrics/self-assessment with rubrics: As this article explains, rubrics can be used as a type of formative assessment. Though rubrics are often used to evaluate summative assessments, they are useful for providing feedback and direction while work is still in progress. Alternatively, students can use a rubric to assess their own performance on an assignment to reflect on their strengths and areas for improvement.

https://www.hmhco.com/blog/common-formative-assessment-examples-ideas?srsltid=AfmBOorMgZPMne-RI2bqzZxjJdUKGIpWQIdPOq9HRbl2EYguoq-FWQp5

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.  Determine if an assessment task is aligned to the intended learning outcome.

b.      Evaluate traditional and authentic assessment tasks in the light of the principles of test construction

In this part, you will provide preliminary information only about your participation in your resource teacher’s class.

This week, I had the chance to be more involved in my resource teacher’s class. We discussed her lessons for the week during our face-to-face meetings, where she also shared her lesson plan with me. She encouraged me to help during the assessment phase by coming up with a few questions for a quiz and supervising the students as they worked on both traditional (paper-and-pencil) and authentic (project-based) assessment tasks

I noticed that the assessment tasks were thoughtfully designed to align with the learning objectives. The traditional tests were focused on measuring the students’ understanding of specific concepts, while the authentic tasks gave them opportunities to apply what they had learned in a practical, meaningful way. The students seemed more enthusiastic about the authentic tasks, as these allowed them to be more creative and hands-on.

While administering the assessments, my resource teacher maintained a calm yet firm demeanor, giving clear instructions and encouraging the students to do their best. I admired how she provided feedback in a way that motivated them to improve. For my part, contributing to the assessments made me realize how much thought and care go into crafting meaningful tasks. It also gave me a better understanding of how assessments can be used not just for grading but to genuinely support learning. It was a rewarding experience that made me feel more connected to the teaching process 

Ø  Are the assessment tasks aligned with the learning outcomes?

I observed that they were closely aligned with the stated learning outcomes. Each task seemed purposefully designed to measure specific skills or knowledge outlined in the objectives. For instance, the teacher's use of problem-solving activities directly connected to the critical thinking outcomes emphasized in the lesson. This alignment ensured that students were assessed on what they were expected to learn.

Ø  Did the teacher make use of both traditional and authentic assessment tasks?

Yes, the teacher incorporated both traditional and authentic assessments. Traditional methods, like written quizzes and multiple-choice tests, were used to evaluate basic knowledge and recall. On the other hand, authentic assessments, such as group projects and real-life scenario analysis, were also evident. These allowed students to apply their learning in practical and meaningful ways. I found this balance effective as it catered to different learning styles and gave students various ways to demonstrate their understanding.

Ø   Are the traditional and authentic assessment tasks (written tests) formulated in   accordance with principles of test construction?
          Based on my observation, the assessments followed sound principles of test construction. The instructions were clear, and the questions were appropriately challenging for the students’ level. For example, the teacher ensured that the written tests covered a range of cognitive skills, from simple recall to higher-order thinking. Authentic tasks, like creating a community-based proposal, were both valid and reliable as they aligned well with the intended outcomes.

Ø  Were the assessment tasks for formative purposes also used for summative purposes? Why or why not?

In this class, some formative assessments were also used for summative purposes. For instance, group presentations initially served as practice but were later graded for summative evaluation. I think this was done to reinforce the importance of continuous effort and to maximize learning opportunities. However, the teacher also made it clear that formative assessments primarily aimed to provide feedback and guide learning, which helped reduce student pressure.

Ø  Where were assessment results better in the results of traditional or authentic assessments?
            From my perspective, students performed better in authentic assessments compared to traditional ones. This may be because authentic tasks allowed them to showcase their creativity and apply their skills in realistic contexts, making the learning more engaging and relevant. In contrast, traditional tests sometimes posed challenges, particularly for students who struggled with rote memorization or test anxiety.

Ø  Which assessment activity/activities did the students like more? Like least? Why?

 Students seemed to enjoy authentic assessments, such as group projects and role-playing, more than traditional tests. They appreciated the interactive and collaborative nature of these tasks, as they found them more engaging and less stressful. On the other hand, many students expressed dislike for timed written tests, as these caused anxiety and felt less connected to real-life applications of what they were learning.

1.      How can I make the assessment process more meaningful and acceptable to students?

         To be able to make the assessment process more meaningful and acceptable to students, align tasks with real-world applications to demonstrate relevance and value. Involve students in goal-setting or designing assessments to increase their engagement and ownership. Use diverse methods, such as projects and portfolios, to cater to varied learning styles, and provide clear rubrics so expectations are transparent. Offer timely, constructive feedback that focuses on growth and encourages self-assessment and reflection, fostering a sense of responsibility for learning. Balancing challenge with support ensures assessments drive both competence and confidence, making them a tool for genuine learning rather than mere evaluation.

1.      One thing that went well in the development and administration of the assessment tasks was how well the tasks aligned with the learning objectives. The authentic assessment, in particular, allowed students to demonstrate their understanding creatively and practically, which helped engage them more effectively. My resource teacher also did an excellent job of providing clear instructions and feedback, ensuring students understood what was expected of them and how they could improve.

2.      One thing that did not go very well was the time management during the administration of the authentic assessment tasks. Some students struggled to finish within the allotted time, which caused slight delays and left them feeling a bit rushed. Additionally, a few students seemed confused about some parts of the instructions, suggesting that these could have been clarified further before starting the task.

REFLECT

·        This part of the assessment process went well because the tasks were well-aligned with the learning objectives, and the authentic assessments allowed students to apply their knowledge in meaningful ways. The clear instructions and constructive feedback from my resource teacher also created a supportive environment, making students feel encouraged to do their best.

·        This part of the assessment process did not go well because some students struggled with time management during the authentic assessments, which affected their ability to complete the tasks fully. Additionally, a few students needed extra clarification on the instructions, indicating that they could have been explained more thoroughly before starting the task. 

ACT

o   To ensure that the assessment process serves its purpose of helping students learn, I will read research on effective assessment strategies and principles of test construction to better understand how to design tasks that are clear, engaging, and aligned with learning outcomes. I will also explore studies on time management techniques in assessments to find ways to help student complete tasks efficiently without feeling rushed.

Additionally, I will view videos on creating authentic assessments and providing effective feedback, as these resources can offer practical tips and examples for enhancing the quality of assessments and ensuring they genuinely support student learning and growth.

PLAN

Ø  To help improve my assessment practices, I’d like to conduct an action research study that focuses on how combining traditional and authentic assessments impacts student engagement and learning. I want to understand how aligning tasks with clear objectives and giving meaningful feedback can help students perform better and feel more confident in their learning. I’m also curious about how involving students in designing authentic assessment tasks could make them more motivated and take ownership of their work. This research would not only help me improve my teaching but also ensure that the assessments I create are more relevant and beneficial for my students.

Intended Learning Outcomes

         At the end of the episode, the Pre-Service Teachers should be able to:

a.  Interpret scores correctly.

b.  Compute grades based on DepEd’s grading policy.

1.      Reporting of Grades

The purpose of a grading system is to give feedback to students so they can take charge of their learning and to provide information to all who support these students—teachers, special educators, parents, and others. The purpose of a reporting system is to communicate the students’ achievement to families, post-secondary institutions, and employers. These systems must, above all, communicate clear information about the skills a student has mastered or the areas where they need more support or practice. When schools use grades to reward or punish students, or to sort students into levels, imbalances in power and privilege will be magnified and the purposes of the grading and reporting systems will not be achieved. This guide is intended to highlight the central practices that schools can use to ensure that their grading and reporting systems help them build a nurturing, equitable, creative, and dynamic culture of learning.

https://www.greatschoolspartnership.org/proficiency-based-learning/grading-reporting/

Grading and reporting

Assigning students grades is an important component of teaching and many school districts issue progress reports, interim reports, or mid term grades as well as final semester grades. Traditionally these reports were printed on paper and sent home with students or mailed to students’ homes. Increasingly, school districts are using web-based grade management systems that allow parents to access their child’s grades on each individual assessment as well as the progress reports and final grades.

Grading can be frustrating for teachers as there are many factors to consider. In addition, report cards typically summarize in brief format a variety of assessments and so cannot provide much information about students’ strengths and weaknesses. This means that report cards focus more on assessment of learning than assessment for learning. There are a number of decisions that have to be made when assigning students’ grades and schools often have detailed policies that teachers have to follow. In the next section, we consider the major questions associated with grading.

https://courses.lumenlearning.com/suny-educationalpsychology/chapter/grading-and-reporting/

1.      How do you give feedback to your students regarding their performance? When do you give feedback?

My resource teacher explained that he provides feedback to students in various ways, depending on the situation. For individual tasks, he gives either written or verbal feedback directly on their work. During group activities or class discussions, he offers immediate feedback to clarify any misconceptions or to highlight strong points. For major assessments, he schedules one-on-one consultations with students to discuss their strengths and areas for improvement. He emphasized that feedback is most effective when provided promptly, so he aims to deliver it as soon as possible, ideally within a few days after the submission of their work.

2.      How do you report students’ performance to parents? Does the school have a regular way of reporting grades to parents?

My resource teacher shared that their school uses a formal grading system, with regular report cards issued quarterly. They also hold parent-teacher conferences after each grading period to discuss students’ progress in detail. For immediate concerns, he communicates with parents through text messages, emails, or phone calls, depending on their preferences. Additionally, the school utilizes an online portal where parents can view their child's grades and attendance in real time, ensuring they stay informed about their child’s performance.

3.      What problems on grade reporting did you encounter with parents? How do you address it/them?

My resource teacher explained that a common issue he encounters is when parents question what happened to their child’s grades. This is often due to the child’s behavior and absences. To address this, he ensures that his grading system is transparent and clearly communicated at the start of the term. He also provides parents with specific examples of their child’s work and the rubrics used for evaluation. Another challenge he faces is when parents fail to attend conferences or check updates. In such cases, he makes an extra effort to reach out through alternative communication channels to keep them informed about their child’s performance.

1.      Do you see the meaning of your grades in the school report card?

In grade 10 Bonifacio students shared that they understand the meaning of their grades as they are explained during class discussions and by their teachers. They view their school report card as a reflection of their efforts, progress, and areas that need improvement. For some, the report card serves as a guide to measure their academic performance and identify subjects where they excel or struggle. However, some mentioned that they occasionally need further clarification on how specific grades were calculated or what areas they need to improve. Most agreed that the grades on the report card represent not just their academic standing but also their dedication and consistency in meeting school expectations. They see their grades as a tool for self-evaluation and a way to set personal goals for the future.

2.      Does knowing your grade motivate you to work harder?

The students expressed mixed responses to whether knowing their grades motivate them to work harder.  Many shared that seeing their grades inspires them to put in more effort, especially when they aim to achieve higher marks or maintain their standing on the honor roll. They feel a sense of accomplishment when their efforts are reflected in good grades, which encourage them to continue striving for excellence.

However, some students admitted that while high grades are motivating, receiving low grades can sometimes be discouraging. Despite this, they recognize that these challenges serve as reminders to improve and take their studies more seriously. Several students emphasized that constructive feedback from their teachers, alongside their grades, plays a significant role in motivating them. They feel more encouraged to improve when they understand what specific steps they need to take to perform better in the future.

1.      Confer with your Resource Teacher about scoring students assessment tasks, grade computation and reporting. This may also be done face-to-face or online.

I had the chance to talk about how student tasks are scored, grades are calculated, and performance is reported. “Assessments are scored using established rubrics and guidelines based on the tasks,” he explained. These rubrics are provided to students in advance, allowing for transparency and an understanding of how student work will be evaluated. Scoring written tests and quizzes is simple and is based on how many answers are correct. The assessment of performance-based tasks, like projects and presentations, rely on detailed criteria to check for various elements, including but not limited to creativity, content, and presentation.

My resource teacher will grade in accordance with the weighted grading system, per the directives of the school. For instance, significant assessments (exams, projects) can be worth a higher percentage than daily tasks, quizzes and participation. This system ensures a more balanced evaluation of students’ academic performance over the grading period.

In terms of grade reporting, he said that grades are entered throughout the year and then consolidated at the end of each term into a report card. The report card is standardized and uses a numeric grade with a matching descriptive grade. At the end of each grading period, parent-teacher conferences are held to discuss in detail students’ progress. For daily updates, there’s an online portal where parents can track grades and attendance.

Older kids, he said, might not need or want extra credit, so it is important to clearly communicate with students and parents so they aren't confused and think they are entitled to a grade change based on previous actions. He also spoke of some of the difficulties he faces, like dealing with parents’ inquiries about their students’ grades and helping students understand how grades are computed. In order to mitigate these he ensures that he has a transparent grading system that is well documented and that he always provides specific feedback to the students and parents where appropriate.

2.      Ask your Resource Teacher what you can do to assist him/her in the scoring of students" assessment tasks, grade computation and preparation for reporting in the Parents Teachers Conference.

I asked my Resource Teacher how I could assist in scoring students’ assessment tasks, grade computation, and preparation for the Parent-Teacher Conference (PTC). He appreciated my initiative and allowed me to support him in several ways.

In preparation for the PTC, I helped in creating the ribbons and certificates for students who excelled academically or displayed exemplary behavior. This task required attention to detail, as it was important to ensure that the names and achievements were correctly printed.

During the PTC itself, I assisted my Resource Teacher in facilitating his presentation. While he discussed relevant topics, such as students’ grades and performance, I managed the technical aspects, such as setting up and advancing the slides or distributing any necessary materials to parents. This allowed him to focus entirely on addressing the parents' concerns and providing insights into their child’s academic journey.

Overall, these tasks not only lightened his workload but also gave me valuable experience in handling responsibilities related to grade reporting and parent communication. It was a rewarding opportunity to contribute to the success of the PTC while learning more about the grading and reporting processes.

Notice

As I graded and made evaluations, I paid attention to how each individual performed against the criterion of success, or, the cut-off score. Some students passed or exceeded expectations, while others fell just below the cut-off. Doing this, made me realize the need to give extra support to those students who were struggling (along with detailed feedback of course). Yes, I also realized that what is reflected in the grades is their level of understanding of the material, but I also knew that the results from the assessment were more of a drive to do better.

Sitting in on the Parents-Teachers' Conference, I witnessed how significantly the parents/guardians were involved in the conversations, often inquiring to better understand their child's progress and how they can help at home. Some parents added their own observations about their child’s study habits or challenges, while others thanked us for the feedback. It was valuable to meet the parents, as it helped me realize how involved they are in their children's education, and how important it is to keep communication open between home and school.

I also helped my Resource Teacher score tests and compute grades, and I made sure that the grading process was accurate and fair. I knew how important it was for students to earn the correct grade based on performance and effort. It was also educational for me as I learned how much different components (quizzes, projects, class) go towards a students overall grade.

I was both excited and nervously apprehensive for the PTC. Assisting my RT in preparing certificates and enabling the presentation made me realise how much work is put behind the curtains to bring an event to life. The whole process also made me appreciate how much goes into ensuring everything moves along seamlessly and parents walk away from the conference with a good idea of where their child stands academically.

During the actual conference, I also helped answer some questions and concerns parent had. That could be difficult for them in some cases, especially if it involved questions related to a particular grade or student behavior. But I found out how essential it is to actively listen and give appropriate responses. Parents liked being clear and getting feedback, and it was rewarding to see how our efforts as a group helped the school-home bridge get stronger.

Looking back on the experience as a whole, I am now more confident about how to assist with grading, communication, and the whole process involving students. I also recognize the need to be sensitive to the needs of both students and parents, and the importance of transparency and feedback in establishing trust.

OBSERVE

1.  One good thing that I observed in scoring/grading/Parents-Teachers Conference was the clear and transparent grading system that my Resource Teacher used. The rubrics provided to students allowed them to understand the criteria for success, and this made the grading process fair and consistent. It was evident that the students appreciated this clarity, as it helped them focus on areas for improvement. During the Parent-Teacher Conference, the parents were actively engaged and participated in meaningful discussions, offering useful insights into their child’s learning experience. I also noticed that my Resource Teacher made an effort to provide specific examples of student work, which helped parents understand their child’s progress in greater detail and fostered a more collaborative atmosphere between teachers and parents.

2.      One thing that did not go very well in scoring/grading/Parents-Teachers Conference was some parents had difficulty understanding the breakdown of the grades, especially when there were discrepancies between their expectations and the actual results. This caused some confusion during the PTC, and it was challenging to ensure that all concerns were addressed within the time frame of the conference. In some cases, parents also expressed frustration about how certain non-academic factors, like behavior or participation, influenced their child's grades. Despite our best efforts to clarify, not all parents felt fully satisfied, which made it that harder to resolve the issues within the limited time. This highlighted the need for clearer explanations and perhaps more time for individualized discussions.

REFLECT

• The scoring/grading/Parents-Teachers Conference went well because
The grading was done systematically and according to clear rubrics, which helped ensure consistency and fairness. The transparent process allowed students to understand the criteria for success and set clear expectations. During the PTC, despite some initial misunderstandings, the open communication and the opportunity for parents to ask questions helped foster a constructive dialogue about their child’s academic performance. Additionally, the collaborative nature of the discussions allowed parents to better understand their child's strengths and areas for improvement, ultimately strengthening the relationship between home and school.

• The scoring/grading/Parents-Teachers Conference did not go well because
Some parents were still unclear about how their child’s grades were determined, particularly in relation to class participation or projects. This miscommunication could have been avoided with better explanation or examples during the early stages of the school year. Additionally, the time constraints of the PTC made it challenging to fully address all concerns, particularly when parents had multiple questions or wanted more in-depth explanations about specific grades. Some parents also found it difficult to understand how non-academic factors, such as behavior or attendance, impacted their child’s overall grade. This could have been alleviated with clearer guidelines and earlier communication on how these elements were factored into the grading system.

ACT

To ensure that the scoring, grading, and the conduct of PTC serve their purpose, i.e., to ensure that students learn, I will read research on or view videos on...

I will explore research on formative assessments and effective grading practices, especially focusing on how formative feedback can enhance student performance. Formative assessments are designed to provide ongoing feedback that helps guide students’ learning throughout the instructional process. I believe that by understanding how formative assessments are implemented and how feedback is delivered, I can better support students in identifying areas for improvement and mastering key concepts before summative assessments. Research indicates that when feedback is timely, specific, and constructive, it allows students to reflect on their learning, make adjustments, and build confidence in their abilities. By exploring different formative assessment strategies, such as peer reviews, quizzes, and self-assessments, I hope to gain a deeper understanding of how these tools can be used to provide meaningful feedback and help students grow.

I’ll also watch videos on parent-teacher communication strategies to learn how to make these conferences more effective and engaging for all stakeholders. Effective communication is vital in ensuring that parents are not only informed about their child’s academic progress but also feel involved and empowered in the learning process. I want to explore strategies that will help make these conferences more interactive, allowing parents to ask questions, provide insights, and work together with teachers to support their child’s success. Videos and case studies on best practices in parent-teacher communication will give me practical techniques, such as how to frame feedback in a positive, constructive way, how to manage time during conferences, and how to foster a collaborative atmosphere. Additionally, I will look into strategies for providing clear and constructive feedback that fosters a growth mindset among students, enabling them to take ownership of their learning. Encouraging a growth mindset helps students view challenges as opportunities for growth, leading to greater perseverance and motivation in their academic journey.

• PLAN

To help improve scoring, grading practices, and the conduct of PTC, I would like to conduct an action research on how to enhance the clarity of grading rubrics and feedback so that both students and parents have a better understanding of the grading process. One area I intend to focus on is simplifying and clearly communicating the criteria used for assessment. I believe that when students and parents fully understand how grades are determined, they can better appreciate the rationale behind the scores and know how to improve. By reviewing existing rubrics and collecting feedback from students and parents, I can identify areas where clarity is lacking. Additionally, I want to explore how to tailor rubrics to specific types of assignments, ensuring they are accessible and easy to follow. Providing sample assignments with annotated feedback could also serve as a helpful tool for students and parents to see what’s expected, further reinforcing transparency and consistency in the grading process.

I also want to explore how to improve parent-teacher communication during the PTC to ensure that it’s more informative and less stressful for both parents and teachers. During parent-teacher conferences, time constraints often prevent teachers from addressing every question or concern in detail, and parents may feel rushed or overwhelmed. My research will focus on finding ways to structure conferences that allow for meaningful dialogue, giving parents a chance to discuss their child’s progress in a non-stressful environment. This could include preparing a set of guiding questions, providing visual aids, or ensuring that there is adequate time to discuss both strengths and areas for improvement. Additionally, I plan to investigate how integrating technology, such as digital platforms or apps, can support real-time communication between parents and teachers, making the grading process more transparent and accessible to all parties involved. Platforms that allow parents to track their child’s progress in real-time could reduce confusion during conferences, as parents would already have access to current grades and attendance information. This approach can help alleviate misunderstandings and foster a more proactive approach to addressing students’ academic needs. By exploring these technological solutions, I aim to create a seamless, more efficient, and effective means of communication that benefits both parents and teachers.

What insights can be gleaned from analyzing students' test scores and grades?

Student assessment data offers valuable perspectives into academic strengths and weaknesses, empowering educators to tailor instruction. High scores imply existing methods effectively facilitate learning for top performers. However, lower marks necessitate individualized techniques, targeted support, and supplemental aid to ensure all scholars fulfilling objectives. Teachers can adjust curricula, incorporate diverse strategies, and craft remedial exercises in response to these findings.

In which subjects did pupils do best? Worst?

Students excelled most in disciplines prioritizing hands-on application and participatory activities, like Science and PE, allowing experimentation and physical engagement. Conversely, they struggled most in Math and English, where abstract ideas, complex problem-solving, or grammatical rules proved challenging. This recommends livelier, student-directed styles in these areas, such as project-based study or collaborative problem-solving, to enhance comprehension and interest.

What was the attendance like for Parent-Teacher Conferences and what can we infer?

PTC turnout was generally good, with most guardians attending to discuss their child's progress. This implies the bulk of families actively involved and invested in their offspring's education. However, a small percentage failed to appear, possibly due to work constraints, disinterest, or communication gaps. This suggests exploring alternative methods, such as virtual meetings or flexible schedules, to include all parents and ensure participation in the learning process.

What comments from parents/guardians were common during Report Card Day?

Frequent remarks from parents/guardians inquired how marks were calculated, requested clarification on certain evaluation standards, and asked about children's participation and conduct in class. Some expressed concern for performance in challenging subjects, while others appreciated grading transparency and feedback. These highlights demand clear communication regarding policies and detailed, constructive remarks helping families comprehend development and regions for growth.

1.      What are the component and how do you compute grades (based on what your resource teacher/DepEd is currently using) per quarter for Grades 1 to 10 Araling Panlipunan and Grades 11 to 12? How about the end of school year/semester? Give an example.

According to the Department of Education (DepEd) guidelines:

Components of Grades (Grades 1–10):

1. • Written Works (WW): 30%

   • Performance Tasks (PT): 50%

   • Quarterly Assessment (QA): 20%

Total: 100%

Steps to Compute Grades per Quarter:

1. • Compute the average score for each component.

   • Multiply each component's average score by its weight (e.g., WW × 30%, PT × 50%, QA × 20%).

   • Add the weighted scores to get the student’s quarterly grade.

Example:
A student’s scores are as follows:

1. • Written Works: 85

   • Performance Tasks: 90

   • Quarterly Assessment: 80

Computation:

1. • WW: 85×0.30=25.585 \times 0.30 = 25.585×0.30=25.5

   • PT: 90×0.50=4590 \times 0.50 = 4590×0.50=45

   • QA: 80×0.20=1680 \times 0.20 = 1680×0.20=16

Quarterly Grade: 25.5+45+16=86.525.5 + 45 + 16 = 86.525.5+45+16=86.5 (rounded to 87)

End of the School Year Computation:

1. • Compute the average of all four quarterly grades.

   • Example: If the quarterly grades are 85, 87, 88, and 90, the average is:
     (85+87+88+90)÷4=87.5(85 + 87 + 88 + 90) \div 4 = 87.5(85+87+88+90)÷4=87.5 (rounded to 88).

2.      What were the most common issues raised on student’s performance?

One of the biggest complaints from parents was inconsistency in their child’s academic performance. Many commented that their child’s grades waxed and waned throughout grading periods — often due to differing amounts of effort, distractions from extracurriculars, or trouble balancing academics with personal life. Another common issue mentioned was students with difficulties in particular subjects, most notably Math, English, or Science which are often exploration of abstract concepts and higher-order thinking skills that build on previous knowledge. Parents said they needed more help in these difficult areas to get their kids back on track.

Another issue discussed was low class participation or engagement. Some students are reluctant to speak up or join in discussions or activities in class — this could be due to shyness, a lack of confidence, and/or a disinterest in the topic. Likewise, incomplete or tardy submission of requirements were also observed and again, this was often tied up with a failure to manage diaries effectively or the absence of general motivation. Other behavioral matters, such as difficulty focusing or not following directions, also proved to be detrimental factors.

The occasional absence was not an issue, but frequent absenteeism raised major red flags, as missing crucial lessons often resulted in students lagging behind in their coursework. Some parents also mentioned their child’s poor study habits or lack of preparation, which factors into lower grades and the inability to keep up with academic requirements. These problems emphasize the need for tailored interventions that create a more interactive and welcoming classroom atmosphere while also enhancing communication among teachers, students, and parents to work together in addressing issues and supporting student achievement.

1.      What personal message do I get from these students’ scores, grades, and parents/guardians’ PTC attendance and comments?

         The students' scores, grades, and parents/guardians’ PTC attendance and comments provide valuable insights into academic performance, parental engagement, and areas for improvement. High scores and active parental involvement indicate effective teaching and support, while low scores or low attendance may highlight challenges requiring intervention or alternative communication methods. Parental feedback, both positive and constructive, offers opportunities to refine teaching strategies and address concerns. Recurring themes in comments can reveal broader trends, and considering students' holistic needs—academic, emotional, and social—ensures a well-rounded approach. These insights help tailor strategies to foster student success and strengthen collaboration with families.

2.      In an era where emphasis is self-directed learning demonstration of competencies – Knowledge, skills, and values learned (outcomes-based education)- do grades really matter?

         In an outcomes-based education (OBE) system that emphasizes self-directed learning and the demonstration of competencies, grades still hold value but may not be the sole indicator of success. Grades provide a standardized measure of academic performance and progress, serving as a reference point for both students and educators. However, the focus shifts toward the mastery of knowledge, skills, and values, as these are more reflective of a student’s ability to apply what they’ve learned in real-world contexts. Grades alone may not capture critical attributes such as creativity, collaboration, problem-solving, or ethical decision-making. In this era, grades matter to an extent, but they should be complemented by authentic assessments, portfolios, and other methods that holistically demonstrate a student's growth and capabilities.