During the material development stage, I was slightly rushed to prepare materials. Mrs. Buela had notified me that she would send a list of topics the students would need to study for the week I was assigned to help them review; however, due to her busy schedule, she was unable to send it on time. Additionally, I was also unable to continue with my work properly due to being sick and bedridden, and my doctors advised me to rest as much as possible to get better faster. During the time I was sick, I was constantly in bed, only leaving if absolutely necessary, as I had difficulties moving and would often start bleeding after just a few minutes of standing. By the time I had recovered, Mrs. Beula had notified me that I only had the Wednesday of that week to teach, since the students would have finals the following week, meaning I only had two days to prepare a review lesson.

In two days, I quickly created a lesson plan that applied my theories and strategies, including Multimodal Learning and the Multiple Intelligences theory, while also completing my project report, a requirement for this class. Initially, I drafted a few lesson plans; however, with time constraints and limited movement, I decided to go with the simplest one. Inspired by trivia games, I created a Canva presentation that gamifies students' learning, applying the Multimodal Learning theory. The interactivity of the lesson plan also helps tap into the Multiple Intelligences Theory.

Once I arrived in the classroom, the students were enthusiastic to see me, asking me about my health and what I did while I was gone. It warmed my heart to see the students' concern for my well-being. During the implementation, the students were excited to see me teach, as I had previously been helping them with homework and worksheets. Once I introduced the materials, they were excited to see the slideshow due to its colourful and exciting graphics. They got even more excited when they saw the candy and expressed their motivation to answer correctly. Once I introduced the whiteboards and markers, Mrs. Beula and I were both surprised to find that a majority of the markers had run out of ink. Although we asked the students to share, they all struggled with sharing, and I had to adjust the activity so that the students would answer me verbally instead. Additionally, it wasn't easy to separate the students into groups since they wanted to pair up with their friends. To make it easier, Mrs. Beula split them into girls' and boys' groups.

However, due to time constraints and not being able to spend enough time with the students, I underestimated how easily distracted they could become. It was also my mistake to motivate them with candy rather than words and other means, such as points or other rewards. They quickly became hyper due to the sugar, which made the classroom a little loud. Thankfully, Mrs. Beula and I were able to redirect their enthusiasm towards answering the questions instead. Although the experience could have gone better, it was a significant learning experience for me. However, I was glad to see that the actual materials I created were effective, as all the students were able to answer the questions correctly. I reflected on what I could have done better and how the lesson could be improved.