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Entry # 3:
In preparation for my first implementation day, I spent the night of March 20, 2025 creating the pre-assessment booklet. I researched existing standardized tools and came across the Phil-IRI (Philippine Informal Reading Inventory), a diagnostic instrument developed by the Department of Education to evaluate learners’ reading abilities and comprehension in both English and Filipino. Adapting its framework helped me ensure that my assessment was aligned with established practices. After finalizing the booklet, I submitted the soft copy to Sir John Durano, who immediately approved it.
I was both excited and nervous the following day—it was my first official session with the ALS learners of CMSES. Printing the 20-page booklets for 20 learners was admittedly costly, but I reminded myself that this was an investment in their learning journey.
When I arrived, I was touched to see that the learners had already been oriented by Sir John and were prepared to stay an extra hour beyond their official class schedule to participate in my project. Their willingness reflected their interest and commitment, despite the irregular attendance challenges ALS learners usually face.
Sir John formally introduced me to the class, and I was given the chance to share about myself and my proposed instructional design project.
Their willingness reflected their interest and commitment, despite the irregular attendance challenges ALS learners usually face.
Sir John formally introduced me to the class, and I was given the chance to share about myself and my proposed instructional design project. Afterwards, the learners began working on the assessment. I noticed that while some answered quickly, others took more time and effort to process the questions. During the checking stage, I provided the answer key to Sir John, who facilitated the correction of answers as a class. The students engaged actively, asking questions whenever they got items wrong—an encouraging sign of their curiosity and willingness to learn.
We concluded the day by taking a group photo, which felt like a symbolic marker of the successful start of my project implementation. Later that evening, Sir John sent me the compiled scores of the learners. Analyzing the results confirmed the gaps in reading and comprehension in English, reinforcing the urgency of my project. This analysis guided the next phase: the conceptualization and design of the five instructional booklets focused on reading and comprehension enhancement.
Reflection
This first day of implementation was a turning point for me. Staying up late to finalize the assessment reminded me of the commitment required in designing contextually relevant learning tools. It was not just about creating materials but ensuring they were valid, reliable, and responsive to learner needs. The learners’ enthusiasm to stay beyond class hours showed me that motivation exists when learning is made meaningful—a principle echoed in constructivist theory, which emphasizes learner agency and engagement (Vygotsky, 1978).
However, I also became aware of challenges. Printing materials was financially demanding, raising broader issues of equity and sustainability.
The use of Phil-IRI as a model highlighted the importance of diagnostic assessment in informing instruction. According to Black and Wiliam (1998), effective assessment is not just about measuring performance but about guiding future learning. My analysis of the learners’ pre-assessment results became the foundation for tailoring the booklets, ensuring they were not generic, but targeted toward specific comprehension gaps.
Moving forward, my plan is to design the booklets with scaffolded tasks—starting with accessible activities that build confidence and gradually moving toward more complex comprehension skills. I also intend to make them flexible, so learners who miss classes can still benefit from the activities independently.
This day left me humbled yet hopeful. Despite the obstacles, I saw how much learners value opportunities when education is accessible, relevant, and affirming.
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