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Entry # 6:
Submitting the finalized and bound booklets to Sir John marked a defining moment in this project. We met at McDonald’s at the close of the school year, where I handed over the printed copies—tangible symbols of the many sleepless nights, challenges, and perseverance poured into this endeavor. Seeing Sir John’s appreciation reminded me that these materials were not just academic outputs but living tools to support ALS learners’ growth in reading and comprehension.
In his feedback, Sir John affirmed the booklets’ value, noting: “Overall, the booklets work as a valuable resource to support learners’ growth and reading skills. Excellent and keep it up!” His remarks were deeply fulfilling and motivating. He also recommended including references in future iterations, which I completely agree with as an essential step to strengthen the academic grounding of instructional materials.
Beyond technical feedback, what moved me most was his encouragement that I had the potential to work in publishing or co-authoring instructional resources—an affirmation that resonates with one of my lifelong dreams. This opened my eyes to broader opportunities in instructional design, from authorship to editing, or even developing my own materials for wider distribution. Learning that Sir John himself is co-authoring a DepEd book on GMRC further inspired me and reminded me that education is a field where collaborative authorship plays a key role in shaping learners’ experiences.
Reflecting on this milestone, I recognize how closely my journey aligns with Kolb’s experiential learning cycle. From the concrete experience of designing, testing, and revising the booklets, I engaged in reflective observation during consultations and project logs, moved toward abstract conceptualization by identifying improvements such as citation practices, and finally, reached active experimentation in submitting polished outputs for real classroom use. This cycle not only enhanced my technical skills but also deepened my professional identity as an instructional designer.
Ultimately, this project became more than an academic requirement—it was a deeply fulfilling process of service and learning.
To see my work benefit the ALS community and to receive guidance from mentors such as Sir John, Sir Ley, my FIC, and the UPOU community affirms the value of merging passion, practice, and purpose. I close this journey with gratitude and with renewed vision: to keep designing resources that empower learners and, one day, to take the next step into authorship and publishing.
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