Emmanuel B. Idos
Embedded Files
F-FS1-Activity-3-Emmanuel Idos-BPED IV-2.pdfF-FS1-Activity-3-Mark Anthony Mejia-BPED IV-2.pdfMark Anthony S. Mejia
F-FS1-Activity-3-Kim Ashley Parica-BPED IV-2.pdfKim Ashley F. Parica
F-FS1-Activity-3-Donna Bell Peralta-BPED IV-2.pdfDonna Bell B. Peralta
F-FS1-Activity-3-Ciara Lopez-BPED IV-2.pdfCiara Ann C. Lopez
F-FS1-Activity-3-Jennylyn Mendoza-BPED IV-2.pdfJennylyn B. Mendoza
FS1-Activity-3-Bejie-S.-Payopay-BPED-IV-2.pdfBejie S. Payopay
F-FS1-Activity-3-Joshua Pidlaoan-BPED IV-2.pdfJoshua Elejiah A. Pidlaoan
F-FS1-Activity-3-John Michael Medrano-BPED IV-2.pdfJohn Michael S. Medrano
F-FS1-Activity-3-Rose Anne Moles-BPED IV-2.pdfRose Ann U. Moles
F-FS1-Activity-3-Marvin Pelenio-BPED IV-2.pdfMarvin D. Pelenio
Annotation
Annotation
The Activity above was anchored on the third domain; Diversity of Learners . Upon answering the activity, we were able to achieve different competencies that we are expected to attain upon completing it.
In this part wherein we have to write a narrative report of the class that we have observed, it enabled us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experience, to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds and to demonstrate our knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In question 1 it allows us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences and to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and
In question 2 it also allows us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds and to use strategies responsive to learners with disabilities, giftedness and tale.
In question 3 it enables us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Use strategies responsive to learners with disabilities, giftedness and talents.
In question 4 it also enables us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
Question 5 allows us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences.
In analysis question no. 1, it also allows us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
While on question no. 2, it enables us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds.
In reflect question no. 1, it enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences and to demonstrate our knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In reflect question no. 2 it also enables us to demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate our knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In table 1 which focuses on the Physical aspect of a learner, it allows us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences to use strategies responsive to learners with disabilities, giftedness and talents and to demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.
In the table 1 which focuses on the Social aspect of the learner, it also allows us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In table 1 which focuses on the Emotional aspect of the learner it enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In table 1 concerning the cognitive aspects of a learner, it enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, to use strategies responsive to learners with disabilities, giftedness and talents, to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.
In analysis table no. 2, it enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds and to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.
In reflect question 1, it enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate our knowledge of teaching strategies that are inclusive of learners from indigenous groups.
In reflect question 2, it also enables us to demonstrate our knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences, to implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds, to demonstrate our understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices and to demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
My learning experience in this activity is I got a piece of knowledge and a better understanding of how I can treat and teach my students regardless of their differences. Answering this activity made me realize that as a teachers, we are going to encounter different personalities of the student and it is our job on how we include them during class discussion and how can we provide the knowledge we want them to acquire that will be depending on their learning capacity. -Emmanuel B. Idos
In this activity I had a hard time figuring out how to start because first of all there are a lot of questions and very difficult questions. I still have to ask my groupmates to find out what the answers to that question should be, so I'm not satisfied with my answers here in this activity because I had a hard time understanding each question but I did my best to answer all the questions. -Ciara C. Lopez
This activity taught me to be a teacher that sees the diversity of learners as an opportunity rather than a problem to solve. Teaching is indeed the noblest profession for we are responsible in helping our learners meet the different learning outcomes despite their unique traits or individual differences. In order to fulfill this, we have to design different assessment tools that are suitable to the diversity of learning styles and multiple intelligence that are present in our classroom. -John Michael S. Medrano
I was surprised when I opened activity 3 since there were so many questions, and I couldn't decide when I should start answering them. That's why I started it on October 16, 2021, between 8 and 11 p.m., because that's when I'm in the mood to complete my work and my surroundings are quiet at night, allowing me to focus on the task at hand. I also sought assistance from my peers because some of the activity's directions were unclear. I was initially surprised by the large number of questions, but as I began to respond, I realized that the questions were simple to comprehend, analyze, and reflect on. -Mark Anthony S. Mejia
I'm having trouble connecting to the internet when conducting this activity. I was unable to join the class right away, but I liked seeing and participating in this exercise, as well as analyzing the influence of virtual teaching and learning on varied learners. -Jenelyn B. Mendoza
In this activity, I was struggling to answer the questions and I don’t know how to start because there are so many questions. If I am having a hard time to understand the questions I asking my group mates. Also, we need to answer the two activities in that week and need to do a presentation. In addition, we only have a few days to complete this task. Even though, we have a few days to answer, I completed to answer this activity. In every, activity I learn something. -Rose Ane U. Moles
I answered worksheet 3 well. Most of the questions are based on what you observed. That is why it is very important that you focus on the class you are observing so that you do not have difficulty answering the question. I just took quite a while on this worksheet because it was the most numerous question of all the worksheets given. -Kim Ashley F. Parica
This activity is the most difficult one for me. Given that it has a lot of questions because it is two activities but also some questions are needing exact answer. This activity drained me so much specially the table on the second activity, I spent a lot of hours just to finish it. I keep asking my group mates even other group just to have an idea how to answer it. But thankfully I finish it. -Bejie S. Payopay
The worksheet 3 is focuses on the Domain 3, it allowed us to observe diversity of learners through virtual classroom setting. Actually, I experienced difficulty on this activity because it’s not easy to observe those learners especially when their cameras are not opened, I can’t see their reaction on discussion and so hard to recognize and identify. But I’ve been carefully listened in the discussion that’s why all the following questions is answered well, also to make a narrative report. -Marvin D. Pelenio
In my experienced in answering this activity, I learned that it is important to provides the opportunity to understand learners how differences in gender, racial, cultural, and religious background affects the interaction in school, learn about the practices and strategies that teachers use in dealing with diversity in classroom. I also feel great in answering in the part of observation because the students and the teacher are working together to have excellent discussion even if the learning set up is through virtual wherein there are unexpected problems that may occur. I realized that we must create a meaningful connection to our students despite of their differences so that they are engaged and actively participating in the learning process when they are with you. -Donna Bell B. Peralta
At this activity, I have experiences many things in specially in writing my narrative report on Domain 3 Diversity of Learners Discussion/Lecture on how we observe in Mrs. Lea Dumatay class in that day, in making may narrative report I’ve struggled in making because sometimes the ideas or thoughts that I am constructing are not fit in the said activity in what I’m making in some cases I have managed answer all the question in the give activity. -Joshua Elejiah A. Pidlaoan
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