Activity 5
Delivering my Lessons, Selection and Utilization of Various Digital Apps and Web Conferencing Applications
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The intended learning outcomes that we attained in this activity are: (1) determine the appropriateness of digital teaching aids to virtual teaching and learning; (2) identify the various digital and web applications and it's usage to virtual teaching; and (3) value the importance of the utilization of digital teaching aids in the new normal setting.
This worksheet taught us how to use digital teaching aids in the right way. Examples of this are PowerPoint presentation, Microsoft Teams, or Google Meet. This also gave us the opportunity to deliver a lesson in an actual virtual classroom. We answered all of the questions in the observation part based on our observations on the demo-teaching of other groups. We also identified numerous digital and web applications that the demo teacher(s) utilize in their classrooms. Aside from providing relevant information, we also answered all questions about how the various digital and web applications during the demonstration teaching were used and how effective they were.
In conclusion, we realized that as future teachers, being able to adapt and be readily accept challenges would be very beneficial in the teaching-learning process. Though we did not experience it ourselves, we witness different mishaps and challenges that a teacher may face even more so in this new type of learning environment, the remote or online learning environment. That being the case, if we became teachers, we would manage and use digital apps and online applications in our virtual classroom by considering the needs of our students and, in particular, finding a suitable and appropriate application suited for the topic. Our strategy is to learn about our students' hobbies and what piques their curiosity the most. Depending on their hobbies and interests, we will match it to the most effective and efficient digital aids like an online platform that will be most comfortable for ourselves and to our students. For example, using educational videos for visual learners.
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5-FS2_A5_MENDOZA-JENNYLYN-B-BPED-IV-2.pdfJennylyn B. Mendoza
5-FS2_A5-DONNA BELL B. PERALTA BPED IV-2-_Lingayen_updated.pdfDonna Bell B. Peralta
FS-2-Activity-5-Emmanuel-B.-Idos-BPED-IV-2.pdfEmmanuel B. Idos
FS2-Activity-5-Moles-Rose-Ann-U.-BPED-IV-2.pdfRose Ann U. Moles
local_media3216382228101587709.pdfMarvin D. Pelenio
MEDRANOJOHN-MICHAEL-S.-Activity-5-FS-2.pdfJohn Michael S. Medrano
5-FS2_A5_KIMPARICA_BPEDIV-2.pdfKim Ashley F. Parica
FS2_Activity-5 JOSHUA A. PIDLAOAN (BPED IV-2).pdfJoshua Elejiah A. Pidlaoan
5-FS2_Activity-5-Mejia-Mark-Anthony.pdfMark Anthony S. Mejia
Bejie-S.-Payopay-FS-2-Activity-5-BPED-IV-2.pdfBejie S. Payopay
Annotation
Annotation
The Activity above was anchored on the fifth domain, Assessment and Reporting . Upon answering the activity, we were able to achieve different learning competencies that we are expected to attain upon completing it.
The observation part of this activity helped us attain 5 learning competencies under the fifth domain specifically: (1) Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements, (2) Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data, (3) Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance, (4) Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement, and (5) Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
The analysis part of this activity helped us attain 5 learning competencies under domain 5 namely: (1) Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements, (2) Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data, (3) Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance, (4) Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement, and (5) Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
The create part of this activity helped us to meet learning competencies under domain 5 and these are: (1) Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements, (2) Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data, (3) Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance, (4) Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement, and (5) Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
The reflection part of this activity helped us achieve 4 learning competencies under domain 5 specifically: (1) Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements, (2) Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data, (3) Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement, and (4) Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
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