2LAC-SESSION 1-2021-2022.pptx
•Download as PPTX, PDF•
0 likes•3 views
1) The document contains a teacher's individual performance commitment and review form, including classroom observation tools and complementary documents providing examples of lessons and instructions given to students. 2) One complementary document provides an example of a lesson that integrated four subjects and utilized research-based teaching principles like assessing prior knowledge and cooperative learning. 3) Other complementary documents provide examples of instructions given to students regarding learning materials, subjects for the second month, guidelines for group tasks, and a reminder to refrain from cheating. 4) Feedback from students is also included, with one student describing their experience completing a research paper where group members contributed different roles.
Report
Share
Report
Share
Recommended
7 sciencetific approach based english learning (sabel)
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
Approaches To Assessment In CLIL Classrooms Two Case Studies
This document discusses two case studies that examine approaches to assessment in Content and Language Integrated Learning (CLIL) classrooms. The first case study describes an approach using learning-oriented assessment that requires more engagement from learners and involves them in self-assessment and peer assessment. The second case study examines an approach using Dynamic Assessment where learners collaborate on projects and are responsible for self-assessment and peer assessment. Both aim to develop learner autonomy and collaboration skills through involvement in the assessment process. The document provides theoretical background on assessment, learner involvement, Dynamic Assessment, and good feedback practices to frame the case studies.
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
PROJECT-BASED-LEARNING_RONALD_ARTILLERO_DMMHS-final.pptx
This study aimed to improve students' understanding of tectonic plates through project-based learning. It found that students had low understanding of tectonic plates prior to the intervention based on pre-test scores. The researcher introduced a project-based learning activity to teach the topic. Post-test scores after the intervention showed students had high understanding of tectonic plates. The findings suggest project-based learning is an effective strategy for improving student comprehension of this subject. The researcher recommends continued use of project-based strategies to enhance students' learning.
Evaluative Observation 2014
- The instructor, Crystal Rose, taught a lesson on agreeing and disagreeing politely, identifying topics and details in conversations, and applying language skills in interactions.
- Students participated in warm-up activities practicing the skills and reviewed a previous listening activity.
- The observer felt the activities supported achieving the learning outcomes and the students were engaged.
- In her reflection, Crystal noted she wants to make the learning outcomes clearer to students and better integrate them into assessments.
Teaching-english-to-very-young-learners
This study evaluated the impact of a curriculum implemented in a Colombian bilingual school that aimed to develop students' English and Spanish skills through authentic performances. Teachers designed contexts for real communication and applied constructivist principles. Researchers observed classes, interviewed teachers, and analyzed videos and student grades. They found performances were age-appropriate and authenticity was achieved through student ideas and interests, leading to improved oral English skills and interaction with English speakers. The research sought to understand the effects of the curriculum and had internal and external validity, making it a reliable analysis of the program.
PWG-6-5e_specialQRcode.pdf
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
research proposal
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
Recommended
7 sciencetific approach based english learning (sabel)
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
Approaches To Assessment In CLIL Classrooms Two Case Studies
This document discusses two case studies that examine approaches to assessment in Content and Language Integrated Learning (CLIL) classrooms. The first case study describes an approach using learning-oriented assessment that requires more engagement from learners and involves them in self-assessment and peer assessment. The second case study examines an approach using Dynamic Assessment where learners collaborate on projects and are responsible for self-assessment and peer assessment. Both aim to develop learner autonomy and collaboration skills through involvement in the assessment process. The document provides theoretical background on assessment, learner involvement, Dynamic Assessment, and good feedback practices to frame the case studies.
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
PROJECT-BASED-LEARNING_RONALD_ARTILLERO_DMMHS-final.pptx
This study aimed to improve students' understanding of tectonic plates through project-based learning. It found that students had low understanding of tectonic plates prior to the intervention based on pre-test scores. The researcher introduced a project-based learning activity to teach the topic. Post-test scores after the intervention showed students had high understanding of tectonic plates. The findings suggest project-based learning is an effective strategy for improving student comprehension of this subject. The researcher recommends continued use of project-based strategies to enhance students' learning.
Evaluative Observation 2014
- The instructor, Crystal Rose, taught a lesson on agreeing and disagreeing politely, identifying topics and details in conversations, and applying language skills in interactions.
- Students participated in warm-up activities practicing the skills and reviewed a previous listening activity.
- The observer felt the activities supported achieving the learning outcomes and the students were engaged.
- In her reflection, Crystal noted she wants to make the learning outcomes clearer to students and better integrate them into assessments.
Teaching-english-to-very-young-learners
This study evaluated the impact of a curriculum implemented in a Colombian bilingual school that aimed to develop students' English and Spanish skills through authentic performances. Teachers designed contexts for real communication and applied constructivist principles. Researchers observed classes, interviewed teachers, and analyzed videos and student grades. They found performances were age-appropriate and authenticity was achieved through student ideas and interests, leading to improved oral English skills and interaction with English speakers. The research sought to understand the effects of the curriculum and had internal and external validity, making it a reliable analysis of the program.
PWG-6-5e_specialQRcode.pdf
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
research proposal
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
Developing a comprehensive, empirically based research framework for classroo...
Developing a comprehensive, empirically based research framework for classroo...Amir Hamid Forough Ameri
This paper presents a framework for researching classroom-based assessment (CBA) based on a study of Indonesian language classrooms in Australia. The framework includes 4 processes: 1) planning assessment, 2) framing assessment for students, 3) conducting assessment, and 4) using assessment data. It also examines 4 focal areas: 1) what teachers do during assessment, 2) what teachers look for, 3) the theories and standards teachers use, and 4) student understandings of assessment. The framework was developed through extensive classroom observations and interviews and is intended to guide future research on CBA processes and their impact on learning.Developing a comprehensive empirically based research framework for classroom...
This document presents a framework for researching classroom-based assessment processes based on a study of Indonesian language classrooms in Australia. The framework addresses gaps in previous research by considering epistemological bases for assessment practices and focusing on learners and learning. It defines classroom-based assessment broadly to include diverse informal data. The study used ethnographic methods to analyze four key assessment processes: planning, framing for students, conducting, and using assessment data. It investigated what teachers look for in student work and what standards they apply.
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
UNESCO_ALS_LS1_ENGLISH_M06_SG (V1.1.1).pdf
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
Integrating the broadcast media in teaching strategies of learning esl in mal...
This document discusses integrating broadcast media like television and radio into teaching English as a second language (ESL) strategies in Malaysia. It argues that the media could help raise awareness of and teach students how to appropriately use language learning strategies to improve their English proficiency. Studies show motivation is closely linked to second language learning and use of strategies. The document proposes a well-designed collaborative program between media and education experts to air ESL strategy teaching on television using a structured inventory as a guide. The goal is to motivate students and teach them deep learning strategies to facilitate independent English language learning.
Lesley danford supervision istrument directions
This supervision instrument is meant to measure teaching effectiveness, learning, and content mastery. It will be used during classroom observations in reading classes at the author's school. The instrument is divided into sections that evaluate goals and expectations, assessment, instructional practices, learning environment, curriculum quality, preparation for student needs, and evidence of differentiation. The last section specifically looks at phonics instruction, which the school's data identified as an area of need. The form allows observers to take notes on these elements and provide feedback to improve instruction in reading, particularly phonics skills. The overall goal is to increase student success in reading through more explicit and differentiated phonics teaching.
The Importance of learning Styles
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
UNESCO_ALS_LS1_ENGLISH_SG08 (V1.1).pdf
This document provides session guides for a module on writing skills for junior high school students. Session Guide 1 focuses on identifying the key parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. Learners will practice identifying these elements in sample paragraphs and writing their own paragraph. Session Guide 2 covers writing simple, compound, and complex sentences on various topics. It also addresses note-taking skills. The session guides provide learning objectives, procedures, and activities to help students develop their writing and note-taking abilities based on the module.
Team teaching stage report
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
Team teaching stage report
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
DETC Paper
This document discusses principles of learning and assessments. It describes four common learning principles: contiguity, repetition, reinforcement, and social-cultural principles. It also outlines five categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. For each category, it provides examples of action verbs that can be used to write learning objectives and assess learning. The document aims to help instructional designers apply learning principles and create effective assessments.
Mdd 2&3
This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
Directions Please answer the discussion questions in 150 words ea
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
English 4th Quarter DLP Third Summative Test
1) The document outlines the procedures and activities for an English lesson on summative tests for 8th grade students. It includes objectives, content, learning resources, introductory activities, main activities, analysis, abstraction, application, assessment, assignment, and conclusion.
2) The main activities involve acting out jumbled words, discussing test preparation and history, and a "Don't Stop the Music" group activity involving questions and candy.
3) The lesson concludes with administering a summative test, analyzing results, and assigning students to prepare for an upcoming speech choir competition.
Students’ motivation for and attitudes towards self access language learning ...
This document summarizes a study that investigated Thai students' motivation and attitudes toward using a Self-Access Language Learning Centre (SALLC). The study found that the SALLC helped promote positive student attitudes and motivation to learn English independently. Students had high levels of positive motivation and viewed the SALLC materials and facilities positively. The SALLC was effective in stimulating self-directed learning and developing learner autonomy. Student attitudes were also found to be moderately correlated with their motivation levels.
Research on ged 103 (1)
This document summarizes a research study conducted on the collocation ability of Grade 6 pupils at Caloocan North Elementary School in the Philippines. The study aimed to determine the pupils' ability to use collocations correctly based on Bloom's three domains of learning: cognitive, affective, and psychomotor. A test was administered to 30 Grade 6 pupils to analyze their collocation errors and identify which domain of learning yielded the highest percentage of correct responses. The results showed issues with the pupils' collocation abilities. The researcher proposed incorporating classroom exercises and discussions to help students develop their awareness and knowledge of collocations.
Chapter i
This document discusses traditional assessment and portfolio assessment in education. It begins with background on the importance of language learning and issues with English acquisition among Indonesian students. Traditional assessment focuses on tests and memorization, while portfolio assessment uses continuous, long-term evaluation of student work and progress. Some strengths of traditional assessment are testing factual knowledge, while weaknesses include an inability to realistically assess the learning process. Portfolio assessment evaluates multiple indicators over time but can be resource-intensive for teachers. The study aims to compare student achievement under traditional and portfolio methods.
MACROSKILLS-REPORT.pptx
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
MACROSKILLS-REPORT.pptx
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
mdd1
This document summarizes a lesson plan for teaching communicative competence to first year English pedagogy students in Chile. It describes the context of the school and students, including that it is a private Catholic university that attracts academically strong students. It notes two key student characteristics - interest in participating and effective teamwork - and how these will positively impact instruction. It also describes two physical classroom aspects - a U-shaped seating arrangement and technology resources - and how these will help with teaching and engagement. Finally, it reflects on the importance of understanding students' context to plan meaningful lessons connected to their real lives.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
More Related Content
Similar to 2LAC-SESSION 1-2021-2022.pptx
Developing a comprehensive, empirically based research framework for classroo...
Developing a comprehensive, empirically based research framework for classroo...Amir Hamid Forough Ameri
This paper presents a framework for researching classroom-based assessment (CBA) based on a study of Indonesian language classrooms in Australia. The framework includes 4 processes: 1) planning assessment, 2) framing assessment for students, 3) conducting assessment, and 4) using assessment data. It also examines 4 focal areas: 1) what teachers do during assessment, 2) what teachers look for, 3) the theories and standards teachers use, and 4) student understandings of assessment. The framework was developed through extensive classroom observations and interviews and is intended to guide future research on CBA processes and their impact on learning.Developing a comprehensive empirically based research framework for classroom...
This document presents a framework for researching classroom-based assessment processes based on a study of Indonesian language classrooms in Australia. The framework addresses gaps in previous research by considering epistemological bases for assessment practices and focusing on learners and learning. It defines classroom-based assessment broadly to include diverse informal data. The study used ethnographic methods to analyze four key assessment processes: planning, framing for students, conducting, and using assessment data. It investigated what teachers look for in student work and what standards they apply.
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
UNESCO_ALS_LS1_ENGLISH_M06_SG (V1.1.1).pdf
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
Integrating the broadcast media in teaching strategies of learning esl in mal...
This document discusses integrating broadcast media like television and radio into teaching English as a second language (ESL) strategies in Malaysia. It argues that the media could help raise awareness of and teach students how to appropriately use language learning strategies to improve their English proficiency. Studies show motivation is closely linked to second language learning and use of strategies. The document proposes a well-designed collaborative program between media and education experts to air ESL strategy teaching on television using a structured inventory as a guide. The goal is to motivate students and teach them deep learning strategies to facilitate independent English language learning.
Lesley danford supervision istrument directions
This supervision instrument is meant to measure teaching effectiveness, learning, and content mastery. It will be used during classroom observations in reading classes at the author's school. The instrument is divided into sections that evaluate goals and expectations, assessment, instructional practices, learning environment, curriculum quality, preparation for student needs, and evidence of differentiation. The last section specifically looks at phonics instruction, which the school's data identified as an area of need. The form allows observers to take notes on these elements and provide feedback to improve instruction in reading, particularly phonics skills. The overall goal is to increase student success in reading through more explicit and differentiated phonics teaching.
The Importance of learning Styles
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
UNESCO_ALS_LS1_ENGLISH_SG08 (V1.1).pdf
This document provides session guides for a module on writing skills for junior high school students. Session Guide 1 focuses on identifying the key parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. Learners will practice identifying these elements in sample paragraphs and writing their own paragraph. Session Guide 2 covers writing simple, compound, and complex sentences on various topics. It also addresses note-taking skills. The session guides provide learning objectives, procedures, and activities to help students develop their writing and note-taking abilities based on the module.
Team teaching stage report
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
Team teaching stage report
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
DETC Paper
This document discusses principles of learning and assessments. It describes four common learning principles: contiguity, repetition, reinforcement, and social-cultural principles. It also outlines five categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. For each category, it provides examples of action verbs that can be used to write learning objectives and assess learning. The document aims to help instructional designers apply learning principles and create effective assessments.
Mdd 2&3
This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
Directions Please answer the discussion questions in 150 words ea
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
English 4th Quarter DLP Third Summative Test
1) The document outlines the procedures and activities for an English lesson on summative tests for 8th grade students. It includes objectives, content, learning resources, introductory activities, main activities, analysis, abstraction, application, assessment, assignment, and conclusion.
2) The main activities involve acting out jumbled words, discussing test preparation and history, and a "Don't Stop the Music" group activity involving questions and candy.
3) The lesson concludes with administering a summative test, analyzing results, and assigning students to prepare for an upcoming speech choir competition.
Students’ motivation for and attitudes towards self access language learning ...
This document summarizes a study that investigated Thai students' motivation and attitudes toward using a Self-Access Language Learning Centre (SALLC). The study found that the SALLC helped promote positive student attitudes and motivation to learn English independently. Students had high levels of positive motivation and viewed the SALLC materials and facilities positively. The SALLC was effective in stimulating self-directed learning and developing learner autonomy. Student attitudes were also found to be moderately correlated with their motivation levels.
Research on ged 103 (1)
This document summarizes a research study conducted on the collocation ability of Grade 6 pupils at Caloocan North Elementary School in the Philippines. The study aimed to determine the pupils' ability to use collocations correctly based on Bloom's three domains of learning: cognitive, affective, and psychomotor. A test was administered to 30 Grade 6 pupils to analyze their collocation errors and identify which domain of learning yielded the highest percentage of correct responses. The results showed issues with the pupils' collocation abilities. The researcher proposed incorporating classroom exercises and discussions to help students develop their awareness and knowledge of collocations.
Chapter i
This document discusses traditional assessment and portfolio assessment in education. It begins with background on the importance of language learning and issues with English acquisition among Indonesian students. Traditional assessment focuses on tests and memorization, while portfolio assessment uses continuous, long-term evaluation of student work and progress. Some strengths of traditional assessment are testing factual knowledge, while weaknesses include an inability to realistically assess the learning process. Portfolio assessment evaluates multiple indicators over time but can be resource-intensive for teachers. The study aims to compare student achievement under traditional and portfolio methods.
MACROSKILLS-REPORT.pptx
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
MACROSKILLS-REPORT.pptx
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
mdd1
This document summarizes a lesson plan for teaching communicative competence to first year English pedagogy students in Chile. It describes the context of the school and students, including that it is a private Catholic university that attracts academically strong students. It notes two key student characteristics - interest in participating and effective teamwork - and how these will positively impact instruction. It also describes two physical classroom aspects - a U-shaped seating arrangement and technology resources - and how these will help with teaching and engagement. Finally, it reflects on the importance of understanding students' context to plan meaningful lessons connected to their real lives.
Similar to 2LAC-SESSION 1-2021-2022.pptx (20)
Developing a comprehensive, empirically based research framework for classroo...
Developing a comprehensive, empirically based research framework for classroo...
Developing a comprehensive empirically based research framework for classroom...
Developing a comprehensive empirically based research framework for classroom...
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment Instructional Practices for Emergent Literacy Learners.docx
Integrating the broadcast media in teaching strategies of learning esl in mal...
Integrating the broadcast media in teaching strategies of learning esl in mal...
Directions Please answer the discussion questions in 150 words ea
Directions Please answer the discussion questions in 150 words ea
Students’ motivation for and attitudes towards self access language learning ...
Students’ motivation for and attitudes towards self access language learning ...
Recently uploaded
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
2LAC-SESSION 1-2021-2022.pptx
- 1. INDIVIDUAL PERFORMANCE COMMITMENTAND REVIEW FORM SCHOOL YEAR 2021-2022 JEFJEF J. DOMINGO Teacher III
- 5. COMPLEMENTARY DOCUMENT (OBJECTIVE 1) This is an example of Performance Task in which four subjects are integrated. The Most Essential Learning Competencies in English, Science, Math, and PE were identified to be connected with each other. Thus, this Performance Task was crafted. Likewise, this contains intra and interdisciplinary content relationships which motivate the learners to expand their knowledge and understand how integrated concepts help them in accomplishing tasks.
- 8. The presented lesson exemplar utilized research- based knowledge and principles of teaching and learning which enhanced the conduct of the teaching-learning process. In the introduction phase, the learners were given an activity that measures their prior knowledge about the concept to be taught. As an integral part of teaching-learning process, testing the schema of the learners would allow the teacher to diagnose the level of the learners’ understanding considering the pre-requisite knowledge they have. LESSON EXEMPLAR UTILIZING RESEARCH- BASED KNOWLEDGE AND PRINCIPLES OF TEACHING AND LEARNING Meanwhile, in the engagement and assimilation parts, the students were provided with learning tasks that allowed them to apply what they have learned through working collaboratively with their classmates. This strategy is an example of Cooperative Learning. According AlMashjari, A.K. (2012) in his study titled The Effectiveness of Cooperative Learning on EFL Proficiency: A Case Study of Grade Ten Female Classroom in the New Developed High School Project in Riyadh, Saudi Arabia, cooperative learning in the new system positively affect some aspects in the participants’ English proficiency and they had a positive attitude towards cooperative learning in the new system and a higher motivation to learn English.
- 13. COMPLEMENTARY DOCUMENT (OBJECTIVE 3) Presented in the previous slide deck and in this one are instructions given to the students from Grade 10- Dauntless and Grade 10- Candor. These instructions provided explanations with regard to the Learning Materials that are given to the learners like Learner’s Packet, Booklet, Weekly Home Learning Plan, Written Works, and Performance Tasks. Also, the message provides clear and precise directions with regard to what the learners will accomplish in English 10. These were also sent to the group chat of Grade 10- Bliss and Grade 10- Amity.
- 17. COMPLEMENTARY DOCUMENT (OBJECTIVE 4) This example of note showing instructions was given to the Grade 10 learners. This contains instructions regarding the second month subjects, AP, Filipino, EsP, and TLE. Written in this are guides on what the students are going to answer and where they are going to write their answers. They were provided with this because they seemed to be confused o how to use the LeaP and other LRs. In addition, this contains message that promotes open communication between the teacher and learners. Lastly, the monitoring allowed the students to communicate with their teachers regarding what they have accomplished in a particular subject.
- 21. COMPLEMENTARY DOCUMENT (OBJECTIVE 5) Students during this time of distance learning when there is a threat to their safety and welfare must always be reminded with the procedures and guidelines especially when they are tasked to accomplish specific learning activity. In this message, it was clearly stated the reminders for the students when they are doing the group tasks. This will ensure that they prompted to practice and adhere safety policies while learning.
- 25. COMPLEMENTARY DOCUMENT (OBJECTIVE 6) This is screenshot of my message to the GCs of my Grade 10 students. As their teacher in English, I notice that their answers in the learning tasks, which require their own thoughts and ideas, are the same. Through this message, I reminded them to refrain from cheating and maintain honesty even though they are in distance learning to foster fairness among them. Also, I indicated here that they shall help each other in dealing with their learning tasks. In that way, they can learn from each other.
- 30. COMPLEMENTARY DOCUMENT (OBJECTIVE 7) These are feedbacks which were given by Grade 10 learners after dealing with their research paper. They had narrated how they accomplish their Performance Task in English 10 which is a mini-research. Moreover, she had stated the roles of her group members in completing the task and how they contributed to complete it. Furthermore, they had included their realization after working collaboratively.