This document contains a daily lesson log for a Grade 5 class covering a week of lessons on civic participation and cooperation. The lessons focused on understanding the importance of helping others and performing duties with care, respect and concern for family and community. Activities included watching a video on timely work, discussing stories about cooperation, and group projects creating poems, plays and posters about helping the community and country. The teacher assessed that most students achieved over 80% mastery of the objectives, while some needed additional practice to reinforce the concepts of civic duty and cooperation.
Use graphic organizers based on content of a text read to show understanding.
it will be helpful in discussing different types of graphic organizers to students.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Use graphic organizers based on content of a text read to show understanding.
it will be helpful in discussing different types of graphic organizers to students.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
DLL_ESP 5_Q3_W9.docx
1. GRADES 1 to 12
DAILY LESSON LOG
School: Manghanoy Elementary School Grade Level: V
Teacher: Ma’am Christine Faith Samar Learning Area: ESP
Teaching Dates and Time: APRIL 10 - 14, 2023 (WEEK 9) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan at ng pamilya at kapwa
B.Pamantayan sa Pagganap Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
C.Mga Kasanayan sa Pagkatuto Nakikiisa nang buong tapat sa mga gawaing nakatutulong sa bansa at daigdig (EsP5PPP – IIIh – 32)
II.NILALAMAN Pakikiisa sa mga Gawaing Nakatutulong sa Bansa at Daigdig
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG ph.
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk Lingguhang pagsusulit
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo Kuwento (powerpoint presentation/
tsart), larawan, video
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Ano ang inyong maaaring gamitin sa
paggawa ng mga proyekto na may
kaugnayan sa pagpapatupad ng batas
tulad ng batas sa kalinisan?
B.Paghahabi sa layunin ng aralin Ang kapayapaan na minimithi ng
bawat isa ay nag-uugat sa pagkakaisa
at pagtutulungan ng mga mamamayan
sa mga gawaing makatutulong sa
bansa at sa daigdig. Maraming mga
gawain na bagaman maliit ngunit
malaki ang naitutulong nito sa pag-
unlad ng ating bansa. Ang paggawa
natin ng mga gawaing iniatang sa atin
ay nararapat lamang na gawin nang
buong husay at may katapatan.
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
1. Magpapapanood ng isang video na
nagpapakita ng mga gawain na
ginagawa nang buong katapatan tulad
ng pagtatrabaho sa tamang oras.
2. Magtatanong ang guro tungkol sa
napanood na video.
a. Tungkol saan ang napanood
ninyong video?
b. Bilang mga mag-aaral, ginagawa
n’yo rin ba ito?
2. 3. Maglalahad ang guro ng maikling
kuwento na may kaugnayan sa
pakikiisa nang buong tapat sa mga
gawaing nakatutulong sa bansa.
Hindi pa Oras!
ni Beverly D. Sastrillo
Si Mang Nestor ay isang kawani ng
pamahalaan. Siya ay nagkamit na ng
mga parangal dahil sa kanyang
matapat na paglilingkod. Siya ay
ipinagmamalaki ng kaniyang pamilya
na bagaman sila ay hindi mayaman
ngunit mayroon naman silang dangal
na maipagmamalaki. Isang araw,
habang abala si Mang Nestor sa
kanyang ginagawa, niyaya siya ng
kanyang kasamahan sa trabaho na si
Mang Lino upang pumunta sa isang
okasyon na malapit sa kanilang
opisina. Napansin ni Mang Nestor na
hindi pa oras para lumabas ng opisina.
“Pare, hindi pa oras para lumabas tayo
at saka may ginagawa pa
ako,” wika ni Mang Nestor.
“ Pare, wala naman si boss at isa pa,
minsan lang naman. Hindi
naman siguro magagalit si boss,” wika
ni Mang Lino.
“Naku pare, pasensiya ka na talaga
hindi pa oras para lumabas at
kailangan ko din itong tapusin. Kahit
walang nakakakita sa ting
ginagawa dapat natin itong gawin
nang tapat upang makapag ambag
tayo sa pag-unlad ng ating bayan.
Salamat,” sagot ni Mang Nestor.
“Sige pare, aalis na ako,” saad ni Mang
Lino.
Kinabukasan, ipinatawag ng kanilang
boss si Mang Lino sa
kanyang opisina.
“Mang Lino, hinahanap ko po kayo
kahapon upang kunin ang
ipinagawa ko sa inyong ulat. Saan po
ba kayo nagpunta?,” tanong
ng boss nila.
“Boss, pasensiya na po kayo.
Nagpunta po ako sa bahay ng
kumpare ko na nag-imbita sa akin”,
3. sagot ni Mang Lino.
“Alam ninyo po ba na hindi pa oras ng
paglabas sa opisina
nang lumabas kayo?”, muling tanong
nito.
“Opo, boss. Pasensiya na po kayo.
Alam ko pong hindi
iyon tama at hindi na po mauulit”,
nakatungong wika ni Mang Lino.
“Sige po. Sana po hindi na talaga
maulit ang ginawa ninyo sapagkat
mapipilitan po akong suspindehin
kayo dahil isa po yan sa mga
patakaran ng ating tanggapan”, wika
nito.
“Salamat, boss”, wika ni Mang Lino.
Mula noon, tinandaan na ni Mang Lino
na tama si Mang Nestor na
dapat ay ginagawa ang tungkulin ng
tapat upang makatulong hindi lamang
sa pamahalaan maging sa bayan.
Dapat ding sundin ang patakaran may
nakatingin man o wala sapagkat sa
maliliit at simpleng bagay na ating
ginagawa malaki ang nagiging epekto
nito hindi lamang sa atin maging sa
ating bayan.
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Talakayin ang nilalaman ng kuwento
sa pamamagitan ng mga sumusunod
na tanong:
a. Ano ang pagkakaiba ni Mang Nestor
at Mang Lino?
b. Saan pupunta si Mang Lino kaya
niyaya niya si Mang Nestor?
c. Ano ang naging kasagutan ni Mang
Nestor kay Mang Lino tungkol sa
paglabas niya nang wala sa oras?
d. Bakit mahalaga ang pagiging tapat
natin sa paggawa natin ng ating
gawain?
e. Bilang mag-aaral, ano ang
kabutihang maidudulot ng kuwentong
inilahad sa inyo?
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
1. Magtatanong ang guro tungkol sa
nakaraang aralin.
ating pakikiisa at
matapat na paggawa sa ating gawain na
nakatutulong sa ating bayan?
4. 2. Gawain
Kagamitan: activity cards, manila paper,
pentel pen, pangkulay
a. Pangkatin sa lima ang klase.
Ipamahagi ang activity cards na
naglalaman ng gawain ng bawat
pangkat. Bigyan sila ng tig-sasampung
minuto para sa paghahanda ng kanilang
presentasyon.
Constructivism Approach
Pangkat I – Kumatha ng isang maikling
tula tungkol sa pakikiisa sa mga
gawaing nakatutulong sa bansa at
daigdig.
Collaborative Approach
Pangk at II- Gumawa ng isang maikling
dula- dulaan na nagpapakita ng
kahalagahan ng pakikiisa sa mga
gawaing nakatutulong sa bansa.
Integrative Approach
Pangkat III – Lumikha ng isang maikling
awit na tungkol sa pakikiisa sa mga
gawain na makatutulong sa ating
pamayanan.
Inquiry Approach
Pangkat IV – Gumawa ng isang poster
na nagpapakita ng tapat na paggawa ng
gawain na maaaring makatulong sa
bansa. Sumulat ng paliwanag tungkol
dito.
b. Ilalahad ng lider ng pangkat ang
natapos na gawain, ipoproseso ito ng
guro sa pamamagitan ng pagtataya sa
natapos na gawain ng bawat pangkat.
Ipasagot ang mga katanungang ito:
1. Ano ang inyong naramdaman habang
ginagawa ninyo ang gawain?
2. Ano magandang katangian ang
tumanim sa inyong puso at isip batay sa
natapos na gawain?
3. Bakit mahalaga ang pakikiisa nang
tapat sa mga gawain na nakatutulong
sa pag-unlad ng bayan?
F.Paglinang na Kabihasaan Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
1. Magbalik-aral tungkol sa
nakaraang aralin. Itanong ang mga
sumusunod:
kabutihan maidudulot ng pakikiisa sa
paggawa ng gawain? May epekto ba
5. ito sa kalagayan ng ating bansa?
2. Iproseso ang sagot ng mga bata at
magkaroon ng maikling pagtalakay sa
nagging kasagutan ng mga bata
3. Gawain
Reflective Approach
Suriin ang sitwasyon. Sagutin ang
tanong.
Si Jamine ay nasa ikalimang baitang.
Ipinagbigay alam ng mga BHW na
babakunahan ang mga bata.
Pinadalhan ng gurong tagapayo ng
parent’s permit ang mga bata upang
maisagawa ang nasabing gawain.
Pagdating ng bahay, kaagad na
ipinabasa ni Jamine ang permit sa
kanyang ina at pinapirmahan ito.
Kaagad naman itong pinirmahan ng
kanyang ina. Tama ba ang ginawa ng
ina ni Jamine? Bakit?
4. Magkaroon ng talakayan at palitan
ng kuru-kuro tungkol sa mga naging
kasagutan ng mga bata.
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
Bago simulan ang gawain,
magkakaroon ng maikling
pagtalakay sa nakaraang gawain
at itanong ang sumusunod:
Sabihin:
Bilang mga mag-aaral, paano
ninyo maipakikita ang inyong
pakikiisa sa mga gawain at
programa ng pamahalaan?
Basahin ang sitwasyon. Sagutin
ang mga tanong tungkol dito.
May programang Clean Up Drive
ang inyong barangay. Nagtakda
ng araw ang inyong kapitan kung
kailan ito gagawin. Kailangan
mong lumahok sa gawaing ito
ayon sa inyong guro. Ngunit, sa
hindi inaasahang pagkakataon,
nagkaroon ng biglaang lakad ang
inyong barkada. Ano ang iyong
gagawin?
Iproseso ang sagot ng mga bata.
6. H.Paglalahat ng aralin Tandaan Natin
Ipaubaya ang pansariling layunin
para sa kapakanan ng iyong
kapwa kung kinakailangan.
Sa pamamagitan ng
pagpapaubaya ay naipahayag ang
pagmamahal at pagmamalasakit
sa kapwa.
I.Pagtataya ng aralin 1. Basahin ang bawat
pangungusap. Isulat ang T kung
tama ang ipinahahayag ng
pangungusap at M kung hindi
tama.
a. ______ Ang pakikiisa nang
buong tapat sa mga programa at
gawain ng pamahalaan ay
nakakatulong sa pag- unlad ng
bayan.
b. ______ Hindi dapat nakikiisa sa
mga gawain ng pamahalaan ang
mga mag-aaral sapagkat hindi nila
ito responsibilidad.
c. ______ Tungkulin natin ang
tumulong at makiisa sa mga
gawain sapagkat ito ay may
malaking maitutulong sa bansa
natin.
d. ______ Hindi magiging
maganda ang resulta ng ating
pagtulong sa mga gawain ng ating
pamayanan.
Tandaan Natin
Ipaubaya ang pansariling layunin
para sa kapakanan ng iyong
kapwa kung kinakailangan.
Sa pamamagitan ng
pagpapaubaya ay naipahayag ang
pagmamahal at pagmamalasakit
sa kapwa.
May programang Clean Up Drive
ang inyong barangay. Nagtakda
ng araw ang inyong kapitan kung
kailan ito gagawin. Kailangan
mong lumahok sa gawaing ito
ayon sa inyong guro. Ngunit, sa
hindi inaasahang pagkakataon,
nagkaroon ng biglaang lakad ang
inyong barkada. Ano ang iyong
gagawin?
7. e. ______ Maging responsible
tayo sa mga gawain na may
malaking epekto sa ating
kinabibilangang pamayanan.
2. Iproseso ang sagot ng mga
bata. Magkaroon ng palitan ng
kuru- kuro tungkol sa kinalabasan
ng maikling pagsusulit.
J.Karagdagang Gawain para sa takdang
aralin at remediation
Gumawa ng isang talata na
tumatalakay sa kahalagahan ng
pakikiisa sa mga gawain at
programa na makatutulong sa
pag-unlad ng bayan.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
___ of Learners who earned 80%
above
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require
additional activities for remediation
___ of Learners who require
additional activities for
remediation
___ of Learners who require
additional activities for
remediation
8. E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up
the lesson
___Yes ___No
____ of Learners who caught up
the lesson
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa ko
guro?
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
Strategies used that work
well:___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples:Demonstrations,
media,manipulatives,
repetition,andlocal opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
9. ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ AudioVisual Presentation
of the lesson