This document appears to be a portfolio created by a teacher named Juan Dela Cruz containing artifacts from their teaching practicum. The portfolio includes individual learning plans for students, lesson plans, certificates of participation in professional development activities, and videos and images documenting engagement with students, parents, and colleagues. The artifacts are organized according to different standards and strands from the Philippine Professional Standards for Teachers and reflect on monitoring student progress, modifying instruction, collaborating with others, and improving teaching practice.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
5. NAME OF ARTIFACT: Individual Learning Monitoring Plans
PPST STRAND: 3.1. Learner’s gender, needs, strengths, interest & experience
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ANNOTATION: The intervention strategies worked in improving the learner’s status. Some adjustments
were made along the process to further meet the learners’ needs. The learner now displayed
improvements in composing sentence as reflected to his learning status.
6. NAME OF ARTIFACT: Individual Learning Monitoring Plans
PPST STRAND: 3.1. Learner’s gender, needs, strengths, interest & experience
IMAGE:
ANNOTATION: Adjustments were made in the intervention strategies as the learner displayed difficulties
in understanding word problems. The learner is now able to answer simple basic problems and still
needs to improve it.
7. NAME OF ARTIFACT: Lesson Plans, DLP, DLL, WHLP, WLP, Lesson Exemplars & The Likes
PPST STRAND: 3.4. Learners In Difficult Circumstances, 4.1. Planning & Management Of Teaching And Learning Process, 4.2.
Learning outcomes aligned with learning competencies, 5.1. Design, selection, organization and utilization of assessment strategies
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ANNOTATION: In this WHLP, the Learning Tasks column provides the instructions on where to locate the learning tasks
in their SLMs and their specific learning instructions for each task. In some cases, this gives confusion on the part of
the parents as they thought that this WHLP is the Activity Sheet that their children need to answer.
8. NAME OF ARTIFACT: Lesson Plans, DLP, DLL, WHLP, WLP, Lesson Exemplars & The Likes
PPST STRAND: 3.4. Learners In Difficult Circumstances, 4.1. Planning & Management Of Teaching And Learning Process, 4.2.
Learning outcomes aligned with learning competencies, 5.1. Design, selection, organization and utilization of assessment strategies
IMAGE:
ANNOTATION: This WHLP in the 2nd Quarter provides a more straight forward instructions on how to accomplish the
learners’ activity sheets. In the Learning Tasks Column, only the page numbers and the learning tasks numbers are
provided to avoid confusion over the activity sheets.
9. NAME OF ARTIFACT: Teacher-made/modified learning resources
PPST STRAND: 4.5 - Teaching and learning resources including ICT
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ANNOTATION: In the earlier “online kumustahan” with my learners, they seemed to be overwhelmed with the materials I
used and tend to make careless mistakes just to comply with it. So in this version, I have made the material less
complicated and more straight forward. I also provide actual/virtual assistance with the learners while they solve and
accomplish these questions.
10. NAME OF ARTIFACT: Teacher-made/modified learning resources
PPST STRAND: 4.5 - Teaching and learning resources including ICT
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ANNOTATION: As many of my learners find it hard to analyze and understand some topics in Science. I decided to make
a video lesson where I personally explained the topic using simple yet exciting images, animations, and video clips to
deliver a full understanding over the lesson. This also brought back the excitement of the learners to the subject in the
absence of face-to-face instructions.
11. NAME OF ARTIFACT: Certificates Of Participation In Any PD Activities
PPST STRAND: 7.3 - Professional links with colleagues, 7.5 - Professional development goals
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ANNOTATION: These two trainings were part of my original PD goals. These helped me in dealing with the new set-up of
teaching-learning process amidst the pandemic using the distance learning. The virtual in-service training organized by
the DepEd ICTS-ETU helped me in making video lessons using different apps and software.
12. NAME OF ARTIFACT: Reflective Summary
PPST STRAND: 7.4. Professional reflection and learning to improve practice
Reflection:
14. NAME OF ARTIFACT: MOVs on engaging learners for their progress and achievement
PPST STRAND: 5.2. Monitoring and evaluation of learners progress and achievement
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ANNOTATION: Here are some of the photos taken during our “online kumustahan”, monitoring of learning
progress, and delivering learning interventions. We used the video call in the messenger with the time
schedule for each learner for one-on-one session.
15. NAME OF ARTIFACT: MOVs on engaging learners for their progress and achievement
PPST STRAND: 5.3. Feedback to improve learning
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ANNOTATION: Here are some of the screenshot images of my conversations with parents and learners
regarding the learning requirements and aiding in doing them.
16. NAME OF ARTIFACT: MOVs on professional engagement with colleagues
PPST STRAND: 7.3. Professional links with colleagues
IMAGE:
ANNOTATION: Here are some screenshots and images of virtual and in-person LAC
sessions and faculty meetings we had in the school.
17. NAME OF ARTIFACT: MOVs on professional engagement with colleagues
PPST STRAND: 7.3. Professional links with colleagues
IMAGE:
ANNOTATION: Here are some screenshots and images of virtual and in-person LAC
sessions and faculty meetings we had in the school.
18. NAME OF ARTIFACT: MOVs on engaging key stakeholders in the teaching learning process
PPST STRAND: 5.4. Communication of learners needs, progress and achievement to key stakeholders, 6.2 -
Engagement of parents and the wider school community in the educative process
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ANNOTATION: Here are some images with parents supporting their children through the learning process by getting and
delivering the SLMs and other learning materials. They are also given additional instructions on how to accomplish the
learning tasks given to their children.
19. NAME OF ARTIFACT: MOVs on engaging key stakeholders in the teaching learning process
PPST STRAND: 5.4. Communication of learners needs, progress and achievement to key stakeholders, 6.2 -
Engagement of parents and the wider school community in the educative process
IMAGE:
ANNOTATION: Here are some screenshots of my communication with the parents in giving
them instructions regarding the learning activities and answering their queries.