USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
EDUC 4-Charter on the Rights of Marginalized Children in Developing EconomiesCarlo Casumpong
This is a sample of a charter as required in the concluding output of Educ 4. It contains the charter focusing on the rights of marginalized children in developing economies like the Philippines.
Egyptian and Arabian literature are significant periods in Afro-Asian literature. This document contains basic information on literary works and canon writers in Egyptian and Arabian literature.
The American colonies were the British colonies that were established during the 17th and early 18th centuries in what is now a part of the eastern United States. The colonies grew both geographically along the Atlantic coast and westward and numerically to 13 from the time of their founding to the American Revolution.
This material contains the introduction to American Colonial Period.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
The End of Course Action Plan is an output to be prepared before the GURO21 Revalida. It contains plans for the academe after completing the theories of the course.
This document is a sample that you can get inspiration from when writing your own End of Course action plan.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Just like in writing, speaking requires certain communicative styles. In this presentation, quarter 1 module 3 of English 9 will be exemplified.
From frozen to casual communicative styles, we need to know them all in order to suit our speaking styles with the context we are in.
Textual aids are important sensory aids in teaching and learning. They help in developing metacognition among learners.
In this presentation, quarter 1 module 2 of grade 10 will be discussed, focusing on major types of textual aids.
Haiku and Tanka are two major poetic forms in Japan. Haiku is widely known with 5-7-5 measure while Tanka has 5-7-5-7-7.
This file contains haiku and tanka write-ups of my wife.
INTRODUCTION CONTEMPORARY LITERATURE_Story as a GenreCarlo Casumpong
Contemporary Literature covers literary works after the World War II. In this period, emerging genres which are basically influenced by pop culture are existent.
In this presentation, we'll talk about introduction to contemporary literary genres, focusing on stories either fiction or non-fiction.
Complaints are different from grievances in one way in human resource management. In this presentation, both are compared and contrasted. Moreover, the process of grievance is simply explained.
1. Marking GuideforInstructional Materials
Name: Sem/SY
Date:
Direction: Check the box below that corresponds to each item.
Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89)
1 – Not at all (0 – 50)
Comments/Suggestions: (Strengths and suggestions for improvement)
Rating:
Rated by:
Designation:
ITEMS TO RATE
3
Definitely
2
Moderately
1
Not at all
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
2. Appendix C: Pre-Service Teacher’s Actual Teaching Rating
Name: Sem/SY:
Date: Subject Taught::
Cooperating School:
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor in
assessing the actual teaching performance done by the Pre-service Teachers. Check the box
below that corresponds to each item.
Legend: 100-95 - Excellent 88-83 - Satisfactory 77-72 - Unsatisfactory
94-89 - Very Satisfactory 82-78 - Fair
ITEMS TO RATE E VS S F U
I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher during
his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students through
the teacher’s skillful questioning.
D. He/She observed correct pronunciation
E. The board work of the teacher was free from errors in
grammar and spelling
F. The teacher’s handwriting on the board and the lesson
plan was legible enough to be read and understood
V. TEACHER’S PERSONALITY
3. A. The teacher is neat and well-groomed.
B. The teacher is free from mannerism or physical defects
that tend to disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.
The pre-service teacher’s strengths are:
Comments/Suggestions for Improvement:
Final Rating (Tick one) Satisfactory Unsatisfactory
Rated by:
Designation:
Cooperating Teacher----------------------------------------------------------
