Group Number: _3__

I. ATTENDANCE

# Name of Student Student response Facilitator

date response date

1 Nocum, Kin Anthony June 7, 2019

2 Oandasan, Coleen Margarette June 7, 2019

3 Ocampo, Marc Christoffe June 6, 2019 June 7, 2019

4 Otilla, Glennmar June 7, 2019

5 Padua, Ansherina June 6,2019 June 7, 2019

6 Pelias, Jose Bryan June 7, 2019

7 Pereyra, Trisha Sofiah Mae June 5, 2019 June 5, 2019

8 Prieto, Joshua Mikhael June 6, 2019 June 7, 2019

9 Rectin, Raven Joseph June 6, 2019 June 7, 2019

II. ACTIVITY DETAILS

State the activity instructions provided in the BB.
Provide a summary of what transpired during the on-line session by reading all the
member’s responses and taking into account the ideas they provided. Provide narrative
observation on the student-facilitator responses.

Activity Instructions:
Please read the following topics from the module CWTS Module 2.
 Community Survey and Profiling
  FAQS on the Conduct of Community Survey Activity
 Instructions before the Conduct of Community Survey
  Important Reminders in the Conduct of Community Survey
  Sorting and Tallying of Survey Forms
  Community Profile Report
 Project Development
  Roles of MAPÚA-CWTS SCSDS Facilitators and Students
  What Comprises the Mapúa-CWTS Project Implementation Process
 The Different Parts of Project Proposal Forms
 How to Accomplish the Project Proposal Forms

The project entitled “tie-dye-shirt making” will be implemented in a chosen community in

Manila. The project focuses on children ages 8-12 years old. The project aims to channel the
creativity of the children and probably turn it into a source of income. The project falls into the
recreational slab. The current on-line based activity given by our instructor is about the
implementation process of a community project. The given module aims to teach the students on
proper gathering of community data, its significance in creating a project development,
implementation process, and roles of the students and instructors. After reading the module, a
question such as ‘What part/s of the project proposal you find hard to accomplish or challenging
to you, that is, providing the needed descriptions for each part?’; ‘Is the “tie-dye shirt making”
project interesting to you? Explain’ is needed to be answered. The current module tackles the
roles and methodology of the community project. The group claimed that “tie-dye shirt making
interest them”. Most of the members stated that project rationale and nature will
 III. SYNTHESIS OF THE ACTIVITY

Generalized learnings from discussion thread and/or essay assignments and/or other
assigned tasks
Provide a general statement of the class regarding the given topic and its applicability in
their lives.
Indicate the learnings, insights, views and opinion of the students. Highlight or capture the
general appreciation of the students towards the topic and its relation to them as part of
the citizenry.
Provide Facilitator’s overall assessment of the student’s response in relation to the assigned
topic or tasks.

The on-line based activities are time efficient for the students and instructors. Students and
facilitators were not needed to go to school to conduct CWTS classes. The module given was
regarding the methodology of the project implementation and roles of the students and
instructors which are followed by questions regarding which part of the project proposal was
difficult to you and if the tie-dye shirt making is interesting for you. As a group numerous ideas
and opinions arises. We all agree that time management is the most difficult aspect of the project
implementation. Creating the dye shirt is consuming. In the previous term the project
implementation was constrained into 2-3 hours including travel time. With the current project,
the drying the shirts will be time consuming. Furthermore, the project rationale was also a
difficult aspect for the group. Since the objective of the project is to produce creative shirts as
outlet of the creativity of the children. However, Project Rationale goes beyond the mere benefit.
It must formulate an attainable benefit not just as a mere recreational also as a tangible benefit
for the children and their families. Majority of us were interested about tie-dye shirt making. Art
introduces us into new perspectives. At a young age, the children will develop their imagination,
ability to concentrate, and communication.
 IV. PROBLEMS ENCOUNTERED
In tabular form, cite all problems encountered and how it was solved
Instructions:
 Indicate PROBLEMS encountered during the session – technical, facilitator’s course
management, and student-related issues. State the COURSE OF ACTION taken.

In other words, it like answering the question “What are the obstacles that hinder the class
in its session and how were these solved/remedied?”
PROBLEM/S
Inefficient way to view students’ insights
using discussion board on BB via
uploading in .docx file.
Students did not respond to the insights
given by the instructor.
Some of the instructions were unclear.
RESOLUTION
Students must answer the given task
directly on the thread. Uploading their
insights in .docx file forces students who
want to their classmate’s opinion to
download the file thus less time efficient for
the students.
The leaders must remind their members to
check their BB accounts for the replies of
their instructor.
The leaders of the said activity must clarify
the misconceptions to their instructor and
disseminate credible instructions.
 V. HIGHLIGHTS

Provide photos that captures the class in action and their interaction and scanned works
from hands-on activities. Limit of 2 picture per page with caption. Attached 6-8 pictures.

The images shown below are the members creating their On-Line Based Activity 2.
Other group members forming their idea and sharing it to the class thread.
Members articulating insights regarding the task.
A continuation of the class thread using BlackBoard.
 VI. REFERENCES/SOURCES
Provide links/bibliography, books/readings, articles/stories if there’s any used in the classroom
activities.