WHAT

WHY TEACH? HOW TO ASSESS? HOW TO TEACH? TO

TEACH?
Most
Learning Material
Assessment and Feedback Essential
Preparation
Topic
As implied by the Performance Task By using the Based on Feedback Feedback What What What
Based on the With the skills PT of the GRASPS the Mechanism Mechanism student- Formativ Topic(s)
Minimum Standards, characteristi Standards (Assessment (Assessment AS centered e ensure the
Culminating that shall be (name of core subject)
the teaching of every Performance Standard championed by cs of a PT, & Criteria FOR Learning) Learning) flexible Question developme
identify the for Success teaching s shall nt of the
core subject of the (name of core (name of core
Standards & in modality lead to desired
subject), subject) and
shall lead to the together with Criteria for completing will lead the skills?
develop-ment of the the other skills Success the PT, towards completi
implied by the what the on of EAA
learners’ … Enabling completi (PC’s)?
Minimum
Standards, Assessmen on of the
t Activities EAA
(PC’s) will (PC’s)?
enable the
student to
successfull
y complete
the
Performan
ce Task?
1. Communication 2 CRITICAL Transfer There are major The teacher The teacher
skills THINKING Goal: the social problems/ shall be: shall guide the
issues in your Set the learner
2. Thinking skills SKILLS learners community (learner’s
(Critical & 3. should be objectives of
(Situation). Based on guardian):
the
Problem COMMUNICATI able to your understanding Identifying the
of how changing topic/activiti strengths and
Solving) ON critically es and
social structures weaknesses in
3. Technology 4 evaluate impact on the remind the accomplishing
skills COLABORATION how collective conditions students of the activities
4. Communication changing of people in your the expected through his/her
& Technology social community, identify evidence of takeaways
skills (Creative & structures, one problem/issue learning by
that needs providing a Provide self-
Innovation) process and immediate action assessment
5. Problem- systems rubric.
(Goal). As a member checklist along
Solving skills produce of a research and with objectives
advocacy team in Point out the (Strongly
6. Collaboration contempora
your LGU (Role), you area where Agree, Agree,
skills ry social were tasked by the they need to Disagree,
problem municipal/city improve on Strongly
and mayor to create an Disagree)
promote advocacy campaign Sending the
material (i.e. exhibit, Provide a
advocacies students’
to mitigate print and e-media) feedback parent/guardia
their impact (Product) designed note n’s evaluation
to increase (Teacher‘s form for
on people awareness, raise student
and Corner)
consciousness, and learning
communitie motivate people
(Audience) to Provide a PTC/Random
s tally sheet of
address the said calls or text
“What real issue in the their messages to
life situation community. evidences of get the parents’
can learners Through your learning feedback on
put specific, how their
manageable, children in the
themselves
achievable, realistic learning
in where and tangible process.
they can (SMART) (Standard)
perform the advocacy campaign
transfer material, it is hoped
that the community
goal?” will be able to
collectively resolve
such concern. [Note:
The community, at
this time of COVID
pandemic, could be
a virtual community.
Research can, thus,
be done using
primary data
(through a
technology-
mediated collection
of information) or
secondary data
(through uploading
of relevant and
updated data from
state and non-state
organizations/agenc
ies]
Flexible Classroom Assessment Activity Mechanism (FCAAM)
Understanding Culture, Society, and Politics