Bridgette Wynn A.

Arienza
MAELT
1. What are the implications of the principles mentioned for teaching in your
teaching context? Do you have other principles that support your teaching?

 In our teaching context, the essence of the role of the teacher in the
language classroom is that of a facilitator is highly relevant. In teaching
the secondary learners, it is always displayed that they are not fully
matured in handling learning situations. As a result, a facilitator of
learning is an educator who just doesn't instruct in the conventional
sense, but instead guides and encourages learners in developing for
themselves - breaking apart concepts, establishing their own opinions
about them, and personalizing content via self-exploration and
communication.

In addition, as a teacher, I also integrate the concept of generative

learning in my teaching. Generative learning is a theory that entails
actively integrating new concepts with the learner's current schemata. I
am a believer that everyone of us knows something that others do not. As
a teacher, I know that I should have faith in my students as they, too, can
generate learning in their own pace.

2. How have the 8 changes discussed by Farrell and Jacobs influenced language
teaching practices in your school or district?

 Yes, all the eight changes discussed by Farrell and Jacobs influenced
language teaching practices in our school. Even with the modular learning
modality, we give our leaners their autonomy thru performance tasks that
we give them. They can have full creative freedom as to how they craft
their tasks bases on the Most Essential Learning Competencies (MELCs).
Although there is no face-to-face interaction, the notion of social
interaction is still ameliorated in the messenger group chats. Curricular
integration is also a must when it comes to the classroom observation or
the demonstration teaching as all subjects must be touched and
integrated. Focusing on meaning, as well as diversity, is also ensures in
both school-generated activity sheets and the ADM modules as these
passes through the meticulous eyes of the quality assurance committee.
In the activities enclosed in the modules, the use of higher order thinking
skills is also manifested in the wh-questions. Performance tasks also may
include portfolios and journals which are both forms of alternative
 assessment. Lastly, the teachers being co-learners is also highly regarded
by DepEd as the teachers are new to the modality and by teaching the
students, they also learn themselves.

3. How important is content in a language lesson? What kinds of content do you

think are of greatest interest to your learners?

 The content for me is the soul of the language lesson. Unlike any other
subjects in the curriculum, only English and Filipino stick to literature as
springboards for their lessons. Relevantly, teaching teenagers would be
eased if the content that you use are suited to their age—most of these
contents are all about love and friendships.

4. What problems does CBI pose for teachers? What are some advantages and
limitations of this approach in your opinion?

 As with any language program, the fundamental objective of CBI is to

improve student competency in the target language. Working on a topic
of interest in the target language engages students in the linguistic
process and allows them to practice using speech in a natural setting.
However, in several portions of the lecture, excessive usage of native
language might be an issue. It might be challenging to find information
sources and writings that are understandable to those with lesser levels of
education.

5. Do you make use of classroom activities that can be described as tasks in the
sense described above? What so you think are the characteristics of a good task?

 The tasks are important to the learning activity in task-based learning.

The focus of the lesson shifts away from the teacher. The teacher plays
the role of a facilitator, ensuring the conditions required for learning to
occur by providing vocabulary instruction and guiding students to use the
language correctly for completing the task; as a result, learners use the
language to communicate and share their ideas, they become involved
directly in the lesson. Yes, in the SLAS that I have made, which were also
quality assured by the division quality assurance team, tasks are always
present in forms of varied activities. For me, a good task is the one that
will make the learners creative and also challenges them to go to their
limits.
6. Distinguished pedagogical tasks from real-world tasks?

 Pedagogical activities are tasks that students complete in order to learn a

language in a classroom environment. Real-world tasks, on the other
hand, are activities that individuals engage in on a regular basis.

7. How practical do you think Willis’s proposal is? What issues does it raise for
teachers?

 Willis’ proposal, for me, is ultimately practical since planning is of utmost

concern in the learning process. As teachers, we cannot carry out
instruction without planning for the lesson, first. In today’s modality, the
students are guided with the weekly home learning plan given by the
teachers in the Department of Education. This is done in order to see to it
that although teacher-student interaction is not always available, the
students are already guided on what to do.