ANNOTATION

The attached slide decks were used during the second classroom observation
last May 26, 2021. In the slides, I incorporated pictures and video clips to facilitate
the teaching-learning process. Since my lesson was about Disaster Preparedness, I
used contextualized and localized pictures to stimulate learners’ interests. The
pictures were also very timely and relevant to the present situation which increased
relatability of the learners to the topic. Aside from pictures, I also included a UNTV
video clip to better engage learners with the content of the lesson. While presenting
the video clip to the learners, I paused and replayed in order to give additional inputs
and to give opportunity for learners to process the video content at their own pace.
After the video presentation, I asked questions to the learners in order to process
their understanding by focusing their attention on the important parts of the video.
During the processing of information, learners discussed the contents with their
peers, responded to each other’s queries, shared their thoughts, explained what
they know, and reflected on what they have learned.
ANNOTATION

The attached slide decks were used during the first classroom observation
last April 30, 2021. In the slides, I incorporated different learning activities to address
both the individual and group needs of the learners. Analyzing, proofreading, and
composing were just some of the higher-order thinking skills that were developed
during the group activities. After completing the activities, learners then explained
and elaborated their outputs through reporting. Aside from this, during the lesson
presentation, learners were given the opportunity to understand facts, to relate them
to other concepts, and to apply their knowledge within and across learning areas.
Graphic organizers were also utilized to provide learners with a good way to frame
their thoughts in an organized manner and better connect concepts together.
ANNOTATION

The attached slide decks were used during the first classroom observation
last April 30, 2021. During the lesson proper, I purposively included contextualized
and localized examples that responded to learners’ cultural and religious
backgrounds. Since my lesson was about Coordinating Conjunctions, I used
sentences with religion- and culturally- related concepts where learners were
engaged in a brief discussion and shared their beliefs and practices with the given
example/s. Learners’ linguistic skills were also developed during group activities
where they were given the opportunity to proofread and rewrite a quarantine diary
and describe a given picture by writing sentences using appropriate coordinating
conjunctions. Different skills such as analyzing, proofreading, and composing were
observed throughout the teaching and learning process.