MASONGSONG, ANGELA G.

BEE III-2

Reflectionnaire
(Reflections in a questionnaire)

GROUPS 1 & 2
Date: April 5, 2022
Demo Teachers & Strategies

GROUP 1: Graphic Organizers, Reader’s Theatre,

and/or Interpretative Reading

Fesalbon, Therese Rose

Fondevilla, Erika Celine
Garcia, Cleve Jan
Malubay, Mariel Joy

GROUP 2: Worksheets/Tasksheets, Panel Forums, Freedom Wall

Israel, Resyl
Lansangan, Giana Nicole
Lopez, Catherine Joyce
Malalad, Joaquin

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Directions: Answer the following questions based on the synchronous discussions
and the asynchronous activities.

1. What questions do I have about the use of the strategies presented this
week?

 Since worksheets, in my experience, are usually done as an

asynchronous activity, how can this strategy be actually executed
during synchronous classes that run in real-time? How effective it
would be to use online whiteboards, such as Google Jamboard, to
make the teaching-learning process more collaborative and engaging?
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 How about when students do not have access to gadgets and internet
connection? What are the possible interventions to do?

 For panel forums, it seems like it's difficult to carry out within the usual
class duration. Don't you think that it's more appropriate for this
strategy to occur at the end of a given learning period? As a
summative assessment? (This way students can have enough time to
prepare and study a particular subject to be on the panel themselves.)

2. What insights about introducing literary texts (feeding the text) did I gain
from the demo lessons this week?

Among all the strategies demonstrated, I like the way Resyl, from Group 2,
delved deeper into the text through close reading. It's one that I think I will
consider using in the future, especially when teaching complicated texts.
It's also because as students get used to being immersed in this kind of
reading, there will be higher chances of them becoming critical readers.

3. What insights about asking questions did I gain from the demo teaching
this week?

As pre-service teachers, we should avoid asking questions that are

answerable by yes or no. Questions like these are weak and limit the
students from further expounding their thoughts. In teaching literary texts,
we need to ensure that our questions are comprehensive and constructed
in relation to one another. This will make it easier to build up the analysis
and discussion, as well as weave our own and our students' ideas into one.

4. What creative activities did I learn from the demo presentations this week?
What makes them creative?

Looking back on the way the first group presented their activities, and
instructional material, I realized that other than the teachers' skills in
delivering instruction, their creativity also contributed to the success of the
teaching demonstration. They were able to utilize the elements and
features of Canva to make their visual aids appealing to the eyes of the
students. Personally, I enjoyed the activity where they allowed the students
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 to create an illustration of the magic brocade based on its description in the
text. As for the second group, I like the use of Padlet for the freedom wall.
But, it's much better if they prepared their own digital bulletin board where
students can post personalized notes with their preferred designs, to do
away from having the basic sticky notes look of responses.

5. DRAW ANYTHING TO REPRESENT WHAT YOU THINK/FEEL ABOUT

DEMOTEAHING 

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