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  • Annotation - Objective 16

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    ROGER RAYMUND MALESIDO
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    1. The lesson plan and annotations describe how the teacher applied a learner-centered teaching philosophy of constructivism and progressivism to a lesson on Mendelian genetics. 2. During the explore part of the lesson, students worked in groups using Punnett squares to find phenotypic and genotypic ratios, applying progressivism. 3. In the contextualization and generalization part, students constructed their own knowledge by answering HOTS questions and building on their existing ideas, applying constructivism.

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    RPMS SY 2021-2022

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    1. The lesson plan and annotations describe how the teacher applied a learner-centered teaching philosophy of constructivism and progressivism to a lesson on Mendelian genetics. 2. During the explore part of the lesson, students worked in groups using Punnett squares to find phenotypic and genotypic ratios, applying progressivism. 3. In the contextualization and generalization part, students constructed their own knowledge by answering HOTS questions and building on their existing ideas, applying constructivism.

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    © All Rights Reserved
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    11 views1 page

    Annotation - Objective 16

    Uploaded by

    ROGER RAYMUND MALESIDO
    1. The lesson plan and annotations describe how the teacher applied a learner-centered teaching philosophy of constructivism and progressivism to a lesson on Mendelian genetics. 2. During the explore part of the lesson, students worked in groups using Punnett squares to find phenotypic and genotypic ratios, applying progressivism. 3. In the contextualization and generalization part, students constructed their own knowledge by answering HOTS questions and building on their existing ideas, applying constructivism.

    Copyright:

    © All Rights Reserved
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    Annotations – OBJECTIVE 16

    Objectives Means of Description of the MOV Annotations


    Verification Presented
    16. Applied personal One (1) lesson plan The MOV presented were the The lesson is about Mendelian Genetics, which the teacher applied the following
    philosophy of teaching that with annotations following: teaching philosophy:
    is learner centered explaining the a. Lesson Exemplar
    application of a b. Annotation sheet 1. Progressivism – During the explore part of the lesson, the students were
    learner-centered asked to form into group of 3 members and were tasked to find out the
    teaching
    phenotypic and genotypic ration using the Punnett Square. It is anchored to
    philosophy (e.g.,
    constructivism, the Rousseau and Dewey’s proposal that people learn best by social
    existentialism) interaction and problem solving.
    used as basis for 2. Constructivism – In the contextualization and generalization part of the
    planning/ lesson, the students were asked to give their ideas guided by HOTS
    designing the questions. In this part, the learners construct knowledge rather than just
    lesson passively take in information. Processes such as assimilation and
    accommodation of ideas are well observed. Thus, making the learning
    interactive and the students were able to build their ideas on what they
    already known.

    Prepared by: Checked by:

    ROGER RAYMUND B. MALESIDO CECILIA A. TAGUD, EdD


    Ratee/ Teacher I MT-II / G8 Curriculum Coordinator

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