Professional Documents
Culture Documents
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
na solusyunansa tulong ng aking to require remediation require remediation to require remediation to require remediation continue to require
punungguro at superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive ___Metacognitive Development: ___Metacognitive well: well:
ko guro? Development: Examples: Self Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples: Self Development: Examples:
studying techniques, and and vocabulary assignments. studying techniques, and assessments, note taking and Self assessments, note
vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments. studying techniques, and taking and studying
___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments. techniques, and
pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory
___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and ___Schema-Building:
projects. projects. contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
___Contextualization: peer teaching, and
___Contextualization: Examples: Demonstrations, ___Contextualization: projects.
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, ___Contextualization:
___Contextualization:
media, manipulatives, and local opportunities. media, manipulatives, Examples: Demonstrations,
Examples:
repetition, and local repetition, and local media, manipulatives,
Demonstrations, media,
opportunities. opportunities. repetition, and local
___Text Representation: manipulatives, repetition,
opportunities.
Examples: Student created and local opportunities.
___Text Representation: drawings, videos, and games. ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created ___Text Representation: Examples: Student created
___Modeling: Examples:
drawings, videos, and games. Speaking slowly and clearly, drawings, videos, and games. Examples: Student created drawings, videos, and
___Modeling: Examples: modeling the language you want ___Modeling: Examples: drawings, videos, and games. games.
Speaking slowly and clearly, students to use, and providing Speaking slowly and clearly, ___Modeling: Examples:
modeling the language you want samples of student work. modeling the language you want Speaking slowly and clearly, ___Modeling: Examples:
students to use, and providing students to use, and providing modeling the language you Speaking slowly and
samples of student work. Other Techniques and Strategies samples of student work. want students to use, and clearly, modeling the
used: providing samples of student language you want
Other Techniques and ___ Explicit Teaching Other Techniques and work. students to use, and
Strategies used: ___ Group collaboration Strategies used: providing samples of
___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching Other Techniques and student work.
___ Group collaboration play ___ Group collaboration Strategies used: Other Techniques and
___Gamification/Learning ___ Answering preliminary ___Gamification/Learning ___ Explicit Teaching Strategies used:
throuh play activities/exercises throuh play ___ Group collaboration ___ Explicit Teaching
___ Answering preliminary ___ Carousel ___ Answering preliminary ___Gamification/Learning ___ Group collaboration
activities/exercises ___ Diads activities/exercises throuh play ___Gamification/Learning
___ Carousel ___ Differentiated Instruction ___ Carousel ___ Answering preliminary throuh play
___ Diads ___ Role Playing/Drama ___ Diads activities/exercises ___ Answering preliminary
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Carousel activities/exercises
___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Carousel
___ Discovery Method Why? ___ Discovery Method ___ Differentiated Instruction ___ Diads
___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Role Playing/Drama ___ Differentiated
Why? ___ Availability of Materials Why? ___ Discovery Method Instruction
___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials ___ Group member’s ___ Availability of Materials Why? ___ Discovery Method
___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method
___ Group member’s in doing their tasks ___ Group member’s ___ Availability of Materials Why?
collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs
in doing their tasks of the lesson in doing their tasks ___ Group member’s ___ Availability of
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation Materials
of the lesson of the lesson in doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation learn
of the lesson ___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson