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DLL - Science 5 - Q2 - W8
DLL - Science 5 - Q2 - W8
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
the lesson lesson the lesson up the lesson up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
which my principal or supervisor require remediation require remediation require remediation to require remediation to require remediation
can helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive Development: Examples: Self
taking and studying techniques, taking and studying techniques, and taking and studying techniques, Development: Examples: Self assessments, note taking and
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. assessments, note taking and studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- studying techniques, and vocabulary assignments.
pair-share, quick-writes, and share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. ___Bridging: Examples: Think-
anticipatory charts. anticipatory charts. anticipatory charts. ___Bridging: Examples: Think- pair-share, quick-writes, and
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: pair-share, quick-writes, and anticipatory charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw anticipatory charts. ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and ___Schema-Building: Examples: Compare and
projects. projects. projects. Examples: Compare and contrast, jigsaw learning, peer
___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning, peer teaching, and projects.
teaching, and projects. ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations,
manipulatives, repetition, and manipulatives, repetition, and local media, manipulatives, repetition, ___Contextualization: Examples: Demonstrations,
local opportunities. opportunities. and local opportunities. Examples: Demonstrations, media, manipulatives,
___Text Representation: ___Text Representation: ___Text Representation: media, manipulatives, repetition, and local
repetition, and local opportunities.
Examples: Student created Examples: Student created Examples: Student created
opportunities. ___Text Representation:
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
___Text Representation: Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, Examples: Student created drawings, videos, and games.
language you want students to language you want students to use, modeling the language you want drawings, videos, and games. ___Modeling: Examples:
use, and providing samples of and providing samples of student students to use, and providing ___Modeling: Examples: Speaking slowly and clearly,
student work. work. samples of student work. Speaking slowly and clearly, modeling the language you
Other Techniques and Strategies modeling the language you want students to use, and
used: Other Techniques and Strategies Other Techniques and Strategies want students to use, and providing samples of student
___ Explicit Teaching used: used: providing samples of student work.
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching work. Other Techniques and
___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration Strategies used:
play ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and ___ Explicit Teaching
___ Answering preliminary play play Strategies used: ___ Group collaboration
activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching ___Gamification/Learning
___ Carousel activities/exercises activities/exercises ___ Group collaboration throuh play
___ Diads ___ Carousel ___ Carousel ___Gamification/Learning ___ Answering preliminary
___ Differentiated Instruction ___ Diads ___ Diads throuh play activities/exercises
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Carousel
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Diads
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Carousel ___ Differentiated Instruction
Why? ___ Lecture Method ___ Lecture Method ___ Diads ___ Role Playing/Drama
___ Complete IMs Why? Why? ___ Differentiated Instruction ___ Discovery Method
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Lecture Method
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Discovery Method Why?
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Complete IMs
collaboration/cooperation ___ Group member’s ___ Group member’s Why? ___ Availability of Materials
in doing their tasks collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Pupils’ eagerness to learn
___ Audio Visual Presentation in doing their tasks in doing their tasks ___ Availability of Materials ___ Group member’s
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn collaboration/cooperation
of the lesson of the lesson ___ Group member’s in doing their tasks
collaboration/cooperation ___ Audio Visual Presentation
in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson