Planning is crucial for effective teaching and learning process.

It is inevitable that teachers should

be skilled in preparing activities that are aligned with the curricular requirements. More
importantly, teachers need to prepare how to execute the plan in the classroom.
In this lesson, the pre-service teachers are expected to:
1. Describe the importance of lesson planning
2. Determine effective strategies for effective lesson planning

At the end of the session, the practice teachers (PTs) will be able to:
 Prepare developmentally sequenced teaching and learning process to meet
curriculum requirements.
Study the quotation below and answer the guide question that follow.

GUIDE QUESTION::
What does the quotation mean to your classroom preparations?

Answer: The quote "He who fails to plan is intending to fail" implies that planning before
working is a critical success formula. Classroom preparation is required for success in the
teaching profession. When it comes to battle, preparation is key. If you don't plan ahead of
time when setting and pursuing a goal, you'll merely accept loss instead of fighting. In the
classroom, there is a war going on between patience, variety, and even resources. Those
adversaries must be destroyed by preparation and tactics; if there is a plan, the classroom
atmosphere is at peace, and both students and teachers can enjoy their study without
interruption.

LESSON PLAN ANALYSIS

Directions:
 1. Identify a teacher (public/private) and ask for a copy of their lesson plan.
2. Attach a copy of the said lesson plan here.
3. Study the lesson plan and complete the checklist that follows.

*Attach Copy Here

Does the Learning Objective… YES NO

1. clearly state what you expect students will be able to do by the end of 
the instructional unit?
2. reflect the level of learning that you want to see? 
3. express what the learners will do (rather than what you, as the 
teacher, will do)?
4. explain to learners what “good” looks like? 
Does the lesson plan…
1. list the materials needed for its implementation? 
2. cites references that were used? 
Do the content input strategies…
1. clearly convey the teaching points to learners 
2. cover what students need to know to successfully achieve the 
objectives?
 Does the Review and Motivation activities…
1. create relevance and interest in the topic/subject of instruction? 
2. generate interest and focus in the learners? 
3. make links between previous instruction and the current focus of 
learning?
4. draw on what learners are aware of and what they already know 
about the topic?
Do the learning activities…
1. provide learners with supportive, step by step opportunities to learn 
and practice using the content to achieve the objectives?
2. reinforce the learning necessary to achieve the objectives? 
3. allow students to learn in a safe environment? 
4. provide learners with supportive, step by step opportunities to learn 
and practice using the content to achieve the objectives?
Do the review and formative assessment…
1. provide feedback to both the teacher and the students on the learning 
that has occurred?
2. measure achievement of the objectives? 
3. focus students on the learning that they will be responsible for 
demonstrating?
4. reinforce the key elements of learning? 
Does the closing…
1. show students explicitly how evaluation aligns with the objectives 
and teaching/learning activities?
2. link learning to course outcomes and summative evaluations? 

GUIDE QUESTION::
What features of the lesson plan do you find notable?

Answer: For me is that that first is presenting the new lesson through and activity to
monitor their knowledge about the topic and to see how they will discover the answer on
their own. Second is the discussing for the students to understand and to know where
they are correct and wrong. And lastly is the application because it will test the students
if they really listen and learn from your discussion.

GUIDE QUESTION::
How do you think can the plan be improved?
Answer: The plan can be improved by including several activities connected to the theme. It
can also be improved by using ICT into learning, such as a projector, applications, and
educational sites relating to the topic, into which the learning will be integrated efficiently.
Also, it will be improved by the advice and suggestions of the expert in that field.
 REFLECTION PAPER
1. Go over with the two previous activities, gather your thoughts and reflect the practices that
you have in mind and the learnings you have acquired from the observation.
2. Write a reflection paper that relates to planning and management of the teaching and
learning process.
3. Provided below is the scoring rubric for you to be guided in crafting your output.
Criteria Advanced Proficient Developing Beginning Rate
4 3 2 1
Content
a. Describes an
effective planning and
management in the
teaching-learning
b. Presents classroom
management
techniques while
teaching Satisfies Satisfies only Satisfies only Satisfies only
c. Indicates seven-eight five-six three-four one or two
appropriate indicators indicators indicators indicator/s
instructional strategies
d. Identifies the
appropriate learning
experiences given in
the new normal
e. Discusses the
importance of lesson
planning
f. Presents coherent
ideas
g. Has a good
reflection on planning
and management
h. Exhibits originality
of answers
Conventions
a. Uses correct and
appropriate words
b. Uses correct
sentence construction Satisfies six- Satisfies only Satisfies only Satisfies only
and grammar seven four-five three indicators one or two
c. Exhibits correct indicators indicators indicator/s
spelling
d. Properly uses
punctuation marks
e. Uses proper
indentions
f. Uses proper
capitalizations
g. Properly cites
articles and/or
researches
Promptness Submits output Submits output Submits output Submits output
2-3 days on time one day after the 2-3 days after
before the deadline the deadline
deadline
Total

REFLECTION

Classroom management and preparation are intended to provide students with more
chances to learn everything a teacher does to organize students, space, time, and materials so
that pupils may learn. Students should be able to perform to the best of their abilities,
allowing them to build proper behavior patterns. Teachers must be able to deal with
unforeseen situations as well as govern student conduct through efficient classroom
management. All teachers should strive for effective classroom management and a healthy
classroom atmosphere structure.

Everything a facilitator does has an impact on classroom management.

Making the scenery, beautifying the area, talking to children and handling their responses,
positioning the seats, establishing routines (and then performing, adjusting, and reinstituting
them), developing rules, and collaborating those rules to the students are all aspects of
classroom management. Learning is both mental and emotional activity. Children frequently
learn for the teacher, to please the teacher, and to get the teacher's joy in their learning, rather
than for the intrinsic worth they place on the subject matter or assignments. The instructor is
especially crucial for the pupils in elementary school.

Then the lesson planning applied in the sequence of management. Due to the lesson plan
use by the teacher it can guide its way throughout the teaching time allotted. There will be no
interruptions and it will be able to focus on the established goal; there will be no waste of
time in terms of learning the knowledge material, and it will also be able to spend the recent
time efficiently up to the teachers heart's content. The teacher can also effectively convey the
subject to the pupils in less time if the lesson plan is used, and the facilitator of learning will
be at ease. Students, on the other hand, can only concentrate on the content information at
hand rather than the external temptation.

Teachers are usually experts in the things they teach, yet they frequently struggle with
discipline. Discipline was identified as the most significant issue that instructors encounter.
They rarely acknowledge their flaws and have little idea what aspects contribute to effective
teaching.
 MOVIE REVIEW AND ANALYSIS
1. You have already validated the practices you have in mind that was transpired in your
checklist through the actual observation in synchronous teaching facilitated by SI/SP.
2. You are now ready to strengthen your learning through a movie analysis.
3. Watch the movie entitled, “Like stars on Earth, every child is special.”
4. Make an analysis of the movie by identifying the various areas concerning planning and
management of the teaching and learning process.
5. Your output must consist of introduction, body and conclusion.

The film focused primarily on disabled children, particularly those with Down
syndrome. It not only provides evidence concerning dyslexia, but it also provides evidence
about child development and child rearing norms in a society. What we saw in the film is not
far from our society. In this regard, watching this film is becoming increasingly important. A
individual, whether she/he works/will work in an educational or psychological field or not,
should spend some time thinking about these concerns in order to reduce discriminatory
attitudes against disabled persons. These types of films could be a good place to start.
Teaching is the most noble profession, as well as the most fulfilling and valuable. In teaching,
you cannot see the fruits of your labor today. It is invisible, yet it will live on in the minds and
hearts of the pupils forever. Teaching is unlike any other career; it is the profession itself. It is
not enough to just make time and effort for our students when educating. Furthermore,
teaching provides all of the boundless and outstanding for the students. Giving love, effort,
understanding, and patience without expecting anything in return is what teaching entails.
Teachers can both produce successful individuals and dangerous monsters. As a result, it is
the instructors' obligation to guarantee that they are not only teaching the students academics
but also instilling life values in their hearts and minds in order for them to be better citizens of
society.

Learning to know as a result of education can be viewed as both a means and an end in
itself. People must learn to grasp the world around them, at least as much as is required for
them to live with dignity, improve their occupational skills, and communicate with others.
According to the film, Ishan is a child who has dyslexia, a neurological disease. He has a
problem in which he has difficulties distinguishing letters and numbers. He can't write or read
well because of his condition. People around him are blinded by his wrongdoings and are
unaware of his situation. They are unaware of how difficult it is for him to have that
condition. They label him as disobedient, shameless, and lazy. They don't understand how
difficult it is for him to be like that. His teachers did not understand him at first, but after
learning about his illness, he did everything he could to assist him cope. He put in a lot of
time, effort, and patience to teach Ishan the fundamentals of recognizing and perceiving
letters and numbers. Learning to know is a pillar that allows us to have a greater
understanding and better grasp the many diverse parts of our world. It stimulates intellectual
curiosity, sharpens critical senses, and allows people to build their personal judgment with the
 world around them. As the term "learning to know" implies, humans must first learn to
understand the world around them and the circumstances that surround them before reaching
judgments. Furthermore, learning to do is a pillar of education that entails putting what
learners have learned or studied into practice. Even though he realized that Ishan was ready to
adjust to the terrible world, he stayed by his side to escort him. Learning to live together
needs both the discovery of others and the experience of shared goals. Students are educated
about human diversity and the connections and interconnectedness of all individuals via
learning others. The film's title highlights the discovery of other individuals. The action
showed kids the value of working together. In the movie, Teacher Ram Shankar Nikumbh
changed Ishan’s whole life, from the time he learned that he have this dyslexia who himself
had this when he was still young. From the very moment he decided to check Ishan’s records,
visited to his home and explained to his parents and enlightened them about his condition,
talked to the principal and asked him to be considerate up to the time he patiently taught him
all of the things he must had learned. He saved him from being swallowed by his own
depression.

As a teacher we must not discriminate our students, we must not jump into conclusion.
We must know first the background of our students. We must treat our students fairly and
honest and help students who needs help.

LESSON PLANNING
1. You are now about to complete this module. As you end, you will plan your first ever actual
teaching by writing your lesson plan in your preferred topic.
2. You will create two lesson plans with the same topic using two formats: MEDIA model used
by ITL and Daily Learning Plan (DLP) used by public schools.
3. Ensure that you incorporate the principles of curriculum and planning in writing your lesson
plan.
4. Have your lesson plan checked by your respective SI/SP.
5. Post a copy of your corrected lesson plan in this section.

MEDIA MODEL
Teacher: Kenth Cedrec P. Husain Date: January 26, 2023
Domain: Science
Quarter: 3 Grade level: Grade 10
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Agusan del Sur
Sta. Irene National High School
Prosperidad, Agusan del Sur

DETAILED LESSON PLAN IN GRADE 10 EARTH AND LIFE SCIENCE

 Prepared by:

KENTH CEDREC P. HUSAIN

 Aligning
learning outcomes with the learning competencies is one of the most crucial components of the
lesson planning process and, as much of teaching, aligning is sophisticated work. Learning
outcomes specify teaching intent, that is, what your students should be able to do the following
instructions. They tell you and your students where you are going. Educators often refer to
learning outcome as a specific statement (objective) that describes exactly what a student will be
able to do in some measurable way (Hartel and Foegeding, 2004). Outcomes answer questions
such as:
 By the end of a program of study, what do you want students to be able to do?
 How can your students demonstrate the knowledge the program intended them to learn?
There may be more than one measurable outcome defined for a given competency. With
practice, this module should lead you to your mastery in writing learning outcomes.
Specifically, the following are the objectives in this module:
 Determine what learning outcomes are and how they can be used to design a lesson
plan and assess student learning.
 Apply the theory of constructive alignment that underlies the outcomes model of
learning.

At the end of the session, the practice teachers (PTs) will be able to:
 Identify learning outcomes that are aligned with learning competencies.
 FRAYER MODEL
1. Complete the four-square organizer for the following key concepts: Competency and
Learning outcome.
2. Share your conclusions with the entire class. Use these presentations to review the entire list
of key concepts.

Definition Characteristics
Possession of required skill, knowledge,
The ability to do something well effectively qualification and capacity

Examples Non-Examples
 Illustrates the three layers of the Differentiate the three layers of the Earth
Competencies
Earth. with each other;
 Illustrate it’s function.
 Identify the mineral components of each
layers; and

 Describe it’s importance to us humans.

Definition Characteristics

State in clear terms on what should the Learner centered- written from the
students should be able to do at the end of perspective of what the learner does
the course.

Examples Non-Examples
 Understand what are the three layers andLearning
it’s function; Outcome
 Finds the importance of each layer to the
 Identify how it helps us; and Earth.

 Create a graphic organizer on how each  Illustrates the situation of the Earth if
layer is connected to each other. there are no layers.

GUIDE QUESTION::
 What is the difference between Competencies and Learning Outcomes?
Answer: The distinction between competencies and learning outcomes is that learning
outcomes are articulated in more specific terms, whereas competencies are stated in
broad terms. However, these two factors were critical in determining how to assess
pupils' knowledge of the lesson or the subject content. Competencies and Learning
Outcomes are considerably more potent tools for teachers in the classroom.

Review the sample lesson plan you have secured from a teacher in Lesson 1. Using the matrix
given below, analyse the sample you secured and give your comments and suggestions.
Components Comments

Title of the Lesson It is simple and easy to

Plan/Topic Earthquakes understand.

Competencies (MELCS) To let the students understand what an It’s goods so that
Earthquake is. children will know what
happens during an
Earthquake.

Intended Learning - Differentiate the epicenter of The objectives are very

Outcomes/Objectives an earthquake from its focus. concise as to what it
- Differentiate intensity of an tells.
earthquake from its
magnitude.
- Differentiate inactive and
active faults.

Instructional strategies Read the materials properly before

proceeding to the assessment section.

Assessments
Read the materials for the assessmentd
GUIDE QUESTION::
Are the objectives composed of only learning outcomes and not learning activities? Explain.
Answer: No, the objectives include more than just learning outcomes.
Learning activities are also available. Yes, there are only learning outcomes in each aim. We
read, but obtaining the learning objectives is difficult without the activities. The learning
outcomes were the goal for all activities.
achieve.

GUIDE QUESTION::
Are the learning outcomes stated in overt observable terms? Explain.
Answer: Yes, the learning outcomes are described in a readily observable phrase, and
teachers and students can easily understand it due to its simplicity and brief yet concise
terms. In reality, every Learning result must be articulated in clear, observable words, not
just for the teacher, but also for the students and parents. Every quarter, there will be a
homeroom meeting inside the section, during which the teacher will address all of the
parent's concerns over the student's product. As a result, the teacher must express the
Learning outcomes that students must achieve in a concise and accessible manner for the
parent.

GUIDE QUESTION::
Are the learning outcomes aligned with the curriculum competencies? Explain.
Answer: Yes, the learning objectives corresponded to the curricular competencies. In
order to be effective during the class, the learning outcomes in each competency must be
aligned. The teacher's learning objectives are as straightforward as the students'
requirements.

GUIDE QUESTION::
Are the learning outcomes able to cover meaningful content, skills, and/or dispositions?
Answer: Yes, because the learning outcomes were cognitive, emotional, and psychomotor,
they were able to encompass important information, skills, and dispositions. The learning
objectives and outcomes required students to not only understand the subject but also to
apply it in a real-world context. The most significant product of the 21st century learner is
the application of the lesson concept.
Analyse the observation that you have accomplished in the previous activity and complete the
diagram that follows.
Competencies must be
organized in each lesson
based on the desired
outcome of the learning.
Because of the teacher's
or facilitator's foresight,
the degree of
misunderstanding can
be reduced.
PROFESSIONAL READING
In order to achieve the
Even with the best
lesson's aim, the
outcomes and skills, the
competences and
knowledge content does
outcomes must be
not sink into the minds
delivered correctly
of all students at the end
during the class. The
of the course. As a
kids' hearts and minds
result, more skills and
are becoming more
approaches are required
sympathetic to learning
to attain the predicted
as the process
product.
progresses.
Find professional readings about learning outcomes alignment. Based on your readings, answer
the guide questions.

Title: Aligning Assessment to Learning Outcomes

Author(s): WILFRID LAURIER UNIVERSITY
Reference: Aligning Assessments with Outcomes | A Guide to Remote Teaching, Learning and
Assessment | Wilfrid Laurier University (wlu.ca)

GUIDE QUESTION::
Why should learning outcomes and learning competencies be aligned?
Answer: Building alignment between competencies and learning outcomes also allows you
to define and convey the learning progression pathway for students. It allows you to clarify
what knowledge and abilities were required at the start of the course as well as what
information and skills would be improved throughout the course.

The congruence of the learning outcomes to the degree of knowledge, abilities, and attitudes
stated in the competency is referred to as ALIGNMENT WITH THE COMPETENCY.
APPROPRIATE LEARNING OUTCOME is concerned with the acquisition of relevant
skills, knowledge, and attitudes.

GUIDE QUESTION::
What do well-aligned learning outcomes look like?
Answer: Further research into the alignment of learning outcomes variables across the
planned, provided, and learnt curriculum is advised, with the inclusion of students' and
teachers' comments and feedback. Based on such research, the knowledge foundation for
teacher education could be expanded.

CREATING OBJECTIVES
Use the “Objective Builder” created by the University of Central Florida. Objective builder
provides a step-by-step process for the creation of measurable learning outcomes/objectives in the
cognitive, affective, or psychomotor domains. So here is the challenge. Take the competencies
(MELCS) and use the Objective Builder to create objectives for your classroom.
Competency Learning Outcomes/Objectives

The Internal Structure  recall some important features of the Earth;

of the Earth  identify the three layers of the Earth;
 define each layers;
 what are it’s functions; and
 describe how important it is for the Earth to have the
three layers..

Motion  Define motion;

The Three Law’s of Motion
 Illustrate what motion is; and
 How does it affect your life
 Identify the three laws of motion
 How do they function; and


GUIDE QUESTION::
What are the components of well-constructed learning objectives? Explain each.
Answer: There are four components to creating objectives: audience, behavior, condition,
and degree (ABCD). The audience is known as the students in developing the objectives,
thus knowing the audience and what degree of their perspective is crucial. What is the task
to be done by the student or audience? It is either observation or application. What are the
conditions or limits under which the learners will be expected to complete the task? The
degree to which the behavior must be completed.

GUIDE QUESTION::
How do you make a meaningful connection between the competencies and learning
outcomes?
Answer: As a new teacher, I will use the competencies as a foundation for what I teach to
ensure that students are learning the content that they should be learning; this is the science
of teaching. Then, using the competencies, I develop objectives or learning outcomes for my
students; this is the art of teaching. That is how I establish a meaningful link between
competencies and learning outcomes.

GUIDE QUESTION::
In terms of constructing a learning outcome, what did you find out about yourself today?
Answer: In terms of developing a learning result, I found myself to be more realistic and
straightforward. In answering the broad question, it makes no difference whether the
teacher is brilliant or intelligent as long as he or she has the heart of a teacher and the
students have the heart of humility. The learning process is a two-man fight with the same
goal.
GUIDE QUESTION::
What did you commit to change about constructing a learning outcome to better assess the
learners?
Answer: I promise to becoming a better teacher in the future in terms of creating a learning
outcome to better assess the student. Making the learning environment more adaptable to
the students' present knowledge. And, as a devoted student teacher, the learner's product is
far more significant than everything else in the system, thus the learner's learning ability
was at a different level.
 Teaching in
the four corners
of the room is not
enough. Teachers should go out and be able to experience professional collaboration to enrich
teaching practice. Collaborating teachers can transform learning of the students.
What are these professional collaboration? How would these help develop the teaching
practice of a teacher? How a teacher would set professional collaboration?
Specifically, the following are the objectives in this lesson:
1. Determine different professional collaboration that would help the teacher enrich
teaching practice.
2. Reflect on the different professional collaboration for professional growth.

At the end of the session, the practice teachers (PTs) will be able to:
 Seek advice concerning strategies that can enrich teaching practice.
 Write your ideas about the word COLLABORATION

TEAMWORK

Developing a
sense of
COLLABORATION
Equip and belonging and
Empower membership in
a learning
community
Creating a common vision and shared purpose

GUIDE QUESTION::
In one sentence, how will you now define the word collaboration?
Answer: For me collaboration is that to cooperate with others even though you have
differences but you have the same goal.

Read the following articles about teacher collaboration.

Teacher Collaboration
Strong collaboration and collaborative cultures develop over time and require commitment to the
process. While the benefits are clear, genuine collaboration is complex.
Patience in the moment and anticipation for the outcome can lead to deep teacher learning that translates
into tangible student achievement.
What will it take to maximize organizational models for productive teacher collaboration in your
school? School leaders—principals and teachers—need to work together and commit to a collaborative
culture. They need to ensure dedicated time for the organizational model within the school day.
Common planning time, professional learning communities, and critical friends groups each require
regular, dedicated time for teachers to collaborate. With time,
 teachers can develop
authentic
collaborative
communities in which
they address common issues, shared goals or school-wide initiatives; engage in mutually beneficial
endeavours using communal resources; and advance their skills, knowledge, and dispositions related to
student learning.
Retrieved from: https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/
ArticleID/446/Building-Teacher-Collaboration-School-wide.aspx

GUIDE QUESTION::
What is teacher collaboration?
Answer: Collaboration is the process of collaborating to achieve a common goal. The
unifying goal in teaching is always improved student outcomes. It involves group
deliberation, planning, and problem-solving. Inquiring
Together, they used evidence and search to guide their decision-making. Capitalizing on
each other's strengths and limitations. And actively contributing to a courteous and helpful
learning environment.

GUIDE QUESTION::
Why is collaborative planning important to teachers?
Answer: Active collaboration is particularly important for creating a growth-based learning
environment and for increasing student learning progress. Research shows that teachers
who work together and learn from each other are more successful in improving student
outcomes than those who work alone.

GUIDE QUESTION::
What do you think is the most effective strategy for teacher collaboration?
Answer: I believe that the most effective technique for teacher collaboration is to foster
trust and open communication. Teams must have effective interpersonal communication.
Building trust is critical. Address any immediate emotional concerns as well as any
interpersonal issues before moving on. Assignments should motivate team members to
thoroughly explain concepts to one another. According to research, students who provide
and receive complex explanations benefit the most from collaborative learning. The
importance of open communication cannot be overstated.
Article 2:
Teacher Collaboration: How to Approach It In 2020

Teacher collaboration occurs when members of a learning community work together to increase
student learning and achievement. If our ultimate destination as educators is student achievement, think of
teacher collaboration as the journey. Collaboration is not a task to complete then move on, it’s an ever-
changing, ongoing process that is only enhanced by social networks and access to new technology.
The beauty of collaboration is not only the ability to tap into various perspectives and ideas, but also
to share responsibility for our students’ learning. The more people invested in a student’s education, the
better the chance that student has to be successful.
 So, why is it that
effective
collaboration among
teachers is not
happening in any formalized or regular way despite the obvious benefits? It could be that some educators
are unaware of the myriad benefits, or simply haven’t put the time or effort into the collaboration process.
Let’s take a deeper look into how teacher collaboration benefits everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise, learning becomes
more accessible and effective for students. Collaborating means purposefully building interpersonal
relationships and working towards healthy interdependence, which occurs when teachers are comfortable
giving and receiving help without forfeiting accountability.
When we get teachers co-planning and co-teaching based on a shared vision, here are some of the
benefits we can expect:
 Increased Academic Effort — Since teachers who collaborate on instruction are all on the same
page, they can increase the level of academic rigor to match the core competencies they want
students to meet.
 Increased Understanding of Student Data —Teachers are better equipped to deconstruct relevant
data (and implement effective solutions) from both formative and summative assessments. They also
have a sense of shared responsibility for celebrating success and analyzing failure.
 More Creative Lesson Plans — When teachers communicate and share ideas, they also share an
enlarged repertoire of instructional strategies that encourage creative instruction. Colleagues may be
influenced to try different approaches or have opportunities to help a peer with a new approach.
 Less Teacher Isolation — While teachers should not feel forced to collaborate to avoid any
“contrived congeniality,” having the opportunity to share ideas and information combats professional
loneliness and frustration which improves staff morale and professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality — as they are in
so many learning communities around the world. The key is acknowledging, understanding, and working
diligently to overcome the challenges and obstacles standing in the way of high-quality teacher
collaboration.

Challenges of Effective Teacher Collaboration

According to the Global State of Digital Learning Survey, more than 30% of teachers, and nearly
50% of administrators report that teacher collaboration is a top priority for them. When we learned that
almost 30% of those administrators believe that getting their teachers to collaborate is one of their biggest
challenges, we tend to wonder where the disconnection is.
For many schools, teacher collaboration is unchartered territory, leaving the practice unstructured
and inconsistent. The most common challenges of high-quality, effective teacher collaboration is:
 Lack of a True Professional Learning Community (PLC) — PLCs are a powerful tool in
education and school reform. Without a commitment to the PLC process, teacher collaboration can
seem forced and challenging.
 Lack of Planning, Collaboration, or Reflection Time — Many teachers and administrators feel
like there are not enough hours in the school day. The most common challenge of effective
collaboration is a lack of time to focus on working together. While this reason may occasionally be
used to mask other issues—like personality conflicts or fear of judgment — it is still worth noting
that planning time is a valuable resource for educators that should be embedded in their teaching
responsibilities.
 Personality Conflicts and Territoriality—Collaborative groups are comprised of multiple
personalities and unique belief systems which can lead to unproductive experiences.
 The Role of
Technology in
Teacher Collaboration
Despite these challenges, data proves that Professional Learning Communities (PLC) and
Professional Learning Networks (PLN) are extremely effective methods of teacher collaboration that have
a direct influence on student engagement and achievement, as well as growth for the educators who work
with them. Technology plays a major role in modern teacher collaboration. Actively participating in a
PLN on a social network gives you direct access to the knowledge, experience, and resources of countless
educators who you may have never connected with in your immediate professional circles.
Twitter is an amazing digital hub for educators and educational resources. Create an account or log in
to the one you haven’t used since 2013 and follow educators you admire. Take it a step further by
participating in relevant Twitter Chats — when a group of Twitter users (Tweeters?) meet at a
predetermined time to discuss a particular topic.
Also, don’t forget about the built-in capabilities that your district’s learning management system
(LMS) offers. You probably already have the tools to connect with colleagues and share ideas in an
online community tailored to your district or school. It has the communication and sharing tools you
need, your LMS is the perfect place to create common assessments, track student data, share resources,
and keep assignments.
If you’re part of a PLC school in which educators gather regularly for in-person collaborative
sessions, technology is still a tool for high-quality collaboration. Have access to your LMS in these
meetings as a place to create instructional content, store lesson plans and resources, and analyze student
data—with the added benefit of live human interaction.
Video technology aids teacher collaboration, as well. Record lessons to use for professional
development and coaching in collaborative meetings. Or collaborate with teams of teachers on other
campuses via video chat applications like Google Hangouts or Zoom.
Retrieved from: https://www.schoology.com/blog/teacher-collaboration

GUIDE QUESTION::
What can students benefit from teacher collaboration?
Answer: Collaborative learning has been shown to not only develop higher-level thinking
skills in students, but boost their confidence and self-esteem as well. Group projects can
maximize educational experience by demonstrating the material, while improving social and
interpersonal skills. Students learn how to work with various types of learners and develop
their leadership skills.

GUIDE QUESTION::
What are examples of teacher collaboration?

 debating, planning, and problem-solving together

 inquiring together, using evidence and research to guide decision-making
 capitalizing on each other’s strengths and working with each other’s weaknesses
 actively contributing to a respectful and supportive learning environment

GUIDE QUESTION::
 How can you promote teacher collaboration?
Answer: To promote teacher collaboration, everyone must share the same vision and goals
for the common good, create a feeling of community, identify group norms, and work
through many disputes.

Recall the university activity that your organization engaged with. List down the planning, preparations
and adjustments that you did before, during and after the activity.
 Einstein club conduct a lot of meetings before the Science and
Math festival event. The president of the club proposes a lot of
activity that we will conduct, what materials be needed, and
how much will cost in the activity. The president assigned task
to everyone.

During the event all members of the club go to their respective

task. We ensure that the event will be successful we are very
busy that day facilitating the event.

After the event we returned the materials that we used and

return the venue into original. After that our president gave
speech and saying thanks to everyone who collaborate and
participate the said event.

Evaluate your activity using the following rubric.

The Self- Assessment
Foundational Level: Establishing and Supporting Collaborative Teams
1.1 Time for Collaboration
4 3 2 1 RATING

4
Staff have regular Staff have Staff have Staff do not have
collaborative collaborative collaborative collaborative
planning time planning time planning time planning time.
daily or weekly occasionally. infrequently or
as schedule. outside of the
school day.
1.2 Adequate Materials and Resources (meeting space, venue, logistics, etc.).
4 3 2 1 Rating
 4
Collaborative Collaborative Collaborative Collaborative
teams have teams have teams have access teams do not have
access to all access to some to some materials access to any
necessary materials and/or and/or resources necessary
materials and resources and but do not have a materials or
resources. know how to way to request resources.
request additional additional from
from the school. the school.
1.3 Clearly Articulated Roles and Responsibilities (team leader, facilitator, note-taker) Within
Teams
4 3 2 1 Rating

4
Collaborative Collaborative Collaborative Collaborative
teams have a teams have a team members team members do
clearly clearly have informal not have clearly
established established roles and defined roles.
structure with structure with expectations are
defined functions, defined functions, unclear for how
and staff play but staff do not staff should
these roles participate and/or participate or
effectively. fulfill these roles fulfill these roles.
consistently.
1.4 Building Consensus Around Vision and Goals
4 3 2 1 Rating

3
All participating Most Less than half of There is little to
staff have a participating staff participating staff no shared vision
shared vision for have a shared have a shared of how
how collaboration vision for how vision of how collaboration
supports collaboration collaboration supports
improved supports supports improved
programs and improved programs and programs and
activities that will programs and activities, and activities.
help them activities that will there is little
achieve this help them consensus around
vision. achieve this how this vision
vision. translates into
organizational
goals.

Read and analyse the article below and complete the activity that follows.

Building Teacher Collaboration School-wide

Models for teacher collaboration are ineffective without true participation.
Micki M. Caskey and Jan Carpenter
 Teacher
collaboration has
been a common
element of middle grades initiatives for years, typically one or more of these three organizational models:
common planning time, professional learning communities, and critical friends groups.
Each model is distinct, yet they share common features. They 1) advance teacher learning, 2) address
context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5) lead teachers to greater
insights about teaching and learning. The overarching, and arguably the most important common element,
is the goal of improved student learning.
What makes each organization model unique? First, the teachers are organized differently in each
model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the starting point for
teachers’ collaboration differs. In common planning time, teacher teams begin with an analysis of the
holistic needs of students; in professional learning communities, the teacher teams begin with the analysis
of students’ academic progress; and in the critical friends groups, the teacher teams begin with an
identified need or interest for improved practice. The recognized features of each organization model are
summarized in Table 1.

Table 1. Organizational Models That Promote Teacher Collaboration

Common Planning Time Professional Learning Critical Friends Groups
Communities

 Interdisciplinary teams  Disciplinary teams  Group gathers voluntarily to

— teachers share same  On-going process of improve practice through
students collective inquiry and action collaborative learning
 Coordinate team policies research  Uses coaches and specific
and procedures  Collective analysis of student protocols used to guide
 Discuss students assessment data in relation to sessions
 Meet with parents specific learning targets  Identify school-specific
 Plan team activities,  Use of data to inform and student learning goals, reflect
thematic or cross-curricular assess effectiveness of on practices for achieving the
units instruction goals, collaboratively
 Examine student work examine student work
 Participate in professional
development

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers engage in a
model can make a difference. Teachers’ personal stance about whether they “have to” or “want to”
participate in an organizational model is critical to successful collaboration. Equally important is
understanding how to engage effectively in collaborative work with colleagues.
As with other skills, we gain a greater capacity for collaboration with the opportunity to practice.
To initiate or revitalize teacher collaboration in your school, try these five strategies.
 1. Create a truly
shared vision and
goals. The level of
ownership they feel in the process influences how much teachers actually invest in collaborative work. A
shared vision and goals can lead to that sense of ownership. For example, identify your team’s shared
vision of caring for students and student learning, set goals related to that vision, discuss how the team’s
work can help attain those goals, and check in often to assess progress. The strong connection between
the work and the vision of the team can help individuals see purpose and assume ownership in the
process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to know your
colleagues, understanding their passions, and taking the time to connect on a personal level can help
members gain mutual respect and look past perceived eccentricities in others. Establishing shared values
and commitments can unify the group and provide purpose for their collective work. Like all
relationships, a collaborative community develops over time and requires work to maintain.
Trust influences the effectiveness of collaborative work. Respecting group commitments such as being
fully present at meetings and seeing the best in others helps establish trust and build a cohesive
community. Other ways to develop community include establishing traditions, celebrating
accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable or stressful at times. When
we are transparent about our work and our beliefs, our colleagues can see our limitations as well as our
strengths, placing us in a position of vulnerability. Sharing with and trusting colleagues require courage
and humility. A climate of trust can help establish the safe environment that’s necessary for open
communication.
Identifying and establishing group norms also can help develop that safe environment. Norms might
include defining roles and responsibilities, using protocols for interpersonal communication, and outlining
parameters for time management.
Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each team member
helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing data, or studying a
new practice, teams should understand the roles of, and differences between, dialogue and discussion.
They are equally important to the group process.
Discussion moves the conversation forward. In discussion, individuals state their opinions for the purpose
of building consensus or making decisions.
The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple perspectives, values
the exploration of biases and assumptions, questions the status quo, and entertains new ways of knowing
and being. Dialogue requires active listening, willingness to state beliefs, the ability to bear the tension of
ambiguity, and belief in the transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as individuals and teams
explore new ideas for practice. However, dialogue may also lead to conflict. It can be helpful for your
team to develop a conflict management plan and to monitor conflict as it arises.
Teams can help manage conflict by providing time, space, grace, and support for individuals as they work
through their emotions. Individuals also should monitor their own emotions and practice self-care.
Using professional judgment, your team can determine when to explore the roots of conflict and when to
provide space for reflection and cooling down. While sometimes uncomfortable, conflict often provides
growth opportunities.
 Recall the activities
for PT01 that you have collaborated with your colleagues. Reflect on what you have worked and describe
which model did you follow. Elaborate your experience here.

Collaboration improves the way your team works together and

problem solves. This leads to more innovation, efficient processes,
increased success, and improved communication. Through listening
to and learning from team members, you can help each other reach
your goals. The best collaboration we made in my group is that the
team teaching. We have a lot of struggles in our LP because it’s to
long and we think we cannot finish it in time so our adviser helps us
in our LP. After the LP was approved, we plan what to do during the
demonstration. We think a theme that will suit and enjoyable in the
class. After we decide what theme we start printing, buying
materials, cutting etc. That time was so tired but we must not quit
because it is about our future. So after that we practice our part and
thanks God it was worth it. We get a good feedback from the teacher
who observe us and we deliver our part well and we can see that the
students are happy in our demonstration.