TEACHER’S INTERVIEW FORM

I. TEACHER’S PROFILE

A. Name
B. Age
C. Highest Educational Attainment
D. Position
E. School/Office
F. Years of Service
G. The subject of Specialization

II. INTERVIEW QUESTIONS

QUESTION ANSWER

IT WAS A CHALLENGE FOR US SINCE

1. How do you feel about the sudden shift of
learning modality implemented this school
year? What preparations did you make to
cope up with this shift?
WE HAVE TO PRINT MODULES AS WELL
AS MAKE ANSWER SHEETS FOR THE
LEARNER DUE TO AN INADEQUATE
SUPPLY OF MODULES COMING FROM
THE DIVISION.

BEFORE COVID, THE GRADING SYSTEM

2. What educational shifts were made to cope
up with this new learning setup? In terms
of grading? In terms of assessment?
3. What were the challenges you encountered
in this new teaching-learning modality?
4. How can we help learners to develop their
learning skills (reading, speaking,
listening, writing, and viewing) in this new
set-up of learning?
THAT was USED BACK THEN WAS 20%
for the written task, 20 % for quarterly
assessments and 60% for the performance task.
During covid, because of distance learning the
students by their performance tasks (70%) and
written works (30%).
The challenge I encountered during that time
was the delay in returning their modules no
matter how many times we reminded their
parents on the day of submission.
I was assigned to a school where it was located
in the hinterland part and communication with
students was hard due to no signal. To help
learners develop their learning skills we made
contact and asked help from the Brgy official
for assistance. We conduct our reading and

5. How can we help the learners develop their
cognitive, affective and psychomotor skills
in this new modality of learning?
6. As learning modules are the primary
learning materials utilized by students
today, how can we help learners create
meaning through this modality?
writing tutorials at the Brgy-covered court once
or twice a week. For students who are situated
in the far-flung area, we make use of the two-
way frequency radio for the reading activity
with the help of the Brgy official assigned in
that purok/zone.
As a MAPEH teacher, I would ask them to
make a monthly workout and exercise plan,
this will help them to think about what exercise
they will include in their plan, and this will
also help them to reflect on how this set of
exercises change their lifestyle and fitness
level. Lastly, this planner will serve as a tool to
check their progress in performing those lists
of exercises.
First, Write the learning outcomes action verbs
describing behaviors that are observable and
measurable. Second, Create the assessment/s. it
is helpful to think about how you will find out
that students have gained the knowledge and
skills that you want them to learn as soon as
you write the learning outcomes. Proceeding in
this sequence helps keep the learning outcomes
and student assessments aligned. Many times,
learning materials and activities teach or
practice more than the specific things we want
to assess. Consider including low stakes
assessments that help students self-monitor
their progress. Create rubrics if appropriate to
guide your grading and help students
understand in which aspects of the assignment
they did well and in which aspects they can
improve. Third, Create or curate learning
materials and activities, Students enjoy seeing
materials created by their teachers even if the
materials are not as polished. Teacher-created
content helps make the course feel warmer and
less “canned.” Engage them in active learning
by telling them what to look for, what
questions to be asking themselves and what to
be writing down as they go through the
materials. Fourth, Sequence learning materials
and activities to create a learning experience
Put the materials and activities into a coherent
sequence. Think about guiding students
through them in a way that feels like a holistic
learning experience rather than a series of
discrete “things” to go through. Lastly, Write
instructions for students. Include steps, tips,
and due dates. Add comments about how the
content of this module connects with what
students have learned before and what they
will learn later. Write in short sentences and
use bullet points and numbered lists. Ask a
colleague or family member to look over your
instructions to check for clarity and typos.

7. Considering the different learning
backgrounds and environments of the
learners, how can we facilitate learning in
this new set-up?
8. Considering the learner's multiple
intelligences, what interventions did you
make to meet the student's learning needs?
9. What are the possible activities that we can
impart for the learners to be able to show
progress of learning?
10. As an English language teacher, what do
you think is the best way to assess students'
learning at this time? How can this be
implemented?
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Student Teacher’s Name and Signature
III. DOCUMENTATION
IV. PRINTED INSTRUCTIONAL MATERIAL GIVEN TO THE TEACHER
V. REFLECTION
Providing weekly learning for students to
follow what subjects are assigned to be
answered on that day. Also, instruct their
parents to check if they are doing their
modules.
Ask students to act out a skit, dance, or
physically simulate a scientific process. Use
manipulatives in math, have them build a
model with clay or create a collage about an
important concept. assignments that challenge
them to make connections between their
personal experiences and the class subject or
Develop a portfolio of individual assignments
Giving them weekly quizzes and a journal
notebook for reflection/feedback on their daily
task
I'm not a language teacher but I think it would
be best if it's on their written works(quizzes)
and task. Through Weekly quizzes, the teacher
will be able to see if the learners are reading
and studying the topic based on the results
they've got.
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Interviewed Teacher’s Name and Signature