MEETING MINUTES

Date: __________
Time: __________
Venue: ___________

Attendees:

Ms. Blessie Bedania (Facilitator)

Mr. Aries Montana
Ms. Nimrelyn Famisaran
Ms. Irma Lopez
Mr. Joemar Coz (Evaluator)

Agenda: Effectiveness of Teaching Strategies in Promoting Learner Achievement in Literacy

and Numeracy in Teaching Mathematics

Meeting Summary:

Ms. Blessie Bedania called the meeting to order and welcomed everyone present. She
provided a brief overview of the meeting's objective: to discuss and evaluate teaching strategies
that promote learner achievement in literacy and numeracy in the context of teaching
mathematics. Ms. Bedania emphasized the importance of enhancing student engagement,
understanding, and performance in these crucial areas.

Each participant was given the opportunity to share their perspectives on effective
teaching strategies in promoting learner achievement in literacy and numeracy. Mr. Aries
Montana began by highlighting the significance of incorporating real-life examples and problem-
solving activities in mathematics lessons. He cited an example where students were presented
with a real-world scenario involving budgeting and asked to apply their numeracy skills to solve
financial problems. This approach not only improved their mathematical abilities but also their
financial literacy.

Ms. Nimrelyn Famisaran shared her perspective on the importance of differentiation. She
described how she adapted her teaching methods to meet the diverse needs of her students. By
offering various learning pathways, such as visual aids, manipulatives, and group work, she
witnessed improved literacy and numeracy outcomes among her students.

Ms. Irma Lopez emphasized the integration of technology in teaching mathematics. She
explained how she used interactive tools and educational apps to engage her students in hands-on
learning experiences. She cited an example of a virtual manipulative app that allowed students to
explore geometric concepts in an interactive and engaging manner. This approach not only
improved their mathematical skills but also their digital literacy.

Following the sharing of perspectives, the participants engaged in a discussion to identify

common themes among the strategies presented. They recognized that hands-on activities, real-
life examples, differentiation, and technology integration were effective in promoting learner
achievement in both literacy and numeracy in teaching mathematics. They acknowledged that
these strategies fostered deeper student engagement, conceptual understanding, and application
of mathematical concepts.

The group then focused on collaborative problem-solving, addressing challenges

encountered while implementing the identified strategies. The participants discussed issues such
as limited resources, time constraints, and the need for ongoing professional development. They
brainstormed potential solutions, including seeking external funding for additional resources,
collaborating with other teachers to share materials and ideas, and attending professional
development workshops and conferences to enhance their teaching practices.

Building upon the identified common themes and solutions, the participants developed an
action plan to implement effective teaching strategies. They agreed to create a shared online
resource repository where they would collect and share relevant materials, lesson plans, and
assessments aligned with the identified strategies. Additionally, they planned to organize regular
collaborative meetings and workshops where they would continue to explore and refine their
teaching practices. They recognized the importance of monitoring and evaluating the
effectiveness of their strategies and agreed to incorporate assessment and reflection into their
plan.

During the meeting, the participants collectively recognized that effective teaching
strategies in promoting learner achievement in literacy and numeracy in teaching mathematics
included: a. Incorporating real-life examples and problem-solving activities to make mathematics
relevant and engaging for students, b. Implementing differentiation strategies to address the
diverse learning needs of students and provide multiple entry points for understanding
mathematical concepts and c. Integrating technology tools and interactive resources to enhance
student engagement and facilitate interactive exploration of mathematical concepts.

The participants emphasized that these strategies, when applied appropriately, resulted in
improved student outcomes, including enhanced literacy and numeracy skills, deeper conceptual
understanding, increased motivation, and improved critical thinking abilities.

Mr. Joemar Coz, Master Teacher I, commended the participants for their active
engagement and thoughtful contributions during the collegial discussion. He highlighted the
importance of their identified effective teaching strategies and encouraged them to continue
implementing and evaluating these strategies in their classrooms. Mr. Coz expressed confidence
in the participants' dedication to professional growth and student achievement.

The meeting concluded with Ms. Blessie Bedania expressing her gratitude to all
participants for their valuable insights and contributions. She encouraged them to continue their
collaboration and wished them success in implementing the identified effective teaching
strategies.

Minutes recorded/prepared by:

________________________

MEETING MINUTES

Date: __________
Time: __________
Venue: ___________

Attendees:

Ms. Blessie Bedania

Ms. Irma Lopez
Ms. Nimrelyn Famisaran
Mr. Aries Montana
Mr. Joemar Coz (Evaluator and Facilitator)

Agenda: Reviewing Colleague and Teacher/Learner Feedback to Enrich Teaching Practice in

Mathematics

Meeting Summary:

Ms. Blessie Bedania called the meeting to order and welcomed the attendees. She
outlined the purpose of the meeting, which was to discuss the importance of reviewing colleague
and teacher/learner feedback to plan, facilitate, and enrich teaching practices in mathematics. Ms.
Bedania emphasized the significance of continuous improvement and the value of feedback in
refining teaching strategies.

Each participant was given an opportunity to share their perspectives on the role of
feedback in enriching teaching practice in mathematics. Mr. Aries Montana initiated the
discussion by highlighting the impact of peer feedback. He shared an example of a collaborative
lesson observation where he received constructive feedback from a colleague, leading to a more
effective delivery of mathematical concepts. He emphasized the value of multiple perspectives
and the opportunity to learn from colleagues' experiences.

Ms. Nimrelyn Famisaran expressed the importance of student feedback in shaping

teaching practices. She described how she regularly sought input from her students through
surveys and one-on-one conversations to understand their learning experiences. Their feedback
helped her tailor her instructional methods, create engaging activities, and provide targeted
support to address their needs.

Ms. Irma Lopez emphasized the role of self-reflection and self-assessment in teaching
practice. She discussed how she used self-reflection tools and student achievement data to
identify areas of improvement in her mathematics instruction. By analyzing the feedback she
received from students and her own observations, she was able to make adjustments to her
teaching strategies and improve student outcomes.
 The participants engaged in a discussion to identify common themes regarding the
importance of feedback in enriching teaching practice in mathematics. They agreed that feedback
from colleagues, students, and self-reflection were all valuable sources of information for
professional growth. They acknowledged that feedback provided insights into instructional
strengths and weaknesses, allowed for targeted improvements, and promoted student-centered
approaches.

The group then focused on collaborative problem-solving, addressing challenges

associated with receiving and utilizing feedback effectively. The participants discussed common
challenges such as time constraints, varying perspectives, and the need for clarity in feedback.
They brainstormed solutions such as creating structured feedback protocols, establishing regular
feedback cycles, and fostering a culture of open communication and trust among colleagues and
students.

Based on the identified themes and solutions, the participants developed an action plan to
integrate feedback into their teaching practices. They agreed to implement regular peer
observations and feedback sessions, where colleagues would observe each other's mathematics
lessons and provide constructive feedback. Additionally, they planned to incorporate student
feedback through surveys, exit tickets, and student conferences to gain insights into their
learning experiences. They emphasized the importance of setting clear expectations and
providing timely feedback to students as well. The participants committed to dedicating specific
time for self-reflection and self-assessment to enhance their teaching practice continuously.

During the meeting, the participants collectively recognized that feedback enriched
teaching practice in mathematics in several ways such as colleague feedback provided diverse
perspectives and insights, enabling teachers to refine their instructional approaches and enhance
student engagement and understanding, student feedback offered valuable insights into their
learning experiences, allowing teachers to tailor instruction, differentiate their teaching
strategies, and provide targeted support to address individual needs and self-reflection and self-
assessment facilitated continuous improvement by enabling teachers to identify areas of growth,
reflect on their instructional choices, and make necessary adjustments to enhance student
achievement in mathematics.

Mr. Joemar Coz, the evaluator and facilitator, commended the participants for their active
participation and thoughtful contributions. He emphasized the importance of creating a culture of
continuous improvement through feedback and reflection. Mr. Coz acknowledged the
participants' commitment to professional growth and the positive impact their efforts would have
on student learning outcomes.

The meeting concluded with Ms. Blessie Bedania expressing her appreciation to all
participants for their valuable insights and contributions. She encouraged them to continue
leveraging feedback to enhance their teaching practices and foster student success in
mathematics.

Minutes recorded/prepared by:

________________________

MEETING MINUTES

Date: __________
Time: __________
Venue: ___________

Attendees:

Mr. Aries Montana

Ms. Blessie Bedania
Ms. Nimrelyn Famisaran
Ms. Irma Lopez
Mr. Joemar Coz (Advisor)

Agenda: Planning for the Selection, Organization, Development, and Use of Teaching and
Learning Resources, Including ICT, to Address Specific Learning Goals

Meeting Summary:

Mr. Joemar Coz called the meeting to order and welcomed all participants. He provided
an overview of the meeting's objective, which was to discuss and plan for the effective selection,
organization, development, and use of teaching and learning resources, including ICT, to address
specific learning goals and enrich teaching practice in mathematics.

Each participant was given the opportunity to share their perspectives on the use of
appropriate teaching and learning resources, including ICT, in addressing specific learning goals
in mathematics. Mr. Aries Montana shared his experience with using virtual manipulatives and
simulations to support conceptual understanding. He cited an example of using an interactive app
to help students visualize fractions and explore fraction operations. This approach enhanced
student engagement and deepened their understanding of fractions.

Ms. Blessie Bedania highlighted the importance of utilizing various resources, such as
textbooks, workbooks, and online platforms, to cater to different learning styles and preferences.
She emphasized the need to align resources with the specific learning goals and curriculum
standards. Ms. Bedania shared an example of using differentiated worksheets to provide practice
opportunities for students at different skill levels.

Ms. Nimrelyn Famisaran emphasized the role of ICT in enhancing accessibility and
engagement in mathematics. She discussed the use of online tutorials, instructional videos, and
educational websites to support students' independent learning. She cited an example of using a
math-based game app that encouraged students to practice and reinforce their problem-solving
skills.
 Ms. Irma Lopez highlighted the importance of creating a well-organized resource library.
She shared her experience in curating a collection of digital resources, including online
textbooks, interactive websites, and video lessons. Having a comprehensive and accessible
resource library allowed her to quickly find appropriate materials to support specific learning
goals and address students' diverse needs.

The participants engaged in a discussion to identify common themes regarding the use of
appropriate teaching and learning resources, including ICT, to enrich teaching practice in
mathematics. They agreed that:
1. Resources should be aligned with specific learning goals and curriculum standards;
2. Multiple resources should be utilized to cater to diverse learning styles and preferences;
ICT resources, such as virtual manipulatives, simulations, online platforms, and
educational apps, could enhance engagement, visualization, and independent learning in
mathematics.

The group then focused on collaborative problem-solving, addressing challenges

associated with the selection, organization, development, and use of teaching and learning
resources. The participants discussed challenges such as resource evaluation, time constraints in
finding suitable resources, and limited access to technology. They brainstormed potential
solutions, including collaborating with colleagues to share resources, conducting thorough
evaluations of resources, and seeking professional development opportunities related to resource
integration and ICT use.

Building upon the identified themes and solutions, the participants developed an action
plan to effectively use appropriate teaching and learning resources, including ICT, to address
specific learning goals in mathematics. They agreed to:
1. Collaborate and share resources within the collegial group, creating a resource repository
that aligns with curriculum standards and specific learning goals;
2. Conduct thorough evaluations of resources, considering factors such as accuracy,
appropriateness, and pedagogical effectiveness;
3. Attend professional development workshops or webinars focused on integrating ICT
resources into mathematics instruction; and
4. Continuously update and expand the resource library to accommodate the evolving needs
of students and curriculum changes.

During the meeting, the participants collectively recognized that the use of appropriate
teaching and learning resources, including ICT, enriched teaching practice in mathematics by:
1. Addressing specific learning goals and catering to diverse learning styles and
preferences;
2. Enhancing student engagement, visualization, and independent learning;
3. Providing opportunities for interactive and hands-on exploration of mathematical
concepts; and
4. Supporting differentiation and providing practice opportunities at different skill levels.
 The participants emphasized the need for careful evaluation, organization, and continuous
development of resources to ensure their effectiveness in supporting student learning.

Mr. Joemar Coz provided advice and guidance based on the discussion. He commended
the participants for their commitment to resource selection and utilization. Mr. Coz encouraged
them to actively collaborate, seek ongoing professional development, and remain reflective in
their resource choices to ensure the enrichment of teaching practice in mathematics.

The meeting concluded with Mr. Joemar Coz expressing his appreciation to all
participants for their valuable insights and contributions. He encouraged them to implement the
discussed strategies and continue their dedication to enhancing teaching and learning in
mathematics.

Minutes recorded/prepared by:

________________________
 MEETING MINUTES

Date: __________
Time: __________
Venue: ___________

Attendees:

Mr. Aries Montana

Ms. Blessie Bedania
Ms. Nimrelyn Famisaran
Ms. Irma Lopez
Mr. Joemar Coz (Facilitator)

Agenda: Reviewing the Design, Selection, Organization, and Use of Effective Assessment
Strategies in Mathematics to Enrich Teaching Practice

Meeting Summary:

Mr. Joemar Coz called the meeting to order and welcomed all participants. He introduced
the agenda, which focused on reviewing the design, selection, organization, and use of effective
diagnostic, formative, and summative assessment strategies consistent with curriculum
requirements to enrich teaching practice in Mathematics.

Each participant had the opportunity to share their perspectives on the importance of
effective assessment strategies in Mathematics. Mr. Aries Montana emphasized the role of
diagnostic assessments in identifying students' prior knowledge and understanding. He shared an
example of using a pre-assessment questionnaire to gauge students' familiarity with specific
mathematical concepts. This allowed him to tailor his instruction and differentiate learning
experiences based on individual needs.

Ms. Blessie Bedania discussed the significance of formative assessments in monitoring

students' progress and providing timely feedback. She cited an example of using exit tickets and
quick quizzes to assess students' understanding after a lesson. This information helped her
identify misconceptions, adjust instruction, and provide targeted support to address learning
gaps.

Ms. Nimrelyn Famisaran highlighted the importance of using a variety of assessment

strategies to cater to different learning styles and preferences. She shared her experience with
incorporating performance-based assessments, such as project-based tasks and group
presentations, to assess students' problem-solving and critical thinking skills in Mathematics.
 Ms. Irma Lopez emphasized the role of summative assessments in evaluating overall
student achievement and providing a comprehensive view of their learning. She discussed the
use of end-of-unit assessments, standardized tests, and rubrics to measure students' mastery of
specific mathematical concepts and skills.
The participants engaged in a discussion to identify common themes regarding the
design, selection, organization, and use of effective assessment strategies in Mathematics. They
agreed that: diagnostic assessments provide insights into students' prior knowledge and inform
instructional decisions, formative assessments support ongoing monitoring of student progress
and guide instructional adjustments, using a variety of assessment strategies accommodates
diverse learning styles and preferences, and summative assessments evaluate overall student
achievement and provide a comprehensive view of learning outcomes.

The group then focused on collaborative problem-solving, addressing challenges

associated with the design, selection, organization, and use of effective assessment strategies.
The participants discussed challenges such as time constraints, aligning assessments with
curriculum requirements, and ensuring the validity and reliability of assessments. They
brainstormed potential solutions, including prioritizing essential curriculum content,
incorporating technology for efficient assessment administration, and establishing clear
assessment criteria and rubrics.

Building upon the identified themes and solutions, the participants developed an action
plan to enhance their assessment strategies in Mathematics. They agreed to:
1. Collaboratively review and revise existing assessment practices to align them with
curriculum requirements,
2. Incorporate a mix of assessment strategies, including diagnostic, formative, and
summative assessments, to cater to different learning needs,
3. Develop clear assessment criteria, rubrics, and exemplars to ensure consistency and
clarity in grading and feedback,
4. Explore the use of technology for efficient administration and analysis of assessments,
such as online quizzes and data tracking tools, and
5. Regularly engage in professional development and collaboration to enhance assessment
literacy and share best practices.

During the meeting, the participants collectively recognized that reviewing the design,
selection, organization, and use of a range of effective diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements enriched teaching practice in
Mathematics by: providing valuable insights into students' knowledge, understanding, and
progress, guiding instructional decisions and differentiation based on individual needs, fostering
ongoing feedback and timely interventions to address learning gaps, promoting student
engagement and ownership of learning, and ensuring alignment with curriculum requirements
and evaluation of overall student achievement.

Mr. Joemar Coz commended the participants for their active engagement and
collaborative problem-solving. He acknowledged their dedication to enhancing assessment
strategies and emphasized the importance of aligning assessments with curriculum requirements.
Mr. Coz encouraged ongoing professional development and collaboration to continuously
improve teaching practice.

The meeting concluded with Mr. Joemar Coz expressing his gratitude to all participants
for their valuable contributions. He encouraged them to implement the discussed strategies and
continue to review and refine their assessment practices to enrich teaching and learning in
Mathematics.

Minutes recorded/prepared by:

________________________