PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Name: Date: October 16, 2023

Gonzales, Jeia
Zapa, Shiela Mae

Year and Section: BVE III-11 Activity: Asyncronous Task #3

Basic Information of Interviewees:

Ana Jean B. Andales

Grade 8 ESP Teacher
10 years in Teaching

Irene Gagarino
AB Psych graduate (PNU-Manila)
Paranaque Elementary School-Central

Grade level of Teacher Interviewed:

Grade 8 and Grade 6

Assessment Methods and Strategies Shared

Formative Assessment Summative Assessment

Diagnostic Test Quizzes

Drills Periodical Test

Evaluation Portfolio

Appropriate and Inappropriate Assessment Methods and Strategies

Appropriate Inappropriate

The interviewees have conducted the Drawing from the interviewers' prior
following methods and strategies: knowledge with the lessons related to
methods and strategies:
● Oral recitation - At the beginning,
during or after the topic ● Interviewer Zapa think it’s good if
● Scaffolding Method - Whenever a new there is also group activity or
topic would be introduced. collaboration in the strategy of Ma’am
● Reflection Paper/Journal - used at the Andales. According to Piaget (1926,
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

end of session or after the lesson.
● Group Discussion/Debate - If the topic
necessitates a discourse among the
class.
● Pre-Test - Done before the lesson.
● Post-Test/Evaluation - Done after the
lesson.
● Short Quiz - Before or after the lesson
● Long Quiz - After the two or three
lessons
● Portfolio - Done at the end of the
quarter
● Periodical Test - Conducted at the end
of the quarter
● Project Requirement - A major
requirement which illicit performance
based assessment (roleplay, video,
product etc.)
1950), when students have the
opportunity which permits them to
interact with one another during the
learning process, then their learning
tend to be enhanced due to the
exposure to intellectual diversity of
their classmates. Hence, it is also
important that our learners have
interaction with each other or share
ideas especially that we should utilize
collaborative and reflective
pedagogical approaches in our
curriculum.
● Interviewer Gonzales perceived it
would be better if the approach was
more concentrated on learner centered
approach. Lacking in encouraging
students to voice out their perspective
and learnings by establishing more
opportunity in recitations could be
improved. In a study conducted by
Cheang (2009), it revealed that the
approach of learner- centered was
deemed efficient in fostering
motivation and learning strategies
across various domains. Implementing
this would increase the likelihood of
students engagement within the
learning process.

Other Details Noted:

● Ano po ang measurement niyo para ma-assess ang effectivity ng instructional

material at teaching strategy niyo?
Interviewee:
“Kung ang mga mag-aaral ay nakakakuha ng tamang kasagutan o mataas na marka sa
pagtataya at naipaliliwanag ang bawat tanong ng tama sa sariling mga salita ayon sa
napag-aralang mga konsepto.”
“If the class is truly engaged, kapag maraming nakakapag recite.”
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

● Ano po ang maipapayo niyo sa mga Values Education/ESP Teachers upang mas
maging mahusay at epektibo ang daloy ng klase?
Interviewee:
“Sa umpisa pa lamang ay dapat mag-set ng rules na siyang dapat gawin at sundin sa loob ng
klase.
Gumamit ng mga interaktibong mga Intructional Materials na makatutulong at hihikayat sa
mabilis na pagkaunawa ng mga mag-aaral.
Maging masigla sa pagtuturo.
Bigyan ng pagkakataon ang bawat mag-aaral na makapagpahayag ng kanilang mga ideya
Maging maunawain at mapagmahal sa mga mag-aaral.”

"Laban lang at ipaintindi ninyo nang mabuti sa bata ang lesson. Wag na wag susukuan ang mga
students."

References:

Cheang K. I. (2009). Effect of learner-centered teaching on motivation and learning strategies in

a third-year pharmacotherapy course. American journal of pharmaceutical education, 73(3), 42.
https://doi.org/10.5688/aj730342.
Piaget, J. (1926). The Language and Thought of a Child. New York, NY: Harcourt, Brace.
Piaget, J. (1950). The Psychology of Intelligence. New York, NY: Harcourt