MODULE 2

Lesson 1 Class Activities and MELCS

Lesson 2 Open Educational Resources and

DepEd Commons

Lesson 3 Assessment Practices

Lesson 4 Demonstration Teaching

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MODULE I

 INTRODUCTION
This module mainly discusses class activities and MELCS, open
educational resources and DepEd commons, assessment practices, and
demonstration teaching. Relevantly, this aims to improve the delivery of
instructions for the learners to receive quality education. When the teachers
are equipped with resources and strategies, the learners could receive equal
access to education and the learning process will certainly be successful.

OBJECTIVES

After studying the module, you should be able to:

1. observe the different ways in which teachers are documenting and

compiling class activities in the new normal;
2. identify open education resources and DepEd commons which are
essential for the teaching-learning process;
3.
4.

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully, then
answer the activities provided by the teacher to find out how much you have
benefited from it. Work on the exercises competently, then submit your
outputs to your instructor on the agreed online platform.

In case you encounter difficulty, discuss this with your instructor

during the face-to-face meeting. If not, contact your instructor at the
DMMMSU office or the given contact details.

Good luck and happy reading!

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Lesson 1

 Documenting and Compiling Class

Activities

Class activities are activities done by the student as part of applying or

performing the practical components of the lesson after listening or reading
to the theoretical components presented by the teacher or the module. Class
activities apply to a wide range of practical endeavors like skill-based games,
strategic and interactive activities that support and reinforce the students'
educational development. The goal of activities is to enhance students'
understanding, reception, assimilation, and application of skill or
effectiveness in a specified area by engaging in multiple styles of learning.

School activities can also serve as a motivational tool as it naturally injects

fun factor and has the ability to bolster student confidence and on-the-fly
thinking faculties.

The teacher intends to use these class activities to use based on the lesson
objectives which can be one of the following:

-discovery learning activities that require students to

draw from their bank of past and existing knowledge to
discover facts, establish correlations, and acquire new
knowledge

-hands-on learning activities that require physical

participation of the students to synthesize, collate, or
analyze and explain concepts

-meaningful exploration that aims to give learnings better

understanding of concepts and how they relate to other
concepts.

It is therefore critical that you, as a future teacher, be able to effectively

manage class activities by documenting, and compiling them in an organized
and systematic way to better track learning progress.

The practice of documentation is a means of making learning visible and

easier to track. Documentation, however, is more than just capturing and
preserving a moment in time, or more than just a "throwback gallery" of what
students did in class. According to Rinaldi (2001), "Documentation is not
about what we do, but what we are searching for..." It is an attempt to
revisit, reflect on, and integrate learning over a period of time.

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Documentation is the process of gathering evidence and artifacts of what

happens in the classroom.

What makes documentation more than just a record of class activities? In the
publication, Making Teaching Visible (Project Zero, 2003), the documentation
process is guided by five practice principles:

1. Documentation involves a specific question that guides the process,

often with an epistemological focus (focus on questions of learning).

2. Documentation involves collectively analyzing, interpreting, and

evaluating individual and group observations; it is strengthened by
multiple perspectives.

3. Documentation makes use of multiple languages (different ways of

representing and expressing thinking in various media and symbol
systems).

4. Documentation makes learning visible; it is not private. Documentation

becomes public when it is shared with learners, whether they are
children, parents, or teachers.

5. Documentation is not only retrospective; it is also prospective. It

shapes the design of future contexts for learning.

Due to the pandemic, however, documentation has taken a whole new turn.
Because class outputs and activities has now become in an online or virtual
capacity, there are many advances in technology that has streamlined the
process of documenting and compiling class activities.

 Learning Activity

Based on your observations, what are the new ways in which the teacher
documents class activities? List down five (5) and describe each
tool/approach.

1.

2.

3.

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4.

5.

THINK!

Why is documentation of class activities important?

Learning Management Systems

Because of the pandemic, the learning environment has changed

drastically. No one could have predicted that the seemingly indestructible
and perennial walls of our school buildings and classrooms would be toppled
and rendered useless by something that is so small, it is invisible to the naked
eye. Gone are the days when students participate and interact in real-time
and in the same location, and the four corners of the classroom has been
shifted into the corners of your laptop screen, tablet, or smartphone. While
the skill of effective management and organization of a physical classroom
still remains a valuable asset today, a future-oriented instructor must be
savvy in using technology to create, design, and implement teaching in a
virtual classroom.

A virtual classroom is usually supported by a platform generally

regarded as learning management system (LMS) in a flexible learning
modality involving online learning.

LMS is a course organizer software. It helps teachers plan, create,

manage, and deliver online education programs (Habulan, 2016). The most
common ones are Canvas, Moodle, Google Classroom, Edmodo, Blackboard,
Microsoft teams, Seasaw, and our local one is Genyo.

Below are some of the LMS common features and functions and tasks
that teachers are able to use:

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1. Dashboard – allows the teacher to see all his/her class/course cards

2. Module Container – uploads modules and organize them
3. Sandbox – a workspace that will enable teachers to make drafts or explore
the functions and practice setting up a subject or course
4. Announcements – communicate with students regarding instruction,
reminders, and changes
5. Discussion boards – set up discussion boards; make students collaborate
6. Meeting rooms – allow the teacher to present lessons and discuss with
students synchronously; enables learners to collaborate on a task/project
7. Assignment – allows orderly giving and scoring assignments
8. Assessment/ Quizzes – administer formative and summative assessment
9. People – see who are the members of the class, get to know the learners
more through their profiles
10.Resource and add-ons – share and store files, use apps that support or
supplement the other functions of LMS

Your task in this module is to participate and assist in a virtual

learning environment through an LMS. Notice how organized his/her virtual
classroom. Apply your skills in facilitating the teaching and learning process
by participating in one or more of the teacher tasks discussed above.

In this lesson, consider what you learned in your technology class about
TPACK model. An effective teacher has technological, pedagogical and
content knowledge, TK, PK, and CK. In planning, setting up, and utilizing a
virtual environment through an LMS, these three components interface. You
need to have content mastery of what you will teach (CK). You also need to
know how to facilitate the teaching-learning process from beginning (gaining
students’ attention) to end (assessment and transfer) (PK); and have
technological knowledge (TK).

When you apply your technological knowledge to deliver accurate and

relevant content using the most appropriate pedagogical strategies in the
context of a virtual learning environment, and the learners achieve the
learning outcomes, boom! You have successfully interfaced TPACK!

Revisit the infographic on TPACK and how it relates to Learning

Management Systems (LMS). You may open the LMS sites on the internet to
see how they are structured. You can try different functions and tools work.

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TPACK MODEL
Reproduced by the permission of the publisher, ©2012 by TPACK.ORG

 Learning Activity

Your guide to participate and assist:

1. Request your FS resource teacher or another teacher who uses an LMS for
his/her class to give you an access and allow you to, “observe” his/her virtual
classroom through the LMS.
2. If possible, request the teacher to demonstrate how to navigate and use
the LMS.
3. Ask the teacher how you can participate or assist in tasks that the teacher
is organizing or preparing in the LMS.
4. Be guided by the TPACK infographic in this module. The questions found
there will help you notice, analyze and reflect very well.

Level/ Grade of the Class:

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Subject:
Lesson or Topic:
Lesson objectives/learning outcomes:

Which LMS did the teacher use: Check one or more that were used.
_____ Moodle ______ Genyo
_____ Schoology ______ See saw
_____ Google Classroom ______ others
________________
_____ Edmodo
What tasks did you participate or assist in? Fill out the table below.
What components or parts were Under these LMS components or
present in the LMS used by the parts, what tasks did you
teacher? participate/ assist in?

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After you participated or assisted in the LMS, describe what you observed and
experienced by answering the items below.

1. Describe the structure of the LMS utilized by the teacher. How was it
organized? What main components dis you find?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How was the content taught or delivered? How were the learning activities
arranged? What strategies did the teacher or you use to help students attain
the objectives/outcomes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What was your experience in participating and assisting?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Attach pieces of evidence of what you accomplished in this lesson.

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Lesson 2

 Open Educational Resources

and DepEd Commons

Utilizing Teaching-Learning Resources and ICT

With the lightning speed by which technology is evolving, technology

continues to be an ever significant part of the learning environment. This
episode provides an opportunity for students to examine a Learning Resource
Center or Multi-Media Center and learn about its collection, services,
equipment, observe how a teacher utilizes technology for instruction, and
explore resources in the virtual learning environment. Students will analyze
and reflect on how technology, including artificial intelligence, supports the
teaching-learning process.

Revisit the Learning Essentials

The Information and Communications Technology Competency

Framework for Teachers (ICT CFT) version 3 is a comprehensive framework
guide teachers' development on the effective and appropriate use of ICT in
education. It highlights what teachers should know and do clustered in six
aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and
Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and
administration, and 6. Teacher Professional Learning.

Similar to the PPST, the ICT CFT also articulated competencies in

levels which guide teachers as they develop their ICT skills from Level 1.
Knowledge Acquisition, to Level 2, Knowledge Deepening, and Level 3,
Knowledge Creation. The Commission on Higher Education Teacher Education
Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled
this in your Technology for Teaching and Learning classes.

It will be good to review the UNESCO ICT CFT v3 framework as you

work in this episode. The activities here are meant for you to observe,
analyze and reflect about the competencies discussed in the framework.

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to

the teaching-learning The Learning Resource Center process. Over the
years the name of this center has evolved. Some of the names are
Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource Center.

2. With the swift development of ICT, the natural outcome was the ever-
expanding interface between the traditional library and ICT both in
terms of hardware and software systems and applications.

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3. Schools may have different set-ups when it comes to a Learning

Resource Center (LRC) Some have replaced the term library with LRC.
Some have a separate library, LRC, and Audio Visual or Media Center.
Some only have the LRC both for teachers and students. Still some
have combined their learning resource centers with maker spaces.

4. The common purpose among these centers is to provide print, audio-

visual and ICT resources to support the teaching-learning process.

5. The goals of the Center may include orienting and training teachers in
the use of audiovisual and ICT resources, working with teachers and
administrators in producing instructional materials, making available
useful resources to the students, teachers, and the school community.

6. In order to support the philosophy and aims of the school, the Center
must fulfill the following functions: center of resources, laboratory of
learning, agent of teaching, service agency, coordinating agency,
recreational reading center, and a link to other community resources

Technology Integration

The Technology Integration Matrix provides a comprehensive

framework for you to define and evaluate technology integration. It will
provide you direction and guide you in the process of achieving effective
teaching with technology. The teacher's integration of technology in
instruction can be described in 5 levels: entry, adoption, adaptation, infusion
and finally transformation.

The teacher also works at creating a learning environment that

encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborative,
constructive, authentic, and goal-directed.

The Technology Integration Matrix connects the Levels of Technology

Integration and the Characteristics of the Learning Environment. Examine the
matrix below. To make you understand how integration is done in each of the
levels and environment, explore the TIM website and learn from the many
interesting videos showing technology integration.

Evaluation of ICT Resources

The world wide web is like an endless network of information, ever-

expanding and almost limitless. Electronic resources come in different forms
like websites, webquests, blogs, social network sites, on-line courses, a wide
range of tools, and so many forms of apps.

As a future teacher, one of the skills that will be most useful for you is
the ability not only to search for information but to make decisions, as to
which ones you will take and use and which ones you will put aside. Aim to

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develop your skills in evaluating internet resources. You will be able to

choose the best resources that will help you attain your teaching-learning
objectives.

Below is a set of criteria which you can use to evaluate resources:

1. Accuracy. The resource material comes from a reliable source and is

accurate, free from error and is up-to-date.

2. Appropriateness. The resource is grade/level-appropriate. The

content matches what is needed by the teacher.

3. Clarity. The resource clearly addresses the instructional goals in mind.

4. Completeness. The content is complete. It has all the information

needed to be able to use them.

5. Motivation. The resource is engaging and rewarding to learners. It will

encourage the active participation of the learners.

6. Organization. The resource is logically sequenced. It clearly indicates

which steps should be taken. The procedures or processes flow
smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch,
Robert Maribe (2003), A Gateway to Educational Materials: An Evaluation of
an Online Resource for Teachers and an Exploration of User Behaviors.
Journal of Technology and Teacher Education. 11(1), 21-51).

Education 4.0

Shwab described the 4 wave of the industrial revolution. The

unprecedented speed at which technology is evolving has disrupted many
vital processes that involve how we rut production, businesses and
consequently how we teach and learn. The following Technology trends have
huge potential to transform the ways we teach and learn (UNESCO, 2018):

1. Open Educational Resources (OER). OERs are materials that can be

used for teaching and learning that do not require payment of royalties
nor license fees. There is un abundance of OERs in the form of
textbooks course materials, curriculum maps, streaming videos,
multimedia apps, podcasts, and many others. They can have a
significant impact on education as they are made available and easily
accessible in the internet. Be sure to explore them to help you work on
this episode.

2. Social Networks. Social networks have revolutionized the way we

interact, learn about things and share information. Sites and apps such
as facebook, twitter, Instagram provide a virtual venue for teachers

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and learners to work together interact among themselves and with

other classrooms locally and globally.

3. Mobile Technologies. Filipinos are one of the most active on the

internet, and also one who sends the most number of text messages
per day. This indicates the high number of mobile device users. These
devices can also be used as a learning tool by allowing teachers and
students more opportunities to learn inside and even outside the
classroom.

4. The Internet of Things. IoT is a system of computing mechanisms that

become built in into many everyday things, that allow sending and
receiving data through the internet A lot of things have turned "smart."
We have smart cars that can navigate on its own Smart houses that
monitor temperature and light. Smart TVs that interface with the
internet. Watches that send our vital signs to our doctors. All of these
development can influence the way we teach and learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated

when computers or machine simulate thinking and behaviors of humans
such as talking, learning and solving problems. Virtual assistants such
as Siri, Alexa, Bixby and Google assistant are near samples of Al.
Among others, uses of Al in education can be in the areas of
gamification and adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an

environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images from computer
programs interlay with the actual views of the real-word, resulting in
an extended, expanded, or altered view of a real-world environment,
In education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the
motivation and engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data
is generated and stored. The challenge is how to make sense of this
data, through analytics and research, possibly answer pertinent
questions about how to make teaching and learning most effective. 8.

8. Coding. Coding is a skill necessary to create computer software, apps,

and websites. Today, there are learning programs that introduce
coding activities as early as kindergarten. Robotics programs in the
elementary and secondary programs introduce and hone the skills of
young learners. Coding helps learners develop novel ways of exploring
and trying out ideas, especially when done with problem or project-
based learning approaches.

9. Ethics and privacy protection. We have repeatedly heard about how

quickly technology is changing and impacting our lives. Through all

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this. It is crucial to ensure that human values and principles govern or

guide our use of technology. Ethical practices that protect the rights of
every person need to be upheld.

Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. We are the basic information about MOOCS. Let us focus on cach
word:

Massive: MOOCs are on-line courses designed for large number of

participants, usually larger than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand students or more.

Open: There is mostly freedom of place, pace and time; Courses can be
accessed by anyone anywhere as long as they have internet connection;
Courses are open to everyone without entry qualifications; and, Some courses
are for free.

Online: All aspects of the course are delivered online.

Course: The MOOC course offers a full course experience including:

 Educational content. May include video, audio, text, games,

simulations, social media and animation
 Facilitation interaction among peers. Builds a learning community
through opportunities to interact
 Some interaction with the teacher or academic staff
 Activities tasks, tests, including feedback. Participants are provided
with some feedback mechanism. Can be automatically generated like
quizzes, feedback from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal
certificate is optional and most likely has to be paid for.
 A study guide syllabus. This includes instructions as to how you may
learn from the materials and interactions presented.

Based on Definition Massive Open Online Courses v1.1 licensed under

Creative Commons Attribution 4.0. There are many MOOC providers like Edx,
Coursera, Udacity, Udemy, Iversity. You will have a chance to explore them
as you go through this Episode.

The DepEd Open Educational Resources (OER) Project

Every child deserves access to quality education. This is emboldened in

the mission of the Department of Education (DepEd) to protect and promote
the right of every Filipino to quality, equitable, culture-based, and complete
basic education where students learn in a child-friendly, gender-sensitive,

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safe, and motivating environment, and teachers facilitate learning and

constantly nurture every learner. Quality education need not be expensive.
Teachers can find a way to facilitate learning and be unwavering in their
pursuit to nurture each learner.

Yet the reality of textbooks and other printed materials increasing in

price hurts the students’ learning. There are studies and articles citing that
families have to choose between buying textbooks or to feed their family and
pay bills. With this urgent and very real concern, there is a high risk of
students performing poorly and having low rates of completion of their basic
education.

What Is Open Educational Resources (OER)?

In as early as 2002, Open Educational Resources (OERs) were

introduced as a very potent tool for enhancing the quality of and access to
education. OERs, with its inherent purpose, reduce costs by reusing learning
materials. The use of OER results in tremendous cost savings to benefit
families of students as well as impact their performance and completion rates
in school.

A brief released in October 2015 on a study financed under Regional

Technical Assistance (TA8503 REG): Partnership for Innovation in Education in
Asia and the Pacific, Asian Development Bank, Manila, reviewed the uptake of
OERs and related activities in six institutions in Hong Kong, China, India,
Malaysia, Pakistan, and Thailand.

So Why Open Educational Resources (OER) For DepEd?

With the advent of DepEd’s Digital Rise Program, among the success
factors to provide ICT-Assisted Learning and support the Curriculum Strand
with their ICT needs is weaved in the realization of the significance of the
OERs. The Digital Rise Program emphasizes the necessity to develop and
enhance the digital literacy skills amongst teachers and learners.

OER is a declaration influenced by Article 26 of the United Nations

Universal Declaration on Human Rights which says that “Everyone has the
right to education,” and Article 13.1 of the International Covenant on
Economic, Social, and Cultural Rights which “recognize the right of everyone
to education.”

Considering the geographical terrain and locations of remote islands in

the Philippines, there is a widening gap in terms of having equal access and
opportunity with the aid of technology. Embracing the use of OER will solve
challenges encountered by the public school system most specially the Last
Mile Schools in terms of access to learning materials and skills to create or
reuse contents.

The use of OER is widely applied in countries which have no internet

connectivity due to different scenarios such as armed conflicts, refugees from

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war zones, geographically isolated areas, and those who are affected by
natural disasters. OER is a different pathway of using technology in making
the disconnected schools connected. It makes education more accessible to
those in seemingly difficult to reach locations and challenging situations.

OER also allows teachers to create material that is customized for their
classes. Where most textbooks and printed materials have their strengths and
weaknesses, OER has the following advantages:

 OER material allows teachers to pull only substantial notes or topics as

materials for their sets of learners. Since the presentation of OER is
more flexible, teachers are able to customize content to fit the
learning needs and goals of learners.

 While OER gives teachers the freedom to create material, OER presents
an opportunity to have one’s own materials improved and enhanced
along the way. By allowing a material to be modified by other teachers
in the DepEd community, an OER creator has a spectrum of how a
material evolves in ways never imagined. With more eyes, there are
more valuable aspects to be seen. With more minds, better learning
experiences for our learners are created. New sections and activities
can be added and enhanced creating a more powerful collection of
work that further enriches the original. This type of culture and
collaboration is simply not possible if materials are only in print,
waiting for a new edition.

 With OER, a teacher is able to reuse, create, collaborate, and

contextualize. Teachers have a wide variety of material to draw and
build upon for their own classes without having to start from scratch
and are allowed to collaborate with colleagues from different parts of
the country and even the world.

The Office of the Undersecretary for Administration (OUA) and the

Information and Communications Technology Service (ICTS), in their
commitment to deliver ways and means to support the requirements of the
Curriculum & Instruction (CI) Strand by using the latest technologies, will
transform teachers and learners to be globally competitive and have the skills
at par with neighboring countries in the South East Asian region.

Thus, it is high time that the Philippines, thru the DepEd, take
advantage and support the use of OER to revolutionize the Philippine
Education System to promote equitable and quality education for all Filipino
Learners.

How Do We Go About Embracing OER?

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The DepEd Digital Rise Program, a transformational development

program, focuses on the enhancement and proper utilization of educational
technology in support to all types of teaching-learning environment.

Much attention will be given to the capacity building program for

teachers, administrators, and school heads in redefining their role in the new
trend of delivering instructions using the latest available technology tools.
The strategic implementation to achieve the baseline skills of teachers for e-
Leaming will initially pave way for the use of OERs as another pathway to
connect the disconnected schools.

The committed and continued efforts to provide professional

development programs to teachers will address the widening digital divide in
the country as nationwide clustered trainings have been and will continue to
be conducted to support teachers and learners most especially in the Last
Mile Schools.

The utilization of OER materials will promote and support the following:

1. The mapping of existing OERs to the curriculum and preloading in DCP

packages to make them available to teachers and learners even
without internet.
2. The creation of interactive e-Learning modules which can be used both
online and offline to support the localization of contents in the
Philippine context, values, culture, and traditions in coordination with
subject field experts.
3. The creation of rich-content materials which is supported by
multimedia tools to increase learners’ engagement and support
learners’with disabilities.
4. The capacity building of teacher’s digital literacy skills will be highly
enhanced by using different OER e-learning software.
5. The promotion of a child-friendly technological environment by
providing access to latest ICT tools and supplementary learning
materials as an offline e-Library.

However, the volume of OER may overwhelm a teacher and may not
know how to begin with little or no orientation or training. DepEd’s OER
Training Team will initially introduce the use of OER with the essential tools
and technology for better appreciation of the project and to provide guidance
for teachers to maximize the available content.

The DepEd OER Project, may begin using the following components/tools:

1. Kiwix – This is the offline version of the original Wikipedia 2016 which
is not editable. (Wikivoyage, Wikispecies, Wiktionary, Wiki for Schools
and Business, etc.)

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2. KA Lite – This is the offline version of Khan Academy which supports

subjects in English, Arts and Humanities, Sciences, and Math.

3. FTP Version – The offline version of Raspberry Pi-Rachel which

includes numerous OER materials to support different learners in all
ages.

4. Kolibri – This is a Python-enabled software which houses numerous OER

materials. The software enables any teacher to conduct wireless
classes even if there is no internet connection.

5. Moodle – This is an open-source Learning Management System that

allows offline assessment evaluation with the use of host server
component like the Kolibri.

6. CourseLab 2.4 – An open-source e-learning creation software that

creates any flat learning resources responsive in real-time. It has
multimedia object elements that can support any learning
environment.

7. Wondershare Quiz Creator – A quizzing application that creates

interactive responsive quizzes/assessment that is teacher-friendly.

As the project goes on and many teachers gain the skills to use, create,
remix, and redistribute materials, the tools and the OER’s may increase
exponentially and bring about revolutionary change in the teaching-learning
process.

DepEd Administration And Curriculum & Instruction Strands’ Partnership In

Educational Technology

To further strengthen and sustain the program of the department with

emerging technologies, designs, and innovations, a proposal in setting-up a
new unit for Educational Technology in the Central Office, Regional Offices,
Division Offices, District and Schools Levels is envisioned. Numerous countries
who have engaged in adapting the application of ICT in the classroom set-up
have already established separate units to support and merge the
requirements of curriculum and instruction together with information and
communications technology.

As part of one DepEd family, the Curriculum and Instruction Strand has
jurisdiction over contents and curriculum while the OUA-ICTS is an advocate
and enabler in the use of ICT in teaching and learning. The latter provides the
supplementary support and assistance for quick access to learning resources
and technological skills are provided in addressing the requirements of the K-
12 Curriculum, the DepEd 10-Point Agenda, and in attaining the United
Nations Sustainable Development Goal # 4.

OER, Educational Technology: Revolutionizing Education

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At present, the Office of the Undersecretary for Administration (OUA)

in coordination with the ICTS will revise the guidelines of DCP recipient
schools following the aim of total transformative development amongst the
teachers and administrators. The use and curation of OER materials will be
one of the criteria in receiving complete packages of the latest ICT
equipment and emerging technology tools in all public-schools in the country
starting 2020.

Through the OER Project, far-reaching and limitless possibilities open

up to our young Filipino learners. It is not rocket science to make use of what
is ready for our teachers and learners. But it is the sincere willingness and
openness of the Department of Education and this Administration to teach
minds using technology, touch hearts with blazing imagination, and transform
lives by becoming future-ready.

DepEd Commons: Rising to the Challenges of the Times

The primary goal of the Public Schools of the Future Digital Rise
Program is to make teaching and learning accessible anytime and anywhere,
in whatever situation or environment.

The Department of Education (DepEd) finds itself in a most challenging

situation as it is forced to move out of its comfort zone, from the delivery” of
its sendees through traditional face-to-face classroom instruction to finding
new and unconventional ways of ensuring the continuity of education in the
face of the COVID-19 pandemic.

One of the mechanisms the Department is working on to boost the

distance learning delivery modality in response to the health crisis is the
DepEd Commons—an online platform to support the continuous delivery of
basic education to Filipino learners. Originally a “response” to the 2012 Paris
Open Education Resources (OER) Declaration to support the harvesting of and
giving access to free online instructional supplementary materials, it is now
rapidly evolving into a portal that will support multiple learning delivery
modalities.

The DepEd Commons is envisioned to be a constantly evolving portal

that provides students and teachers access to free and quality learning
resources in a sustainable manner. The ultimate goal is to have teachers and
learners actively creating original content and improving these for the De
Commons.

It seeks to address the question of how teachers, learners, and this

gove agency can become proactive users and contributors to the growth of
local and eventually, to the global OER movement. As such, they too are
envisioned to directly participate in the sustainability of the DepEd Commons,
its principles and objectives, consistent with the DepEd values and mandate.

The DepEd Commons and Open Educational Resources

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Conceived to deliver a strategic approach to connect the unconnected

by using OERs, the DepEd Commons operates on the following principles:

1. Access
Teachers and students can easily find and discover learning
materials for their needed topics and interests.

2. Collaboration and Sharing

Mentors/teachers are in a collaborative venue to share best
practices geared to prepare learners and hone their skills to become
better citizens towards nation-building.

3. Continuous Development/Improvement
It is a platform where education officials and stakeholders can
derive insights and reports on the efficacy of the portal in order to
continuously enhance it.

DepEd Commons shall serve as the main platform in the access,

development and curation of OERs primarily to address the education needs
of the nation’s learners of all ages and backgrounds. At its initial stage, the
OERs in the DepEd Commons will be curated from existing OER materials. In
the long run, however, to achieve the goal of teachers and learners creating
original content for the DepEd Commons, DepEd shall:

 develop and adopt an OER policy in order to institutionalize the

initiative and pave the way for a more sustainable path; and
 invest in improving the use, creation, reuse, remix, distribution of OER
and other courseware components.

The DepEd Commons Stakeholders and Ecosystem

The DepEd Commons stakeholders are: students/learners,

teachers/mentors, education officials, parents, education service providers,
civil society organizations, international education agencies, and others
committed to quality and relevant basic education for all Filipinos. They all
make up the DepEd Commons Ecosystem.

These stakeholders shall commit to relevant practices that

demonstrate their responsibilities to the DepEd Commons and to the broader
OER movement:

1. Contribute - DepEd Commons stakeholders to actively Contribute

to the efforts in advancing awareness, improving and sustaining the
platform and enriching the OERs. OER contributors practice
conspicuous attribution, ensuring that all who create, reuse or
remix OER contents are properly credited for their contributions.

2. Open – Open themselves to ask questions. Openness is necessary

when adapting new, emerging, and evolving ideas, methods, and

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 21

processes to be flexible and be abreast with the changing times,

and be a lifelong learner.

3. Motivate – Be Motivated by the values, ethics, and principles of

sharing, collaboration, accountability, and continuous growth that
DepEd Commons espouses.

4. Maximize – Maximize the potential of the DepEd Commons; the

programs and trainings that will be provided to acquire the skills to
be digitally competent and confidently contribute to the
ecosystem.

5. Own – When someone Owns something, they take care of it. They
value and nurture it. DepEd Commons belongs to DepEd Commons
stakeholders. DepEd Commons stakeholders should think of it as
their Own!

6. Navigate – Navigate each one’s role and each one’s way in the
DepEd Commons ecosystem to plan, devise, and act according to
the learning goals and desired learning outcomes for the learners.

7. Support – Support the DepEd Commons in any way possible, big or

small. This way, all efforts when combined will create a huge
impact in each one’s lives of the learners. Be part of a support
system that invokes honesty, trust, empathy and the ability to
connect & help others.

The DepEd COMMONS Ecosystem Framework

The DepEd Commons is not only a repository. It is sustainable by design

and will also serve as a mechanism to acquire and enhance teacher
competencies in developing learning resources that will lead to enjoyable and
meaningful learning experiences for learners. For the students, it is a catalyst
to transform and adopt digital learning, guided by a community of teachers
all over archipelago.

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The DepEd Commons will have the following components:

A. DepEd Commons as a Robust and Reliable Repository

1. Repository of learning resources for both teachers and learners

2. Curated Materials that can be reused, remixed, and redistributed
by teachers
3. Existing Materials
4. Donated Materials from DepEd Commons Partnership Alliance that
are free to use

B. DepEd Commons as a Discussion Board

1. Technical discussion/forum
2. Policy discussion and vetting
3. Course Content Design
4. Design and Facilitation of group & activities
5. Guidelines & Strategies

C. Teachers Portal

1. Access and Download

2. Teaching and Learning Plan
3. Checklist of Resources
4. History Monitoring of Activities
5. Monitoring results of Learning Outcomes

D. Students Portal (and Parents and Guardians Portal)

1. Access and Download

2. Learning Plan
3. Rate Learning Resources
4. Student performance

E. Collaboration Portal

Trained and Certified Teachers who can:

1. curate
2. create
3. reuse
4. remix OERs

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F. The existing DepEd Commons platform will gather data points that can
integrate to an Analytics System that will provide insights for improvement
on:

1. Skills
2. Learning Outcomes
3. Activities
4. Cohort Analysis
5. Performance and Progress
6. Locational, Divisional, Regional
7. Movements
8. Resources & Facilities
9. Comparatives
10.Needs Analysis

The DepEd Commons is a work in progress. It evolves together with the

quickly changing pace of the world and rises up to challenges, especially in
times of crisis such as pandemics and natural disasters, all for the benefit of
Filipino learners wherever they may be.

 Learning Activity

A. Instructions: Interview three (3) teachers in order to explore on how

they teach the said subject online and to discover the online resources
that they are using to teach the subject despite the limitations brought
by distance learning. Narrate the responses of the teachers using the
third person point of view.

1. Teacher 1
Area of Specialization: ________________________________________
Name: _______________________________________________________
School: ______________________________________________________
How do you teach __________ online? What are the online resources
that you are using to efficiently teach the subject despite the
limitations brought by distance learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Teacher 2

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Area of Specialization: ________________________________________

Name: _______________________________________________________
School: ______________________________________________________
How do you teach __________ online? What are the online resources
that you are using to efficiently teach the subject despite the
limitations brought by distance learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. Teacher 3
Area of Specialization: ________________________________________
Name: _______________________________________________________
School: ______________________________________________________
How do you teach __________ online? What are the online resources
that you are using to efficiently teach the subject despite the
limitations brought by distance learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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B. Instructions: Imagine, propose, and design an Online Open Educational

Resource which is not existing for your area of specialization. Name
your OER, then describe at least three (3) features as you present the
benefits that it provides for the target learners.

Area of Specialization: ________________________________________

Name of OER: ________________________________________________
Descriptions/Designs:

1. Feature 1
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

2. Feature 2
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

3. Feature 3
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

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Lesson 3

 ASSESSMENT PRACTICES

Assessment for Learning (Formative Assessment )

In outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the intended
outcome/competency/objective is attained at the end of the lesson and so
while we are still in the process of teaching we do check learners’
understanding and progress.

If we find out that the learners failed to understand prerequisite

knowledge and skills, we reteach until learner’s master them. This is called
formative assessment, assessment while the learners are being formed or
taught. It is assessment in the midst of instruction.

Formative assessment is also referred to as assessment for learning.

Assessment for learning simply means we do assessment to ensure learning.
We do not wait for the end of the lesson to find out if learners understood
the lesson or not because if it is only at the end of the lesson that we
discover that learners did not understand the lesson, we have wasted so much
time and energy teaching presuming that everything is clear, only to find out
at the end of the lesson that the learners did not understand the lesson at all.

Formative assessment refers to a wide variety of methods that

teachers use to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are
struggling to understand, skills they are having difficulty acquiring,
or learning standards they have not yet achieved so that adjustments can be
made to lessons, instructional techniques, and academic support.

The general goal of formative assessment is to collect detailed

information that can be used to improve instruction and student
learning while it’s happening. What makes an assessment “formative” is not

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the design of a test, technique, or self-evaluation, per se, but the way it is
used—i.e., to inform in-process teaching and learning modifications.

There are variety of formative assessment used by the resource

teachers in the implementation of their LDM. Below are some of the
examples.

1. ABCD CARDS
ABCD cards can be established as a way for students to give quick, silent,
individual responses to a multiple-choice question posed during a learning
session. The question(s) can be posed spontaneously, or they can be planned
as part of a session, such as a mid-lesson check on student comprehension.
Responses can be collated and used as evidence.

2. ENTRY AND EXIT SLIPS

Students respond to a question(s) or prompt(s) at the beginning and/or
conclusion of learning. Entry slips provide opportunity for students to activate
prior knowledge at the beginning of learning. Exit slips help students reflect
on what they have learned, review their performance and express what or
how they are thinking about the new information. Entry and exit slips or
tickets assist teachers to analyse the impact of individual or whole cohort
learning.

3. GALLERY WALK
In a gallery walk, pictures or displays are set up around a virtual room or
printed booklet. Students move through the rooms/pages, responding to
questions about each item individually or as a small group. The questions may
be the same for all items, or specific to each one. Gallery walks can be used
to draw out links between elements, emphasize distinctions, or track a
change through time or space.

4. LEARNING INTENTIONS AND SUCCESS CRITERIA

Learning intentions are explicit descriptions of what learners should know,
understand and be able to do by the end of a lesson or sequence of lessons as
a result of completing tasks specified by the teacher. Success criteria are
descriptions of the desired performance on those tasks. These may be used
for a whole class or differentiated for groups or individuals in the class.
Learning intentions and success criteria assist students to track their
progress, self-assess and understand their learning journey.

Key questions
• What do I want my students to learn?
• How will I – and they – know that they have met the learning
intention?
• What activities will help my students to meet the learning intention?
Practical implementation of learning intentions and success criteria may
include:
• rubrics
• work in progress

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• exemplar work
• student-designed assessment.

5. LEARNING LOGS
Learning logs are a place for students to reflect on their learning and record
observations. These may include insights and questions to follow up. They are
most effective when not assessed or marked on the content. Learning logs
work well when students have some broad guiding questions and a limit on
the space they must work with. The focus is on encouraging a habit of
reflection and developing metacognition so that students become more aware
of how they learn.

6. MINI WHITEBOARDS
Students use a small whiteboard or laminated sheet or digital whiteboard to
represent their own ideas and record explanations. Key advantages of using
whiteboards include:
• students can quickly and easily erase errors and attempt the task
again
• teachers can quickly check for comprehension by asking students to
answer on their whiteboard and then have the whole class display their
boards.

7. OBSERVATION
This strategy gives teachers a record of student engagement and learning. It
helps inform curriculum planning and goal setting with students. It can also
be used for students that cannot complete formal self-assessment or peer
reviews. Observation can assist in understanding misconceptions, for example
the teacher can ask students to talk about things they don’t understand, or
things they find confusing, or to explain their thinking/process when working
on a task. It is important for the teacher to have a purpose and focus ready
for the observation, and even guiding questions. This can be conducted
individually or in a think, pair, share situation. This strategy helps teachers
understand aspects of the learning that was confusing to the students and
helps with future lesson planning and instruction.
Strategies include:
• anecdotal records
• conferences
• check-lists

8. PEER FEEDBACK
Activate students as learning resources for one another and place students at
the center of the process. Peer feedback is a structured process where
students evaluate the work of their peers by providing valuable feedback
based on benchmarks. Students learn to apply criteria, understand the
benefits and be challenged during the process. Peer assessment can boost
learner metacognition, help clarify misunderstandings, explore new
perspectives, and model intellectual risk-taking.

There are many ways to implement peer feedback, for example:

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• Two stars and a wish: the peers solicit two stars, areas where the
student’s work excelled, and one wish, an area where there can be some
level of improvement. The peers then discuss feedback, e.g. Did you find
your peer’s wish useful? If so, what will you do to improve next time?
• Teachers provide a prompt for peers to check linked to the learning
intention, for e.g. check that all four phases of their suspense story have
been included.
• Peers assess against a checklist or the success criteria – they may
focus on just one aspect of the criteria.
• Students quality assure work for a peer before it is handed in to the
teacher
• Students evaluate/engage in feedback around a sample piece of
work. Teachers should identify ways to put the onus of feedback onto the
students, so that students are engaged and thinking deeply about the work.

9. PORTFOLIOS
Learning Portfolios are a purposefully selected (and dated) complication of
student work, demonstrating student achievement and growth over time.
Portfolios can cover a single project or curate evidence over an entire
unit/course. These should include progress work, not just final products.
Portfolios represent both strengths and areas to work on. Portfolios can be
used to help students reflect on what they have learnt and what they still
need to learn and may help students develop goals for future learning, based
on the areas where they need to make more progress. Portfolios can include
written evaluations by teachers and peers as well as student self-reflection.
Students can upload files, images, record their voice and write reflections.
Teachers may annotate learning portfolios.

10. QUIZZES AND POLLS

A pre-topic quiz can be useful for assessing prior knowledge, and a mid-topic
quiz can help teachers check for understanding and have time to adjust their
teaching. Students can demonstrate their understanding by writing a quiz
(with answers). Polls can be a quick way to check-in with individual or whole-
cohort understanding at any point in the lesson or unit of work.
Quizzes and polls can include: multiple choice, true/false, short answer,
paper and pencil, matching, extended response

11. RUBRICS
Rubrics are used to assess learning tasks. Rubrics are a method that explicitly
show the criteria for judging students’ work on a performance, product,
portfolio, presentation, essay question or any student work that will be
evaluated. Essential features of effective rubrics include gradations, (with
specific descriptions of various standards). Rubrics inform students of
expectations while they are learning and enable teachers to judge student
work against a standard that is communicated with each student in a cohort.

12. STRATEGIC QUESTIONING

Strategic questioning can be used with individuals, small groups or the whole
class. Students answer well-thought-out, higher-order questions such as ‘why’
and ‘how’. The teacher provides questions or prompts and students, verbally

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or written, record their thinking and show their working out. Effective
questioning yields immediate feedback on student understanding, supports
informal and formative assessment, and captures feedback on effectiveness
of teaching strategies. Strategic questioning provides teachers with the
opportunity to identify and correct misunderstandings and gaps in knowledge,
as well as identify the need for extension work for those students whose
knowledge and skills base demand it. This kind of questioning provides
information about student knowledge, understanding and skills that informs
the teacher's planning and selection of teaching strategies to move students
from where they are to where they need to go.

There are many methods to apply strategic questioning, for example:

• Starting with a statement – engage thinking making a statement,
such as, Russia is most to blame for World War 1. What do you think? Igor
Stravinsky was the most radical composer in the early 1900s. Discuss.
• Basketball questioning – this technique involves the teacher asking a
question and then asking another student to respond to the first student’s
answer and so on.
• Idea spinner – the teacher creates a spinner marked into 4 quadrants
‘predict, explain, summarize, evaluate’. After new material is presented, the
teacher spins the spinner and asks students to answer a question based on the
location of the spinner.
• Hot seating – a student plays the role of a character (e.g. from a
book, from history, from a topic they know well) and takes questions from
classmates.
• Summary frames – the teacher provides prompts for students to
respond for descriptions, compare/contrast, cause/effect, problem/solution.
• At the end of a lesson, students can be asked to write an ‘I wonder
why …’ statement in their workbook or online. This activity can be used by
the teacher to encourage reflection, monitor students’ understanding of the
topic/text and spark discussions.

13. WHAT’S THE QUESTION?

Students formulate questions based on key terms and content, which can be
collated and used for a unit review. This is a game-based learning activity.
Teachers and students can edit the templates. For example, the answer is
President Duterte. How many questions could a student think of where this is
the answer?

14. STUDENT SELF-ASSESSMENT

Student self-assessment activates students as owners of their own learning
and places the student at the center of the learning process.

This focus on the student’s ability to:

• understand both learning intentions and success criteria
• use criteria to judge what they have learnt and what they still need to learn
• reflect on the learning process to ascertain how they learn best
• act on feedback received from their teacher and their peers
• set learning targets based on what they still need to learn
• manage the organization of their learning.

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There are many different strategies to use to implement self-assessment,

such as:
a. Two stars and a wish – 2 things you have achieved, 1 thing to work
on
b. 3-2-1 Prompts – 3 things you didn’t know before, 2 things that
surprised you about this topic, 1 think you want to start doing with what you
have learned
c. Participation cards – e.g. ‘I agree, I disagree, I don’t know how to
respond’
d. A checklist or criteria sheet or annotated rubric
e. Traffic lights – students can use colored paper or sticky notes at
home to hold up to the screen (green – confident, yellow – somewhat, red –
need support)
f. Hand signals – Ask students to display a designated hand signal to
indicate their understanding of a specific concept, principal, or process: – I
understand____________ and can explain it (e.g., thumbs up). – I do not yet
understand ____________ (e.g., thumbs down). – I’m not completely sure
about ____________ (e.g., wave hand).
g. Graphic organizers – students show the relationship between
concepts
h. Three-minute-paper – provides a chance for students to stop, reflect
on the concepts and ideas that have just been introduced, make connections
to prior knowledge or experience, and seek clarification. I changed my
attitude about _____, I became aware of____, I was surprised about _____, I
empathized with _____, I related to
i. KWL chart (3 columns) – What I know, What I want to know
(beginning of the unit), What I learnt (end of the unit)
j. Pre and post lesson self-assessment – students assign themselves a
mark from 1-4 re how much they know or understand about the lesson
objective at the beginning of class. At the end of the lesson/s, they write
down a number about how much they know or understand now (number
between 1-4). Teacher can touch base with students to discuss.

THINK!
A. Answer the questions regarding formative assessment. What are the
formative assessment used by the resource teacher (formative
assessment - 1st column)? How did the teacher perform the assessment
(Procedure - 2nd column)? What was measured by the teacher (3 rd
column)?
Use the format below. Number 1 is given as an example for you to
follow. You may add more rows and columns if you observed more
formative assessment.

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Formative Procedure What was measured?

assessment
used
1. Quiz - True / The teacher presented 10 items in her In this assessment, the
False online class (google meet) before prior knowledge of the
introducing the lesson. The students students were assessed;
were given 5 minutes to answer what what they assume in the
they know. Afterwards, the teacher discussion.
discuss the answer while discussing the
lesson in triangle congruence.
2.

3.

4.

5.

6.

B. Interview the observed teacher, then answer the question.

“Should teacher record all results of formative assessment for
grading purposes? Why or why not?”

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Assessment as Learning Practices (SELF ASSESSMENT)

Assessment as learning is a way of learning. It is the use of an ongoing
self-assessment by the learners in order to monitor their own learning. This is
manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding. Assessment as
learning encourages students to take responsibility for their own learning.
A self-evaluation assessment is a tool to reflect on and track your
learning progress, achievements and skill development during the years you
have studied. A self-evaluation can be highly beneficial, as it can provide a
way for you to reflect on what skills and behaviors you have improved and
what still needs development. This type of assessment is also an efficient way
to ask for feedback from your teachers and even classmates about your
performance in your role.
Furthermore, the self-evaluation assessment can serve as a way to
keep track of any accomplishments your teacher may have missed during
their own evaluation of you. Teachers oftentimes have many students under
their supervision and may not always be able to evaluate and review all that
you have accomplished. Hence, it requires students to ask questions about
their learning.

THINK!
Join an online class, then observe how self-assessment was
used by the teacher. Answer the questions below following the
format.

Teacher Observation
1. Did the teacher provide
opportunities to monitor and
reflect on their own learning?

2. Did students record and

report their own learning?

3. Did the teacher create

criteria with the students for
tasks to be completed or skilled
to learned?

Assessment of Learning (SUMMATIVE ASSESSMENT)

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The definition of summative assessment is any method of evaluation

performed at the end of a unit that allows a teacher to measure a student's
understanding, typically against standardized criteria. The purpose of
summative assessment is to gauge students' comprehension of the material
presented at the end of a particular unit of work, and is often measured with
a grade or percentage, depending on the subject.

In contrast to the informal nature of formative assessments,

summative assessments require clear expectations and timelines to be set to
give students the best opportunity to succeed. Teachers use rubrics, or
assessment criteria, to ensure students understand what to expect in any
such test. The results of summative assessments are usually significant, used
to determine whether a student passes a unit or even a class.

Examples of summative assessments may include:

 Written Assessment: Students will be tasked with writing an original
piece, such as a narrative or analytical essay.
 Performance Assessment: With this type, students will be required to
do an activity or task that will showcase their abilities.
 Standardized Assessment: Students will take an exam created for a
given curriculum and will be measured against existing rubric, shared
with the students throughout the course. For example, chapter test,
quarter examination.
 Oral Assessment: Students will craft and deliver an oral piece, such as
a speech or presentation.
Teachers can also utilize this summative assessment in the field of social
work and apply it to students in their classroom. It illustrates how social
workers can utilize summative assessments to determine if an intervention
was successful for a client. The same concept can be applied to determining
if a teacher's instructional method is successful for students.

For assessments in a learner-centered classroom, teachers are not solely

responsible for students' learning and performance. Instead, students share in
the process and take an active role in their education.

THINK!
Interview 2 teachers. Ask how they conduct summative
assessment in their class. Compare their answers. The guide
questions are provided for you.

Questions Teacher 1 Teacher 2

1. What are the summative

Module 2
 35

assessment used by the

teacher?

2. Is formative assessment
enough to grade the
performance of the students?
Why or why not?

3. Is summative assessment
enough to summarize the
performance of the students
for the whole grading period?
Why or why not?

4. What is your commonly

used summative assessment
tool?

5. Should teacher record all

results of summative
assessment for grading
purposes? Why or why not?

WRITTEN WORKS and PERFORMANCE TASKS

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 36

With quizzes and periodical examinations no longer feasible under the

blended learning setup, the Department of Education has revised its
assessment and grading policy for students in basic education.

To evaluate students learning at particular points in each quarter,

summative assessment shall continue in the form of Written Works and
Performance Tasks.

Written Works shall be administered to assess essential knowledge and

understanding through quizzes and long/unit tests. Items should be
distributed across the Cognitive Process Dimension using a combination of
selected-response and constructed-response so that all are adequately
covered.

For students using other modes of learning, written outputs may

include book or article reviews, essays, journals, reaction or reflection
papers, reports, data recording and analysis, laboratory reports, and
development of work designs and charts.

Performance tasks refer assessment tasks that allow learners to show

what they know and are able to do in diverse ways. They may create or
innovate products or performance-based task.
Performance tasks may be either products or performance-based
activities such as YouTube campaign videos, multimedia productions
uploaded on social media, investigatory projects, musical arrangements,
online debates or presentation, interviews, panel discussions and skills
demonstration.

THINK!
INTERVIEW: Ask 2 teachers, what are the activities they require
from the students that can be categorized into written works
and performance tasks? Compare their answers in the format
below.

TEACHER 1 TEACHER 2
WRITTEN WORKS

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PERFORMANCE TASKS

1. Are there any differences in their activities? If there is, why?

2. Are there any similarities? If there is, why is it that they are similar?

3. Are there variation of percentage of written works and performance

tasks when it comes to grading there activities?

Lesson 4


DEMONSTRATION TEACHING

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Demonstration teaching is inevitable and a core task in teaching.

Student teachers have numerous demonstration teachings to be done in their
in-campus and off-campus internship. Through demonstration teaching, the
student teachers put into practice all the principles and theories learnt. It
will give them the chance to establish their potentials, to be an effective and
efficient teacher.

Demonstration teaching includes thorough planning of tasks and lessons

and practice. You, as an intern, should carefully plan your lesson. Incorporate
different tasks to attain your target goals in your lesson. You can now apply
the principles and strategies of teaching and evaluation, use appropriate
techniques and instructional devices that will further develop your teaching
competencies. Remember, a successful demonstration teaching lies on
careful planning and practice. Giving your best teaching during your
demonstration teaching will convince your evaluators that you can handle
challenges of teaching in the future. Thus, demonstration teaching is your
pathway to gain experiences of real events and processes in the teaching
world.

ACTUAL DEMONSTRATION TEACHING

The actual demonstration teaching is the real gauge of the

effectiveness of your preparation. Your co-interns are there to observe you.
Briggs and Justman give this advice to interns:

“The observers are not to sit as judges of the demonstrator’s general

skill as a teacher or even of the degree of success which she manifests in
conducting the ordinary routine of teaching. They are to concentrate on the
procedures used to achieve the stated objectives and constantly to think of
what they can learn to improve their own practices. Therefore, don’t feel
nervous.”

The following pointers will help you during the actual demonstration:

1. Lead the students to sing a song related to the subject matter to start
with.
2. Begin with something the students already know. (Principle of
Appreciation)
3. Be aware of the pointers in the observation guide.
4. Endeavor to implement suggestions given by cooperating teachers and
principal, college supervisors, and co-interns on previous teaching
sessions or demonstration.
5. Challenge and encourage the bright, the average and slow ones to
participate.
6. Students who give good answers should be given recognitions.
7. Give clues or tips to help students during difficult situations.

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8. Smile to keep the students at ease and constantly encouraged.

9. Attend well to your art of questioning. Remember always address your
questions to the whole class.
10.Increase students “talking quotation and participation” by decreasing
that of yours.
11.Give directions first before students are asked to get their paper and
pencils or before materials are passed.
12.Give rest exercise in between activities to avoid monotony.
13.Provide for a teacher-student recall of standards before any activity
whenever needed.
14.Give students opportunities to evaluate their plans, their work, and
their observance of the standards, with the aim of viewing their
weaknesses for future plans.

With the pointers given to improve your demonstration teaching, below is

a sample of “Student Teacher’s Evaluation Form”. This will help you in
preparing and how will you carry yourself while doing the demonstration
teaching.

STUDENT TEACHER’S EVALUATION FORM

 Learning Activity

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Attend a demonstration teaching of your co-interns. Observe their

demonstration lesson and answer each of the following briefly:

A. Focus on Teacher-Student Interaction

1. Describe the use of voice and non-verbal communications of your co-

intern (facial expressions and body gestures) in interaction with
students

2. How did the teacher handle individual differences in: a) learning

attitude, and b) time management?

3. What types of questions were asked by the teacher?

4. What types of responses were made by the students?

5. How did the teacher react to loose answers of students to questions?

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B. Focus on Students

1. What common characteristics did you observe among the students?

2. What individual differences did you notice?

3. Were there student who have special problems? If your answer is

yes, write some notes below:

C. Focus on Instruction

1. What techniques were used to get student’s interest?

2. In what different activities were the students involved?

3. What instructional materials, equipment, and other tools were

used? Describe each.

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4. Describe the teaching methods/strategies used by the teacher.

5. How was evaluation done?

Module 2