Interviews, Research Findings, & Teaching Demo

Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output

Items Guide in Evaluating Task No. 1.3 (Interviews) Rating

1 Has identified, investigated and validated one (1) least learned competency 4
in the established unit/chapter lesson from a JHS level mathematics

2 Sources any available and reliable references such as school-based-forms, 4

division reports, regional level results to achieve the requisites established in
Item No. 1
3 Has fully included the Grade-7 students, Math teachers and middle managers 4
in the conduct of an interview as regards Direct instruction against adopting
any introduced/developed teaching strategies
4 Provided proofs of confirmation of the required informed consents among 4
the adult participants as well as the assents for students whose age is below
18 years old.
5 4
Evidences were presented by the concerned groups that an orientation was
made among the respondents/participants of the rationale behind such
interview
SUM 20
PERFECT SCORE 20
EQUIVALENT PERCENTAGE 100

Items Guide in Evaluating Task No. 1.4 (Empirical Findings) Rating

1 The manner how the concerned group wrote the essential information 4
and/or details in this particular task did indeed satisfy the English structure
and grammar.
2 There is clarity, conciseness and weight on how the group has well 4
transcribed the saleint insights, responses, ideas, viewpoints, and stands
from the respondents/participants.
3 Gathered data (i.e. insights, ideas, viewpoints, stands, etc. from the 4
participants) from such Item No. 3 undertaking were supported with
empirical findings.
4 The concerned group was able to provide 4-5 citations of research authority 4
to back up the data gathered and/or findings from such interviews

5 Easy verification could be made that the concerned group has taken their 4
citations of research authority from the identified reputable journals-
publishers only (e.g. Wiley online, Elsevier, etc.).
 SUM 20
PERFECT SCORE 20
EQUIVALENT PERCENTAGE 100

Items Guide in Evaluating Task No. 1.5 (Teaching Demo) Rating

1 Employed an appropriate teaching strategy for the identified least learned 4
competency in the established unit/chapter lesson from the junior high
school level mathematics.
2 Being a GTE student under formal training, the presenter-discussant has 4
used English as a medium of instruction all throughout the instruction.
3 Such teaching strategy being employed by the group fosters an interactive 4
learning environment that promotes questions, discussions and student
engagement.
4 The teaching strategy utilized by the group ensures that such strategy has 4
facilitated the acquisition of intended knowledge, competencies and
understanding being outlined in such objective(s).
5 Has used the suitable teaching strategy as it has adapted to various learning 4
styles, paces, and abilities of learners, thus, allowing the instructor to modify
the approach based on real-time feedback.
SUM 20
PERFECT SCORE 20
EQUIVALENT PERCENTAGE 100
ng Demo

ned to your team.

Electronic Strategic Intervention Material (e-SIM)

Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output

Items Guide in Evaluating Task No. 2.4 (e-SIM) Rating

1 Conciseness and relevance of contents: The e-SIM exhibits precision, clarity, 4
and alignment with the learning objectives to ensure instructional
effectiveness.
2 Creativity & clarity of presentation: The e-SIM showcases an innovative 4
presentation and visual aids to effectively communicate those complex
concepts to enhance learning experiences.
3 Digital interfacing during presentation: The e-SIM facilitates seamless 4
navigation, interactive elements, and user-friendly features to enhance
engagement and understanding during presentation.
4 Language proficiency and persuasiveness: The e-SIM employed a clear, 4
concise language and convincing communication to engage learners effectively
and promote understanding of math concepts/competencies.
5 "AHA!" moments of the viewers on the input: The e-SIM inspired insights and 4
understanding of the facilitated concepts/competencies, fostering a meaningful
learning experience for viewers of such resource material.
SUM 20
PERFECT SCORE 20
EQUIVALENT PERCENTAGE 100

Items Guide in Evaluating Task No. 3 (Capsulized Research) Rating

1 Title, names of the author, affiliation and emails of respective researchers: 4
Complied the full provision of the preliminary page which contained the equally
important details.
2 80-100 word count Abstract: The group's writing of this part satisfies the 4
aspects on clarity, and conciseness of representation of the key research
elements, ensuring an informative summary.
3 100-150 word count Introduction: The group's writing of this part satisfies the 4
aspects on relevance and the articulation of the study's significance, providing
a compelling foundation for the research.
4 500-600 word count Review of Related Literature: The group's writing of this 4
part satisfies the aspects on comprehensiveness, relevance and synthesis of
existing literature, ensuring a solid foundation for the study.
5 100-150 word count Methodology: The group's writing of this part satisfies 4
the aspects on the appropriateness and detail of research design, data
collection and analysis, ensuring methodological rigor.
6 400-500 word count Results & Discussions: The group's writing of this part 4
satisfies the aspects on coherence, and depth of such empirical narratives that
ensure accurate and insightful interpretation of findings.
7 80-100 word count Conclusion & Recommendation: This part satisfies the 4
aspects on alignment with study objectives, and practicality, which ensure a
sound conclusion & actionable recommendation.
SUM 28
PERFECT SCORE 28
EQUIVALENT PERCENTAGE 100
al (e-SIM)

ned to your team.

Project-based Learning

No 2.2.2.1 PBL-1 (for Statistics) - the project is for the student-group to use a
JASP application software in statistically treating the two (2)
research variables by applying regression analysis.

Problem: From the recorded scholastic achievements of his/her classmates on the

two (2) subjects, predict the score of a student in Physics if his/her score
in Mathematics is 78.

Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output
Items
1

8
No 2.2.2.2 PBL-2 (for Geometry and Algebra) - the project is to evaluate the critical thinking
collective capability of the concerned student-group to successfully solve the given
situation problem.

Problem: Find the area of the smallest circle if the enclosure has alength of 3 units and a
width of 5 units (Take note: The figure is NOT drawn to scale).

Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output
Items
1

No 2.2.2.3 PBL-3 (for Mathematical Physics) - the project shall measure the aptness of the
concerned student-team to construct a bridge that can sustain of a least 1-kilogram
deadload or weight using only 10 pieces 4.0mm diameter by 12-inch bamboo stick
and sewing thread as materials for assembly.

Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output
Items
1

6
ect-based Learning

PBL-1 (for Statistics) - the project is for the student-group to use a

JASP application software in statistically treating the two (2)
research variables by applying regression analysis.

From the recorded scholastic achievements of his/her classmates on the

two (2) subjects, predict the score of a student in Physics if his/her score
in Mathematics is 78.

ons: Utilize the 4-point scale to objectively rate the group output assigned to your team.

> when the item was fully observable from the group’s output
> when the item was moderately observable from the group’s output
> when the item was fairly observable from the group’s output
> when the item was poorly or not observable from the group’s output
INDICATORS
RATING
With the facilitation of the Teacher(s), the student/group . . . . .
gained proficiency in using or navigating the JASP software in treating the given raw data 4
involving Physics and Math subjects as guided by the teachers.
skillfully demonstrated how to perform the regression analysis using the JASP software- 4
application through the learning management employed by the teacher(s).
was/were provided opportunities to develop and apply statistical skills, principles and/or 4
concepts using the JASP software by such facilitation of lesson.
had opportunities to collaborate, investigate and solve real-problems in statistics that 4
eventually take responsibility for their own learning by such employment of PBL.
exhibited their cognitive aptness by collaboratively discussing the given project, its 4
requisites, the manner of approaching the problem, and the like.
was/were able to import data from an Excel file saving the file as a ".csv" file through 4
selecting "file" from the main menu & selecting "Open" to import the ".csv" file thereafter or
simply drag and drop the ".csv" file into JASP's main window.

was/were able to optimize the 80% of the time prescribed by this PBL item in working out 4
the case which the teacher(s) had been tasked to fully abide in facilitation of their
engagement in such activity.
is/are able to exhibit the JASP inferential result where the value 16.545 and 0.781 were 4
reflected (please adjacent display) and used by the students for the computation of y'=a +
bx = 16.5454+(0.781)(78) = 77 (Score in Physics)
SUM 32
PERFECT SCORE 32
EQUIVALENT PERCENTAGE 100
 PBL-2 (for Geometry and Algebra) - the project is to evaluate the critical thinking and
collective capability of the concerned student-group to successfully solve the given
situation problem.

Find the area of the smallest circle if the enclosure has alength of 3 units and a
width of 5 units (Take note: The figure is NOT drawn to scale).

ons: Utilize the 4-point scale to objectively rate the group output assigned to your team.

> when the item was fully observable from the group’s output
> when the item was moderately observable from the group’s output
> when the item was fairly observable from the group’s output
> when the item was poorly or not observable from the group’s output
INDICATORS
RATING
With the facilitation of the Teacher(s), the student/group . . . . .
showed their problem-solving ability at full extent such that they applied their prior 4
knowledge such as equations, concepts of triangles and the like in strategically solving the
given worded problem.
exhibited such critical thinking skills in analyzing, synthesizing, and evaluating the given 4
case guided by their prior knowlegde, using relevant Geometric and Algebraic concepts,
formulas, and theorems to arrive at a solution.
are able to approach the case mathematically at highest degree, make connections between 4
different concepts and use mathematical reasoning in work outing the given problem and
justifying their solution through logic and reason.
had displayed such ability to work effectively individually or in group(s), communicate 4
their ideas clearly when in group, and contribute to the group's solutions given the current
problem on Geometry-Algebra.
was/were able to optimize the 80% of the time prescribed by this PBL item in working out 4
the case which the teacher(s) had been tasked to fully abide in facilitation of their
engagement in such activity.
is/are expected to approach the given worded problem in a theoretical and logical manner; 4
the adjacent figure with its corresponding details showed a more appropriate scheme in
determing the area of the smallest circle.
SUM 24
PERFECT SCORE 24
EQUIVALENT PERCENTAGE 100

PBL-3 (for Mathematical Physics) - the project shall measure the aptness of the
concerned student-team to construct a bridge that can sustain of a least 1-kilogram
deadload or weight using only 10 pieces 4.0mm diameter by 12-inch bamboo stick
and sewing thread as materials for assembly.

ons: Utilize the 4-point scale to objectively rate the group output assigned to your team.
> when the item was fully observable from the group’s output
> when the item was moderately observable from the group’s output
> when the item was fairly observable from the group’s output
> when the item was poorly or not observable from the group’s output
INDICATORS
RATING
With the facilitation of the Teacher(s), the student-group . . . . .
have totally followed the construction requisites for this PBL-based activity such as the use 4
of 10 pieces 4.00mm diameter by 12-inch bamboo stick and sewing thread as materials.

had displayed such collaborative endeavor during the project making as provided by the 4
concerned teachers-group (e.g. planning, designing, and building the structure itself).

is/are able to achieve the challenge for this PBL-related activity for the constructed bridge 4
to withstand at least a 1-kilogram deadload or weight when the same had been subjected to
compressive force.
had exhibited such careful attitude in working out the construction of bamboo bridge by 4
showing a critical attention to construction details such as the bamboo frames, foundations,
anchors and were fabricated to their finest quality.
had worked out that the mini bridge was structurally sound, aesthetically pleasing, 4
and able to support the weight it was designed for in terms of durabilty and quality
aspect.
was/were able to optimize the 80% of the time prescribed by this PBL item in working out 4
the case which the teacher(s) had been tasked to fully abide in facilitation of their
engagement in such activity.
SUM 24
PERFECT SCORE 24
EQUIVALENT PERCENTAGE 100
1.5 - r
In-Person Class for Students-at-risk
Instructions: Utilize the 4-point scale to objectively rate the group output assigned to your team.
Legend:
4 points -> when the item was fully observable from the group’s output
3 points -> when the item was moderately observable from the group’s output
2 points -> when the item was fairly observable from the group’s output
1 point -> when the item was poorly or not observable from the group’s output

Items Guide in Evaluating (Important Undertaking) Rating

1 Has fully identified the least learned competency(ies) from the 4
group-assigned Grade-8 level mathematics from or outside the
established topics (Items 1.1 until 1.8).
2 Has well employed the teaching strategy appropriate for 4
facilitating the contents in Grade-8 mathematics among the
learners in an In-Person class.
3 The group, as required, has observed wholly the ethical 4
standards by securing the formal consent/assent from the
parents, guardians and the participants.
4 The group has observed wholly the institutional protocol by 4
complying all safety guidelines, schedule procedures,
administrative coordination, and the like.
5 To secure the veriable evidences or supporting documents, the 4
group had complied in recording all vital parts of such actual
teaching demonstration.
6 The group has totally observed and managed the prescribed 40 4
to 45 minute duration per class period in an In-Person mode.

7 Has religiously complied the utilization of a detailed lesson plan 4

(DLP) in the delivery of lesson in Grade-8 mathematics as
mandated by DepEd.
8 In the usage of DLP, the group has dutifully followed the 4
established form and style of writing before the actual delivery
of the instruction to the class.
SUM 32
PERFECT SCORE 32
EQUIVALENT PERCENTAGE 100

Items Guide in Evaluating (In-Person Class) Rating

1 The teaching strategy has actively engage the Grade-8 students- 4
at-risks, which promote a clear understanding of math concepts.

2 The teaching strategy has fostered student interaction, 4

discussions, and peer learning - contributing to a dynamic
learning environment.
3 The teaching strategy has catered to the various intelligences of 4
the students but not limited to auditory, and kinesthetic learners
only.
4 The teaching strategy has demonstrated the practical relevance 4
of the lesson content, enhancing student participation and
comprehension.

5 The teaching strategy has incorporated differentiatted 4

approaches in addressing various learning levels, styles and pace
of the students-at-risks.
6 The teaching strategy has provided personalized assistance, 4
constructive management, and targeted intervention to address
specific learning challenges for each student-at-risk.

7 The teaching strategy has measured the level of engagement and 4

motivation, which could be validated by their noticeable spark of
interest and enthusiasm.

SUM 28
PERFECT SCORE 28
EQUIVALENT PERCENTAGE 100
igned to your team.