Professional Documents
Culture Documents
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up with above above above 80% above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
the lesson lesson the lesson up the lesson up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor require remediation require remediation require remediation to require remediation continue to require
can helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well: well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, taking and studying techniques, and taking and studying techniques, Development: Examples: Self Development: Examples: Self
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. assessments, note taking and assessments, note taking and
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- studying techniques, and studying techniques, and
pair-share, quick-writes, and share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. vocabulary assignments.
anticipatory charts. anticipatory charts. anticipatory charts. ___Bridging: Examples: Think- ___Bridging: Examples:
pair-share, quick-writes, and Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: anticipatory charts. writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw charts.
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and ___Schema-Building:
projects. projects. projects. Examples: Compare and ___Schema-Building:
contrast, jigsaw learning, peer Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: teaching, and projects. contrast, jigsaw learning,
peer teaching, and projects.
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations,
manipulatives, repetition, and manipulatives, repetition, and local media, manipulatives, repetition, ___Contextualization:
local opportunities. opportunities. and local opportunities. Examples: Demonstrations, ___Contextualization:
media, manipulatives, Examples: Demonstrations,
___Text Representation: ___Text Representation: ___Text Representation: repetition, and local media, manipulatives,
opportunities. repetition, and local
Examples: Student created Examples: Student created Examples: Student created opportunities.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
___Text Representation:
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, Examples: Student created Examples: Student created
language you want students to language you want students to use, modeling the language you want drawings, videos, and games. drawings, videos, and games.
use, and providing samples of and providing samples of student students to use, and providing ___Modeling: Examples: ___Modeling: Examples:
student work. work. samples of student work. Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you modeling the language you
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies want students to use, and want students to use, and
used: used: used: providing samples of student providing samples of student
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work. work.
___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and Other Techniques and
play play play Strategies used: Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching
activities/exercises activities/exercises activities/exercises ___ Group collaboration ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning ___Gamification/Learning
___ Diads ___ Diads ___ Diads throuh play throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises activities/exercises
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Carousel ___ Carousel
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Diads ___ Diads
Why? Why? Why? ___ Differentiated Instruction ___ Differentiated Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
___ Group member’s ___ Group member’s ___ Group member’s Why? Why?
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs
in doing their tasks in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to
of the lesson of the lesson of the lesson ___ Group member’s learn
collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperatio
___ Audio Visual Presentation n
of the lesson in doing their tasks
___ Audio Visual
Presentation
of the lesson