Reflection Journal Sample-Objective 8

Republic of the Philippines
Department of Education
REGION X
Division of Oroquieta City
Misamis Occidental National High School
LAC REFLECTION JOURNAL #1
Date: OCTOBER 14, 2022

Name: EMELYN D. BUENO
Designation: TEACHER I
Topic: USE OF TEACHER AND LEARNER FEEDBACK TO ENRICH TEACHING PRACTICE
Insights or Realizations
(Insights or realizations gained from the facilitator, mentor, or coach regarding new
concepts learned and known concepts that were more understood)
A. A totally new concept

During the LAC session on the use of teacher and learner feedback to enrich teaching
practice, I was introduced to the concept of utilizing learner feedback as a valuable tool
for improving my teaching. This idea was completely new to me, and it opened my
eyes to the immense potential for growth and development that can come from actively
seeking and incorporating feedback from my students.
B. A familiar concept but learned something new

While the concept of using teacher feedback was familiar to me, I gained a deeper
understanding of its significance during the LAC session. I realized that effective
teaching practices are not solely based on my own knowledge and experience but also
on continuously seeking input from my colleagues and incorporating their perspectives
into my teaching approach.
Lessons Learned
(personal experiences of how the strategy) or not in his/her class)
A. Easy points (what was easy to learn or apply to learners and why)
One aspect that was easy for me to learn and apply to learners was the importance of
creating a safe and open environment for feedback. By fostering a supportive classroom
culture, my students felt comfortable providing honest feedback, enabling me to gain
valuable insights into their learning experiences. This allowed me to make informed
instructional decisions and tailor my teaching to better meet their needs.
B. Challenging points (what difficult to learn or apply to learners and why)

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One challenging aspect was learning how to navigate constructive criticism and using it
as an opportunity for growth. Initially, I found it difficult to detach myself from
personal feelings and view feedback as a means for professional improvement.
However, through the LAC session, I learned strategies for embracing feedback,
reflecting on it objectively, and implementing necessary changes in my teaching
practice.
Next Course of Action

(what to do next to address challenges encountered)
Based on the LAC session, my next course of action is to actively implement and
integrate teacher and learner feedback into my daily teaching practice. I plan to create
structured opportunities for students to provide feedback, such as anonymous class
discussions, and ensure that their voices are heard and valued. Additionally, I will seek
regular input from my colleagues and actively engage in professional learning
communities to exchange feedback and ideas. By continuously incorporating feedback,
I aim to refine and enhance my teaching practice, ultimately improving the learning
experience for my students.
Prepared by:
EMELYN D. BUENO
Teacher I

REGION X
Date: NOVEMBER 25, 2022

Topic: UTILIZING LEARNER FEEDBACK TO IMPROVE INSTRUCTION

One of the key insights I gained while reflecting on the topic "Utilizing Learner
Feedback to Improve Instruction" is the importance of actively seeking and valuing
learner feedback. While it may seem obvious that feedback from learners is valuable, I
realized that it goes beyond just collecting feedback; it involves a systematic and
intentional approach to incorporate that feedback into instructional design and
delivery.

Prior to this reflection, I was already aware of the significance of learner feedback.
However, I learned something new in terms of the specific strategies and techniques
that can be employed to effectively utilize learner feedback. It is not just about
collecting feedback, but about analyzing it, identifying patterns and themes, and then
using that information to make informed decisions and improvements in instructional
practices.
Lessons Learned
One aspect that was relatively easy to learn and apply when it comes to utilizing
learner feedback is the importance of creating a safe and open environment for
learners to provide their feedback. By fostering a culture of trust and respect, learners
are more likely to share their thoughts and experiences, enabling instructors to gain
valuable insights. This can be achieved by encouraging open dialogue, emphasizing
that feedback is valued, and assuring learners that their input will be used to enhance
their learning experience.
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On the other hand, one of the challenging aspects of utilizing learner feedback is
effectively analyzing and interpreting the feedback received. Feedback can vary in
nature, ranging from specific suggestions to general impressions. It can also come in
different formats, such as written comments, ratings, or verbal feedback. Interpreting
this diverse feedback and extracting meaningful insights can be a complex task,
requiring careful attention to detail and a systematic approach. Additionally,
addressing conflicting feedback or feedback that may not align with the instructor's
initial intentions can be particularly challenging.

Based on the insights and lessons learned, the next course of action would involve
implementing a comprehensive feedback system that ensures effective utilization of
learner feedback. This may include the following steps:
1. Establishing clear feedback channels: Provide various avenues for learners to

provide feedback, such as online surveys, in-class discussions, or anonymous
suggestion boxes. This will encourage a wide range of learners to share their thoughts.
2. Systematic analysis of feedback: Develop a structured approach to analyze and

interpret the feedback received. Categorize the feedback into themes or topics,
identify common patterns, and prioritize areas for improvement based on the
frequency and significance of the feedback.
3. Incorporating feedback into instructional design: Utilize the analyzed feedback to

inform the design and delivery of future instruction. This may involve modifying lesson
plans, adjusting teaching strategies, or providing additional resources to address the
identified areas of improvement.
4. Communicating changes based on feedback: Keep learners informed about the

changes implemented because of their feedback. This helps establish transparency
and demonstrates the value placed on their input. It also encourages continued
engagement and active participation from learners.
5. Continuous improvement cycle: Implement a feedback loop, where learner

feedback is continuously sought and utilized to refine instructional practices. Regularly
assess the effectiveness of the changes made and make further adjustments as
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needed, ensuring an ongoing process of improvement.
By following these steps, instructors can create a feedback-driven learning

environment that is responsive to the needs and preferences of the learners, leading
to enhanced instructional outcomes and an overall improved learning experience.
Prepared by:
EMELYN D. BUENO
Teacher I
Date: MARCH 31, 2023

REGION X
Topic: TEACHERS’ FEEDBACK ON THE USE OF ICT IN THE CLASSROOM

Teachers' feedback on the use of ICT in the classroom revealed that it is a totally new
concept for many educators. Some teachers had limited exposure to technology in their
own education and professional development, making the integration of ICT tools in
their teaching a significant learning curve.

For other teachers, ICT in the classroom was a familiar concept, but they realized that
there were still many new possibilities and approaches they hadn't explored. They
discovered innovative ways to engage students, enhance learning experiences, and
streamline administrative tasks using ICT tools.
Lessons Learned
One easy point teachers learned was that ICT can significantly enhance student
engagement. Interactive multimedia presentations, online quizzes, and educational apps
drew students' attention and made learning more interactive and enjoyable.

Teachers also found some challenging points while using ICT in the classroom.
Technical issues, such as unreliable internet connections or incompatible devices,
sometimes hindered the smooth integration of ICT tools. Additionally, adapting
teaching methods to effectively incorporate technology required careful planning and
experimentation to ensure the desired learning outcomes.

REGION X
Based on the feedback received, the next course of action could involve:
1. Providing comprehensive training and professional development opportunities for
teachers to build their ICT skills and knowledge. This could include workshops, online
courses, and collaboration with technology experts.
2. Allocating resources and support to address technical challenges, such as improving
internet connectivity and ensuring access to compatible devices.
3. Encouraging collaboration and sharing of best practices among teachers who have
successfully integrated ICT in their classrooms. This could be facilitated through peer
mentoring, online platforms, or professional learning communities.
4. Continuously evaluating the impact of ICT integration on student learning outcomes
and adjusting instructional strategies accordingly. This could involve collecting
feedback from students, analyzing assessment data, and monitoring student engagement
and motivation.
By implementing these actions, teachers can continue to leverage ICT effectively in the
classroom, enhancing the learning experiences of their students and preparing them for
the digital age.
Prepared by:
EMELYN D. BUENO
Teacher I
Date: MAY 19, 2023

Name: EMELYN D. BUENNO
REGION X
Topic: USING LOCALIZED LEARNING MATERIALS TO IMPROVE TEACHING

PERFORMANCE

Using localized learning materials to improve teaching performance was a totally new
concept for many educators. They realized the importance of incorporating materials
that are relevant to the local context and culture, as it can enhance students'
understanding and engagement with the subject matter.

For some teachers, using localized learning materials was a familiar concept, but they
discovered new ways to utilize and adapt these materials effectively. They learned that
it goes beyond simply translating existing resources and involves creating or sourcing
materials that align with students' backgrounds, experiences, and interests.
Lessons Learned
A. One easy point teachers learned was that using localized learning materials can
make learning more relatable and meaningful for students. By incorporating examples,
scenarios, and references that resonate with their local context, students can connect
with the content more easily and develop a deeper understanding.

However, teachers also faced challenging points while using localized learning
materials. It required additional effort and time to find or create appropriate resources
that align with the local context. It also necessitated understanding the cultural nuances
and sensitivities to ensure the materials are inclusive and respectful to all students.

Based on the insights gained, the next course of action could involve:
1. Encouraging collaboration among teachers, curriculum developers, and local
REGION X
communities to co-create localized learning materials. This would involve sharing

experiences, knowledge, and resources to ensure the materials are authentic, relevant,
and representative of the students' backgrounds.
2. Providing professional development and training to teachers on how to effectively
integrate localized learning materials into their teaching practice. This could include
workshops, seminars, and online courses that offer practical strategies and guidance.
3. Establishing a platform or repository where teachers can access and share localized
learning materials. This could serve as a central hub for educators to find resources,
exchange ideas, and provide feedback on the effectiveness of different materials.
4. Continuously evaluating the impact of using localized learning materials on teaching
performance and student outcomes. This could involve collecting feedback from
students, conducting assessments, and monitoring engagement and motivation levels.
By implementing these actions, teachers can enhance their teaching performance by

utilizing localized learning materials that resonate with their students' backgrounds and
experiences. This approach can foster a more inclusive and culturally responsive
learning environment, ultimately improving student engagement and achievement.
Prepared by:
EMELYN D. BUENO
Teacher I

Reflection Journal Sample-Objective 8

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Republic of the Philippines

LAC REFLECTION JOURNAL #1

Date: OCTOBER 14, 2022

Topic: USE OF TEACHER AND LEARNER FEEDBACK TO ENRICH TEACHING PRACTICE

A. A totally new concept

B. A familiar concept but learned something new

B. Challenging points (what difficult to learn or apply to learners and why)

Next Course of Action

LAC REFLECTION JOURNAL #2

Date: NOVEMBER 25, 2022

Topic: UTILIZING LEARNER FEEDBACK TO IMPROVE INSTRUCTION

A. A totally new concept

B. A familiar concept but learned something new

B. Challenging points (what difficult to learn or apply to learners and why)

Next Course of Action

1. Establishing clear feedback channels: Provide various avenues for learners to

2. Systematic analysis of feedback: Develop a structured approach to analyze and

3. Incorporating feedback into instructional design: Utilize the analyzed feedback to

4. Communicating changes based on feedback: Keep learners informed about the

5. Continuous improvement cycle: Implement a feedback loop, where learner

needed, ensuring an ongoing process of improvement.

By following these steps, instructors can create a feedback-driven learning

LAC REFLECTION JOURNAL #3

Date: MARCH 31, 2023

Topic: TEACHERS’ FEEDBACK ON THE USE OF ICT IN THE CLASSROOM

A. A totally new concept

B. A familiar concept but learned something new

B. Challenging points (what difficult to learn or apply to learners and why)

Next Course of Action

LAC REFLECTION JOURNAL #4

Date: MAY 19, 2023

Topic: USING LOCALIZED LEARNING MATERIALS TO IMPROVE TEACHING

A. A totally new concept

B. A familiar concept but learned something new

B. Challenging points (what difficult to learn or apply to learners and why)

Next Course of Action

communities to co-create localized learning materials. This would involve sharing

By implementing these actions, teachers can enhance their teaching performance by

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