Geralyn’s Portfolio

Assessment of Learning 2

Prepared by: Geralyn L. Ogena

BEED 3-1
 Acknowledgement
I cannot express enough thanks to my family, friends and professors for their continued
support and encouragement. I offer my sincere appreciation for the learning opportunities
and support you have given to me so that I will do my work successfully.
My completion of this project could not have been accomplished without the support of
my family and friends. My mama and papa who always remind me that I can finish this
task or project especially in my tough situation and my friends who always at my side
every time I feel down. Thanks to all of you for allowing me to enter your house every time
we have a group study. The countless times you kept on supporting me during my hectic
schedule is much appreciated and I will promise that I will keep this good work. To my
mamala, thank you for the encouragement when the times got rough are much
appreciated and duly noted. It was a great comfort and relief that you kept on motivating
me to perform my task.
And most of all, I would like to thank the supreme power the Almighty God who is
obviously the one has always guided me to work on the right path of life. Without His
grace, this project could not become a reality. I have no valuable words to express my
thanks, but my heart is still full of the favors received from every person.

1
 Introduction
Welcome to my portfolio, I am Ms. Geralyn L. Ogena, a student of Polytechnic University
of the Philippines Ragay Branch, under the program of Bachelor in Elementary Education.
This portfolio is a digital visual of my activities in the subject Assessment of Learning 2.
This will very helpful because it can use as a tool in learning throughout the years. This
will also available to you and future learners at all times and I encourage everyone to
create this kind of portfolio as a provider of knowledge. This digital portfolio is intended
for those learners who in the future needs to seek for more information as a reference to
other subject or project. By doing this, we can work together to provide the best possible
learning journey for other students as well as providing a reflection throughout the year.
This will be a lovely keep safe for everyone to come as we remember these precious
project that will help our growth and development.
This digital portfolio is a huge help for everyone to have a great reference where it will not
vanish through the years because it can restore from different online platforms. It includes
the knowledge and information about Teaching and Learning in the Elementary Grades,
Technology for Teaching and Learning, Technology for Teaching in the Elementary Grades
st
(Module 2), Module 1: Learning Plans in the Context of the 21 Century, Module 2:
Integrating Active Learning Approaches in Language Learning, Module 3: Using Open-
ended Tools in Facilitating Learning Language, Module 4: Producing Learning Resources
Using Technology Tools, Lesson Plan and Module Alternative/Authentic/Performance-
based Assessment Module 2:Portfolio Assessment.
 Table of Contents:

 Teaching and Learning in the Elementary 7-23

Grades

 Technology for Teaching in the Elementary

Grades (Module 2) 24-39

st
Module 1: Learning Plans in the Context of the 21
Century 40-48
Module 2: Integrating Active Learning Approaches
in Language Learning 49-54
Module 3: Using Open-ended Tools in Facilitating
Learning Language 55-61
Module 4: Producing Learning Resources Using
Technology Tools 62-76
Lesson Plan: 79-94
Literature-Based Approach
Writing
Speaking
Listening
Reading

 Instructional Materials 77
 Instructional Materials Design 78

 Module 1:
Alternative/Authentic/Performance-
based Assessment 95-99
 Module 2:
Portfolio Assessment 100-106
 It is the supreme Portfolios are
art of the TEACHER everything, promises
to awaken joy in are nothing. Do the
creative expression work.
and knowledge. Chase Jarvis
Albert Einstein

PORTFOLIO

The nature of a
Having different
portfolio is that it
types of stocks in
always a work in
portfolio can
progress.
enhance returns.
  Teaching and Learning in the
Elementary Grades

Module 1: Language Theories Applied to English

Language
Differentiate the language theories in terms of:
Theory Assumptions Classroom
Application
- Language as a - Language is very useful
Language as a tool inside the classroom
system of signs is a
system of in conveying thoughts,
theory about the native opinions and giving deep
signs of language purposes
meaning through the use
of signs which means
Ferdinand De Saussure, communication is
through body
a Swiss linguistic who is
movements. Using sign
also known as the father language in
communicating which
of Modern Linguistics.
other people is also one
This study language as a of the effective ways to
understand the meaning
system of signs is also
and message of what an
called semiotic or individual is trying to
convey. Language is
semiology in the
what we need in order for
literature of linguistic. us to understand each
other especially in
- Language is a link sharing our ideas about
out classroom task for
between thoughts and
us to make good
sounds, and is means for outcomes of our
work/activity. In order to
thought to be expressed
teach a child with special
as sound. needs like autism, it will
be necessary to dedicate
-Language can be time to teaching the
signs and the signing
studied through time method. Once the initial
(diachonic dimension) understanding of sign is
in place, it is valuable to
and can be studied at a teach other children in
particular point in time the classroom some
basic signs as well so
(synchronic dimension). that children can
- Language has a communicate with one
another. To increase the
form of the sign sensitivity of the other
(signifier) and created a children in the class to
the learners, or learners
mental image or concept with special needs and to
(signified). facilitate live
communication inside
-Language has the classroom. This is
arbitrariness of signs why sign language
should be taught in
(social contract among school. Language as a
speakers). system of sign is
important and powerful
- Language is an way to teach individual
with special needs. It
activity of an individual,
helps provide visual
language is the social prompt necessary for
manifestations of autistic learners to
speech. understand new
- Language is a vocabulary word,
product of the speaker's request or other
communication of signs communication.
to the listener. Spoken Language as a system of
language includes sign helps to increase
communication of communication and
concepts by means of decrease frustration with
sound-images from the special needs learners in
classroom. It can also
speaker to the listeners.
 help the imagination
ability of the learners
where it broadens the
understanding and
knowledge of the
learners.
- Language as a
Language has played a
Language as a system of structural
big role in education
system of pattern seek to articulate
because it is our tool in
structural patterns the process of building
communicating with
pattern language for
other people. Language
system design.
is what we use in
Language has structured enhancing our
patterns comprised of socialization skills and
phonology, morphology,
syntax and semantics. understanding of the
differences of language a
- Language has person used. Language
prescribed rule–
as a system of structural
prescriptive, inequality
patterns helps and works
of languages, supremacy
together to create
of Latin and Greek as
meaningful
sources of logic, written
communication among
language, set of rules,
individuals in the
and elitist.
classroom. It uses in the
- Language has
classroom to provide
structured patterns –
specific meaning to what
descriptive, equality of
is being taught of the
all languages
learners. It is very useful
(egalitarianism),
tool in the classroom by
languages have logic,
which a person learns to
primacy of speech, and
construct full sentences
complexity of habits.
to be uttered. Pattern
language is important in
- For Bloomfield, classroom because it get
language is a complex of a reliable and complete
habits. list of the problems to be
- For Sapir, solved.
language is a non- Language teach person
to conform individual
distinctive method of
behavior in the
communication (learning classroom and also
responses to the norms
language through
and value of every
socialized behaviors). individual. As everyone
learned the differences
- A pattern language of their language They
can easily communicate
is also structural and with each other and
more powerful, it is a shared their opinions
and thoughts with one
collection of patterns another. It gives the
that build on each other students free practice
with the language and
to generate a system. when students work in
Language is non- small groups they have
more opportunities to
distinctive method control what they talk
of communication. about and who they talk
to. It also helps us
remember insights and
- Pattern language
knowledge about design
is an organized and and can be used in
combination create
coherent set of pattern,
solution.
each of which describes
a problem and the core of
a solution that can be
used in many ways
within a specific field of
expertise.
 Language as a
Language as a system of
system of - Language
internalized rules helps
to understand
internalized rules Acquisition Device (LAD) differences of language
inside the classroom. In
is a built-in language
the classroom, a learner
system in the human discovering for
themselves what the
brain.
meaning of a new word
by using context will
- Generative have internalized the
linguistics has proposed information more deeply
than a learners being
that language is uniquely told what the meaning is.
human attribute. In internalizing rules,
school will understand
the learning process and
- Universal
it helps improved the
Grammar (UG) knowledge of the
learners in constructing
perpetuates that all
words and sentences
human speakers shared correctly. It is very
helpful inside the
internalized classroom that everyone
universal understands their
language in making
structures of language. communication and
socialization skills
- The innatist view effectively. Awareness of
of language acquisition the language to be used
is very important in
argues that human classroom in terms of
beings have innate understanding the
grammar and meaning of
ability to understand the the language. As
grammar of language everyone understand
language, their
that general rules of performance inside the
language are internalized classroom will be
interactive. Internalizing
with the human brain. rules of the language
inside the classroom will
help everyone to follow
 and identify what
language they should be
used. The language that
everyone knows the
most important tool in
making teaching and
learning process effectively
inside the classroom.
Using and internalizing
of rules inside the
classroom will help the
lesson easy to
understand by the
Language as a learners.
-Functions of language
system of have an important role in
- Language
every type of
functions functions are built into communication specially
i classroom. Functions
language system itself.
of language inside the
classroom build good
- Language is a communication in our
system of meanings. daily life as we interact
with other people.
- Language is a Functions of language
system of choices. inside the classroom is
to build character of a
- Language person, understand
weakness and strengths,
functions as the key to talent, intelligence,
learn other language intellectual ability and
willingness to
functions as a means to communicate and
understand one-self, participate with each
other. Functions of
other person, observing language in the
the environment around classroom is to provide
tools to observe the
and as a tool for self- problem and give real life
expression. solution, use to express
feelings, emotions and
passion. At the time of
- The structure and
using language as a tool
categories of language to express ourselves, we
need to consider or care
who are the listeners or
 constitute a system of readers. Functions of
language in classroom
meanings and choices.
every individual can
transfer variety of
Language functions as a messages, either for
means of himself or for another
person.
communication between
members of the public.
Language as
=Language as
implicatures implicatures in
classroom engage
students in productive
- Language is class activities and
primary designed for language use
precipitated and
communication. facilitated. Language as
implicatures in
- Cooperative classroom used to
encourage students their
principle – this is the opinions, thoughts and
human intention to ideas. It can aid in
communicating more
participate in efficiently than by
conversational activities. explicitly saying
everything we want to
There are 4 maxims in communicate. Language
cooperative principles as implicatures use in
classroom to implying
such as: (1) the maxim of
meaning beyond the
quantity – informative literal sense of what is
contribution is required; explicitly stated. It is an
(2) the maxim of quality – important tool to be used
the contribution in the in order to give meaning
communication process on what is being
is true; (3) the maxim of conveyed in order for the
relation – be relevant; learners to understand
and, (4) the maxim of the statement.
manner – be Implicatures used in
perspicuous (avoid classroom to show the
obscurity, ambiguity, intentions may differ
from the produced
brief and orderly).
speech. Implicatures is
used to know and
balance the situation to
 - Language is
primarily designed for
communication.
Language denotes either
the act of meaning or
implying one thing by
saying something else,
or the object of the act.
Language as
speech acts
- Speech acts theory
assumes that language
exists for people.
- Language as
speech acts is a language
performance.
- Utterance consists
3 related acts:
elocutionary act is
producing the linguistic
control cultural bias
whenever possible. It is
use in the classroom to
observed who among the
learners use different as
well as same language in
communicating with
each other. Language as
implicatures help the
learners to enhanced
their critical thinking
skills and maintain good
social relations,
misleading without lying,
styles and verbal
efficiency. It is also used
to identify who among
the learners didn't
understand other
language and those who
can understand other
language or the second
language.
Speech acts used in
classroom can
effectively impart
teaching contents, give
demonstration
accomplish teaching
tasks and organize the
classroom. Speech acts
needs to be taught in
school because learners
of all languages tend to
have difficulty
understanding the
intended meaning
communicated by
speech acts. Classroom
instruction on speech
acts can help acts and
thus their interaction
with native speakers.
Speech acts use in the
 character of an utterance; classroom to practice
our way of talking that
illocutionary act is doing
gives clear interpretation
something with of the words a person
being uttered. Speech
language; and, per
acts helps us to develop
elocutionary act is the our way of speaking that
will understand by other
effect of utterance on the
people and also practice
person or thing. the use of language
appropriately.
- Speech is a
subfield of pragmatics.

Something expressed by
an individual that not
Language as only presents - Language as discourse
information but performs
discourse as an action as well.
in the classroom is used
to learners be instructed
in the pronunciation
- Discourse is one of grammar and vocabulary
of the target language.
the four system of
Language as discourse
language, the other being used for purpose of
communication and
vocabulary, grammar and
better understanding of
phonology. the differences between
speaking and writing.
- The system and its Language as discourse
in classroom is essential
components form the raw component in pre-and in-
materials for the teaching service language
teacher's repertoires.
and learning of language. Language as discourse
used in classroom to
- Language does not clearly discuss the
take place in a vacuum. lesson that the learners
will understand it and it
is used in classroom to
- The language we impart knowledge that a
access within the system student lack of. It is very
important that it is used
is transformed into in classroom as a tool in
language discourse. teaching and learning
process that enables
 - Language is used educational goals
successfully. This is one
by people for various
of the effective way in
purposes. teaching the learners
inside the classroom to
- Language developed their skills
and abilities in terms of
constitutes society and is speaking and writing
constituted by it. purposes.

Fairclough offers the

multidimentional view of
language as discourse:
(1) language is a text; (2)

Activity 2: Enumerate the three (3) ways or considerations to better

teach English. Present a concrete scenario inside the English classroom.
Three Ways for Better English
Teaching
1. Creation of context
Classroom Scenario
A Grade 4 teacher create a policy wherein
all students need to speak English
language only during class hours.
- A Grade 4 teacher allow students to play
with words that sounds the same but have
different meanings. And let students to
think of words that sounds alike and let
them try to define each one. This will help
expand the learners vocabulary and
understanding of the words correctly.

2. Use of intervention - A teacher separated her students who

are fluent in using English language and
conduct a remedial activity for those who
needs an improvement in speaking
English language.

3. Choice of content
- A Grade 5 teacher wanted to have a role
playing about ways on how to prevent the
widespread of Novel Corona Virus but
some of her students are having difficulties
in speaking English so that she decided to
teach first the basic English words.
A Grade 3 teacher conducted a survey
about what language of every student
preferred to use inside the classroom.
After that she give activity to the learners
where they need to construct sentences
about the familiar words they know based
on their preferred choice of language.

Activity 3: Integration & Reflection

My Reflection
Based on our class discussion, I learned that language is very important in our
life specially when it comes in communicating with other people. Through studying other
language, our skills in communicating will be enhances and we are able to developed our
learnings. I have learned that for us to understand other people we need to take an effort
so that we learn second language that will help us to broaden our knowledge. I also
learned that there are different ways on how we communicate with other people like sign
language, it is very useful tool in communicating to those who have special needs. I have
learned that sign language open doors for special needs to communicate so that they will
not feel different from other people. I realized that learning second language will have
developed our cognitive ability that is very important in acquiring knowledge. Studying
second language also help us in developing critical thinking wherein we can express it
through either orally or written English language.

Language is what we need for us to know the differences of every individual who
used it in communicating every day. I have learned that learning second language will
have enhanced our writing skills, speaking as well as reading comprehension as the
foundation of our development as a learner. Learning language will help us know the
proper use of grammar in constructing sentences so that it will be easier for us to
communicate and engage with other people. In order to survive, we must be aware of our
surroundings and communicate with others--what was originally an evolutionary
adaptation is now useful in helping us learn languages. I also learned that if we are not
taking time to learn other language there will be miscommunication when we are talking
or exchanging of thoughts with one another. Although learning English can be challenging
and time-consuming, we can see that it is also very valuable to learn and can create many
opportunities. Language bridge the gap between persons with different language. I also
learned that learning language breaks the barrier about the differences of our language.
Language exists for communication, to control people regarding to maintain their
relationships, communication, thoughts, expressing emotions etc. I have also learned that
language is for thought and this thought is related to language directly because people
cannot think without language and it is really significant. I also learned that language is
the most direct connection to other cultures. Being able to communicate in another
language exposes us to and fosters an appreciation for the traditions, religions, arts, and
history of the people associated with that language. Greater understanding, in turn,
promotes greater tolerance, empathy, and acceptance.

Identify and write the salient points of each theoretical view in second
language teaching and learning.

Theory Salient Points

Socio-Psychological - It characterized by three aspects, the desire (or
Theories Wanting) to learn the language, the motivational
intensity (or effort expended) to learn the language,
and the affective reactions (or attitudes) toward
learning the language. This tri-partite complex is what
we refer to as Motivation, and we argue that all three
elements are necessary to adequately reflect
motivation. Simply wanting a goal is not sufficient to
qualify as motivation.
- It asserts that individual and society are interlinked.
This means, an individual strives to meet the needs of
 the society and the society helps him to attain his
goals. Through this interaction, the personality of an
individual is determined.
- The Socio-Psychological theory is the contribution of
Adler, Horney, Forman and Sullivan. This theory is
also called as Neo-Freudian Theory.

Second Language Theories John Schumann’s (1978) model proposes that

second language learners adapt to the new culture.
19
- For a child to learn a second language, s/he should
experience acculturation wherein first language group
controls his or her second language learning process.
- Language is an aspect of culture; therefore, the
relationship of first language community and second
language community is vital in developing a
multilingual child.
Stephen Krashen’s Second It consists of five main hypotheses, the Acquisition-
Language Learning Theories Learning hypothesis; the Monitor hypothesis; the
Input hypothesis; and the Affective Filter hypothesis;
the Natural Order hypothesis
- Acquisition - Learning Hypothesis - Acquisition is
an unconscious process of language processing
through authentic or real conversation or interaction
with the language users.
Activity 2 – Apply-your-learning
How will you apply the second language theories in the
English classroom?
Present 10 teaching practices that you will adapt in your English
class.

1. I will apply the second language theories in the English classroom through adapting
and use of peer learning. In this teaching practice, second language is very effective tool
that help us to communicate with each other through collaboration and it enhances our
communication skills when it comes in sharing thoughts and ideas. In our English class I
adapt this kind of teaching practice because I know in myself that I developed my
communication skills every time we have activities in school that needs an exchange of
opinions. Learning and adapting of second language is very important for us to broaden
our understanding and knowledge about the proper use of language in many ways among
students who have different language.

2. I will apply the second language theories in the English classroom through participating
in classroom discussions. Classroom discussions is important wherein we participate to
learn with each other and allow us to use and apply what we have learned about the use
of second language not only to communicate with one another but also to use it as a tool
in developing cognitive skills. I adapt this teaching practice because in our English class
we are able to get involved to it by using second language as our means of
communication when it comes in answering and sharing our thought about the lesson.
Classroom discussions as one of the teaching practices have a big role in practicing
students by using second language for the preparation of being multilingual learners.

3. I will apply the second language theories in the English classroom through involving us
in decision making. Involving students in decision making as a teaching practice is also a
tool that will help us to use our knowledge and abilities as we are preparing in building
ourselves in case we encounter tough situations and we need to decide for our own. I will
apply the second language theories here by acquiring knowledge our first language so
that it will be easier for me to use second language in deciding inside the classroom
because we all know that inside the classroom we have different languages used by the
learners so that for us to understand each other we need to learn the second language.
Understanding each other will help us in making good decisions so that we can avoid
problems and that is what I adapt in our English class where we are allowed to used
second language.

4. I will apply the second language theories in the English classroom by giving feedback
to each other’s performance. Giving feedback as a teaching practice of using second
language inside the classroom is very useful so that we can know what is/are our
weaknesses and strengths when it comes in communicating with each other. Giving
feedback about the language we used is a tool wherein we can have enhanced our
knowledge, skills and abilities in adapting every individual’s language. For me, it will be
easier for us to communicate and understand each other if we use second language in
giving feedback about our performance because it bridges the gap between our learnings
in first and second language. I adapt giving feedback because in our English class we are
able to give comments or opinions to one another so that it helps me to practiced my
knowledge about the use of second language in teaching and learning process.

5. I will apply the second language theories in the English classroom through adapting
one of the teaching practices which is the act don't react. Act don't react is a teaching
practice that I adapt in our English class because we all know that everyone is different
in acquiring knowledge, not everyone is fast learners especially in learning English
language so that this teaching practice is very important that everyone will be given a
chance to learn, everyone should be engaged when it comes in answering questions
through the use of second language and it will be effective if there is improvement to
individuals acquisition of learnings and communication skills. In our English class I have
learned that everyone is an actor not just only an audience. An actor that is being involved
in learning sessions using second language not an audience who are just at one side who
are not aware and open to adapt changes.

6. I will apply the second language theories in the English classroom through motivation.
I adapt motivation as a teaching practice in our English class because we are able to
learned things and new knowledge through motivating each other to adapt and use
English language not only in communicating but also in sharing ideas about the lesson. I
adapt motivation as a teaching practice because i have noticed that it is very powerful to
motivate each other so that we will encourage to learn. Through motivation of exchanging
of thoughts using second language will broaden the understanding and knowledge of the
learners and it will be easier for us to used it every day.

7. I will apply the second language theories in the English classroom through classroom
observation. Classroom observation as one of teaching practice is very useful to know
what are the weaknesses and strengths of the learners. I adapt classroom observation in
our English class because we are required to learn and use second language in
developing our skills and abilities. Classroom observation as a teaching practice is also
helpful because it determined who among of us/learners have improved the performance
when it comes in communicating using second language.

8. I will apply the second language theories in the English classroom by adapting the
speaking English language policy during class hours. Speaking English language policy
as one of the teaching practice will enhanced the abilities of the learners when it comes
in speaking English fluently. In our English class, we are able to speak English when it
comes in answering questions and I admit that there is something improvement in my
English speaking and I also learned to construct sentences with correct grammar. I adapt
speaking English language because it really helps me to understand the proper use of
words to create sentences by means of communicating with each other.

9. I will apply the second language theories in the English classroom through adapting
and participating in formative assessment. In order to provide feedback to the learners,
teachers will conduct formative assessment so that he/she will identify who among the
learners have learned the lesson. I adapt formative assessment because in our English
class we are assessed frequently and we are able to answer questions being given to us
through the use of second language.

10. I will apply the second language theories in the English classroom through adapting
and maintaining good communication skills. This teaching practice is very important and
helpful in building rapport among learners as well as teachers to easily connect and feel
individual needs. I adapt it in our English class because if we have questions about the
lesson we can easily get an answer to my classmates because even though we are not
good enough in speaking English yet we understand each other because we have good
communication. I adapt this teaching practice because I believed that open and clear
communication is the key to develop a healthy friendly atmosphere inside our classroom.
 MODULE 2: APPROACHES TO EDUCATIONAL TECHNOLOGIES

EDUC 30053 TECHNOLOGY FOR TEACHIN AND LEARNING 2

ACTIVITIES/ASSESSMENTS:

Activity 1 - Fill in the Blanks—24

1. In hardware approach, the emphasis is given to teaching-accessories.
2. Hardware approach was firstly described by A.A. Lumsdeine.
3. Educational technology I and II are interlinked and are can't be separated to each
other.24
4. Teaching machines are used in instructions approach of educational technology.
245. Lumsdeine has mainly categorized educational technology into three Approaches.

Activity 2 – Answer the following questions and make your own personal
reflections on the concept. Write your answers in the table below.
Questions Answer/s My Personal
Reflection
Explain the hardware - Hardware approach is the -Hardware approach is one
approach. used of machines and other of the effective tool in
equipment in educational educational technology. I
technology for making the learned that using
course material more hardware approach in
effective. teaching and learning
- Hardware approach is process really helps the
based on the application of learners to acquire
physical science to the knowledge and be aware
education and training on the use of technology
system which mechanizes and other tools. I have
the process of teaching learned that hardware
 gradually so that teachers approach really useful in
would be able to deal with the development of our
more students, resulting in knowledge and skills
less cost and economy in through the use of
finances. technology as we engaged
- Hardware approach in every activity with the aid
mechanizes the process of of technology. I also
teaching so that teachers learned that transmission of
would be able to deal with knowledge is supported by
more students with less machines like radio and
expenditures in educating television. I realized that
them. hardware approach
improving the efficiency of
educational means and
reducing the cost of
education.
Describe the Educational - In Educational - Educational Technology
Technology II. Technology II, played an important role in
psychological principles classroom as a
are used in place of motivational aid and a
machines which can bring teaching tool to help
the required changes in students succeed.
students. 25 Educational Technology 2
- Educational Technology II was a big help, because
is concerned with the first it has different lesson
integrating and the use of to be discussed that helps
technology in teaching and me to enhance my skills on
learning. computers. I have learned
- Educational Technology that technology can also be
intends to help target a gateway to the vast
learners to wave realms of creativity for us,
 technology in teaching with allowing us to participate in
software (computer activities that we never
progammed learning would have dreamed
materials) becoming a possible. Applying
natural extensions of technology at school has a
learning tools. great impact on me as it
- Educational Technology II has given me more
will involve a deeper knowledge of technology
understanding of the gadgets such as using the
computer as well as hands internet to create website,
on application of computer having discussions and
skills. gaining information. I have
also learned how to operate
many tools that will become
useful in helping my skills in
the classroom. I realized
that this course has helped
me to understand that the
use of interactive
educational activities can
promote higher order
thinking skills, such as
problem solving, critical
thinking and creativity.
Elaborate the origin and - Software is a set of - Development of software
development of software. programmed instructions has expanded especially in
stored in the memory of the utilization of newly
stored-program digital invented applications that
computers for execution by may use in educational
the processor. Software is technology. I learned that
a recent development in by using tools in the
human history, and it is software development
fundamental to the process, the outcome of the
Information Age. projects will be more
- The first generation of productive. I learned that
software for early stored- development of software in
program digital computers educational technology
in the late 1940s had its really helps us to broaden
instructions written directly our understanding in using
in binary code, generally computers as our tool in
written for mainframe education. I realized that
computers. Later, the for us to be knowledgeable,
development of modern we need to adapt the
programming languages changes in teaching and
alongside the learning process like the
advancement of the home use of different
computer would greatly technologies especially
widen the scope and computers. I learned that
breadth of available development of software
software, beginning with allows us to be accessible
assembly language, and from almost anywhere via
continuing on through smartphone or computer. I
functional programming realized that software is
and object-oriented very important tool that
programming paradigms. serves as an instrument for
- software is the interface teachers' professional
between computer systems performance. I learned that
and the humans who use adapting software that we
them. Software consists of can use in our study is very
programming instructions helpful because it allows us
and data that tell the to explore and seek for
computer how to execute information that we are lack
 various tasks. These days, of. We are in a 21st century
instructions are generally learning so that we need to
written in a higher-level embrace that software and
language, which is easier to integration of technology is
use for human part of our life especially in
programmers, and then education.
converted into low-level
machine code that the
computer can directly
understand.
- Today, software has
become ubiquitous, even in
places that you might not
expect it, there is lot of
inventions in terms of
upgraded technology such
as Apple’s Swift
programming language for
iOS or Go Open source,
are relatively new and
exciting.
-
Describe the principles of - The principles of using - A computer is a
using hardware and hardware and software programmable machine
software approaches. approaches such as that accepts input, stores
principle of selection, and manipulates data, and
principle of purposiveness, provides output in a useful
principle of economy, format. A computer is made
principle of availability, up of combination of two
principle of simplicity, components, which is
principle of stimulation and hardware and software.
principle of self- Both components are
preparation has played a important and have its own
big role in educational functions and meaningful
technology to develop usages. I learned that
learner’s skills and abilities hardware approach gives
as well as better acquisition us information and
of learnings. knowledge about using
- Principle of selection is machines for learning while
that selecting the proper software approach is that
instructional materials with help us to be familiar in
the aid of software and installation process. I
hardware in educational realized that without
technology. The hardware approach a
accessibility of technology computer will not work
tools and apps and picking because everything that
the right app or tool is very process in a computer like
essential for teaching and sound card in speakers and
learning process video card that provides
effectively. image on the monitor are all
Principle of purposiveness hardware. I also learned
is that we must define the that software approach
goals and needs of helps us to browsing
education first and then we information in the internet
use all our knowledge, will broaden our knowledge
including technology, to and developed as a means
design the most effective to enhance our lives. For
learning environment for example, by using an e-
students. commerce website, we are
- Principle of economy is able to save money and
that the use of unlimited time. I learned that software
resources with the aim of and hardware approaches
ensuring efficiency in the is what makes a computer
allocation and utilization of works and without this two
resources in education. approaches we will not
- Principle of availability is learn how to operate
somewhat choosing of technology as our tool in
instructional materials in teaching and learning
teaching like computers process.
and internet to be used in
educational technology.
Availability of computer in
school is very helpful in
aiding the needs of the
learners in using
technology as a tool in
education.
- Principle of stimulation
refers to the way students'
minds are stimulated while
in their learning
environment. In a
stimulating classroom,
students are able to move
around, learn new ways of
receiving knowledge, and
are encouraged to question
everything around them.
Because of this, it's easier
for them to become
involved in the learning
process through the use of
educational technology.
 - Principle of self-
preparation is a discipline
that moves you towards
your goals and refuels your
mission in adapting and
acquiring knowledge
through the use and help of
software and hardware
approaches in educational
technology.
Describe system analysis. - Systems analysis is the - Our world is a system of
comparison of alternative natural and man-made
means of carrying out some factors working together to
function, when those sustain life. In developing
means are rather any sort of system, there
complicated and comprise has to be some sort or plan,
a number of interrelated organization, and order. I
elements. learned that system
- It develops the skills and analysis is important
abilities of the learners because it provides an
when it comes in decision avenue for solutions in the
making.31 Educational system through the various
Technology III or system tasks involved in doing the
analysis was developed as analysis and to know what
a combination of software works causes something to
and hardware technology work or fail, and what can
to teach students as well as work independently. I
teachers the use of realized that system
different technologies to analysis is one of the
enhanced our knowledge important phase in
and be aware to the development of the any
functions of tools in system through
teaching and learning understanding of the
process. requirements that meet
changes in future.
EDUC 30053 TECHNOLOGY FOR TEACHING
ACTIVITIES/ASSESSMENTS:
Activity 1 - Fill in the Blanks—
1. “Education” is derived from "shiksha" which means to educate.
2. Education is derived from the Latin word "Educatum".
3. Education technology is based on science.
4. Education technology is a continuous progressive method.
5.Education defines the fundamental behavior of a child.
Activity 2 – Answer the following questions and make your own personal
reflections on the concept. Write your answers in the table below.
Questions Answer/s
What is Education is a process of
education?33 imparting and acquiring
knowledge that will hone the
understanding of the learners.
Education means to educate
and develop student’s ability
and skill that will contribute to
the community. Education build
and create good future.
Education is meant to bring the
desired change in a child’s
behavior. Education is the field
of study that deals mainly with
methods of teaching and
learning in schools. Education
is also a process of giving or
receiving systematic instruction
especially at school or
university that enlighten
experience to the learners.
Education is the process of
facilitating learning, or the
acquisition of knowledge, skills,
values, beliefs, and habits.
My Personal Reflection
Education is what we need. As
a student, my parent always
told me that they wanted a
great educational experience
for me. Now I am doing my best
to fulfill their dreams as well as
mine. I have learned that
education is the stepping stone
to achieve our goals. I have
also learned that education will
enhanced our skills, abilities,
improved the knowledge that
we are lack of and mold us to
be a better person that we can
use in the future. Yes studying
is very challenging, we can't
avoid the feeling of being tired
to the point that we think of
giving up but at some point we
will realized what and who are
the reasons why we study and
it is our family. The family that
believed in you. And also if we
are educated person we can
receive respect from other

What do mean by Technology means a method of
"technology"? using scientific knowledge of
teaching that we can use in our
daily life. Technology is a set of
skills, experience and
techniques through which
humans change, transform and
use our environment in order to
create tools that helps meet our
needs and desires. Technology
is the application of scientific
theory to practical ends and
also it is a manner of
accomplishing a task especially
using technical processes,
methods or knowledge. It is the
branch of knowledge that deals
with the creation and use of
technical means and their
interrelation with life, society,
and the environment, drawing
upon such subjects as industrial
arts, engineering, applied
science, and pure science.
Technology not only provides
objects or material goods such
as knives, computers or
spacecraft, also includes all
those methodologies and
intangible goods which satisfy
our needs and desires.
people and I believed that an
educated person should also
know how to respect other
people. I have learned that
education is the light in our path
towards our success and goals.
Now that we are in the 21st
century learning, we are being
introduced to and aware of
using technology in the
teaching learning process. It is
very useful inside the
classroom that a teacher uses
technology in order for the
learners to be actively
participate in the learning
session. I have learned that
using technology inside the
classroom will catch the
attention of the learners. I have
learned that teachers will also
get benefit from the upgraded
technology because it will help
the teachers to adapt to the
students different learning
styles because technology is a
teaching tool. And also the
student will get benefits from
the use of technology because
it is a learning tool. I have
learned that technology inside
the classroom will help to
increase student's interest in
learning. I have also learned
that technology can be used to
teach interactive lessons and
activities that will help to
improved student's
performance inside the
classroom. Using technology
inside the classroom helps us
to explore things that we don't

What is educational Educational technology studies
technology? the effect of science and
technology upon education.
Technology is continuous
progressive method. It is the
combination of using physical
hardware, software and
educational theory and practice
to facilitate learning.
Educational technology is the
incorporation of internet and
other information technologies
into the learning experience.
Educational technology is being
used for such methods,
techniques, composition and
mechanical equipment which
can be used to improve the
effectiveness of teaching and
learning. It is the use of human
invention and discoveries and
learning.
know for us to broaden our
understanding what are the
functions of technology for
educational purposes. I have
learned that technology gives
us the opportunity to be
updated on the new system of
education with the integration
of technology inside the
classroom.
The educational technology
course is designed to prepare
teachers for all different grade
levels with skills to integrate
technology to enhance learning
as well as to make learning
more effective. In this, I have
learned that educational
technology is a great asset
inside the classroom because it
serves as a motivational aid
and teaching tool to help
students succeed. Before, I
don't know how to operate
gadgets like laptop, equipment,
speaker and projector but when
our teacher introduced
technology as her tool in
teaching I encouraged and
motivated myself to learn and I
did. Until now I can use my
knowledge when it comes in
setting laptop and projector and
I admit that it catches my
attention and I became more
engaged in the learning
session. I have also learned
that having or using interactive
educational activities can
promote higher order thinking
skills such as problem solving,
critical thinking and creativity.

What are the The assumptions of educational
assumptions of technology are every human
educational works like machine. Therefore,
technology? in education scientific principles
can be successfully used to
scrape and finish this human
behavior. And, education is
both the arts and science.
Education can be divided into
small learning facts, elements
and ingredients. Then training,
instructing and learning these
facts elements and ingredients
is possible. Therefore,
educational technology
based on systematic
approaches.
Educational technology has
become a vehicle for
educational growth and I am
happy and grateful because I
experienced how to learn
things with the aid of
technology.
Today, we are into technology
that is very helpful tool for
learning and it also have lots of
benefits. I have learned that
educational technology helps
improve overall skills i literacy,
making learning become more
interesting and also prepares
students for the future. For me,
it is important to study and learn
how tl adapt and use
technology in teaching and
learning process. I have
learned that the invention of
is technology that we use in our
learning has played big in
improving our knowledge as we
engage to it but we always
need to remember in
considering the proper use of
technology as our tool in
teaching and learning process.
I have also learned that using
scientific methods in teaching
and learning helps improve the
understanding of the learners
to find logical ways of
explaining or describing the
world around us. We need to
consider the quality of
education in teaching and
learning through proper using
of technology.
Discuss the scope of The scope of educational
educational technology includes
technology. improvement and enhancement
of teaching and learning
process which tries to discuss
the concept of teaching,
analysis of teaching process,
principles of teaching and
relationship between teaching
and learning. Next is the
development of teaching and
learning materials, it is also
important because in this age of
science technology, the
material of teaching cannot be
unscientific. And the
development of teaching
learning strategies that will help
in the effectiveness of teaching
and learning. Another is the
proper use of audio visual aids
which played an important role
in achieving the goals of
education more conveniently.
Educational technology also
includes proper use of
hardware and software that
helps in the attainment of
educational objectives. And
also it provides feedback to the
learners as well as teachers.
Educational technology implies
the use of all educational
resources that will hone the
knowledge of the learners,
guides in understanding the
lesson, improve creativity and
critical thinking skills of the
learners, building good
communication among learners
and teachers and help improve
the quality of education. The
determination of objectives
There are plenty of advantages
of using technology in the
classroom. I have learned that
educational technology
enhanced the teaching and
learning process. I have also
learned that in simple using of
cellular phone could be used in
the classroom to captivate
student's attention and used to
convey important information. I
discovered a lot of things when
technology have introduced in
our class because many
interactive activities will give to
us which we are given the
opportunity to engage with it. I
have learned that in order for us
to learn more we need to
explore and interact in using
educational technology. As we
were engaged to the usage of
technology, our tasks i teaching
and learning make simpler and
effective one. With the use of
technology, students and
teacher’s communication skills
has become easier and
effective in terms with dealing in
activities wherein everyone's
opinion is needed in order to
have good performance inside
the classroom. I have learned
that everyone should learn the
use of technology because we
are equally accessible to get
educated. And most of all, I
have learned that we need to
take into consideration that not
all students learn the same
manner, so we need to use
different methods to improve
teaching and learning process
 wherein educational technology and
provides different methods and successfully.
techniques for writing
instructional objectives.
Educational technology is
concerned in the development
of curriculum for the
achievement of the desired
objectives and provide scientific
foundation to education.
Explain the utility of Utility of educational technology
educational has a great impact in the
technology. improvement of learning and
teaching process because
people are being used to it.
Utilization of technology in
education is ones of today's
greatest achievements within
this generation because lots of
people learned to use
technology in enhancing their
skills, abilities and knowledge
needed to be globally
competitive. Utility of
educational technology can be
explained by the point, first is
utility for teacher wherein it
guide and helps the teacher
acquire and adapt different
methods and strategies that
he/she can use inside the
classroom in conducting
interactive activities that will
catch student's interest and
attention and it helps teacher
improving his/her teaching
career. Utility for teacher is a
tools to help educators to excel
in all teaching areas and excel
in realizing their full potential to
achieve their desired
professional goals. Utility for
meet our goals
In the utility of educational
technology, I have learned
many things such as we can
use different methods and
strategies in teaching and
learning, we can acquire
knowledge through the use of
technology, we can easily
upgrade our understanding
about the lesson when it is
aided by technology. I have
also learned that we developed
our communication skills as we
let ourselves in engaging with
interactive activities and it
provides us the opportunity to
experience the world of
teaching and learning with the
integration of technology. I
have also learned that
educational technology helps to
motivate learners to participate
in the discussion as we are
open to accept it as learning
tools. Utility of educational
technology guides teacher as
well as learners to identify each
other’s behavior and I learned
that it increases one's
understanding in accumulation
of knowledge.
teacher is all about how teacher
adapt and use technology in
imparting knowledge that will
develop the performance and
understanding of the learners in
creating bright future. Next is
utility of educational technology
in learning which provide us the
knowledge of learning methods
and principles, studies different
methods to make the learned
courses permanent and
motivates the students to learn
and helps in maintaining their
interests. Utility of educational
technology in learning is
beneficial to both learners and
teachers in building teaching
and learning process more
effective and meaningful. And
also it builds good
communication and rapport
among teachers and students
as they engaged in an
interactive activity. Teachers
learned to do different
strategies using technology to
have lively flow of the lesson
while students developed their
performance inside the
classroom and improved their
creativity and critical thinking
skills
 MODULE 1: LEARNING PLANS IN THE CONTEXT OF THE 21ST
CENTURY

Lesson 1- The K to 12 Curriculum

Experience:

Step 1. Introducing the technology for teaching and learning 2 course.

Question:

1. How can technology be used most effectively in the various fields of specialization to
support and assess learning?

- Technology can be used most effectively in the various fields of specialization to support
and assess learning by making sure we use the right technology, only used technology
where you need help the most to identify the areas where you’re regularly wasting time.
Technology can be used for instant assessment in many different ways, such as tracking
student progress over time, used to aid formative assessment that is very helpful to boost
engagement, identify knowledge gaps, and support further/deeper learning. Technology
can also be used to increase flexibility, improve feedback through allowing teachers to
assess student comprehension in the moment of learning. Technology provides different
opportunities to make learning more fun and enjoyable in terms of teaching same things
in new ways. For instance, delivering teaching through gamification, taking students on
virtual field trips and using other online learning resources. It is important to acknowledge
that students are already interested and engaged in using technology, this creates many
amazing opportunities for schools and teachers to benefit from integrating some forms of
technology in the classroom and to make teaching and learning more effective. Students
can learn useful life skills through technology. By using technology in the classroom, both
teachers and students can develop skills essential for the 21st century. Students can gain
the skills they will need to be successful in the future. Technology can be used to help
develop many practical skills, including creating presentations, learning to differentiate
reliable from unreliable sources on the Internet, maintaining proper online etiquette, and
writing emails. Because of many new interactive technologies, it is now easier to create
environments in which students can learn by doing, receive feedback, and continually
refine their understanding and build new knowledge.

Step 2. Setting my outcomes for this course.

Question:

1. How will I apply all the knowledge and skills that I learned in TTL 2 in teaching my field
of specialization?

- I will apply all the knowledge and skills that I learned in TTL 2 in teaching my field of
specialization through using this to enhanced my skills by giving interactive activities that
will catch the attention of the learners as well as ensuring that they become more engage
in different activities or task. I will use my learnings about technology through applying
different strategies using various applications that is suitable for my activities to be given
to my learners that will also hone their knowledge and understanding on how to use and
manipulate technology in different ways. I will also apply applications that will catch the
attention of the learners like creating videos, sounds and moving picture in the
presentation of topics/lessons in the teaching and learning process so that they become
more engage and interested to participate in the class discussion.

Integration of technology is very important so that learners is being introduced to the

adaption and utilization of technology inside the classroom as part of the 21st century
learning. But of course through observation and exploring it will broaden my knowledge
and skills about other function of technology as my tool for effective and efficient flow of
the lesson. I must provide desperately needed leadership to find the best ways of using
technology to enhance teaching and learning. And also I must expect and demand the
best and most interesting software to enhance their educational goals. They must be
included in planning the technology implementation -- and be encouraged to experiment
with the available tools.

2. How will I develop learning plans for my classes to make sure that available
technologies for teaching and learning will be put to use for meaningful learning?
- To develop learning plans for my classes to make sure that available technologies for
teaching and learning will be put to use for meaningful learning I will first need to identify
my students learning needs. From these needs I will be able to formulate learning goals
and develop a plan to meet these goals. The learning plan should contain details on what
will be learned, how it will be learned, by when, what criteria will be used to evaluate the
learning and how the learning will be validated. I will identify learning resources, supports
and strategies of using technology so that I can formulate an interactive activity for my
learners. Evaluate the availability of the following resources and the learner's confidence
in accessing them. I will seek for information that my learners need so that I can use/apply
appropriate instructional materials that is computer/technology related.

Applying technology in teaching and learning will be more useful if it is being

integrated with different applications and tools. If my learners show that there is
improvement in their performance and knowledge, then it proves that technologies as a
tool for teaching is very essential to have a meaningful learning that will be the path to a
productive future and become globally competitive. In order to successfully infuse
technology into their classrooms, teachers must have the support of all stakeholders in
the educational community. They must resist the notion that learning to use the "gadgets"
is an end in itself.

3. How will I ensure that my goals in this course will be achieved?

- To ensure that my goals in this course will be achieved is that I will seek for different
strategies that I can use or apply in the teaching and learning process to reach my goal.
I will give an interactive activity so that my students attention will not divert to other things
that may be the hindrance in achieving educational goals. I will become more
knowledgeable in using technology as a tool for teaching my students that will be the
strengths and foundation of successful learning. Goals will be achieved if I know what are
the strengths and weaknesses of my learners, their differences in terms of acquiring
knowledge so that imparting of information will be easier to understand by everyone and
also providing what my learners need like those things that they are fun of doing or they
love the most. In that case, everyone will be more engaged in different activities without
hesitation that they will not catch the lesson. To ensure that the goals in this course will
be achieved is that if the learners show some interest when there is discussion and they
interact with their teacher and classmates in sharing their thoughts and opinions. And
also if there is improvement in the students’ performance then it is the indication that the
learning goals is being achieved.

Step 2: Integrating Technologies for Teaching and Learning

Question:

1. How will technological tools for teaching and learning promote the salient features of
the K to 12 Curriculum?

- The K to 12 Curriculum, therefore, aims to produce learner’s adept in the use of

technology. They can then easily pass the technology-related requirements of the CRS.
The mantra of basic education, as well as higher education, is that the formal education
system aims to produce “holistically developed Filipinos with 21st century skills.” These
21st century skills involve technology, whether those born before 1997 like it or not. The
country (as well as the world) is now mostly populated by digital natives. Technological
tools promote salient feature of k to 12 Curriculum by introducing different strategies of
teaching and learning through the use of different invention and applications of
technology. Technology is what we need and use in our everyday life in acquiring
knowledge as well as adapting new way of teaching and learning as part of the 21st
century learning.

K to 12 Curriculum is the program where we are being introduced to the usage of

technology as our tool in school that we can use to be more engaged in different activities
wherein we are allowed to explore on how important of having technology is in our life.
Technology is the best way or strategy in enhancing one’s skills and abilities as well as
the curriculum itself. The effective use of digital learning tools in classrooms can increase
student engagement, help teachers improve their lesson plans, and facilitate personalized
learning. The promise of educational technology lies in what educators do with it and how
it is used to best support their students' needs. Technology lends itself to exploration. But
before technology can be used effectively, exploration must be valued as important to
both teaching and learning. In a technology-rich classroom, students might search the
Web for information, analyze river water, chart the results, and record what they've
learned on the computer. Technology provide the tools to be used for authentic learning
which is the main purpose of having K to 12 curriculums in order to for the students to be
globally competitive.

2. What are the 21st century skills that are highly required to be developed by your field
of specialization? Rank them in terms of the identified standards and competences of
your curriculum guide.

- The 21st century skills that are highly required to be developed by my field of
specialization are critical thinking, creativity, collaboration, communication, information
literacy, media literary, technology literacy, flexibility, leadership, initiative, productivity
and social skills. These skills are intended to help students keep up with the lightning-
pace of today’s modern markets. Each skill is unique in how it helps students, but they all
have one quality in common and they are essential in the age of the Internet.

Critical thinking is the skills where finding solution to a problem is being practiced and
I know that it will be a huge help for me if I developed it from myself in order for me to be
more knowledgeable in different aspects of teaching and learning so that I can impart
knowledge to the learners accurately to their needs. Creativity is that thinking outside the
box which is one of the 4c's of 21st century skills that open doors for teacher and students
to seek for different ideas through imagination accompanied with skills. If I have this skills,
it will be easier for me to create an interactive activity for my learners so that I will catch
their attention and also it helps them foster their skills and abilities to think creatively.
Collaboration is what makes everyone do or work with others that will enhanced the
communication skills of the learners as well as teachers in teaching and learning process.
These skills should be developed in order to have smooth flow of the lesson when it
comes of answering different activities and tasks with the group. Next is communication
skills where talking to others is being developed in order to improve speaking skills and
build good relationships among teachers and learners. It is crucial for students and
teachers to learn how to effectively convey ideas among different personality types.
Information literacy is somehow the skills of understanding fact, figures and data that
helps students understand facts, especially data points, that they will encounter online.
This should be developed in the field of specialization for everyone to seek information
easily understand. Media literary is a skill that needs to develop in the specialization skills
to understand the methods and outlets that is being published so that awareness of what
is happening in the education system is being recognized by all. It is helpful for finding
truth in a world that’s saturated with information. Technology literacy is a skill to be
developed in order to understand the machines that make the Information Age possible
and gives students the basic information they need to understand what gadgets perform
what tasks and why. Flexibility is the ability to adapt so if I have this skill it will be easier
for me to practice and use new ways and strategies in teaching. Leadership is one of the
important skills that everyone should developed inside the classroom so that goals can
be achieved if everyone is working with it. Another 21st century skills is initiative where
working without the command of others is being practiced. This skill is very important in
the field of specialization to seek for knowledge for the sake of self-improvement that will
also help others to do the same. Along with initiative, 21st Century skills require students
to learn about productivity. That is students and teacher’s ability to complete work in an
appropriate amount of time. By understanding productivity strategies at every level,
students discover the ways in which they work best while gaining an appreciation for how
others work as well. Last is social skills where communication skills is being improved to
have sharing of information clearly and effective flow of the lesson successfully. Through
these skills educational goals can be achieved by all that will be the path to have an
effective and productive individual that may lead to be globally competitive.
 Lesson 2- ICT Pedagogy Integration in Language Learning Plans

Step 2: Analyzing the Salient Parts of the Learning Plans

Question: Identify and describe the common parts of the two learning plans you have
read. Write your observations below.

- The common parts of the two learning plans are content standard, performance standard
and learning competencies. Content Standards describe the knowledge and skills that
students should attain, often called the "what" of "what students should know and be able
to do. They indicate the ways of thinking, working, communicating, reasoning and
investigating the important and enduring ideas, concepts, issues, dilemmas and
knowledge. In content standard, student progress is being monitored so that teachers
know whether students are moving toward achieving standards and what more they need
to do to accomplish. I observed that in content standard includes broad statements
explaining what students should know, care about and be able to do in each level of
learning. In this, students will demonstrate understanding of the information in a given
lesson/topic. Next is performance standard that clarify content standards by describing
what evidence is acceptable in determining whether content standards have been met. I
observed that it uses clear descriptions to describe quality of work. And also it includes
explanations of how well students must learn or demonstrate the content. Performance
standard also show evidence that show the understanding of performance and it add
value of what the students learned and most of all it allows to use real or authentic task.
Performance standard allow learners to transfer their learnings using variety of
techniques that will be one of way to have an effective teaching of the lesson for the
achievement of having teaching and learning process successfully. I also observed that
performance standard answers the question how well the students do their activities or
task for the attainment of effective flow of the lesson. In performance standard allow
learners to use or apply their knowledge to really understand the lesson. Third common
parts of the learning plans is the learning competencies which is the main ideas or skills
a teacher expect students to master (these are also called “goals”). In learning
competencies, student’s skills and abilities will be measured to ensure that at the end of
the discussion everyone will gain knowledge as well as enhance their learnings. I
observed that in learning competencies goals is set so that at the end of the lesson
teacher will identify the mastery of the lesson if the learners show improvement in their
performance inside the classroom. And also it contains what the students need in building
skills to cope up in different aspects of learning. I observed that it helps students draw
and build upon what they know, how they think and what they can do. In school, students
develop and apply competencies through subject-area content and learning experiences.
I observed that all of these common parts of learning plan is very important in achieving
educational goals through preparing students in understanding different concepts of the
lesson that will helps the learners improve their performance as they engage in
educational tasks.

Step 3: Learning from the Learning Plan

By the help of the following questions, share your own recommendations and
observations on how you use and enhance the two learning plans.
Learning Plan 1 Learning Plan 2

Guide Question Reporter’s Notebook Panitikang Mediterranean

Are the learning Yes, because the learning
objectives aligned objectives is being used through
with the targeted the use of PowerPoint
basic education presentations about journalism
curriculum wherein learners learned to
competencies? understand various features
Why do you say about journalism. And we all
so? know that we are in the 21st
century learning, we need to use
technology as a tool for
educational purposes for the
enhancement of one’s
knowledge and understanding on
how to manipulate applications
and other instructional materials
which are technology related.
Students became a reporter with
the aid of technology. And also
through the use of technology,
learners can use PowerPoint
presentation to present their
Yes, it is aligned because from
day 1 to last there is spiral
progression on the lesson
where learners are able to
understand the lesson through
the aid of technology which
using power point
presentation, video, graphic
organizer written in the
computer or laptop and etc.
Through these kinds of
presentations learners are
able to enhance their skills and
abilities in operating
instructional materials with the
aid of technology prepared by
the teacher. The topics are
introduced clearly through the
use of technology which is
very useful to easily
understand the lessons or
 outputs which is the journalistic
article. And I must say that the
learning objectives are aligned
with the targeted basic education
curriculum competencies
because it meets goal of
conducting a report and creating
a journalistic article.
Is the plan of Yes, the plan of technology
technology integration supportive of the
integration attainment of the learning
supportive of the competencies and learning
attainment of the objectives because the learning
learning objectives are being thought with
competencies and
the use of technology like using
learning
power point presentation and
objectives?
Explain your other instructional materials. The
answers. sequence of the lesson is shown
in the presentation clearly that
everyone can easily understand.
It is very useful that integration of
technology is being introduced to
the learners so that they will
become more curious to try new
thing that is aided with
technology.
How do you plan I will plan to use the learning plan
to use the learning in teaching language lessons
plan in teaching through knowing my students by
language lessons understanding who are I am
in the future? going to teach, identifying or
setting learning objectives,
writing my objectives about the
language lessons and plan my
timeline because as we engage
with students we need to
encourage them and also we
need to be mindful of the time of
the lesson plan in order to have
an effective flow of the teaching
and learning process.
concepts that will be the way to
achieve educational goals and
meet the target of basic
education curriculum
competencies. Through power
point presentation, it will be
easier for the learners to get a
brief information about the
lesson.
Yes, the plan of technology
integration supportive of the
attainment of the learning
competencies and learning
objectives because all
information about the learning
plan is well introduced when it
is written in the power point
presentation. It will be better if
the instructions are in the
application or instructional
materials aided with
technology which is very
essential in attaining or
achieving the learning
competencies and objectives.
I will plan to use the learning
plan in teaching language
lessons is that I need to think
first of my learners needs,
differences and their strengths
and weaknesses of learning
through the use of technology,
next is I will also identify
learning goals that is
appropriate to their skills and
abilities in acquiring
knowledge and also I am going
to set goals at the end of the
lesson to be achieved so that it
will be effectively impart
knowledge about the lessons.
 Module 2: Integrating Active Learning Approaches in Language
Learning

Excite!

To be able to attain the above stated lesson objectives, do the following exercises step-
by-step.

Step 1: The KWL Chart

Familiarize yourself with the concept of KWL chart. Analyze the contents of the chart
and think how you can use this chart in facilitating your language lessons.

What I know What I want to know What I learned

From what we have study I want to know more about I learned that inquiry-
in our subject before I know the benefits of inquiry- based learning helps
that inquiry based learning based learning to students students make their own
is a form of active learning as well as teachers in connections about what
that starts by posing gaining knowledge that will they learn. Their curiosity
questions, problems or helps to enhance our skills helps them engage and
scenarios. It contrasts with and abilities. I also want to gain a deeper
traditional education, which know how classroom will understanding of topics
generally relies on the work if students are being and content, instead of
teacher presenting facts introduced to inquiry-based primarily memorizing and
and their own knowledge learning so that recalling rules and ideas. I
about the subject. I also acquisitions of knowledge also learned that Inquiry-
know that inquiry-based will be measure through based learning is an
learning allows student to this approach. I really approach to learning that
build knowledge through curious about how students emphasizes the student's
exploration, experience, use inquiry-based learning role in the learning
and discussion. I know that approach in their own process. Rather than the
inquiry-based learning will growth in terms of gaining teacher telling students
enhance students’ information so that I am what they need to know,
 performance through obsessed to know more students are encouraged
working with their own in about it. to explore the material, ask
observation, self-study and questions, and share
their own way of acquiring ideas.
learning’s.

Step 2: Starting with an essential or big question

Since inquiry-based learning usually starts with essential or big questions that elicit varied
answers from the respondents, think of a question that you would like to asks relevant to
a specific lesson in your language class.

A. Why do we need to learn how to listen?

- Listening is at the heart of language development. At the moment of birth, babies have
approximately twelve full weeks of listening experience and as children develop, so do
their listening skills; listening becomes a vehicle for comprehension development. There
are many purposes for listening, such as to determine a speaker’s intended message,
being able to thoughtfully respond to a speaker’s message, and to appreciate music. We
need to learn how to listen because it allows us to develop our listening skills so that we
can follow directions, understand expectations, and make sense of oral communication.
As we improve as listeners, we learn to use the same strategies to improve our command
of the other language arts. Active listening promotes mindful thinking, which can reduce
anxiety and depression in students. It can also help us build relationships because as we
engage ourselves in conversation, our peers are more likely to view us as open and
interested. Listening is key to all effective communication.

Without the ability to listen effectively, messages are easily misunderstood. As a result,
communication breaks down and the sender of the message can easily become frustrated
or irritated. Listening is important because it helps us to enhance our attention skills not
only to the story, but how it is told, the use of language and voice, and how the other
person uses his or her body. In other words, it means being aware of both verbal and
non-verbal messages. Our ability to listen effectively depends on the degree to which we
perceive and understand these messages.

B. Why is there a need to be engaged in public speaking?

- Public speaking is one of the most important and most dreaded forms of communication.
We need to be engaged in public speaking so that we can enhance our communication
skills and overcome our fear of talking to other people. It allows us to form connections,
influence decisions, and motivate change. Without communication skills, the ability to
progress in the working world and in life, itself, would be nearly impossible. Public
speaking is important because the speaker can motivate others to go in the direction they
wish, and the speaker can motivate others to be their best selves. When we have
information to share, we don’t want it to be portrayed in a boring way. You want people
to listen! This is done with public speaking skills. Inform people about something that
matters by using great public skills and they will be sure to listen and be more likely to
understand the information. It is also our way to out of our shell.

Public speaking can serve as our purpose of transmitting information, telling a story,
motivating people to act or encouraging people. We need to be engaged in public
speaking because teach not to be shy when it comes in

communicating with other people. When you learn public speaking you generally focus
on controlling nerves, body language and the voice. We need to be engaged in public
speaking so that we avoid a feeling of uncomfortable and being alone. It can boost our
self-esteem to talk to other people without thinking of we might judge by other people.
Public speaking really helps students in developing critical thinking skills, fine-tuning
verbal and nonverbal skills and overcoming fear of public speaking.

C. How do children with special learning needs communicate?

- Children with special learning needs communicate so that they can also understand
what other people say. Communication including gestures such as pointing, nodding and
focused eye contact can help children with disabilities understand messages. Parents,
family members and friends may need to exaggerate their gestures or prolong them,
especially in the beginning, to promote comprehension. It is important that sign language
is being practiced to those learners with special learning needs so that they will not feel
uncomfortable or being separated from other normal people in terms of communicating
with them. There are many ways on how to communicate to learners with special needs
all we need to do is engage them because we all know that they also have their own ways
on how to understand other people, they have unique abilities in acquiring knowledge and
also they have this skill that no other children have.

D. How do we know the language struggles and stories of the people of long ago?

- We can know the language struggles and stories of the people of long through searching
for its roots so that we can trace how language evolved as time passed by. Generations
have been changed and evolved because of the influence of other country as well as the
way people adapt it. Change is unpredictable and unexpected to happen and we all know
that language struggles really happened in terms of how we adapt it for the sake of
learning new ones for us to grow, develop and be knowledgeable. By observing people
around us, we can easily determine how language is being changed because of the
changing of generation. Some old people use old language and now that new generation
have been use other languages we can know how language is struggling the way people
use it.

Question: What is one main characteristic of a young children that helps them to know
about the world they live in?

- Children are continually changing physically, mentally, socially, emotionally, and

spiritually. They follow a general pattern of growth and development. Parents and
teachers who are aware of common characteristics of different age groups will be able to
deal with children’s behavior more appropriately and teach them more effectively. One of
the main characteristic of children that helps them to know about the world they live in is
being curious about everything. Curiosity will help learners to seek for more information
about the things they wanted to know. A child who is curious about things will not stop to
seek and observe his/her environment until they got answer for what their question is.
They are more adept to learn about the world they live in and it is very useful and helpful
to be more knowledgeable about what is happening in their environment. As a student’s
is more curious about everything then his/her ability in gathering for information will be
deepen and enhance so that it will be easier to get answer. Being a curious is important
for excelling in any job and doing it better, because you ask questions, learn from others,
and look for ways to do your job better. Living without curiosity makes life boring, while
its presence makes a person more alive and energetic. It keeps the mind strong and in
good shape.

Curiosity makes our brains more receptive for learning, and that as we learn, we enjoy
the sensation of learning. When we are curious about others and talk to people outside
our usual social circle, we become better able to understand those with lives,
experiences, and worldviews different than our own. Every day brings opportunity to try
something new, or do something familiar in a different way. When our curiosity is stirred,
we think more deeply, more creatively and more rationally. We can discover how we can
improve, what we can create, where we can grow. Small shifts can have a big impact.

Lesson 2: Problem-Based Learning and Project-based Learning

Excite!

Step 1: Study a picture from the internet and create a meme or a question about it.

"How can we create community through language”?

Step 2: Write 1-2 sentences about literature.

- Literature reflects human nature and a way we can learn and relate to others and it is
used to describe written and sometimes spoken material. Literature is a timeless piece of
entertainment that catch the attention of all reader students and is something that will
never change in the way it makes you feel, regardless of whether that’s on paper or as
an eBook.

Step 3: Between creating a meme or a question about picture from the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.

- Between creating a meme or question about the picture from the internet and writing
about literature, I found easier to write about is writing a sentence about literature because
I love to write an essay where I can enhance my skills and I didn't encounter more
difficulties in writing an essay than creating a question or meme about a particular picture.
I admit that I'm not good enough in terms of critiquing but I am doing my best just to
improve my skills in observing pictures. I love doing essays than doing something where
I get easily confused which is I wanted to change. I want to be knowledgeable and skillful
enough so that I can perform well in different aspects of acquiring learnings. I found easier
to write about is writing an essay about literature because I have prior knowledge about
it so that I have something to write even though it is just a short explanation. My prior
knowledge about literature is very helpful in the introduction of my essay that I wrote so it
is easier for me to add some information about it than creating a meme or question about
a picture which is unfamiliar to me.
 Module 3: Using Open-ended Tools in Facilitating Learning Language

Lesson 1. Productivity Software Applications for Language Teaching and Learning

Excite!

At this time, you will be asked to recall and share your memorable lessons with the
intended learning outcomes that that were fully attained because of the appropriate ICT
integration done by your teacher or by you. Share your experiences by completing the
table below.

Topics and Learning Outcomes/ How productivity Software Applications or

Objectives media tools were used to attain the learning
outcomes

Students are able to explain the cause and In this learning objective, software application
effects. or media tools is very productive in terms of
showing some information about cause and
effect through power point presentation.
Through power point presentation, learners
will easily get the point or information about
the topic or lesson so that in teaching and
learning process there would be a smooth flow
of the lesson. And the first domain in lesson
plan which is the knowledge/cognitive is surely
being achieved because of the Integration of
ICT in the teaching and learning process. It
enhances students understanding ability to
really get into the point of the lesson that is
very useful to improve their
knowledge/learnings as they engage in an
interactive activity with the aid of technology.

Students will be able to identify cause and In here, we can see the productivity of
effect in a given situation/scenario. software applications or media tools were
used to attain the learning outcomes through

Students show importance and
appreciation of cause and effect to people
and environment.
showing some video clips as well as engaging
students to manipulate the presentation in
identifying scenarios and situations that shows
cause and effect. And the second domain
which is psychomotor is being used or
practiced because it let students to do work by
their own with the guidance of the teacher.
This is very helpful tool to use inside the
classroom because it upgrades the skills of the
learners in terms of observation. And it
enhances students’ performance in dealing
with different activities that is aided with
technology.
In the last learning objective where values is
being tested, we can see the productivity of
software applications or media tools were
used to attain the learning outcomes through
presenting pictures of cause and effect and
allowing students to know its importance to
people and environment by letting them
choose pictures of it and let students put the
pictures they choose through dragging it in its
respective position or table/chart. Integration
of ICT in school is very important because it is
not just improving one's skills and abilities but
also it lighten students understanding in
adapting new learnings to be a productive one
that will lead to the achievement of educational
goals which is be globally competitive.
Activity 2: Up-to-date and Emerging Productivity Tools for Language Teaching
Step 3. Prepare the results of your inquiry by following the table below.

Productivity Tools Features Language Skills that can be

Developed by its usage

1. nTask - Meeting tools with the ability
to create meeting agendas,
discussion points, and follow
up actions
- To-Do Lists
Team Collaboration
- The language skills that can
be developed by the usage of
nTask is pronunciation
intonation fluency and
accuracy skills. It helps the
students to speak fluently and
confidently which is useful for
them in seeking employment
and achieve success in their
career. The use of correct
pronunciation and intonation,
speaking coherently on a
topic are the objectives of this
study.

2. GanttPro - Task management and - The language skills that can

assignment be developed by using
ganttpro is communicating
- Team collaboration with
with other people without
comments, files, and
hesitation. It helps to manage
notifications
student’s way of
- Time log for personal tasks, communicating with other
personal calendars people with fluency.

- Deadline management
- Export and Sharing via
Public URL

3. Slack - Chat and team - The language skills that can

communication be developed using slack is
that it gives learner's more
- Set up reminders
ways to interact with
- Highlight words to be notified instructors and one another
as they appear in a and can breathe life into the
conversation online classroom. It also
improves internal
communication among
learners.
4. Chanty - Free unlimited message - The language skills that can
history be developed using chanty is
that it boosts student’s
 - Built-in task management confidence when it comes in
speaking without thinking of
- Audio/video calls and voice
he/she might judge by other
messaging
people. It enhances the skills
- Integrations of the learners in creating
messages that is very
- File sharing appropriate to what is needed
and it promotes unlimited
conversation which is very
useful in communication skills
of the learners.

5. Skype - Take your conversation to a -The language skills that can

new level with rich video be developed using skype is
features learners can use for speaking
skills proficiency. It allows
- Share messages, photos,
learners to develop their
emoticons in real time
language skills while
becoming familiar with
internet-based. It also
provides teachers with a
suitable platform to enhance
students' language abilities
and it is ideal for role-playing
based learning activities.
Role-playing has been proved
to be an effective English as a
foreign language (EFL)
teaching tool.

6. Zoom - HD video and high-quality - The language skills that can

audio be developed using zoom is
the fluency skills of the
- Screen sharing and full suite
learners when it comes in
of collaboration features
speaking not only in front of
other people but also through
online platforms. Zoom.
Really helps to enhance
student’s interaction with their
peers even in a long distance
conversation. It also develops
listening and reading skills of
the learners.
7. Wunderlist - Assign Tasks -The language skills that can
be developed using wundelist
 - Printing & Emailing is the writing skills of the
learners when it comes in
- Add to Wunderlist Browser
sending or providing copy of
Extension
tasks. This productivity tools
- Mail to Wunderlist / can also develop students
Mail2Task reading skills so that
understanding of the
- Recurring Tasks, Subtasks, information will be easier to
Reminders do.

8. Todoist - Add emails as task from - The language skills that can
gmail whether you are on web be developed using todoist is
or mobile. the writing and reading skills
of the learners in terms of
- Add articles and websites as
sharing their projects and
todoist task using browser
other educational task.
extensions
- Use templates to create
reusable projects checklist.

9. Virtual Assistant - Some virtual assistants will - The language skills that can
play the song you want to be developed using virtual
hear, the series and movies assistant is the listening,
you want to watch, read speaking and reading skills of
audiobooks, ETC. the learners as they engage
in. Different activities provided
by the instructor. It also
develops one's
communication skills when it
comes in participating to
every activities or tasks being
10. Voxer given by the instructor.
- Voxer makes it simple for
friends, family and colleagues- The language skills that can
to talk from anywhere in the be developed using voxer is
world, whenever the fluency in communication
it’s
convenient. skills of the learners, listening
skills to really understand and
- Communicate in the fastest, comprehend what the
and most efficient manner instructor is talking about and
there is - instant voice. also it develops reading skills
of the learners effectively.
Activity 3: Examining Copyright Law Knowledge
Step 3.
After reading all the documents about copyright laws, answer the following questions.
A. What does copyright law say about a work, example photo, diagram, chart or whole journal
article, which does not have the © copyright symbol? How will you include these in your project
presentation?
- Copyright plays a central role in education, scholarship, and most facets of an information world.
If you can read it, see it, or hear it, the “it” may be copyrighted and protected automatically under
copyright law. Copyright law say about a work, eg. Photo, diagram, chart or whole journal article
is that if the work is needed or you want to publish, copyright law allow us to make and use of
copyrighted images in your course presentations or papers for educational purposes. Copyright
protects the original words or images that express an idea. Always keep in mind that many sites
purchase photography that is licensed and for which they do not own the copyright.
Some types of material are ineligible for copyright protection. In other words, these materials are
either protected by some other intellectual property, or have been considered inappropriate for
protection. Works that have not been fixed in a tangible form of expression are not protected
under the Copyright Act so that it does not have © copyright symbol. Titles, names, short phrases,
and slogans are not protected by copyright law. And it is clear that copyright law does not protect
simple product lettering or coloring, or the mere listing of product ingredients or contents. In order
to have © copyright symbol, a work must contain at least a minimum about of authorship in the
original expression and those who have simply too minimal work will not be supported by the
copyright law because of not meeting the requirements for having © copyright symbol. Those do
not have the permission of the owner will not be having the © copyright symbol because you can
only his/her work or article if you asked for permission of copying it. The Copyright Act does not
require that any symbols be used to indicate that works are subject to copyright. However, if you
are going to distribute your work to the public, you should use the copyright symbol to let others
know that the work is protected. I will include this in my project presentation by asking first
permission from the owner of the work. The author or creator of the work may not be the owner
of the work, so I must be careful in determining the true owner of the work. To use their work, I
must have written permission to do so or I will put © copyright symbol. Fair use allows limited use
of copyrighted material without permission from the copyright holder for purposes such as
criticism, parody, news reporting, research and scholarship, and teaching. I will use it in my project
presentation through copying some information I need but not all article because copying all
information is a crime which we called plagiarism. I only use the available materials for my
presentation so that there will be no problem in the presentation of project. I will just include the
important information in my project presentation and I will just add some of my personal opinions
or ideas about a given article.
B. Are patch writing and rephrasing a good remedy to avoid obtaining copyright permission to an
existing work? Why?
- for me, using patch writing and rephrasing aren't a good remedy to avoid plagiarism. You just
made the sentence clearer but if you read it, it doesn't differ from the original author's message,
you didn't put the author's thoughts into your claim word. In this case, you will likely see that this
is an act of copyright infringement since you're not straightforwardly citing the original author.
C. What does copyright law say about a generally copyright protected work such as chart, graph,
diagram, figure, drawing, photograph or map? Can this be copied without permission? Why?
- According to the UM copyright guidelines, they indicate that generally a copyright protected work
such as a chart, graph, diagram, figure, drawing, photograph or map can be copied without
permission. There are educational exceptions within the copyright act that permit us to create a
few restricted use of copyrighted works for our educational purposes. But before doing that, we
should check first the copyright terms of use or legal notices and we should always cite the
sources indicating the title, author, and year of publication.
D. How is copyright infringement related to plagiarism? Explain.
- Copyright infringement is related to plagiarism in a manner of using and claiming someone's
work without asking for permission. And if someone copies your work and then presents it as if it
was they own they may be guilty of both plagiarism and copyright infringement so it means that
its related with each other. Both copyright infringement and plagiarism are bad. Though plagiarism
and copyright infringement often overlap, it is important to remember that the two are not same
and can never be really same, they are just related with each other in terms of getting some
information without asking for permission from its owner. Plagiarism is an ethical construct and
copyright infringement is a legal one. Most important point to remember is while copyright
infringement has one victim and it is the copyright holder(s). While plagiarism has two sets of
victims, the copyright holder(s) and the people who were not well aware about the origin of the
work being copied. It is possible to plagiarize without violating copyright, and it is also possible to
infringe on another's copyright without plagiarizing. It is also possible to both plagiarize and violate
copyright at the same time. D. Copyright infringement and plagiarism can never be the same, but
somehow they are still related to each other because of taking or copying the works of others
without asking permission or without giving a proper credit. 61
E. Are the Filipinos covered by the copyright laws of other countries? Why?
- Yes, the Filipinos covered by the copyright laws of other countries because there is what we
called international copyright law where it covers other countries. We also know that there are
also Filipinos in other countries so that they are covered by the copyright laws of a given country.
The Philippines is a member of several international copyright treaties and conventions and offers
copyright protection to foreign works in accordance with these treaties. Several international
treaties encourage reasonably coherent protection of copyright from country to country. So it
means that Filipinos are covered by the copyright laws of other countries. Protection against
unauthorized use in a particular country depends on the national laws of that country.
Module 4: Producing Learning Resources Using Technology Tools
Experience

To allow you to apply and experience working as a student and as a teacher you will do the
following activities:

Activity 1

Evaluating Language Teachers Multimedia Presentations

Step 1: Identifying Objectives

To review the potential benefits of facilitating learning with multimedia presentations, identify
some of the reasons behind going over some samples of well-designed multimedia presentations.

• Multimedia presentations develop confidence in language skills. We all know that some
students are experiencing of lack of confidence or language skills but through multimedia
presentations who helps to overcome these problem by creating and using tools such as
Adobe Sparks, Voice Thread, Google drive or imovie that gives opportunity to develop
fluency in English (or any target language) without the pressure of speaking live in front of
an audience. The fear of errors can be eliminated, allowing students to focus on content,
intonation and organization through the use and help of multimedia presentations in
education.
• Process-driven presentations encourage meaningful feedback. With technology aided
presentations, teacher can easily check and determine students’ progress and offer
instructional advice as well. Multimedia presentations can be more about process and with
process-driven assignments there is greater opportunity for teacher to conference with
students, offer advice and offer formative feedback.
• Script-writing strengthens ELA skills including information literacy. In here, students start
with a central idea, find supporting ideas and information. The only element of writing not
present in creating s good multimedia presentation is the conventions of writing
(punctuation, paragraph structure, and so on), but the framing of ideas and thinking
processes are very similar. It helps learners cultivate good information-literacy skills,
including searching databases, evaluating resources, and creating citations.
• Multimedia presentations challenge students to think creatively. It foster creativity, require
encourage students to create their own graphics, images, audio and video clips. If the
students must create something, they have to figure out how to represent their ideas a
form of abstract, symbolic expression that ups the intellectual ante tremendously.
• Choice provides opportunity for students to shine. Multimedia presentation can be perfect
medium for some students to demonstrate a high level of content mastery. It gives student
a choice in how they show understanding can be a legitimate way of maintaining high
content standards for all students.
Step 2: Citing Best Features of Multimedia Presentations

Recall the features of multimedia presentations and note if these features are demonstrated by
the multimedia presentation you will review. Recall also the principles and guidelines in
developing instructional materials.

Features of Multimedia Presentations

• Multimedia presentation can be recorded for playback on computers, laptops,
smartphones, and other electronic devices, either on demand or in real time.
Multimedia presentations include video podcasts, audio slideshows, animated show
and movies.
• Multimedia presentations may be viewed by person on stage, projected, transmitted
or played locally with a media player. A recorded presentation may allow interactivity
via navigation system.
• Multimedia presentations may allow interactivity via an interaction with the presenter
or performer.
• It can increase the impact of the message or impact on the user. Content can
be selected by user learning style (learn by doing).

(These features are demonstrated in the multimedia presentation that I will review).

Principles and Guidelines in Developing Instructional Materials

• Instructional materials should be appropriate for the age, emotional and social
development and ability level of the students for whom the materials are selected.
• Instructional materials should be diverse with respect to levels of difficulty, reader
appeal, and should present a variety of points of view.
• Instructional materials should support the educational philosophy, goals and
objectives of the district and the objectives of the curricular offerings in which the
materials will be used.
• Basic principles in developing instructional materials are relevance, linkage, simplicity,
emphasis and consistency in patterns and style.
• Principles of appropriateness: instructional materials must be either basic or
supplementary to the curriculum.
• Principles of authenticity where the instructional materials are up to date.
• Principles of cost and interest
• Principle of organization and balance
Step 3: Reviewing shared Multimedia Presentations

Search from the internet shared language multimedia presentations that were developed by
English and Filipino Teachers. Download 5 presentations for English Language courses and 5
Filipino Language courses.

 Language Multimedia Presentations that were developed by English Teachers:

• English Language Education in a Global World: Practices, issues and challenges
(December 2015, Publisher: Nova Science Publisher)
• Multimedia and ICT (Published on March 1, 2018), Project for Information
Communication Technology.
• The importance of Multimedia in Information Revolution (January 27, 2015).
• Pedactice- The use of Language Multimedia in Schools (November, 2015).
• Multimedia Learning Benefits (November 23, 2016).
 Language Multimedia Presentations that were developed by Filipino Teachers:
• English Language teaching in Thailand: Filipino teachers’ experiences and
perspectives.
• Technology as a tool for Learning and Developing 21st century: Filipino Teachers.
• Smart multimedia learning of ICT: role and impact on language learner’s writing
fluency- YouTube online English learning resources as an example (Published: 15,
September 2020). Online English practice with Filipino Teachers in University
Classrooms.

Step 4: Preparing for the Review Report

Prepare your review report by answering the following questions:

a. Are the content supported by research or are based on proven facts?

• The content are supported by both research and proven facts because it use other
source of information that will support the idea of the topic as well as it apply real life
and own fact ideas about computer language assisted language learning.
b. Are the contents logically organized?
• Yes, the contents are logically organized because it gives a broad knowledge where
we can grouped together the ideas of every facts and it introduced the importance of
the readings that give make sense to the readers.
c. Did the presentations highlight the key points about the topic?
• Yes, the presentation highlights the key points about the topic because it emphasized
the most important idea and information about the content of the topic.
d. Are the languages used appropriate to the age and experience of the audience?
• Yes, because it prioritized the target readers so that the content and concept will be
easily understand by the learners. Every detail is intended for the needs of the learners
that are necessary for the development of the child.
 e. Are all references cited properly?
• Yes, because it was being written clear and concise that can be easily recognized by
the readers.

f. Are the objectives of the presentation stated clearly?

• Yes, because it measure the intended outcome where the learners can learn after the
presentation. And it ensures that the readers will gain more information from the
reading materials.
g. Is there an opportunity for checking understanding?
• Yes, to ensure that the readings is effective to be the source of information that the
readers will use to seek and gather for additional information that will be the basis of
acquiring new learning’s.
h. Is there an opportunity for the audience to participate in the presentation?
• Of course because it gives opportunity and it is open for all that allows accepting new
information. It is more productive that it would have the participation of other people
so that broadening of knowledge will be practice and acquire.
i. Can the presentations be delivered within the allotted time?
• Yes, because it has only few slides and the delivery of information will be easier to
share because there is what we called objectives that need to be attained after the
presentation of the content of the lesson.

Step 6: Recommending for the Areas of Improvement

Provide some tips to come up with the improved multimedia presentations benchmarking from
the reviewed multimedia presentations.

To make the presentation more engaging, you can spruce it up with multimedia. Here are
some ways and tips that can enhance the multimedia presentation through music, images
and videos.
• Crop pictures to fit shapes.
• Play music in the background during the presentation.
• Provide shapes to create a custom shape. Add some sound effects to
animations. Remove the background from picture Use videos from
YouTube.
• Don’t make any bright colours that are not fit to the presentation so that it can read
clearly even in a long distance.
• Always use font style that is visible to the eye of the readers.
• Don’t put long explanation in the slides that are too broad because learners are not
fan of long readings that the information is always the same. It causes confusion to
the learners.
• Just put the important text in the presentation.
• Use some animation when presenting information so that the attention of the learners
will divert to the lesson.
 • Allow learners to manipulate the presentation so that they will be motivated and
encouraged to listen and learn.

Activity 2

Making Tables, Graphs and Charts Using Web-Based Applications

Step 1: Exploring Apps for Making Tables, Graphs and Charts

Explore the different applications on developing charts, tables and graphs that were represented
earlier.

Step 2: Using the Software Applications

You explored and learned how to use the software applications in making graphs and charts.
Think of your Language lesson plan and identify data that you have to present using charts or
graphs. Develop your graphs or charts for presentation.

In preparing your graphs and charts, you need to consider the following:

a. Your lesson objectives

b. Your target audience
c. The role of the charts in conveying your message
d. How you will present the charts
e. The best type of graphs or charts with which to present the information

Language Lesson Plan lesson Objectives

Target Audience

The role of the charts

How you will present the charts

 Lesson Objectives
 A. Content Standard:
Demonstrate basic understanding in identifying rhyming words.

 B. Performance Standard:

Demonstrate basic skill in identifying rhyming words in the poem.

 C. Learning Competencies/Objectives

At the end of the lesson, the learners are expected to:

Cognitive: Identify the rhyming words in the given activities.

Affective: Show teamwork in identifying rhyming words in every activity.

Psychomotor: Write rhyming words found in the poem.

 Target Audience
Grade 3 Students

The role of the charts

It covers the whole data needed for the specific topic.

How you will present the charts

By dividing the graphs into 5 parts containing its particular information

The best type of chart or graph to present the information is the pie graph which we can
easily identify where the appropriate data is in the specific column.
Activity 1

Creating Newsletter

During this activity, develop a newsletter that will become a component of your learning
plan portfolio. Develop a newsletter to help you meet your targeted student learning objectives.
Since the newsletter that you will develop is a student sample, make sure that the content of your
newsletter is appropriate to your learner’s profile and are relevant to the content of your learning
plan.

Ms. O CLASS NEWSLETTER

(Talk about knowing others and oneself English class 3) February 14, 2021
REMINDERS! Important Events!
 Be on time!
Hunting activity

 Do what you think is right! Forum (sharing of strengths and

weaknesses)
 Be happy all the time!
 Promote peace, love and care! Teamwork activity engagement

 Participate in all activities is a must! Engagement in challenging task

Welcome Back

I hope that you had a wonderful day and ready for the today’s session.

We are going to do something fun. Want to be more interactive? Bring something new ideas that
others don’t know!

In the morning session of class, the learners are being introduced to the lesson “Talk about Knowing
Others and Oneself”. They will engage to the activity where they allowed going around the
classroom and hunting some words that describe the different skills and abilities every child has.
Prepare for the fun and interactive activity! After hunting different skills and abilities, sharing ones
strengths and weaknesses will follow to know and be aware of others identity. The student will
foster interest, communication skills and allowed to think whatever they want to try new things
without hesitation. Whether you are not familiar to the words, join us for a fun hunting, engaging
activity together! Look for what you think you are best the most together with other student. Catch
up with friends and enjoy the hunting abilities, skills, strengths and weaknesses activity.

Bring more paper and pen for the chatting down of what you have learned or new ideas you never
know before. Collect what information is new to you for the upgrading of understanding and
knowledge. Please bring more effort and patience as you will engage in the teamwork activity.

This will be a terrific time for everyone to have a chance to get along with their peers in terms of
communicating and sharing of knowledge. I am looking forward to do your best in sharing your
ideas, abilities, skills, strengths and weaknesses. Come along and let us learn altogether!
Step 1: Exploring samples of newsletters from the World Wide Web

Check on the following websites for additional newsletter writing ideas. In case the
identified websites are not available, you may search for other websites for your reference.

Step 2: Planning the Content

Remember that you are creating a newsletter for your students to understand the lessons.
Hence, you need to think about how targeted learning objectives will be achieved. In
defining your content, be guided by the following:

Overall Goal of the Newsletter

• The overall goal of the newsletter is to inform the readers of important special message
and information.
• The content of the lesson should be appropriate to the needs of the learners and it is
provided by different supporting necessary details about a specific lesson to be achieved
at the end of the discussion. The details in the newsletter is intended for the learning goals
so that the learners will easily identify the content of the lesson so that they will be ready
for the discussion and they can actively participate in the teaching and learning process.

Title of the Newsletter

“Work, Life, Excel; Identify Rhyming Words”

Element Necessary for the targeted Learning Objectives

• Audience (The readers of the newsletter)

• Behavior (How student cope up or deal with the content of the newsletter)
• Condition
• Degree

Learning objectives must contain the three major components;

• The skills or behavior to be performed (Relevant to the domain of the activity)

 Cognitive
 Affective
 Psychomotor
• The conditions under which the student will perform the skill/demonstrate knowledge.
The criteria used to measure performanc

Topics and Reference Materials Needed

• English Curriculum Guide

• Internet
• Books
 • Laptop (For the encoding of the newsletter)
• Other educational websites

Step 3: Creating a Newsletter Story Board

To ensure that you are guided by the principles of lay outing a newsletter and of the development
of its essential content, it will help if you will create first a story board.
(February15, 2021)

We are going to
Tomorrow will be a English 3!
hunt through
busyday. We will Hunting Rhyming
reading a poem,
hunt some Words!
words and
mysterious words.
Tomorrow we will pictures inside the
Please encourage
be a great hunter classroom. This
everyone to attend
inside the will be fun and
class and participate
classroom. excitingmoment.
in our activity.

Next! There will

And for the last part, be a role playing After the hunting
there willbe closing activity containing activity, the
game! And who will words you have students are going
win the game will learned from the to construct
receive a reward! lesson. And you sentence with the
are task to get use of different
Good luck and be along with others rhymingwords.
ready for tomorrow!!! for the expansion There will be a
of idea. sharing activity
session.

“Grade 3 Students Hunts for Rhyming Words”

Activity 2: Creating Multimedia Presentations

In this activity, you will create multimedia presentations for your role as a teacher to present some
important concepts of your learning plan and create another multimedia presentation as student
sample for the presentation of final outputs of the project of the student (output of integrating
project based learning).

For the Teacher Support Material

Step 1: Reviewing the Learning Plan

Go back to your learning plan and identify the learning objectives and the topic that require the
use of multimedia presentation. A. Content Standard:

Demonstrate basic understanding in identifying rhyming

words. B. Performance Standard:

Demonstrate basic skill in identifying rhyming words in the poem.

C. Learning Competencies/Objectives

At the end of the lesson, the learners are expected to:

Cognitive: Identify the rhyming words in the given activities.

Affective: Show teamwork in identifying rhyming words in every activity.

Psychomotor: Type rhyming words found in the poem through power point presentation.

Topic that require the use of multimedia presentation

(Identify Rhyming Words)

Step 2: Explore Presentation Software Application

Go back again to the different presentations, software applications and explore how these are
used and choose which to use for your teacher sample presentation.

• Presentations, software and applications are used to display information in a form of slide
show.
• It is designed to allow users to create a presentation of ideas by stringing together text,
images and audio/video.

Step 3: Planning the Content

To be able to organize the content of the different slides of your presentations, it will help if you
will develop your story board. The following is a sample of a story board presentation adapted
from World Links.

Part A
Subject and Year Level English 2
Lesson/Title Topic Action Words
Learning Objectives A. Content Standard:
Demonstrate basic understanding in identifying
the action words.
B. Performance Standard:
Demonstrate basic skill in identifying the action
words in the poem.
C. Learning Competencies/Objectives
At the end of the lesson, the learners are
expected to:
Cognitive: Identify the action words in the given
activities.
Affective: Show helpfulness in identifying action
words in every activity.
Psychomotor: Type action words in the
sentence found in the poem.
Target Date of Presentation February 23, 2021

Part B

Plan the parts of your multimedia presentation using the following boxes.

First Slide

Rhyming Words

By: Geralyn l. ogena

At the end of the lesson, the students are able to:

a. Identify action words in a given activity through

pictures in the power point presentation.
b. Value action words in every activity through showing helpfulness in doing task.
c. Use action words to construct sentence in the
power point presentation.
 Sing a song entitled “Play”
.
"Play"

I jump. I shake. I dance. I hop. I like to move. I cannot stop.

And I roll across the floor. I spin in the circles out the door.
I run outside. I bounce. I slide. I swing. I flip. But I'm still
careful! I don't trip!

Action Words

Action words or action verbs simply express an

action.

Action Words

Examples:

 Walk
 Run
 Talk
 Swim
 Eat
Activity 1

Direction: Write the action word in the in picture.

 Action words

 It is use to describe what motion does a person

do.
 Action words are those supporting words to
complete the sentence that are doing body
movements.

Another Activity

Direction: identify the action words in the poem by

highlighting it and change the colour of the word into
red.

For example: The girl is dancing in the stage.

"My Busy Day"

I run. I ride.

I read and write.

I fly a kite.

I clean. I wash.

I eat so I'll grow.

Who makes my food?

I want to know.

Direction: Arrange the puzzled words to find action

words. Type it in the blank provided.

1. Ancde = __________
2. Ngis = ___________
3. Urn = ____________
4. Lkaw = ___________
5. Klat = ____________
 Action Words or action verbs are words that express
physical or mental actions.

It is merely expressing an action or something that a

person, animal, forces of nature or thing can do.

Here are another example simple action words in a

sentence.
1. Taste- This apple tastes good.,
2. Hear- I can hear the children crying.
3. Run- The dog runs quickly.

Activity 3: Understanding UDL in the context of Language Teaching

Answer the following question:

1. How will the following principles guide you in delivering your learning plan?
Learning Plan Topic: Action Words
Learning Plan Objectives At thend of the lesson, the student will be able
to:
a. Identify action words in a given activity
through pictures in the power point
presentation.
b. Value action words in every activity
through showing helpfulness in doing
task.
c. Use action words to construct sentence
in the power point presentation.

UDL Principles Practical Application to the Implementation of my

Principle 1: Equitable Use
Principles 2: Flexibility in Use
Learning Plan
A website that is designed to be accessible to
everyone including people, who are blind and
use screen reader technology, employs this
principle. It makes the design appealing to all
users.
A museum that allows visitors to choose to read
or listen to the description of the contents of a
display case. It provides choice in methods of
use.
 Principles 3: Simple and Intuitive Use Control buttons on science equipment are
labelled with text and symbols.
It accommodates a wide range of literacy and
language skills. And it uses of the design to easily
understand, regardless of the user’s experience,
knowledge, language skills or current
concentration level.
Principles 4: Perceptible Information A video includes a voice over for individuals with
visual impairments. It uses different modes
(pictorial, verbal, tactile) for redundant
presentation of essential information.
Principles 5: Tolerance for Error The design minimizes hazards and the adverse
consequences of accidental or unintended
actions.
It also provides fail safe features.
Principles 6: Low Physical Effort It allows user to maintain a neutral body position
and it minimize repetitive action. Doors to a
lecture hall open automatically for people with a
wide variety of physical characteristics.
Principles 7: Size and Space for Approach and Appropriate size and space is provided for
Use approach, reach, manipulation, and use
regardless of user’s body size, posture and
mobility.
2. Learning technologies are an integral part of a UDL approach. However,
simply using technology in the language classroom is not implementing UDL. How
do you understand this statement in the light of the three principles of UDL?

Provide Multiple Means of Representation
Learners differ in the ways that they perceive
and comprehend information that is presented to
them. As learners are being engaged with
different ways of teaching, they are more
motivated to learn especially if the teaching and
learning process is aided with technology.
Language or cultural differences may all require
different ways of approaching content. Others
may simply grasp information quicker or more
effective through visual and auditory means than
printed text.
Provide Multiple Means of Action and It provides options for how students express
Expression what they have learned. It encourages students
to demonstrate knowledge and skills in ways
other than traditional tests and exams but today
we have technology that we can use to have an
interactive activity. Through this, learner’s
knowledge w3ill be enhance and upgraded. It
should be recognized that action and expression
require a great deal of strategy, practice and
organization. To provide multiple and flexible
means of expression is to provide students

Provide Multiple Means of Engagement By stimulating interest and motivation for

learning. Some learners are highly engaged by
spontaneity and novelty while other are
disengaged even frightened by those aspects
preferring strict routine. Some learners might like
to work alone, while others loved to do with other
people and through integration of technology,
there will be a big impact on the active
participation of the learners. By providing diverse
learners with the opportunity to engage in
learning that is most meaningful and motivating
to them.
3. SHow can language teachers and administrator’s best support the
development of UDL learning environment?
Language teachers should use multiple ways to motivate students to learn present content
in multiple ways and allow students to demonstrate what they know in multiple ways to
support the development of UDL learning environment. to support the development of UDL
learning environment, language teachers should know the strengths and weaknesses of
the learners so that proper giving of information and knowledge to the learners are
appropriate to their needs. The language teachers should have allowed taking in, digesting
and expressing information in the way that is easiest for them. The language teachers
must also aware on the barriers to learning so that they will provide the best way and
support for the development of UDL learning environment. Language teachers should also
anticipate and plan for all learners. And most important to support the development of UDL
learning environment is through providing multiple means of engagement, provide multiple
means of representation and provide multiple means of action and representation.
4. What other questions do you have about Universal Design for Learning,
based on your own experience and current context?
The other questions I have about Universal Design for Learning are the following:
 What are other factors affecting the practicing of UDL in the classroom?
 When to use UDL in classroom?
 Is there parental participation in developing UDL?
 What are main goals of UDL?
 Instructional Materials Design

It is the creation of learning experiences and materials in a manner that

results in the acquisition and application of knowledge and skills. The
discipline follows a system of assessing needs, designing a process,
developing materials and evaluating their effectiveness.
 LESSON PLAN
Literature-Based Approach
Detailed Learning Plan in English 3
I. LEARNING OBJECTIVES
A. Content Standard:
Demonstrate basic understanding in using appropriate punctuation marks. B.

Performance Standard:

Demonstrate basic skill in using appropriate punctuation marks in the poem.

C. Learning Competencies/Objectives
At the end of the lesson, the learners are expected to:
Cognitive: Use appropriate punctuation marks in the given activities.
Affective: Show teamwork in using appropriate punctuation marks in every activity.
Psychomotor: Write appropriate punctuation marks in the sentences in every activity.
II. CONTENT

Use Appropriate Punctuation Marks

III. LEARNING MATERIALS

A. References

Teacher’s Guide Pages: 21-25

Learners’ Material Pages: 32-36
Textbook Pages: 39-42
Additional Material for Learning Resources (LR) Portal:
Source: http:www.youtubepunctuationpoem.com.
B. Other Learning Resources

• Cartolina
• Flash cards
• Chalk
• Pencil/pentel pen
 IV. PROCEDURE (Literature Based Approach)
Teacher’s Activity Learner’s Activity
Preliminary Activities
Good morning children!
Good morning Teacher!
Let us all stand for the opening prayer. Lead
the prayer Kaye.
Let us pray. In the name of the father, of the
Son and of the Holy Spirit. Amen.
Thank you Kaye for leading the prayer. Again
good morning children.
Before you sit, pick up the pieces of dirt under
your chair and after that you may now sit.
You are welcome, Teacher.
Secretary Mary Ann, who are absent today?
No one is absent today teacher.
Very good children. It means that everyone will
learn our lesson for today.
Before we proceed to our discussion, what are
the rules that you always need to remember
inside the classroom? Tin.
The first rule is listen attentively, Teacher
That is great Tin! Everyone should listen
carefully so that you will understand what I am
saying and your classmate as well. How about
the second rule? Rose.
The second rule that we need to remember is
that when we speak it should be clear and
loud, Teacher.
Amazing Rose! All of you should speak clear
and loud so that we will understand each other.
What about the third and last rule? Mel.

The last rule that we need to remember

teacher is that sits properly when the
You are right Mel! You need to sit properly so discussion started.
that there would be no distraction during the
discussion of the lesson. Excellent children!
You remember our classroom rules and I know
that you will apply it.

It seems that all of you are excited to our next

lesson. Yes, we do Teacher!

That is good to hear children.

Yes teacher we are ready!
A. Pre-Writing

Today, we will be having our new lesson. But

before that I have here a short poem “Where
they go”. I will read first the short poem and
you are going to do is listen and watch
carefully. After that I will ask you about the
short poem.

Is that clear children?

Here is the short poem.

“Where They Go”

Where’s the teacher? I don’t know. She’s not in

the classroom. Uh oh! Uh oh!

Where’s the principal? I don’t know. He’s not in

his room. Uh oh! Uh oh!

Where’s the nurse? I don’t know. She’s not in

her office. Uh oh, uh oh!

Where’s everyone? Where can they be?

Waiting in the gym. For you and me!

Now children, I want all of you to stand and

read the poem.
“Where They Go”

Where’s the teacher? I don’t know. She’s not in

the classroom. Uh oh! Uh oh!

Where’s the principal? I don’t know. He’s not in

his room. Uh oh! Uh oh!

Where’s the nurse? I don’t know. She’s not in

her office. Uh oh, uh oh!

Where’s everyone? Where can they be?

Waiting in the gym. For you and me!
Thank you children! You are all good in
reading.

So, what is the title of the short poem? Bern.

The title of the short poem is “Where They Go”,
teacher.
Amazing Bern! It is true that the title of the
short poem is “Where They Go”.

What did the short poem all about? Inna.

The short poem teacher is all about finding
someone who has profession in the
community.
Great job Inna! The short poem is really all
about finding someone who have better job in
the community.

Now, who are the characters in the short

poem? Mel.
The characters in the poem teacher are the
teacher, nurse and principal.
Very good Mel! It is right that the characters in
the short poem are teacher, nurse and
principal.

I am happy that you listen, bread and

understand the short poem.

Now children, I have here a bond paper and I

will give it to you. All you have to do is write
anything you want. You can also write or draw
something you saw or observed in the short
poem we have read a while ago. After that, I
will ask you about your work.

Is that clear children?

Yes teacher! It is very clear.
Okay then, here is the bond paper. I will give
you 5 minutes to do your activity.

Your time is up!

Let us start. Kaye what did you do?

Teacher I draw here a small classroom that I
want to build for my brother in the future.
Fantastic Kaye! Your drawing is very beautiful
and I know that you can build that in the future
if you study hard.

Next is Rose, what did you do?

Teacher I wrote my favorite teachers name.
Superb Rose! Your handwritten is readable
and in the short poem it mentioned a teacher. It
means that you wrote a name based on the
short poem.

Another, what did you do? Tin.

Teacher I drew a big question mark and a
period and I also put a face in here so that I
can play it as my puppet.
Amazing Tin! Your drawing is very beautiful
and you can also play it. In the short poem,
there is question mark and period and it means
that it helps you as your guide in doing your
task.

Another, what did you do? Jhen. Teacher I wrote the three words teacher, nurse
and principal that I saw in the short poem.

Good job Jhen! You can write the words in that

you saw in the short poem.

I am happy that all of you showed interest and

attention in our first activity based on the poem
that we read a while ago.

Let us give everyone superb clap. 1, 2, 3 Superb!! !

In the poem, there are punctuation marks used

in every sentences and it is connected to our
lesson for today because today we are going to
discuss about using appropriate punctuation
marks.

Punctuation Marks The punctuation marks

are symbols that are used in the sentences
and phrases to make the meaning clear.

Read the meaning of punctuation marks, Bhel.

Punctuation Marks The punctuation marks

are symbols that are used in the sentences
and phrases to make the meaning clear.
Thank you for reading for me the meaning of
punctuation marks, Bhel.

B. During-Writing

Now that you have an idea about our lesson for

today, I have here an activity for everyone. Use
the short poem that we read a while ago as
your guide. I will post a short story and you are
going to do is put the appropriate punctuation
marks to make the correct meaning of the
sentences of the short story. After that you will
write your answer on the board and read the
short story.

Is that clear children?

Yes teacher. Very clear!
Okay then, here is the short story.
“Dad, I and the Christmas Tree”

Dad and I went to buy a Christmas tree___

There were big trees and little trees ___
“Which tree do you like best ___” Dad said___
I looked and looked and then I saw the tree I
liked the best___ Dad___ this is the one___ I
said. We paid for the tree and then put it on our
car and took it home___

You may now start writing the short story and

then write the correct punctuation marks of the
sentences.

Your time is up! We will now see your work.

For the first sentence, let me see your work,

Shine. Go on the board and write the sentence
with the punctuation mark you will use.
Good morning everyone! Here is my answer.

“Dad and I went to buy a Christmas tree.”

I used the “period (.)” punctuation mark for the

first sentence, teacher.
Fantastic Shine! Your answer is correct. The
appropriate punctuation mark in the first
sentence is period (.).

For the second sentence, Karen go on the

board and write the sentence together with the
punctuation mark you will use.
Good day everyone! Here is my answer. I used
the punctuation mark “comma (,)”. “There were
big trees and little trees,”
Great job Karen! The appropriate punctuation
mark for the second sentence is “comma (,)”.

For the third and fourth sentences, Bhel go on

the board and write the sentence with the
appropriate punctuation mark you want to use.
Good morning everyone! I used the
punctuation marks “Question mark (?) and
period (.)” for the third sentence. “Which tree
do you like best?” “Dad said.”
Amazing Bhel! Your answer is correct. The
appropriate punctuation marks for the third and
fourth sentences are “Question mark (?) And
period (.)”.
For the fifth sentence, Mika go on the board
and write the sentence with the punctuation
mark you want to use.
Good morning everyone! I used the
punctuation mark “Period (.)” for the fifth
sentence. “I looked and looked and then I saw
the tree I like the best.”

Very good Mika! Your answer is correct. The

appropriate punctuation mark for the fifth
sentence is “Period (.)”.

For the sixth sentence, Kaye go in front and

write the sentence with the punctuation mark
you want to use.
Good morning everyone! I used the
Superb Kaye! You get the correct answer. The punctuation mark “Exclamation Point (!)” for the
appropriate punctuation mark for the sixth sixth sentence. “Dad, this is the one!”
sentence is “Exclamation Point (!)”.

And for the last sentence, Ara go on the board

and write the sentence with the appropriate
punctuation you want to use.

Good morning everyone! I used the

Fantastic Ara! You got the correct answer. It is
right that the appropriate punctuation mark for
the last sentence is “Period (.)”.
punctuation mark “Period (.)” for the last
sentence. “We paid for the tree and then put it
on our car and took it home.”

And to know the appropriate punctuation marks

for the short story. Let me call on Ria to read
the short story that all of you have answered.

Good morning everyone! Here is the whole

short story with appropriate punctuation marks.

“Dad, I and the Christmas Tree”

Dad and I went to buy a Christmas tree. There

Thank you Ria! You read the whole short story
with appropriate punctuation marks.
were big trees and little trees, “Which tree do
you like best?” Dad said. I looked and looked
and then I saw the tree I liked the best. Dad
this is the one! I said. We paid for the tree and
then put it on our car and took it home.
Great job everyone! All of your answers are
correct. All of you used the appropriate
punctuation marks to complete the sentences
of the story that will help to give the meaning of
it.

I am very glad that all of you understand our

lesson for today.

Let us give everyone a fabulous clap.

1, 2, 3 Fabulous!!!
Now children that you know how to use
appropriate punctuation marks, I prepared here
another activity for you.

I will post some sentences without punctuation

marks, all you have to do is copy it in your
paper and answer the following sentences with
the appropriate punctuation marks. After that, I
will call somebody from you to go on the board
to write your answer.

Is that clear children?

Yes teacher! It is clear
Okay then, here are the sentences.

1. Did you find your rain boots__ 2. The duck is

yellow__ 3. Hurry, It’s raining__
4. Do you want to fly the kite__ 5. Sally likes
rainy days__ eating cakes and watching
television.

You may now start children. You only have 5

minutes to do your activity.

Time is up! We will start answering the activity.

For number one, Joy go on the board and write

the punctuation mark that is appropriate to the
sentence.
Good day everyone! My answer is “Question
Mark (?)” teacher. 1. Did you find your rain
boots?
Amazing Joy! You wrote the appropriate
punctuation mark in the first sentence.

For number two, Ken go on the board and write

your answer.
My answer teacher is “Period (.)”. 2. The duck
is yellow.
Great job Ken! Your answer is correct because
the appropriate punctuation mark in the second
sentence is “Period (.)” and you also wrote it on
the board correctly.

For number three, Kaye writes the appropriate

punctuation mark in the sentence.
My answer teacher in the third sentence is
“Exclamation Point (!)”. 3. Hurry, It’s raining!

Fantastic Kaye! You wrote the correct

punctuation mark because the appropriate
punctuation mark in the third sentence is
“Exclamation Point (!)”:

For number four, Rose writes the punctuation

mark you think it is appropriate to the
sentence. My answer teacher in the fourth sentence is
“Question Mark (?)’ teacher. 4. Do you want to
fly the kite?

Superb Rose! You wrote the appropriate

punctuation mark correctly because the answer
in the fourth sentence is “Question Mark (?)”:

For number five! Write your answer on the

board. Tin.
My answer teacher in the last sentence is
“Comma (,)”. 5. Sally likes rainy days, eating
cakes and watching television.

Good job Tin! You also wrote the appropriate

punctuation mark in the last sentence correctly
because the appropriate punctuation mark for
the last sentence is “Comma (,)”.

Well done children! All of your answers are

correct. Everyone used and wrote the
appropriate punctuation marks in each
sentences.

I am happy that all of really understand our

lesson for today. You are all good in writing
and I hope that you always practice it.

Let us give everyone a round of applause.

Clap! Clap! Clap!
Keep up the good work children.

It seems that everyone really understand our

lesson for today.
C. Post-Writing

Now, let us try another activity. It is a group

activity. I will divide you into three (3) groups.
This is the group 1, this is the group 2 and this
is the group 3. For this activity, I will give each
group a flashcard and inside the flashcard is
your activity. I will give you manila paper and
write here your answer. After that, I will call
someone from other group and ask him/.her if
the answers of the group who present their
work are correct.

Group 1, here is the flashcard. Read your task.

Group 1: Write sentences with appropriate
punctuation marks.
Thank you group 1. You are going to do is
write sentences with appropriate punctuation
marks.

Group 2, here is your flashcard. Read your

task.
Group 2: Write and use the appropriate
punctuation marks in every sentence.
Thank you group 2. Your group task is write
the appropriate punctuation marks in every
sentence.

Group 3, here is your flashcard. Read your

task.
Group 3: Create a short letter and use
appropriate punctuation marks.
Thank you group 3 for reading your task. Your
group will create a short letter using
appropriate punctuation marks.

But before we proceed to your group activity,

here is the rubrics you need to follow in order
for you have high grades. Cooperation
Correctness Cleanliness Total 30% 50% 20%
100%

You only have 5 minutes to do your task.

Time is up!

Group 1, post your answers on the board and

read it clearly.
 Good morning everyone! Here are the
sentences we wrote with appropriate
punctuation marks.

1. It is so windy. 2. Timmy went

outside to play, eat and watch
movie. 3. How is your day? 4. Hurry,
the dog is barking!
Fabulous Group 1! You wrote sentences with
appropriate punctuation marks. You are good
when it comes in writing sentences with
punctuation marks.

Let see if your answers are correct. I will now

ask from your classmates about their
comments on your work.

Is the work of group 1 correct? From Group 2

Ria.
Good job Ria of group 2! You critique the work
of group 1 correctly. And based on your
explanation, the answers of the group 1 are all
correct.
Good morning everyone! The sentences of the
first group are correct and they also use
appropriate punctuation marks. The first
sentence needs a period punctuation mark,
second sentence is comma, third sentence is
question mark and last is exclamation point.

Now let us see the work of group 2. Post and

present your answers on the board.
Good morning everyone! Here are the
sentences that we need to put appropriate
punctuation marks and here are our answers.
1. Where is the umbrella? 2. The ball is yellow.
3. Carol like yellow, pink and blue. 4. Hi! Let us
play!
Fantastic Group 2! You wrote all the
punctuation marks in the sentences correctly.
Let us hear one of the member’s opinions of
group 3 about your work. Jhen.
Good day everyone! The punctuation marks
used by the group 2 in every sentence are
correct. In number 1, it is right that the
appropriate punctuation mark is “Question
mark (?)”. Number 2 is “Period (.)”. For number
 3, the punctuation marks is “Comma (,)” and
for number four, “Exclamation Point (!)”.
Amazing observation Group 3! Jhen group 3
said that the answers of group 2 are correct.
So it means that group 2 really used the
correct punctuation marks in the sentence.

Let us proceed to the wok of group 3. Post and

present your answers on the board.
Good morning everyone! Our task is to create
a short letter and we are going to do is write
appropriate punctuation marks in the
sentences that we will use. Here is our short
letter. Hi! How are you? I’m having a
great time at camp. Every day I ride horses,
play volleyball, and sit around the campfire.
I’ve made many new friends! How is your
summer? I can’t wait to see you in the fall.
Your friend,
Julie

Superb group 3! You created and wrote an

amazing short letter with appropriate
punctuation marks.

Let us now hear the observation of group 1

about your work. And we will know if they also
have the same answers with group 3. Mhean
of group 1.
Good day everyone! Our group observed that
all punctuation marks that the group 3 used in
their short letter are correct. The greetings
appropriate punctuation marks are “Comma (,)
And Question Mark (?)”. The next sentence is
“Period (.), next is “Exclamation Point (!) And
Period (.). The last first paragraph of the letter
has “Exclamation Point (!)”. And for the first
sentence in the second paragraph there are
punctuation marks “Question Mark (?) And
Period (.)”.

Thank you for that long explanation

observation group 1! Based on your
explanation, the group 3 created a short letter
with correct or appropriate punctuation marks.

Fantastic everyone! All of you showed to me

that you can write, create and use appropriate
punctuation marks in the sentence.
For your grades, all of you got 30% for
cooperation because I observed that everyone
are doing their best in doing their task, for
Correctness all of you will receive 50%
because you give all the appropriate
punctuation marks and everyone used
punctuation marks in the sentence. And for
cleanliness everyone will receive 20% because
you stated and showed you work clearly. All in
all, every group received 100%.

Let us give everyone a round of applause.

Clap! Clap! Clap!
For you to really understand our lesson for
today, I have here another activity.

D. Evaluation

It is an individual activity. I know you can do it.

Before that, I have a question for you. What is
our lesson for today? Ara.
Our lesson for today is all about using
appropriate punctuation marks in the sentence
teacher.
Very good Ara! Our lesson today is all about
using appropriate punctuation marks.

What is the meaning of punctuation marks?

Kelly.
Punctuation marks are the symbols use to
make meaning in the sentence.
Great Kelly! We use punctuation marks to give
the appropriate meaning of the sentence.

What are some punctuation marks we

discussed today? Mel.
The punctuation marks we used today in the
sentence are comma (,), period (.),
exclamation point (!) and question mark (?)
teacher
That is right Mel! The punctuation marks we
used today in the sentence are comma (,),
period (.), exclamation point (!) and question.

mark (?).

Okay now, let us proceed to our next activity.

Direction: Use and write the appropriate

punctuation marks in the sentence.
Is that clear children?
Yes teacher! Very clear.
Okay then, I will post now the sentences.

1. The boys are at the playground___ 2. How

can you say that___ 3. He collects fossils___
baseball cards and stamps. 4. Hurry___ it’s
getting late___ 5. How do you do___

You only have 5 minutes to do your task.

Your time is up!

For number 1. What is the appropriate

punctuation mark? Write your answer on the
board. Deb.

Correct Deb! Your answer is correct because

the appropriate punctuation mark for number
one is “Period (.)”. My answer teacher is “Period (.)” teacher. 1.
The boys are at the playground.
For number 2. What is the appropriate
punctuation mark? Write your answer on the
board. Joyce.
My answer teacher in number two is “Question
Mark (?)” teacher. 2. How can you say that?

Good job Joyce! You wrote the appropriate

punctuation mark in the second sentence
which is the “Question Mark (?)”.

For number 3. What is the appropriate

punctuation mark in the third sentence? Inna.

The appropriate punctuation mark in the third

sentence is “Comma (,)” teacher. 3. He collects
fossils, baseball cards and stamps.
That is right Inna! The answer in the third
sentence is “Comma (,)”. You wrote the correct
punctuation mark.

For number 4. What is the appropriate

punctuation mark in the sentence? Iza.
The appropriate punctuation mark in the fourth
sentence teacher is “Exclamation Point (!)”. 4.
Hurry! It’s getting late!
That is good Iza! Your answer is correct
because the appropriate punctuation mark is
“Exclamation point (!)”. You wrote it right.
For number 5. What is the appropriate
punctuation mark in the sentence? Mia.
The appropriate punctuation mark in the last
sentence is “Question Mark (?)” teacher.
Fantastic Mia! You wrote the appropriate
punctuation mark in the last sentence because
the answer is “Question Mark (?)”.

All of you answered the activity correctly.

Everyone knows how to right and use the
appropriate punctuation marks in the sentence.

I am happy that all of you learned our lesson

for today. You showed interest and attention in
our discussion today. All of you are good in
writing. Keep up the good work children.

Let us give everyone a fantastic clap.

Pass you papers children.

Get your notebook and pen and copy your

assignment for tomorrow.

E. Assignment

A. Write five (5) sentence using appropriate

punctuation marks. B. List other punctuation
marks we did not discussed today.

Are you done copying?

Yes teacher! We are done.
Okay then, it is our end of discussion. I am
very glad that everyone understands our
lesson for today about using appropriate
punctuation marks in the sentence.

I hope that you will do the same fantastic

performance in our next lesson.

Thank you for today children!

Let us call it a day.

Thank you very much teacher!
Good bye children! Take care.
Good bye teacher!
 Module 1:
Alternative/Authentic/Performance-based
Assessment
ACTIVITIES/ASSESSMENTS:

Activity 1 – Develop Me
Develop an alternative/authentic/performance-based test for your learners either in English, Math
& Science. Write your assessment material below.
Alternative/authentic/performance-based test can be done through the creation of a newspaper
or class debate, presentation, portfolios, performance and projects where students are more
actively involved in the learning process absorb and understand the material at a much deeper
level.
Sample alternative/authentic/performance-based test for English:
1. Students will be divided into several groups and they are going to observe the video
presentation given by the teacher. After that, the students will share their observations through
writing what action words they saw in the video. When everyone is done, students will individually
have called by the teacher to share what their observations are through writing on the board.
(Observations and demonstration, Paper and pencil test)
2. Students are able to draw at least 1-2 image of a person or animal that shows action words.
After that they will explain in front of the class why their drawings possess and show action words.
3. Students will be divided into three (3) groups. They are going to do is create a role play that
shows different action words they know. After the presentation, one of the member of the group
will enumerate all the action words they use in their role play. (Role Play simulation)
4. The teacher will show different pictures with different action words, He/she will call someone
from the class to tell what action word a picture has. (Picture Presentation)
5. Students will be divided into two (2) groups. They are going to have a debate about the topic
that a teacher will give. Each team will defend the topic they will receive which is about action
words. One team will defend that the word *writing" is not an action word and the other team will
also defend that it is really an action word.
All of this sample alternative/authentic/performance-based test are very useful in testing the
performance, ability, skills and knowledge of the learners in order to determine if the learners
learned the lesson properly. It will be a huge help for the teacher to know the level of
understanding of the learners in a particular lesson so that he/she will provide the necessary
needs of the learners who do not really understand the lesson.
Activity 2 – Design-A-Rub

A. Design a holistic rubric for the alternative/authentic/performance-based test you developed in

Activity 1 with rating scale and descriptors.
Holistic rubrics for alternative/authentic/performance-based test in English:

Score Description

5 The presentation demonstrates complete

understanding of the task. The understanding
of the lesson is introduced with a clear
observation and interpretation. All information
about the topic are being determined, shown
and explained. Multiple examples are used to
illustrate the information and data.

4 The presentation demonstrates complete

understanding of the task. The lesson is
defined. Some information about the topic are
being determined and shown. At least three
(3) examples of the information and data are
presented.

3 The presentation demonstrates complete

understanding of the task. The lesson is
defined. Some information about the topic are
being determined. An example of the
information and data is presented.

2 The presentation demonstrates complete

understanding of the task. The lesson is
defined. The presentation lacks of example,
information and data.

1 The presentation does not demonstrate

complete understanding of the task. The
lesson is not clearly defined. Examples of
information and data are not presented and
included.
B. Design an analytic rubric for the alternative/authentic/performance-based test you developed
in Activity 1 with rating scale and descriptors.
Analytic rubrics for alternative/authentic/performance-based test in English:

Not Below Meets Exceeds

Acceptable Expectations Expectations Expectations Score

Observation Inability to Apply good Independently Independently

and apply skills in observation skills apply correct apply correct
Understanding observing and and observations observations
understanding understanding of and and
of the lesson. the lesson with understanding understanding
teacher of the lesson of the lesson
guide/assistance. with simple with lots of
strategies and strategy and
small errors. no errors.

Presentation No Demonstrate the Independently Independently

demonstration presentation of demonstrates demonstrates
of the lesson with the the
presentation teacher presentation presentation
at all. guide/assistance. of the lesson of the lesson
clearly with clearly with
intonation. intonation,
loud voice,
good posture
and
confidence.

Activity 3 – ProDev
Develop a classroom-based project with rubric(s) in your preferred learning area or
specialization along with the existing K to12 curriculum.
Classroom-based Project:
- Make a creative poster. Choose any topic and your poster should show real life
situation. It is either your observations and experiences.
Rubrics for Poster making and Presentation
0 1 2 3 4

Title No title on Partial/Incomplete Title is Title is Title is

project Title present, but correctly correct,
capitalized written in neat,
are spelled neat creative and
incorrectly attractive colorful
letters
 Content No content One (1) facts Content is Content is Content is
on poster about the content present, but correctly correct,
is written only show exposed in clear,
less the poster mindfully
information show in a
in the poster creative way

Appearance Poster lacks Poster lacks Poster is Poster is Poster is

neatness and neatness and is somewhat organized well
poorly mostly organized and is neat organized
organized disorganized and neat and clear with neat,
clear and
easy-to-
read
lettering

Presentation No clear Poster is poorly Poster is Poster is Poster is

presentation explain the somewhat explained well
on poster message in the clearly and explained
presentation explain, but presented and
not in a and is good presented
good tone. tone. with good
tone,
confidence
and in
creative way

Activity 4 – Syn-Up
Write a synthesis of your own understanding about alternative/authentic/ performance-based
assessment.
Alternative/authentic/performance-based assessment is one alternative to traditional
methods of testing student achievement. It requires students to demonstrate knowledge and
skills, including the process by which they solve problems. Performance assessments measure
skills such as the ability to integrate knowledge across disciplines, contribute to the work of a
group, and develop a plan of action when confronted with a new situation. When we say
alternative/authentic/performance-based assessment we consider it as an appropriate tool for
determining if students are achieving the higher standards set by states for all students and it
require students to be active participants inside the classroom. It also focusses attention on how
students arrive at their answers and require students to demonstrate the knowledge or skills
needed to obtain a correct answer. It is very useful way to the teacher because it provides more
information about the learning needs of their students and enable them to modify their methods
to meet these needs as well as tool of assessing student’s abilities, skills and understanding about
the lesson. It also allows students to assess their own progress and, therefore, be more
responsible for their education and also to educators as a provider of information about what
students have learned, not just how well they can relearn.
 In addition, alternative/authentic/performance-based assessment typically use to
challenge students to use their higher-order thinking skills to create a product or perform a specific
task successfully. In here, the students are able to create, perform or present their own work,
simulate of real life skills and may work alone or with others. It is also open-ended and without a
single correct answer and it should demonstrate authentic learning wherein it allows learners to
create newspaper or class debate. So in order to determine the learners understanding to the
lesson there would be alternative/authentic/performance-based assessment in every class
session that will guide and helps teacher to know if there is progress among students. This would
be also a huge help for the learners to know more about their strengths and weaknesses in
acquiring knowledge especially in broadening their way of gaining information and performing
task that enhances the creative and critical thinking of the learners.

Activity 5 – Reflect-On
Write your own reflection about alternative/authentic/performance-based assessment.

Alternative/authentic/performance-based assessment as the measurement of student’s

ability to apply the skills and knowledge learned from a unit or units of study is very useful way to
determine if the students learned and understand the lesson which lead to the widening of
learnings especially in applying it in real world situations. In this, I learned that
alternative/authentic/performance-based assessment is very useful tool that used to determine
what students can and cannot do, in contrast to what they do or do not know. And also, I learned
that it includes portfolios, project work, and other activities requiring some type of rubric to
measure the level of understanding, performance, ability and skills of the learners inside the
classroom as they engage to the lesson.
All assessments, whether given as a test after a unit or alternative, should be measurable
and be reliable and valid by having clear criteria to measure the learning targets. Alternative
assessment is somehow providing ongoing feedback during the lesson or unit as well as after it
is completed. Authentic assessment is the process of gauging the students’ learning by asking
them to perform real-life tasks and meaningfully apply what they have learned. In this, I realized
that in order for the learners to be more knowledgeable they should engage with different real life
situations where they can enhance and improve their critical thinking skills that will lead to a strong
foundation on the learner’s way of thinking. So when we say performance-based assessment, it
is an assessment where it allows students to demonstrate their knowledge and skills in a learning
environment that embraces their higher-order thinking skills, as well as relating it to real-world
situations. I learned that it is very essential to practice students in different real world situations
so that they can be aware on what is happening in their surroundings so it will be easier for them
to get into a given situation which is one of the best way to have or perform a specific task because
they have their own idea. I realized that alternative/authentic/performance-based assessment
help students analyze what they have learned and apply it their own experience. And they don't
have to memorize facts for a test, so they can use their creativity to show what they have learned.
This assessment definitely helps improve teaching and learning. And also it gives feedback to
teachers and students that help them both adjust their teaching and learning strategies to achieve
learning goals based on the activity they are engage with.
 Module 2: Portfolio Assessment
ACTIVITIES/ASSESSMENTS:

Activity 1 – Explicate Me
Answer each question in your own words. Place your brief explanation(s) in the next column.

Questions Brief Explanation(s)

What is a portfolio?
What are the contents of a portfolio?
It is a collection of student’s best work and/or
performance to assess their significant
accomplishments in terms of academic
achievements and involvement in the co-
curricular and extra-curricular activities. It is
also a compilation of academic work and other
forms of educational evidence assembled for
the purpose of (1) evaluating coursework
quality, learning progress, and academic
achievement; (2) determining whether
students have met learning standards or other
academic requirements for courses, grade-
level promotion, and graduation; (3) helping
students reflect on their academic goals and
progress as learners; and (4) creating a lasting
archive of academic work products,
accomplishments, and other documentation.
Portfolios come in many forms, from
notebooks filled with documents, notes, and
graphics to online digital archives and student-
created websites, and they may be used at the
elementary, middle, and high school levels.
Teachers create portfolios for a variety of
reasons. In teacher education programs,
students develop portfolios to demonstrate
their achievement.
According to Paler-Calmorin, 2011, there are
five (5) contents of portfolio such as best work
of student, individual students work, group
work activities, extra-curricular activities and
religious activities. When we say best work of
students it is the set of best activities and task
that a student makes in a particular subject. In
the portfolio, we compile our projects to be
submitted in the due date that our teacher
being given to us. Next is individual students
work, in here in ordee for us to keep our
individual task we use and put it in a portfolio
so that we know where to find it if needed.
Third content is group work activities wherein
we assigned one of our member to collect

What are the kinds of portfolio?
every group activity we do to be submitted at
the time and date that is being set by our
teacher. In the portfolio we put all of our group
activities. Fourth content is extra-curricular
activities wherein all the activities is being
recorded and collected to be put in one
portfolio that is one of the basis of identifying if
the students participate in a particular activity
and their performance will be see in here base
on the compilation of students.
The kinds of portfolio are working portfolio,
developmental, documentary, showcase and
and evaluation portfolio. When we say working
portfolio it features the daily activities of the
learners in specific learning area. All output of
the students is being compiled so that at the
time of recording it can easily see by the
teacher. The first type of portfolio is working
portfolio also known as “teacher-student
portfolio”. As the name implies that it is a
project in work it contains the work in progress
as well as the finished samples of work use to
reflect in process by the students and
teachers. It documents the stages of learning
and provides a progressive record of student
growth. This is interactive teacher-student
portfolio that aids in communication between
teacher and student. The working portfolio
may be used to diagnose student needs. In
both student and teacher have evidence of
student strengths and weakness in achieving
learning objectives, information extremely
useful in designing future instruction. The
second kind of portfolio is the developmental
portfolio where it presents progress of the
learners based on lesson’s objectives;
develops process skills; identifies strengths
and weaknesses of the students; keeps track
the development of more than one process-
product performance. It may show
improvement in student’s skills across time.
Third is documentary portfolio that highlights
the best work of students for assessment. All
of the activities of the students are being
recorded so that there will be no difficulty when
it comes in assessing their performance. It is
also gathering the best work of the student for
assessment purposes. • Provides evidences
that instructional objectives have been
attained. Fourth is the showcase portfolio that
displays best/award-winning work of students
 to significant places in the school to serve as
example or model. It is somehow posting al
the excellent work of students like in the
bulletin board so that their work will be
recognized. This might be to highlight student
success, or to showcase a variety of
accomplishments a student has achieved over
a period of time. In showcasing a student's
work, this portfolio allows them to describe and
tell their own story. And for the last is the
evaluation portfolio that presents recorded
progress or development of student. It is more
standardized and it assess students learning
with self-reflection.
What are the processes of portfolio The processes of portfolio assessment are
assessment? defining the purpose or theme, decide on the
samples to be selected and how to select
samples, clarify the scope of assessment
(whether the process and the product or the
product only), design the marking
system/scoring rubric, explain the marking
system/scoring rubric to the students, engage
the students in the assessment/evaluation and
discussion of the product. When we say define
the process or theme we somehow see what
and how a given portfolio of the students is
made. What are the steps that a students do
in order for them to come up in their task. Next
is decide on the samples to be selected and
how to select samples, it simply identifying or
determining the appropriate content of the
portfolio of the students to be assessed. Third
is clarifying the scope of assessment wherein
it understands the specific portfolio is process
and product or product only. When we say
design the marking system/scoring rubrics it
simply tell that in order to assess the students
portfolio there should be basis and grading
system on how they are being graded to
ensure that there will be fair grades among
learners. Explain the marking system/scoring
rubrics to the students, in here, the teacher
allows learners to know how they are beibg
graded as well as what should they need to
follow in order for them to do their task in a
best way in order for them to have a high score
or grade. When we say engage the students
in the assessment/evaluation it means that
they are putting and sharing their skills and
knowledge about their performance, there is
always student’s participation in teaching and

What are the multiple uses of portfolio
assessment?
learning process so that assessment among
them will do because if there is no
engagement among learners there is also no
assessment and evaluation happens. Last is
discussion of the product, so in here, to assess
student’s portfolio they should be aware of
their task. There should be an explanation
about students work so that assessment will
be done accordingly based on their product.
The multiple uses of portfolio assessment are
students with special needs, communication
between home and school or school and
community, documentation of teacher
effectiveness and development of student’s
cognitive skills. Portfolio assessment use for
students with special needs means aiding the
lack of students or what they can do. All
activities and simple action of students with
special needs should be documented.
Portfolio assessment use in communication
between home and school or school and
community is establishing good
communication when using portfolio in
assessing students’ performance.
Communication among home and schools as
well as to community is very essential thing to
do so that assessment will not be difficult at all
but always use it in an appropriate way.
Having good relationships among school,
home and community is very important so that
understanding about education assessment
will flow smoothly because everyone are
aware that it is part of determining the
performance of every individual. Another is
documentation of teacher effectiveness,
portfolio assessment is use to this in order to
determine the teacher performance inside and
outside the classroom as they are engage with
their syud3and colleagues. Portfolios can
assist the teacher in demonstrating that
students have met standards or IEP goals. It
is very important to teacher to have portfolio
so that she will know if the teaching and
learning process meets the educational goals.
Last is development of student’s cognitive
skills where the portfolio is one of the best way
in order for the learners to share and apply
their intellectual skills and abilities. It is
designing a product with specific goals in mind
can improve planning skills and contribute to
realistic self-appraisal. It improves students

What are the advantages of portfolio
assessment?
What are challenges of portfolio assessment?
memory retention. As learners engage in real
life situations they are more practice their
cognitive skills because it enhances their mind
on how to deal with different situations.
The advantages of portfolio assessment are it
assesses what students can do and not just
what they know, engages students actively,
fosters student-teacher communication and
depth of exploration, enhances understanding
of the educational process among parents and
in the community, provides goals for student
learning and offers an alternative to traditional
tests for students with special needs. Portfolio
assessment also helps in self-evaluation of the
learners where it requires students to
continuously reflect and perform self-
evaluations of their work, promote
communication and accountability that
encourage learners to make a good
relationship with their peers and offer students
tangible evidence to show their academic
achievements as well as their participation in
community service projects. Because high
school graduation is contingent on mastery of
essential elements of the curriculum, portfolios
can give students an alternate avenue to show
documentation of skills.
The challenges of portfolio assessment are
reliability, time, depth not breadth, fairness,
interpretation of result and contribution to
learnings. Challenge about reliability is
somehow it is some difficulty in producing
reliable scoring systems and also in making
decisions based on the assessment. The
second challenge is about time wherein there
is an instance that portfolio assessment is very
time consuming in terms of producing a
product, in developing workable scoring
system and training for the evaluators which is
not a productive way if there is lots of learners
to be assess. There is also possibility to have
interruptions, distractions, procrastination and
dealing with lateness of assessing learners.
Third challenge is about depth not breadth
where a written test can include questions
from an entire unit with a sample of items from
all areas taught. Because of the time it takes
to produce products, it is not possible to have
a portfolio that represents every aspect of a
unit. So in here, there should be a clear and
concise information about academic material
 that enables to have an effective assessment.
Fourth challenge is about fairness where
evaluator experience difficulties in controlling
outside influences on the product such as
parental assistance and access to resources
like computers so it needs to have an equal
view in making decisions. Portfolio
assessment undergo with challenge about
fairness because of some distractions that
may be the hindrance to have an effective
assessment. Fifth challenge is about
interpretation of results may include biases,
misclassification and measurement error,
confounding, and effect modification also
called “interaction”. Interpreting your findings
is about seeing whether what you found
confirms or does not confirm the findings of
previous studies. Lastly, contributions to
learning where the use of the portfolio for
assessment purposes could detract from its
most important contributions to the learning
process, such as honest teacher-student
communication, forthright self-assessment,
and working toward one’s personal best. In
here, it tests if there is fair and just
communication between teachers and
learners and the teacher should emphasize
and give attention on the scoring process and
less on communication about the work. It is not
about the work but also how the learners
engage and interact with it so that they are
being assess well based on their performance.

Activity 3- Reflect-On
Complete the sentences below.
Today, I learned about portfolio, its content, assessment process, its usage, advantages and
challenges in portfolio assessment. And also, I learned that portfolio is very important in assessing
students’ performance in every subject. I now understand that portfolio assessment enables
students to reflect their real performance, to show their weak and strong domain and to observe
student's progress during the learning process, and encourages students to take responsibilities
for their own learning. Compiling of students works and activities is very important so that they
have a list or record of their output that may help learners provide a feedback about their
performance as well as they are prepared when there is an immediate assessment of their works.
I also learned that a portfolio is a living and changing collection of records that reflect your
accomplishments, skills, experiences, and attributes. It highlights and showcases samples of
some of your best work, along with life experiences, values and achievements. Portfolio
assessment may not be perfect because of different challenges but I learned that through time
management and being professional and knowledgeable it will successfully have conducted.
Portfolios can also provide structure for involving us in developing and understanding criteria for
good efforts. I also learned that portfolio assessment foster students talents, to display our
strongest work in one place for evaluation and allows every student a chance to shine.
So I realized that portfolio assessment is not only important to learners but to teachers as well
because it provides the teacher with a way to differentiate her assessment based on individual
student strengths while still assigning one assessment to the whole class. And also I realized that
portfolio assessment evaluates programs that have flexible or individualized goals or outcomes,
serves as a concrete vehicle for communication, providing ongoing communication or exchanges
of information among those involved that will help in having good relationship as well as fair
judgment among individuals/learners. I realized that portfolio assessment is what every learner
should have so that they have the copy of their works that may provide them the realization of
their strengths and weaknesses when it comes in dealing with different activities. And I now
understand that portfolio assessment foster student’s skills and cognitive abilities to apply in a
particular task that will also help learners broaden their knowledge.
As would-be teacher, I should prepare myself to practice and be familiar in doing portfolio
assessment that will guide me to assess my learners works and performance as I engage them
with different educational activities. I should be knowledgeable on how to create and conduct
portfolio assessment so that in the field I can easily identify and determine if there is improvement
among learner’s performance and the way they acquire knowledge. I should also be familiar about
the usage, advantages, content, process and challenges of portfolio assessment so that I will be
able to make a productive and useful assessment that is very effective to uplift and discover my
learner’s skills and abilities because we all know that not all learners have strong self-confidence.