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Franzoise Andrei Alojado
The assessment tool for the affective domain has taught me new heights. I am not really fond in the affective domain, but doing this activity has developed my skills in creating assessments in this domain. It also made me used to developing assessments in a creative way, garnering ideas that wasn’t tried before just to keep my students entertained and also having meaningful experiences so they can learn. That said, I also encountered some hardships while doing this activity, as I’ve said, it made me used to thinking creatively, but the process isn’t easy. I had to search for inspirations, look for the trend, and seek ideas that weren’t already mainstream. Overall, this activity taught me things that I can apply in the real world. I hope that I’ll remember these skills when I am already a teacher.
Making the analysis of DepEd Order No. 8 s2015 wasn’t that hard compared to the others. Doing this activity was more of a group effort as we divided the tasks equally and each of us learned from it. The most rewarding part of this activity is when we are able to provide insights to the existing system that is currently used in our public schools. That said, the feedback that our professor gave us was detailed enough to improve ourselves as a future teacher. This experience taught me the importance of a holistic view. I believe as future teachers, we need to look at a lens that encapsulates the whole school and make decisions that will make the learning experience of the students exceptional.
Looking back, doing the simulation on our Parent-teacher conference really developed my sense of responsibility. Although it is just a simulation, the feedbacks of our professor made us certain of the things that we shouldn’t do and should do when the real scenario happens in real life. Overcoming the initial hurdle of being pressured in a parent-teacher conference made me feel more confident in my abilities. The one thing that I really learned in this activity is that I should really stay calm when things are pressed. Being calm keeps you mindful of the possibilities that you can do in the situation, and at the same time, it makes you professional. Overall, this simulation activity gave me the knowledge and somewhat standard application skills when the real thing happens.
Throughout this course, I learned to be rational and open-minded. Doing things on a bigger scale won't help you if you’re hogging all the work, as I’ve learned the hard way– you can’t carry all the burden at once. It is such a relief when the work is equally distributed in the class, I was able to do more, not just in this subject, but in my other subjects as well. Of course, I also learned essential skills that I can apply in doing my assessments in the future. This course is really experience-focused. Those meaningful experiences that I had in this course really helped me boost my confidence as a future teacher. The detailed feedback from our professor took away my uncertainties about every decision that was made in our activities. Again, this course has made me rational and open-minded, I now approach things differently, I now see the bigger picture and solve things in a way that a professional should do. This course has given me the blueprint, and I am willing to take it to heart when I will become a teacher.
Throughout this course, I learned to be rational and open-minded. Doing things on a bigger scale won't help you if you're hogging all the work, as I've learned the hard way– you can't carry all the burden at once. It is such a relief when the work is equally distributed in the class. This collaborative approach not only allowed me to do more in this subject, but in my other subjects as well, by freeing up valuable time and mental energy. Of course, I also learned essential skills that I can apply in doing my assessments in the future.
This course truly embodied the value of experience-based learning. Those meaningful experiences that I had in this course really helped me boost my confidence as a future teacher. The detailed feedback from our professor, focusing on both strengths and areas for improvement, was invaluable. It took away my uncertainties about every decision that was made in our activities, fostering a growth mindset. In essence, this course has not only made me rational and open-minded, but it has also fundamentally reshaped my approach to problem-solving. I now see the bigger picture and strive to solve things in a way that a professional educator would. This course has given me the blueprint for success, and I am committed to taking its lessons to heart when I become a teacher myself.
Carl Candelario
DEPED ORDER No. 8 s. 2015
This activity aimed to awaken us, the learners, to analyze and further our knowledge about the policy guidelines on the classroom assessment for the K to 12 of the basic education program. This enabled us to enhance our understanding of how assessments are being done and projected through various assessment tools and analysis. We were able to identify salient ideas, identify the strengths and weaknesses of the assessment guidelines, and formulated our personal suggestions to enhance the current context of the DepEd Order No. 8 s. 2015. We have done several actions to achieve our final results. We read the article and analyze the contents. We delegated each of our group members a task where they attend to the questions. Then, we created a google docs to which we compiled our answers. After our analysis of the content, we presented it to the class. This whole activity journeyed us towards how assessments in school is being done. We were also exposed towards the provision and scope of the DepEd Order and how we think the contents of the D.O. should be revised. With this activity, I was able to deepen my knowledge towards the assessment process and the legal provision assessment was rooted from.
ROLE PLAYING
This role playing activity was done to stimulate our critical thinking skills and adaptability to real life situations as a professional teacher. We were able to enact a particular scene concerning how a teacher should react and solve a problem revolving around a mistake made by the teacher in his record of a student’s grade. This was done through a simulation where each member played a role to portray. We planned on how we deliver the skit and made our own script. The one vital aspect that was considered was the course of action that the teacher must take to address the problem. Considerations such as principles, values, rightness, and morality of the teacher’s actions are needed to be thought thoroughly. Upon discussion of the action plan, we created our script in accordance with the planned discussion. We then presented the skit in front of the class. This enabled us to ponder on how we personally address issues as a future professional educator. It became an avenue for us to think critically and reflect on our principles as professionals.
ASSESSMENT FOR AFFECTIVE DOMAIN
The purpose of this activity was to practice our practical skills in formulating our own assessments that targets the affective domain of learning. This was made to assess whether we are able to create activities aligned with our major. We were able to tackle and identify the types of assessments that are applicable onto our major. We were also tasked to explain the processes of how these assessment can be done. We were able to achieve this artifact by consolidating our prior knowledge and past experiences in some of our subjects and the inspiration from them. After some discussion, we decided which ones do we want to utilize. We came up of three final tasks and then made a description of each task. Making this task was very informational and beneficial for me. I was able to see my peers’ perspective and their creative abilities in making assessments. This enabled me to increase my knowledge and horizon towards making activities to assess the affective aspect of my future learners.
This end term has been an informative and transformational journey for me. I was able to increase my knowledge and creativity in formulating various easements mainly in addressing the affective domain of the students. We were exposed to active platforms and mind stimulating activities to. Exercise our skills as a future evaluator. Together with my peers, we discover new avenues in performing our duties and responsibilities as future educators. With this, we get to experience practical experiences of a teacher. As a future educator, these experiences honed me and my roster of skills to a higher level which ensures the quality of teaching I may be able to provide my future learners. It has been an unforgettable and fulfilling experience to be able to take part on these endeavors furthering our understanding and be able to hone our outlook into seeing the teaching and learning process holistically.
Niechelle Kyte Egol
The Assessment tool for the Affective Domain was created for us to be able to create our own authentic assessment with an affective domain. It will help us analyze the objectives of an affective domain and be able to create a realistic activity with an affective domain for the students on authentic assessments. At first we searched some ideas on google for us to have a deeper knowledge on what we are going to do. As a future English teacher, there are a lot of authentic assessments that a teacher can give especially in an English class. We made our own activity and we called it " Literary Empathy Journal" . This activity will not just help students gain knowledge about Literary but also can empathize with the characters of the story. To foster their emotional growth, and cultural understanding. Thinking of this activity is not easy since it should be our original activity but thanks to my fellow members we came up with this idea. There's not a lot of challenges we faced, it's just on the creation of this activity. I learned that as an English teacher, I should think of something that can raise the excitement of the students in doing the activities that I will give them. It's not about just the activity but also the lesson that they will receive and the knowledge that they will foster in the end. So as a teacher, it is important to give students an activity that will hone their skills and be creative in any aspects of their life and for us also to be innovative and make an effort to do good for our students.
The Analysis of Dep-ed Order no. 8 s2015 was created for us future educators will be able to have knowledge about the Dep-ed Order and for us to analyze the curriculum and be aware of what's the revolving agenda of teachers inside the classroom. How they grade the students, what activities should they provide and the specific knowledge about a certain ideas inside and outside the classroom. The artifact was developed as we read first the Dep-ed Order and dig deeper on what it is all about. We also enable to discuss it with one another on how to revise the K-12 Curriculum Guide. At first it was hard, since sometimes I could not easily contact my members and actually we clutched it. I learned after I analyze the Dep-Ed Order is that as a teacher, we should always grade students fairly and should always look for their performances rather than just giving them some test since it will give them a really hard time. As a future teacher also, it is my duty to help their progress on the activities that is necessary for their growth. Also, I was able to identify its strengths and weaknesses and be able to highlight the important things in the Dep-Ed Order. It gives me realization as a future educator on what my profession is all about.
The Resolution of Parent-Teacher Simulation was created so that as future educators, we have knowledge about what's going on inside the classroom and what are some challenges that a teacher would face in the school, in the students or even with the parents. It gives us an overview of the situations that are relevant today and that are really happening in the everyday life of a teacher. It gives us experience on how to resolve such issues or problems inside the classroom. This artifact was developed by making a script so we could perform it in the classroom. We choose who will be doing the teacher, the two students, and the mother. We didn't have time to practice so we just studied and memorized our script and gave instructions via messenger. We don't face challenges as we create this artifact since it was like an easy thing to do and we managed to perform it well in the classroom and memorize the script. Since I am the one who portrays the role of the teacher, I learned that it is not necessary to talk to the parent that they are pressuring their child, since it may cause trouble or discomfort to the parent especially if the students didn't say anything to you. As a teacher we should think first before we deal with the problem, for us to be able to solve it properly and will not make any problem with the relationship of the teacher and the parent. Since both the teacher and the parent are guiding the student, they should cooperate in helping the growth of the child. It gives me knowledge that as a teacher we should not make decisions easily and we should be the one who will tell the parents about their child. It is important to make good connections and relationships with both parents and students.
All this artifacts have give me such a wonderful experience and taught me a different kind of lessons that is surely helpful as a future educator. I have unlocked understanding about the Dep-Ed Order and was able to have a chance to revise it on what things I want to do in that curriculum. I was able also to create my own authentic assessment and create affective domains for it. I also begin to understand how hard to be a teacher not just in teaching them but also in making
John Lourman J. Donasco
As I reflect on the topics of conflict, persuasive essays, and literary empathy journals, I am reminded of the importance of human connection and understanding in our interactions with others. When it comes to types of conflict, I realize that conflicts often arise due to misunderstandings or a lack of empathy towards others. By taking the time to listen and understand the perspectives of others, we can often find common ground and resolve conflicts in a more peaceful and respectful manner. This human connection is essential in improving relationships and fostering a sense of community. In the realm of persuasive essays, I see the power of using our words to not only convey our beliefs and arguments but also to appeal to the emotions and values of our audience. By injecting personal anecdotes and engaging storytelling into our essays, we can create a more compelling and convincing argument that resonates with readers on a deeper level. This human element adds depth and sincerity to our writing, making our message more impactful and persuasive. Byy humanizing our approach to these topics and focusing on the importance of empathy, understanding, and connection, we can improve our relationships, communication, and overall well-being. Let us strive to cultivate a greater sense of humanity in all that we do, both in our personal interactions and in our academic pursuits.
The DepEd Order No. 8 series of 2015 is an important document that outlines the guidelines for the implementation of the K to 12 curriculum in the Philippines. One interesting aspect of this order is that it recognizes the different interpretations of the curriculum by three groups of reporters. This reflects the diversity of perspectives and experiences within the education sector.The fact that there are multiple interpretations of the curriculum highlights the complexity of implementing educational reforms. It is important for educators to understand and respect the various perspectives that different stakeholders bring to the table. By acknowledging and addressing these diverse views, it is possible to create a more inclusive and effective curriculum that meets the needs of all learners. DepEd Order No. 8 series of 2015 serves as a reminder of the importance of collaboration and communication in education. By working together and valuing the insights of different groups, we can create a curriculum that is relevant, engaging, and empowering for all students.
In my experience, I have observed that some of my classmates tend to engage in role playing when it comes to their grades. They may put on a facade of being diligent and hardworking in front of teachers and parents, while in reality, they may not be putting in the necessary effort to succeed academically. As a student, it can be frustrating to see classmates resort to such tactics to achieve success, especially when it comes to being on the honor lists. It not only undermines the efforts of those who genuinely work hard and deserve recognition, but it also sends a message that success can be achieved through deception rather than genuine effort. In such situations, it is important for teachers to handle the matter sensitively and with integrity. Pressuring a student to perform solely for the purpose of being on the honor lists can be detrimental to their overall well-being and can create unnecessary stress and anxiety. Instead, teachers should focus on nurturing a positive learning environment where all students are encouraged to do their best and are supported in their academic journey. It is essential for both students and teachers to uphold the values of honesty, integrity, and hard work in order to cultivate a culture of academic excellence that is truly meaningful and fulfilling.
As I reflect on this semester and the lessons learned in Assessment in Learning 2, I am struck by the importance of understanding the various assessment methods used in education and how they impact student learning and growth. Throughout the semester, we have delved into the different types of assessments, including formative and summative assessments, as well as the importance of providing timely and constructive feedback to students. I have learned that assessments should not only measure a student's understanding of the material but also provide valuable insights into their strengths and areas for improvement. I have also come to appreciate the role of assessment in promoting student engagement and motivation. When assessments are designed thoughtfully and align with learning objectives, students are more likely to be actively involved in their own learning and strive for academic success. Moreover, the lessons learned in Assessment in Learning 2 have reinforced the idea that assessments should be fair, reliable, and valid in order to accurately measure student performance. It is crucial for educators to continuously reflect on their assessment practices and make adjustments as needed to ens
Jozel Fontanilla
Assessment tool for the affective domain
One of the most essential domains to be assessed is the affective aspect of a learner. However, it is one that is difficult to properly assess. As future teachers, one of the skills that we are required to master is how to write a lesson plan which should have an objective for the affective domain. In order to know if the lesson objective is met, there must be an assessment, wherein the said assessment focuses on assessing students' attitudes towards learning. In this learning activity, we were instructed to write three objectives for the affective domain and craft assessment activities aligned to each objective. For this artifact, first we identified a topic from the DepEd K-12 English Curriculum which served as the basis of the objectives. Second, we wrote the objectives and tailored them to achi eve clarity that they are under the affective domain. Lastly, we brainstormed for feasible and effective activities aligned to our objectives. The only hurdle that we faced is detailing how to facilitate the learning experience inside the classroom to achieve the objective. Most of the time in crafting a lesson plan, I tend to focus more on the cognitive domain and overlook the value of assessing the affective aspect of the learner. From this activity, I learned to appreciate the significance of tapping into the child’s emotions and how to assess their response to learning aside their scores. Learning how to properly assess and create assessment for the affective domain equipped me to improve my skills in lesson planning and develop an immense appreciation for teachers. Truly, teachers can do both: teach minds, and touch hearts.
Analysis of DepEd Order No. 8 s2015
DepEd Order No.8 s2015 is the outline of guidelines on classroom assessment in the K-12 Basic Education. The order encompasses the steps, guides, and indicators for assessing learner’s cognition, performance, and learning competencies. Unless the curriculum will be changed, DepEd Order No. 8 s2015 will be our aid to fulfill the responsibilities assigned on our end as teachers. This artifact is a way to facilitate a group discussion about DO#8 s2015. It allowed us to assess its inclusions and critically examine whether these policies are justifiable or must be amended. The document on DO#8 s2015 was given as a reading assignment and we were tasked to create a presentation about what we have read. The presentation must contain the salient points and highlights of the DepEd Order, the pros and cons of the assessment guidelines, and our group’s suggestion and recommendations for improvements. After discussing with the group, we divided the task of gathering needed information for each section and encouraged everyone to add insights if they wish to do so. As a student, I realized how much of a fraud my grades were in high school. In hindsight, it allowed me to pinpoint one factor why the education system is failing miserably when it comes to some areas like reading and comprehension. One reason might be the grading system is encouraging our learners to be complacent in exerting minimum efforts in their studies. As a future teacher, if this system of giving grades will not change, it is up to me to double my efforts to ensure that my students are truly learning something and not just gaining grades.
Resolutions on Parent Teacher Conference Simulations
Parents are encouraged to have an active participation in their child’s learning. Their involvement requires teachers to inform the parents of the progress of their child through report cards or through conversations. Part of our duty as teachers is to update parents about their children's academic status through holding PTA meetings. This artifact is created to prepare us how to act accordingly when facing the parents and how to manage unforeseen circumstances that may cause conflicts. In this artifact, we were assigned a scenario to act out. The goal is to show how a teacher must handle a sensitive topic and act as a bridge to reconcile both parties. With our skit, we made it a point to highlight where teachers can observe the behavior of their students and inquire to them about this observation before going directly to the parent. We also aimed to emphasize that a teacher is not someone to meddle in one's parenting style, but they can be someone to help their student address issues that may hinder the learner to perform well in school. The whole skit centered on showing how a teacher must approach an aggravating situation with a cool and rational demeanor. Facing parents, especially those with a strong personality, is quite daunting. Indeed, it is important that as a teacher, you are composed and you have to stand your ground, and not cower over intimidation. PTA meetings are inevitable, but learning about these possible scenarios to occur in real-life is quite frightening to think about. I am thankful to experience this simulation activity which somewhat prepared me on what's in-store for me in the teaching field. Compose a comprehensive summary of your learning experiences throughout the course. This should cover: Key takeaways and how they have impacted your understanding of educational practices. Specific skills and knowledge gained. Personal growth and any changes in your teaching philosophy.This course taught me valuable lessons that increased my enthusiasm to continue pursuing the path to become an educator. The lessons about authentic assessments and assessments for affective domains are great additions to my skills to create quality learning experiences for my future students. These lessons are also beneficial as guides on assessing and building my students behavior, attitudes, and character. This course showed me that a learner must not be defined by the score he/she gets from quizzes or standardized tests. It is what we plant in them that should define them as a person. A striking discussion in this course is about the details of DepEd Order No 8 s. 2015. Through this discussion, I learned why the education system is failing miserably. A policy is created as a solution to society’s issues and problems, however, there are aspects in the documents that seem to disregard the value of discipline and hardwork. The highlights of it is finding out how unfair the grading system is and the fact that there is actually 20 days of leeway for excusable absences. This part of the course opened my eyes to reality and encouraged me to someday make a difference starting in the four corners of a classroom. This course also showed me the harsh realities in the field of teaching, and it fueled my desire to heed what I am called to do. Being a teacher is a mission– a service rendered to the society to mold the future generations. Teachers are paid less. Teachers seemed to do an easy job. But it's not easy to raise a child, is it?
Dianne Marie Gabiño
Assessment tool for the affective domain
This artifact exposed me to how an assessment is being made that focuses on the student’s affective domain. It consists of the learning objectives, title, mechanics, etc. The experience I gained in creating this added to my knowledge and my growth as a future teacher.
Analysis of DepEd Order No. 8 s2015
This project strengthened my analytical skills, especially in assessing the DepEd Order. As a soon-to-be educator, this is a training for me to be exposed to the importance of laws in my profession. The awareness of regulations should remain for me to be effective in my craft.Resolutions on Parent Teacher Conference Simulations
The activity honed my social skills in interacting with my group members. From the planning of discussions to our presentation, collaboration was seen throughout. This was an opportunity for us to showcase our critical thinking skills in dealing with the situation given.
John Ashley Gimay
M4 reflection
The focus on affective learning objectives in persuasive essay writing outlined in the provided content is commendable as it emphasizes the importance of developing not just writing skills but also key attitudes and values in students. By aiming to cultivate confidence, ethical awareness, and openness in students' persuasive communication, the learning objectives go beyond mere academic achievement to foster well-rounded individuals capable of engaging effectively in discourse. The assessment tools and activities proposed, such as peer review sessions, ethical dilemma scenarios, and group debates, are well-designed to evaluate students' progress in the affective domain. These activities provide opportunities for students to practice and demonstrate their confidence, ethical decision-making, and respect for differing viewpoints, essential skills for effective persuasive communication. In conclusion, the emphasis on affective learning in persuasive essay writing is a vital component of holistic education, nurturing not just academic skills but also essential attitudes and values in students. The proposed assessment tools and activities, along with the grading system, offer a structured and effective approach to evaluating and fostering students' growth in confidence, ethical awareness, and openness in persuasive communication.
Reflection on DepEd Order No. 8 s2015
The guidelines outlined in DepEd Order No. 8 s2015 highlight the crucial role of classroom assessment in the K to 12 Basic Education Program. By emphasizing the importance of tracking learners' progress, adjusting instruction, and informing stakeholders, the guidelines aim to enhance the overall learning experience. The comprehensive coverage of formative and summative assessment, grading systems, and progress reporting is commendable as it provides a structured framework for educators.The guidelines promote a balanced approach to assessment by incorporating both formative and summative methods, ensuring a more holistic evaluation of learners' progress. The extensive nature of the guidelines may pose challenges for teachers in terms of implementation, especially without adequate training and support.Provide ongoing training and support for teachers to effectively implement the guidelines and encourage the use of alternative assessment methods.Consider diversifying assessment approaches beyond numerical grading to capture the full range of learners' skills and competencies.Regularly review and update the guidelines to reflect best practices in assessment and address any implementation issues identified by educators and stakeholders.Overall, while DepEd Order No. 8 s2015 lays a solid foundation for classroom assessment in the K to 12 Basic Education Program, there is room for improvement to ensure a more inclusive, effective, and student-centered approach to assessment.
Simulation reflection
In my observations during the simulation is to remind us the importance of effective communication, collaboration, and understanding between parents and teachers in the context of a parent-teacher meeting. It showcases various scenarios that can occur during such meetings and how they can be handled with professionalism and empathy.The significance of open dialogue between parents and teachers. It is essential for both parties to express their concerns, ask questions, and share feedback in a respectful manner. This allows for a constructive discussion that can lead to solutions and improvements for the benefit of the child.Another important lesson is the need for patience and understanding when addressing issues or concerns. We see how the teacher remains calm and composed even in the face of aggressive behavior from a parent. By maintaining professionalism and focusing on finding solutions, the teacher demonstrates the importance of handling challenging situations with grace and empathy.Overall, it emphasizes the importance of building a positive and collaborative relationship between parents and teachers. By working together, sharing information, and supporting each other, they can create a supportive environment that nurtures the child's growth and development. Effective communication, mutual respect, and a shared commitment to the child's well-being are key elements in fostering a successful partnership between parents and teachers.
Dollrine Gomed
Rubric is the most important for us teachers because it can help us to have a fair scoring system. According to Sir Mark rubric has a criteria that align with the learning objectives together with the outcomes of the assessment. Based on our prof to establish a rubric there are levels in determining the performance level of a student. In our rubric that we made we use such us, Excellent, Proficient, Satisfactory and Good as the bases of our scoring. In this activity we knew how to make a proper rubric and give a score that is appropriate for our future students. Making this activity has also challenges such as balancing a criteria and clarity and consistency of the rubric. First challenge for me was in balancing the criteria because we need to have a criteria that is attainable and doable for the students. Next challenging for me was the clarity and consistency of the criteria because as I have said we need to have a clear criteria to make this more attainable. In making a criteria the rubric needs to be consistent in balancing the scoring or the percentage of each. But those challenges were overcome by seeking feedback from Sir Mark. He always gives feedback to make our rubric more accurate. DepEd Order For me the activity about the analysis of the DepEd Order No. 8 s2015 helps us to have a better understanding about the guidelines of the DepEd. By analyzing it and by changing some of it helps us to be more aware of how this DepEd order works and by that we know how to develop a curriculum. Sir Mark taught us what is the process to develop this DepEd order by reviewing it properly and understanding each. By doing this activity it helps us to be accurate in making and revising it. Resolutions on Parent Teacher Conference Simulations Making this activity a role playing help us to better understand the real world in the school environment. As a future educator it has a huge impact for me because as I’ve written the script it made me realize that if this thing or situation will happen to me I don’t know how to handle it properly. We are so lucky that Sir Mark gave this activity to us to have an overview on how to handle this kind of situation. As a future educator we need to have a long patience with the parents so that we can have a good conversation and to avoid conflict. By doing a role playing it can enhance our communication skills as an educator we need that to be better communicators.
As part of BEEN 2 - A and our adviser for this semester is Sir Mark. He taught us everything from authentic assessments to how to manage parents to a conference. He also taught us to make a scoring rubric. He said that a scoring rubric must be measurable and accurate. In that lesson and as a future educator it is very essential because as a future English teacher mostly we’re going to have a role to play in the classroom. The recent activity that sir Mark gave us was about handling a problem within parent and teacher, in that activity it helps us to manage the parent if any situation arise and happens. All of the activities that sir Mark give us was very important when the time for us to come to be a educator someday, it will help us to make our own assessment and handle things as a Lasallian educator and that we are so very thankful for our advisor to 107 subject in helping us to improve and give us knowledge about assessments
Lili Cris Hermogenes
Assessment tool for the affective domain.
The Assessment Tool for the Affective Domain was created to concentrate on the social and emotional aspects that influence student development, to close a significant gap in the evaluation of education. Traditional evaluation methods tend to prioritize cognitive abilities while undervaluing the significance of students' attitudes, values, motives, and emotions, all of which are important to their overall growth. To guarantee that education covers the whole range of student development, this tool aims to carefully evaluate these psychological aspects. The artifact expanded as we analyzed the Dep-ed Order in more detail and learned more about its principles. After analyzing the Dep-Ed Order, we discovered that, as future educators, we should always evaluate students properly and consider their performances. It is our responsibility as an aspiring educator to support their advancement in the areas that are important to their development.
Analysis of DepEd Order No. 8 s2015.
The purpose of the Analysis of DepEd Order No. 8 s2015 is to clearly understand and apply the policy guidelines on classroom assessment for the K–12 Basic Education Program, as required by the Philippine Department of Education. This analysis was primarily conducted to make sure that, as a teacher, we could be able to easily integrate these recommendations into our lesson plans and, in doing so, align our evaluation techniques with the requirements of the national level.Being aware of the policy's focus on a range of evaluation techniques has motivated me to use a few assessment techniques in my instruction as a future educator for students’ engagement and achievement are increased and diverse learning styles and needs are met.
Resolutions on Parent Teacher Conference Simulations.
It was created to provide us, as aspiring teachers, an understanding of what goes on in classrooms and the difficulties teachers may encounter from parents, pupils, or the school itself. It provides us with an overview of the scenarios that are current and occur in a teacher's day-to-day work. It provides us with expertise in handling similar concerns or problems that arise in the classroom. It greatly enhanced my ability to communicate and resolve conflicts, which has helped me grow professionally and improve my capacity to create a cooperative and encouraging learning environment.
Taking this course has greatly improved my understanding of the school system and given me the skills and knowledge I need to use many kinds of teaching methods. Through this course, I was able to observe situations in the educational system that strengthened my belief in the effectiveness of teaching. As pre-service teachers, I also feel that we have the potential to effect change and give our students a more fulfilling education.
Renrose Holigon
Assessment Tool for Affective Domain
Reflecting on the experience of creating this activity, it was both enlightening and challenging. Crafting activities that target the affective domain required a thoughtful consideration of how to engage students on a deeper emotional and personal level. This artifact was created to engage students in active learning experiences related to the affective domain objectives in English, specifically focusing on understanding and empathizing with characters and situations in stories. Overall, the experience highlighted the importance of designing varied and engaging activities to address affective learning objectives. It emphasized the need to create a supportive and inclusive classroom environment where students feel comfortable sharing their thoughts, emotions, and experiences. Through this process, I gained a deeper appreciation for the role of affective learning in shaping students' attitudes, values, and behaviors towards learning.
DepEd Order No.8 s2015
The DepEd Order No. 8 s. 2015 serves as a guidebook in the Philippine educational system, outlining the guidelines for the implementation of the K to 12 program. Its primary purpose is to provide a comprehensive framework for the restructuring of the country's basic education curriculum, aiming to enhance the quality of education. The artifact addresses various learning objectives, including the development of critical thinking skills, communication proficiency, and holistic learner competencies. By integrating additional years into the basic education cycle, the order seeks to equip students with the necessary knowledge and skills to thrive in the rapidly evolving global landscape. Digging into this artifact taught me a ton about how education policy works in the real world. It's not just about coming up with ideas; it's about dealing with the messy classroom and how to handle situations in which the parents are involved. Analyzing DepEd Order No. 8 s. 2015 helped me see the importance of staying flexible, and understanding the impact of policy decisions on actual learning experiences. Overall, it was a learning journey that definitely helped me grow in my professional role.
Simulation
This simulated Parent-Teacher Conference scenario, aimed at refining my communication skills and conflict resolution strategies within an educational context. The objective was to enhance our proficiency in engaging with parents effectively, establishing realistic student goals, and adeptly managing challenging situations. This activity involves sharing ideas of the best practices for parent-teacher interactions, and active participation in simulated dialogues. It was a bit tough, especially trying to talk about stuff that might upset parents, but I figured it out as I went along.The lesson I learned from all this is that it's very important to admit when you mess up. Imagine finding out you made a mistake with a student's grades, and they missed out on getting a special award because of it. But if we are honest about our mistakes and try to fix them, it helps parents trust us more and keeps things fair for everyone. So, this activity helped me understand better how to talk to parents and solve problems in a smart way.
Summary
Throughout the course, I learned various aspects of educational practices, from designing affective domain activities to analyzing educational policies like DepEd Order No. 8 s. 2015 and honing communication skills through simulated Parent-Teacher Conferences. I realized the significance of addressing affective learning objectives in addition to cognitive ones. Crafting activities to engage students on an emotional and personal level underscored the importance of creating a supportive and inclusive classroom environment where students feel comfortable expressing their thoughts and emotions. Analyzing educational policies such as DepEd Order No. 8 s. 2015 provided insights into the real-world implications of educational reforms. Understanding the complexities of policy implementation and its impact on classroom dynamics emphasized the need for flexibility and adaptability in navigating educational challenges. It underscored the importance of staying informed about policy decisions and on teaching practices, fostering a more refined perspective on educational advocacy and reform. Engaging in simulated Parent-Teacher Conferences sharpened my communication skills and conflict resolution strategies within an educational context. The experience taught me the importance of honesty, and accountability in addressing mistakes and resolving conflicts effectively. Learning to navigate sensitive conversations with parents while upholding transparency and fairness contributed to my growth as an educator, instilling a deeper sense of responsibility and ethical practice in my teaching philosophy. Overall, these learning experiences have equipped me with a diverse set of skills and knowledge essential for fostering a positive learning environment. As I continue to evolve in my professional role, I am committed to embracing a student-centered approach, fostering inclusivity, and promoting lifelong learning among my students.
Nicole Paclibar
Sir Mark give us a first task, which is to create an objectives for the affective domain and the mechanics or instructions for this. The affective domain focuses on the emotional and social aspects of learning, including values, attitudes, and beliefs. I can say that it is essential in determining how motivated, involved, and behaved students are in learning environments. The objective of the affective domain is to foster in students positive attitudes, values, and interpersonal skills. The learning objectives apply to the development of empathy, self-awareness, and ethical decision-making in both academic and social settings. Developing inclusive learning environments, addressing the needs of diverse students, and determining how affective learning affects a student's overall development are some challenges that may arise. Educators can better foster a positive learning environment, encourage social-emotional learning, and support students' holistic development by interacting with the affective domain. It develops cultural competency, empathy, and moral decision-making in the context of teaching, all of which advance professional development.
On our second task, Sir Mark told us to read this DepEd Order for us to really understand it. He made us identified the strengths, weaknesses, salient points, and our recommendations in this DepEd Order. This DepEd Order is an important document that provides policy recommendations on classroom evaluation for the K–12 Basic Education Program in the Philippines. The purpose of this is to provide standards for fair and equal assessments in classrooms. It aims to meet learning objectives of promoting competence, honesty, and ethical behavior in educators when confronted with challenging circumstances. It was created by researching assessment and consulting with stakeholders and education professionals. We, our group challenge in terms of reading a lot and I can say that it is quite difficult to really understand its content and its aim, because as Sir Mark said that, as a student we have also many suggestions for this DepEd Order and what would we like to improve or give some recommendation for this. In short, for us this DepEd Order is not perfect. The process of creating this artifact provides insight into the value of moral behavior in the classroom and the necessity for educators to maintain rigorous standards. I can say that as a student, this DepEd Order provides me a learnings at the same time a guide as future teacher because I really gained so much learnings that I am not familiar with.
For us last task, Sir Mark we do our role playing. Our task is about the students grade that wants to consult on a adviser because she got a low grade and a parent provides her a money wherein the teacher refuses it. Through role-playing scenarios, it can give teachers real-world experience handling challenging circumstances and developing their problem-solving techniques. These role playing exercise, it emphasize professionalism, honesty, and ethical decision-making. It designed to improve teachers capacity to manage difficult situations with professionalism, morality, and ethics. They cover learning objectives on upholding professional boundaries in educational environments, resolving conflicts, and making ethical decisions. We are challenge of what kind of role playing we want to present since we have a lot of ideas and we want what’s best for our role playing. I can say that as a future educator someday, this kind of activity that Sir Mark wants us to present is a big help since this kind of problems or conflicts in classroom is very normal. By this task, I have gained a significant lesson on how to handle this kind pf situations and I can say that it can really promotes my professional growth as a future teacher someday.
Overall, these three tasks that Sir Mark gave us have enriched my understanding and give me so much lesson that I can apply in my future career as an educator and have prepared me to become a more effective teacher someday. Lastly, it contributed to my personal growth by emphasizing the importance of professionalism in education.
Zarah Pagaygay
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