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Self Evaluation of Preparation for Class and Readings (July 24, 2020) …………....70
Learning Guide for Characteristics of Classroom Assessment ……………………71
Learning Guide for Macroteaching ……………………………………………… ..75
Learning Guide for Microteaching …………………………………………………78
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MY EDUCATIONAL PHILOSOPHY
and encourages us to become somebody in our society. The cliché from one of the
American Journalist Sydney Harris said that, “the whole purpose of education is to
turn mirrors into windows”. Education opens windows, it provides light to individuals
for their journey so that they will succeed in life. However, the students’ personal
needs should be met in order for them to learn in their comfortable ways. Like what
shows in the hierarchy of Abraham Maslow’s that one need must be met before an
individual can move out to another. It is really too difficult to learn when our students
have problems when they are in schools such problems involve emotional, social,
spiritual and also financial. Like in our situation today, that we are experiencing crisis
which affects most serious disruption to our educational opportunity. In this crisis, the
students have difficulties to cope up with our lessons. As teachers, we should give
them more considerations and emotionally stable because of New Normal education
implemented by our governments and school systems especially for those students
who have no good quality of internet connection for online teaching. When I want to
become teacher, I want to give my best thing to do for my students to support what
they to need to learn and in preparing them to succeed in their chosen career. This
would include time on tests, tutoring and help with school work. Social considerations
should be observed as well, including being mindful of different learning styles and
creating a learning environment that provides safety, conducive for learning and
background, and interest, can allow a teacher to asses which teaching style may be
appropriate for his/her learning. This can also allow a teacher to address problems in
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the appropriate manner, should they arise and make environment comfortable for all
learners.
inspired me to become an effective and efficient teacher. These teachers who are I
teachers are my professors at Isabela State University Cauayan Campus. The first
teacher was my professor in Filipino subjects. The traits that I truly admired about her
teachings were her ability to connect with students, her persistence in pushing her
students; especially those who she thought weren’t reaching their full potentials, and
her willingness to have students branch out of the typical classroom setting and
embark in activities that may lead to positive repercussions for their futures. The
second teacher was one of my professors in my major subjects. She is a cool teacher. I
admired her because she treated her students not only her student but like a family
one. She adjusted the lesson when it is difficult for us to understand. Also, she had a
gift for getting to know each of his students’ personalities and teaching them in a way
that merged their personalities and learning styles, which led to optimal learning
opportunities. The last one is also one of my professors in my major subjects. This
teacher not only taught her trade in a perfect manner, but she challenged her students
to view the world in a different light and expand their horizons away from the norm.
She would share experiences and random occurrences that made her students
contemplate aspects of life that they may have not previously given a second thought.
All three of these teachers have unique characteristics; characteristics that I hope to
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According to Republic Act No.9155, stated that “The shall be the heart of the
formal education system. It is where children learn. Schools shall have a single aim of
providing the best possible basic education for all learners.” I believe that school is a
place where teacher meet students and students will learn from them. However,
school is not only place that they can learn but it is also a place where the students can
know more friends and shared experiences to one another. There is a saying that
school can be our second home because like in our house, there are some regulations
that students must follow these rules. If the students break some rules, the students
must get a punishment. Additionally, I believe that teachers have very important
responsibility comes great pride and joy. Thus, the “Character of teacher” is the main
factor in the school. It means that the teachers give advice to their students when they
have problems, protect their students like bullying which is one of the issues in
schools, and responsible for their students. And with the help of school, students will
be more educated and born in generations of young leaders and the successor to the
society in the future. Even though, we have a new normal society wherein our
who are at home. I believe that it helps the education system to adopt effective and
efficient platforms that can unburden teachers from much of their clerical work so that
they can focus on the essential aspects of teaching such as supporting and building
relationships with students. So, teachers and parents, principals and other
stakeholders, in this new normal, let us always uphold the right to high-quality
student’s need.
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References
www.oecd.org/publishing/corrigenda
from https://www.brainyquote.com/quotes/sydney_j_harris_104885
Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:
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UNDERSTANDING STUDENTS
met before students can turn their attention to learning (1999). After securing food,
water, shelter, and safety from harm, people seek as their next most important needs
affection, belonging, and esteem. In the process of coming to know students, a caring
and interested teacher can develop rapport and trust not just between teacher and
student but among students. This trust and acceptance create a psychologically safe
atmosphere in the classroom, which provides the security students need to experience
the intellectual discomfort of new ideas and adjust their pre-existing mental models to
accommodate new, deep learning. A sense of belonging and being valued maximizes
So, what are some strategies to get to know our students? In this paper, I will
share some strategies. Actually, there are many ways on how you assess your students
in their background so that you can create a learning environment that caters for all
types of learners.
The first step in getting to know students is to learn who they are in different
contexts (MacBeath, 2006). Are the students the same person in school, at home, and in
the community? Do they know who they are? How do they feel when they are at
school, particularly in their subjects? How do they feel when they move and perform
any activities in school? Do they understand why they value certain activities more than
others? What factors influence their engagement and enjoyment of any activities, both
in and outside of school? The answers to these questions can help teachers get to know
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and understand their students in the particular subject. However, teachers need to be
careful that students do not reveal too much. If students express themselves beyond the
environment, then teachers should refer them to a professional who can appropriately
handle deeper issues and concerns. The goal in getting to know one’s students is to
inform and differentiate our instruction to meet their needs and enhance learning
opportunities. Effective teachers are better able to gain students’ cooperation and
respect when they get to know them as individuals. For this to occur, teachers need to
give students a voice, and the first step in doing that is to create a safe space, a
comfortable environment, in which they can share their thoughts and feelings.
feedback for teachers and self – reflection for students. Surveys at the beginning,
middle, or end of the school year can help you plan effective classes, reach struggling
students, and improving our teaching methods. Even Simple questionnaires (with just
one question) can be great activity to come in after a break of the student. It ‘s can be
Forms. We have all kinds of questions in our Learner Profiles package. It can help us
get started with figuring out our new class. For example, before I will start our class in
major subjects or I can also do this before the end of semester, I want to know their
what they already know in the subjects as well as their difficulties. I will give a
questionnaire (See attached – Student Survey) that they will share their opinions so
that I will expand my teaching strategies, help them in their problems or difficulties in
the particular subject and also develop what they already know.
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We can also do “Question of the Day”. We will create one question and have
all your students answer it as they come in the door or leave for the day. Super simple
and effective. You can make the questions silly or serious, but to keep them quick we
keep them simple at the door or leave the question up so they can think about it before
we ask it at the door. For example, I want them to master the concepts on Integration,
so I will post a problem then they will answer it in a sheet of paper. I believe that
mastering a subject and develop their critical thinking skills, the questions should help
them practice these skills, as well as communicate the facts, ideas, and ways of
Another, we should have time to our students to communicate with them like
short talk. This can be while we’re waiting in a line, coming in from a break, during
transitions or when a group finishes up with you, keep one back to have a
conversation before sending them back. Sometimes, after I discussed topics and I
observed that some of them did not follow so as a I realized why many students are
learning what we are teaching, I think we must evaluate our own practice for evidence
of student talk throughout the day. I believe that oral language is the foundation of
literacy, and as such, it requires focused attention in planning. Altering the ratio of
teacher to student talk doesn’t just happen. Rather, it occurs through both believing in
the importance of student talk and planning with a clear purpose and expectations.
Power of Talk in a Digital Age, she said “Face to face conversation is the most
human and humanizing thing we do.” In this quotation, it shows that we should learn
to listen to our students. Through a short conversation, they can feel the joy of being
heard and of being understood. Also, the students are able to step into another’s
person’s shoes, feeling and seeing emotions as well as other points of view. They
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understand that people see and experience things differently than themselves, which
helps develop empathy and intimacy, and lays the groundwork for friendship.
Next strategy is to observe our students. While your students are working,
observe them during class and during unstructured breaks (like recess). How do they
work? Are they focused? Do they appear to struggle? Which tasks cause anxiety? Just
choosing to watch how a student works (or doesn’t work) can be very telling. When
you make the transition from incessant helping to more observation, you’ll find
yourself learning and acquiring so much more information about your students—quite
naturally. You’ll have an intimate understanding of where they are and where they
need to go. Your lessons will become tighter, more efficient, and more finely tailored
to their needs. And you’ll know precisely how much guided practice to provide before
Another strategy, we can trace their previous their academic year. Former
teachers can be helpful, but you need strategies, not gossip. Instead of saying, tell me
about Sam. Say, what strategies did you use to help Sam dividing of Polynomials
independently? Keeping it specific will help keep the opinions to a minimum. Before
approaching past teachers, ask the student which classes were the most successful and
Lastly, we often send home a very simple letter to our parents (guardians and
adults at home) asking for parental input about their child (See attached – LETTER
FOR PARENTS). ALL the children, not just the ones with special behaviour or
programming requirements. Parents have a unique perspective and their input can
help you when you are first getting to know them. It also gives you insight into the
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parental/child relationship. Additionally, we can also use a questionnaire for parents
QUESTIONS)
These are some strategies that we can do to know our students better.
Actually, the one biggest reason why we should get to know our students is to show
them our care about them. We are going to spend a whole year with this people and
unfortunately for some children. We, teachers, are the most positive and influential
person in their lives. Make sure they know how much you want them to be in your
classroom. Make them feel welcome regardless of their language, religion, culture or
colour. Taking the time to get to know your students is an investment, but there is no
job more important than showing your students that you care. The return on that time
investment is priceless!
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Student Survey
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What is one thing you’d change about the class if you could?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
1. In your opinion, to what extent do you think you can help your child develop
a. A lot
b. Somewhat
c. A little
d. Not at all
2. On a scale of 1-5, please rate yourself for the ability to make decisions about
your child’s education. (1 being the lowest and 5 being the highest)
3. On a scale of 1 to 5, how much do you think you can help in motivating your
4. To what level do you agree, that you are good at building a healthy
a. Completely agree
b. Somewhat agree
c. Neutral
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d. Somewhat disagree
e. Completely disagree
5. In your opinion, to what level do you agree that you are capable of dealing
a. Extremely capable
b. Very capable
c. Somewhat capable
d. Don’t know
e. Somewhat incapable
f. Very incapable
g. Extremely incapable
6. How capable do you think you are to support your child’s learning at home?
a. Extremely capable
b. Very capable
c. Somewhat capable
d. Don’t know
e. Somewhat incapable
f. Very incapable
g. Extremely incapable
7. What level of confidence do you have in your ability to make the school meet
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a. Not confident at all
b. Slightly confident
c. Somewhat confident
d. Quite confident
e. Extremely confident
The above questions can help parents to reassess their confidence and capabilities as a
parent. Such questions can help the parent understand where they are lacking, and
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PARENT SURVEY QUESTIONS TO UNDERSTAND ACADEMIC STRESS
8. To what level do you agree that your child is always worried about exams and
tests?
a. Completely agree
b. Somewhat agree
c. Neutral
d. Somewhat disagree
e. Completely disagree
8. Do you think academic work takes most of your child’s time and hence
a. Completely agree
b. Somewhat agree
c. Neutral
d. Somewhat disagree
e. Completely disagree
8. On a scale of 1 to 5, do you think that your child has too much academic work
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8. How often do you think your child worries about their academic future
a. Always
b. Very often
c. Sometimes
d. Rarely
e. Never
8. Do you think your child can focus entirely on academic work when they are
doing it at home?
a. Yes
b. No
c. Don’t know
8. Is your child’s sleep affected because of the amount of academic work they
have?
a. Yes
b. No
c. Don’t know
8. Do you help your child with their homework, to reduce academic stress?
a. Yes
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8. Do you promote your child to participate in extracurricular activities to relieve
stress?
a. Yes
b. No
Parent survey questions to understand academic stress helps parents evaluate the
mental health of their child. As the saying goes, “All work and no play make Jack a
dull boy” is very true considering the academic pressure that is being put on today’s
children. Poor mental health and physical health can impact the child’s behavior and
their well-being.
16. How much time do you spend with your child in a week?
a. A lot
b. Somewhat
c. Very little
d. Not at all
16. Do you discuss your child’s emotional and academic needs with
them regularly?
b. Sometimes
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16. How aware are you about your child’s academic and extracurricular
achievements?
a. To a great extent
b. Somewhat
c. Very little
d. Not at all
a. Always
b. Very often
c. Sometimes
d. Rarely
e. Never
c. No, it is annoying
16. How many times do you attend your child’s games or events in which they are
participating?
a. Always
b. Very often
c. Sometimes
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d. Rarely
e. Never
a. Always
b. Very often
c. Sometimes
d. Rarely
e. Never
16. How often do you have meals together with your children?
a. Always
b. Very often
c. Sometimes
d. Rarely
e. Never
a. Yes
b. No
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PARENT SURVEY QUESTIONS ABOUT DISCIPLINE IN THEIR
CHILDREN
25. In your opinion, do you think a mobile phone is necessary for your child at all
times?
26. What rules have you implemented regarding mobile phones at home?
25. To what extent are you aware of your child’s social activity on social
platforms?
a. To a great extent
b. Somewhat
c. Very little
d. Not at all
28. How often does the use of technology cause arguments at home?
a. Always
b. Very often
c. Sometimes
d. Rarely
e. Never
a. Yes
b. No
a. Yes
b. No
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31. Do you punish the child for every rule broken or not followed?
a. Yes
b. No
The above questions can be used to understand the parent’s opinions and attitudes
towards disciplining children. Such questions can be used to evaluate the types of
rules and approach a parent uses. Using this information, changes can be made to alter
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
32. The school’s religious teachings are not biased to any specific religion.
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
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e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
32. The school does not allow bullying and takes immediate action in case of such
incident
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
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e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
32. The school administration and processes are very smooth and effective
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
academic activities.
a. Strongly agree
b. Agree
c. Disagree
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d. Strongly disagree
e. Don’t know
42. The school uses innovative methods to make it easier for students to
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
42. The school has good IT infrastructure as well as good transportation facilities
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Don’t know
engagement
a. Strongly agree
b. Agree
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c. Disagree
d. Strongly disagree
e. Don’t know
42. In your opinion, who do you think is responsible for making decisions about
b. The teacher
c. Parents
42. How satisfied are you with the following services offered by the school?
know)
a. Academic counseling
b. Career counseling
42. On a scale of 1 to 5, please rate the school for the following extracurricular
a. Music
b. Drama
c. Art
d. Computers
e. Physical activities
f. Language skills
g. Sports
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42. Overall, how would you rate the school on a scale of 1 to 5 (1 being the lowest
42. Considering your overall experience with school, would you recommend the
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LETTER FOR PARENTS
Dear Parents,
classroom.
weeks. There will be homework assignments almost daily. Each student will need a
single subject notebook, a pocket folder, blue or black pens and pencils. These
materials should be brought to class every day. We cover a lot of material in one class
Hopefully, your son/daughter has brought home their course outline and you have
both read and signed the outline contract. I have written this contract to ensure that
both the students and their parents understand how this course will run. If you have
any questions regarding the syllabus or the course, please contact me.
I have extremely high expectations of all my students, and for that I will not
apologize. I am asking for your help to maintain those expectations by checking with
your son/daughter periodically to make sure that his/her work is being done. I am
available to help students individually before school, during my prep periods, and
after school. I have included a copy of the course syllabus with this letter. If you
would like me to notify you of test dates and/or update you on your son/daughter’s
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progress, please fill out and return the e-mail form included with this letter. Please do
Respectfully yours,
Instructor
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EXAMPLE OF COURSE OUTLINE
COURSE OUTLINE
COURSE COVERAGE:
Some Rules for Differentiation, The Product and Quotient Rule , The
Parts
6. Integration Tables
7. Numerical Integration
8. Improper Integral
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Course Requirement:
4. Take and pass written and actual prelim, midterm, and final
examinations
Prepared by:
Instructor
Signed by:
______________________________________
References
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Brwonlie, F., Feniak, C., & Schnellert, L. (2006). Student Diversity: Classroom
Limited.
Krapp, A., Hidi,S., & Renninger, K.A. (1992). Interest, Learninf and Development.
that Helped Change the Field of Good. New Delhi: General Press. Retrieved
McLeod, J., Fisher, J., & Hoover, G. (2203). The Key Elements of Classroom
Monkey Survey. (n.d.). Examples of Parents' Survey and Students Survey for
Education.
Turkle, S. (n.d.). Reclaiming Conversation - The Power of Talk In A Digital Age. New
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ANALYSIS OF TEACHING: PEER TEACHING I
They all do not learn at the same level, but with different methods and strategies we
are going to use then it is possible. Students should not be thought of as monotonous
sharing and gaining knowledge from each other. Students need our supervision and
not just lecture only. An education is not merely academic, I believe that the teacher
must also educate her/his students mentally by teaching them the skills needed to
solve problems and socially by teaching them the skills needed to communicate and
work productively with others. Students must be able to function in the real world
which not only requires academic knowledge but social skills as well. I believe
teachers should not be alone in educating students but that parents, families and
communities need to work together to support and enrich the lives of their children,
students based on mutual respect and trust and sets the tone for a classroom
community. When I think about my role as a teacher, the one thing that I constantly
have focused on is the relationships that I have built with my students. I enjoy having
conversations with them on subjects and issues that are important to them, and learn
how they are feeling about and experiencing the world and the material that we are
community, where we are all sharing ideas and communicating and learning from one
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another at the same time. This is one of the reasons why I focused on teaching college
students; the maturity level of these students gives them the ability to clearly
articulate their own thoughts and feelings. Actually, I am very enthusiastic about
working with college students. They are at the age when they are just starting to
consider who they are and where they want to go in life, and I believe that this is one
fragile; they thirst for acceptance, encouragement, and recognition, and their hopes
high school; I want to be a positive role model and “cheerleader” for my students, to
the work that they are doing in class; at this age, the majority of students desire more
responsibility and control over their own success. I want to provide opportunities for
accessible to all students and that celebrates their diversity. The teacher must create a
classroom atmosphere that is welcoming and accessible; a place that students feel
comfortable coming to and where they know how to use the resources that are
provided. The teacher should explain the use of these resources to her students, and
make special plans for the inclusion of students with special needs. The classroom
walls should be interestingly and usefully decorated; bulletin boards for displaying
examples of students’ work and interesting information about the topics the class is
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classroom attractive and engaging. The classroom should be kept neat and organized,
and should be run in an organized fashion so that students know what to expect.
consider first my learners. Our priority is our students, we need to know them better.
student. I believe teachers who only use one method to teach should not be in the
classroom. They obviously are not reaching all of their students because we know that
not all students learn in the same way. Teachers must reach visual learners, auditory
interesting and fun environment and will help all students succeed. I plan on using
cooperative learning groups and group discussion. I have a very firm belief that
young people have the ability to make great changes in the world if they are given the
right information and tools, and I want to help my students reach their goals in life by
giving them the tools to better communicate with other people, and competitive
globally.
References
www.oecd.org/publishing/corrigenda
Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:
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ANALYSIS OF TEACHING: PEER TEACHING II
Through this activity, they have learned that in realizing the right solutions, accuracy
plays a very important role not only in measurements but also in computations. This is
just what they need to do in Activity 2. (SEE ATTACHED - Activity 1 & Activity
2)
the students with different backgrounds, race, or upbringing, to work together. They
come together in a setting that maybe would not be possible if it were not for
students need to communicate. They are able to hear different opinions and learn
more about different cultures. The collaborative learning methodology is ideal for
students that have difficulties in a social setting. Cooperative learning helps students to
fully understand the mathematical concepts and assists them in developing social skills
better when they are actively engaged in the learning process. Students engage in
critical thinking, acquire problem solving skills and engage in decision making. In this
outdoor activity, the students have the chance to engage in the experience and practice
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what they have learned, see the application of the theoretical concepts in practice,
process that application and make generalizations. I believe also that this approach
students build on what they already know and are provided with opportunities to
a. improvised clinometer
b. meter stick
d. scientific calculator
f. Once you have located your station, determine the angle of elevation of
h. Using a scientific calculator and the model you made, find the height of
the flagpole.
i. Compare the height you got from those of the other groups. Did you get
the same height as the other groups did? If not, what do you think caused
j. The next time you do a similar activity, what should you keep in mind to
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Activity 2. Formulating Real–Life Problems
A. Warm-up Exercise: Together with your group mates, formulate the problem
based on Activity 8. Make sure to use the distance assigned to your group.
B. Write a problem that involves right triangle using situations found at home or
Guide Questions:
2. Were you able to write a problem that is required in part B of the activity? If
References
Brwonlie, F., Feniak, C., & Schnellert, L. (2006). Student Diversity: Classroom
Limited.
Krapp, A., Hidi,S., & Renninger, K.A. (1992). Interest, Learning and Development.
Page | 37
McLeod, J., Fisher, J., & Hoover, G. (2203). The Key Elements of Classroom
Simple Events. In this lesson, the students should be able to state the formula for the
probability of simple event, to use the concept of probability to solve related problems
and explain on how they can appreciate the help derived from the knowledge of
learning, and independent learning. Also, the lesson designed deductive method.
mastery of concepts for the students. One of the strengths of Direct Instruction is its
students working on three different concepts, ensuring that each student is working
at his or her level simultaneously as his or her peers. Students know the target they
are trying to hit. When they demonstrate they are ready to move on they are
allowed to go to the next concept/learning target. Because the work is neither too
hard nor too easy and because the learning targets are clearly identified, students
stay engaged and progressing. When students understand the objective and obtain it
their confidence grows and they are encouraged to keep progressing. Also, direct
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instruction allows teachers to tailor instruction to the student’s needs. There are a lot
associate Direct Instruction with teachers standing in front of an entire class and
misconception could not be further from how Direct Instruction truly works. When
done well, students are grouped based on their skill level (rather than grade level).
Students work closely with an instructor and have multiple opportunities to practice
and demonstrate mastery of a skill before they are moved to a higher level group. This
allows students to learn at their level and instructors to monitor closely where each
particular and from abstract and concrete. At first the rules are given and then students
are asked to apply these rules to solve more problems. In the discussion, I gave the
formula and explain it on how to use this formula in solving problems involving
probabilities then after I gave them opportunity to solve problems on the board. I
believe that in this approach, help is taken from assumptions, postulates and axioms
Lastly, I applied also independent learning in the last part of the discussion.
They are going to solve problems involving probability in one – sheet of paper.
curiosity. Independent learning is about pupils being active rather than passive. It is
about them working out the answers rather than being told them. It is about them
wanting to study because they want to understand more, rather than taking a
Utilitarian stance that I am doing this because I want to pass the examination.
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ANALYSIS OF TEACHING: APPRENTICESHIP TEACHING ANALYSES
this lecture, the students should be able to determine the angle of elevation and angle
of depression, solve problems involving angle of elevation and depression and apply
in real life situations. I applied inductive method to execute my lesson and I gave
some activities which need to work as a group and also individual activities.
In Motivation part, they will pose look – up or look – down depends on the
pictures. In this activity, they will have an idea what we are going to discuss and they
can give an input idea regarding the topic that when they will look up or look down,
they can form angles. I used these examples to explain the concept of angle of
So, I used inductive method since it was started from examples to concept.
Then, they will apply trigonometric ratios to solve problem involving angle of
elevation and depression. I believe that this method will help the students in
understanding because the students know how a particular formula has been frames. It
does not burden the mind because formula becomes easy to remember.
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So, I used different activities in the discussion. More on group work activities
and independent learning for the evaluation. I believe that using group work activity,
they will more understand the concept of angle of elevation and depression. I believe
that this strategy the students can improve their critical thinking and problem-solving
skills. Furthermore, their way of expressing themselves becomes better. This method
On the other hand, it is important that students will assess after the discussion.
So that I will monitor their learning if they already learned or need remedial teaching.
In this strategy, I believe that the students exploring themselves which is at the very
core of learning. Making discoveries from a task the teacher sets that they are
genuinely interested in and find challenging, and the feeling they gain from self –
understand that each student learns differently. Some students work best in small
groups, while some learn best individually. Some are visual learners, while others
by using various instructional methods so that every student can learn however they
learn best.
References
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Rosita L. Navarro, P., Cruz, A. A., Tovera, D. G., & Lucido, P. (2010). Principles of
The following are strategies matrix that will be used in the lessons.
How technology
Specific example(s) of can be used to
Name of
Purpose(s) how & when strategy enhance
strategy
can be used learning using
this strategy
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To improve the
understanding of complex
skills and principles.
Students can pay their
attention and follow along
with the learning process.
Knowledge becomes It is used when students
permanent because this don’t understand what
method requires different the teacher is talking all
about especially to A video
Demonstratio human senses. Students are
motivated to study and gain those who are visual presentation t
n
necessary skills. The learners. Teacher will might be used.
psychomotor objective is demonstrate the topic
easily achieved through this as long as the topic can
method. No time is wasted be demonstrated.
because students see the
process live and understand
how to apply theoretical
knowledge practically.
Drill & To promote learning Drill and practice will A website of
practice through repetition because be used from the very mathematical
those things most often beginning of the lesson drills connected
repeated are best to measure students’ to the topic will
remembered. The human strengths and be used. The link
mind rarely retains, weaknesses. will be sent to
evaluates, and applies new each student.
concepts or practices after a
single exposure. Students do
not learn to weld during one
shop period or to perform
crosswind landings during
one instructional flight.
They learn by applying what
they have been told and
shown. Every time practice
occurs, learning continues.
Effective use of drill and
practice revolves around
knowing what skill is being
developed. The instructor
must provide opportunities
for students to practice and,
at the same time, make sure
that this process is directed
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toward a learning objective.
Small group To contribute and circulate This will be used in the A link will be
discussion information on a particular group activity. Students used for the
topic and analyze and will discuss the given
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evaluate the information for
supported evidence in order
task by group. activity.
to reach an agreement on
general conclusions.
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Understanding By Design – Backwards Design Process
trigonometry
Understanding (s)/goals Essential Question(s):
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by the information in the given pictures depicts angles of
things they know about right three parts. The first part of the
this activity, they have learned second part, they are going to
gathered data.
GROUP ACTIVITY
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1. Measure the height of one person in the group.
the Person.
INDEPENDENT WORK
The student will continue to model and solve real life applications on the
topic and they will be given the following real world questions to and solve
problems.
Teacher and student will discuss both group and individual activities. A
member of each group will be given the opportunity to share the group’s
results with the rest of the class. The teacher will take note of any error in
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Project – Real World (see rubric for project below)
PART 1
Create a semi-circular clinometer with diameter 40cm from board. It should be sturdy,
accurate, detailed, and easy to read. (This should be handed in for grading before you
PART 2
Identify an area at your school where there are buildings or trees or both. (No two
groups should use the same area). Use pegs to mark the area you will be using. Make
a sketch of the area identified. On your sketch make sure to include the actual
dimensions of the area. Your sketch should also include the location of the building or
tree and the point at which the person reading the clinometer will be standing.
PART 3
Use your clinometer to measure the angle of elevation of the building or tree and use
Create a model showing the person reading the clinometer, the building or the
tree, the distance of the person from the building or tree and the angle of
elevation.
Calculate the actual height of the building or tree. Make sure to note the
distance between the tree or building and the person reading the clinometer.
Calculate the actual distance of the person reading the clinometer from the top
of the building or tree measured along the person’s line of sight. (Conversion
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Measure the actual height and distance then compare them with your
calculations.
What physical factors that could have affected the accuracy of your
calculations?
PART 4
Write a report on the process involved in completing the assignment. This report
should include:
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Rubric for the Project
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Examination in
1. Find the slope of the line that passes through the points (2, 6) and (5, 1).
2. Find the distance between the points (-3, -2) and (1, 1).
a. 3 b. 5 c. 4 d. 9
3. Find the midpoint of a line segment with endpoints (4, 5) and (6, -7).
4. Find the other endpoint of a segment with one endpoint at (3, -7) and the
midpoint at (2,0).
5. Find the equation of a line containing the point (2, -3) and has a slope of 1.
a. y = x – 5 b. y = x + 5 c. y = x – 3 d. y = x +
a. x = 2 b. x = 4 c. y = 2
d. y = 4
a. X = 4 b. x = 2 c. y = 4
d. y = 2
a. Y = 5 b. y = 5 c. y = 0
d. y = x + 5
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9. Find the equation of a line through (0, 5) with a slope of -4.
a. y = -4x + 5 b. y = 4x - 5 c. y = 5x - 4 d. y
= -2
10. Select the equation that describes a line containing the point (-2, 3).
a. x + 2y – 4 = 0 b. 2x + y – 1= 0 c. 3x + 2y – 12 = 0 d. x + y +
1=0
y=0
y=0
a. -1 b. -7 c. 1 d. 7
14. Find the equation of a line passing through (2, 5) and parallel to the line 3x –
2y = 5.
a. 3x – 2y = 4 b. 2x – 3y = 4 c. 3x – 2y = 4 d.
2x – 3y = -11
15. What is the slope of a line if its inclination is 30 degrees?
√3
a. b. 1/3 c. √ 3 d. 1
3
16. What is the slope of the line if its inclination is 135 degrees?
a. 1 b. -1 c. 2 d. -2
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17. Point (3, 4) is the center of a circle that is tangent to the x-axis. The point of
tangency is
19. Point B (2,6) is the midpoint of the segment AC where A is at the origin. The
coordinates of C are
20. The vertices of triangle PQR are (-5, 0), (0, 5), (5, 0). Triangle PQR is?
21. Find the value of k for which the line 3x + ky = 7 passes through the point (3,
2).
a. 1 b. 2 c. -1 d. -2
22. Find the equation of the line whose slope is -3 and the x-intercept is 5.
a. y = -3x + 5 b. 3x – y = 5 c. y = 3x + 15 d. 3x + y =
15
23. Find the equation of a line passing through the point (0, 2) and is
a. x – 3y + 6 = 0 b. y = -3x + 2 c. 3x – y = 2 d. 3x + y =
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a. 2 b. 12 c. 6 d. 3
a. 2 b. -2 c. 4 d.
undefined
a. √7 b. 6 c. 7 d. 49
+9
29. Which of the following is the acute angle formed between the lines with m1=4
and m2=3?
a. 2x + 4y = 12 b. 6x – 4y = 20 c. 6x + 6y = 20
d. 4x + 6y = 16
32. Which of the following is the slope of the line defined by the equation 7x + y
= 6?
a. 7 b. -7 c. 6 d. 6/7
a. 6 b. 7 c. 6/7 d. -6/7
34. In the equation2 x2 +2 y 2=50, what are the coordinates of the center?
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35. Find the distance between the points A(-4, 6) and B(2, 3).
a. 3 √ 5 b. 9 √ 5 c. 5 √ 3 d. √ 46
36. What are the coordinates of the other endpoint of a line segment which
37. What is the center of the circle defined by the equation x 2+ y 2−6 x+ 4 y =3?
38. Given the following points: B(4, 5), J(6, 3), and Z(-3, 4). What is the slope of
BJ?
a. -2 b. -1 c. 2 d. 1
39. Given the following points: A(4, 10), B( 6, -4), C(-4, 6). What are the
x 2+ y 2−4 x −6 y−12=0?
x 2+ y 2−8 x+ 2 y +8=0 ?
a. 9 b. 8 c. 3 d. 2√ 2
42. Which of the following represents the equation of a circle with center at (-2, 3)
a. x 2+ y 2+ 4 x−6 y +12=0
b. x 2+ y 2−4 x −6 y +12=0
c. x 2+ y 2+ 4 x−6 y −12=0
d. x 2+ y 2+ 4 x−6 y −12=0
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43. What is the center of the circle x 2+ y 2−4 x +10 y +13=0?
44. On a grid map of a province, the coordinates that correspond to the location of
What is the equation that represents the transmission boundaries of the tower?
b. x 2+ y 2+ 4 x−16 y −76=0
d. x 2+ y 2+ 4 x−16 y +76=0
45. The endpoints of a diameter of a circle are L(-3, -2) and G(9, -6). What is the
a. √ 10 b. 2 √ 10 c. 4 √ 10 d. 8 √ 10
46. A radius of a circle has endpoints (4, -1) and (8, 2). What is the equation that
a. ( x−8)2 +( y−2)2=25
b. ( x−4)2+( y +1)2=25
c. ( x−8)2 +( y−2)2=100
d. ( x−4)2+( y +1)2=100
47. Find the area of a triangle with vertices at (6, 4), (3, -2) and (-5, 6).
48. What is the shortest distance between P(3, 4) and the center of a circle defined
a. √1 b. √ 2 c. √ 3 d. 2
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49. Find the distance between the centers of the circles defined by the equations
a. √ 41 b. √ 42 c. √ 43 d. √ 44
50. The radius of the circle with the equation x 2+ y 2+ 4 x−6 y −12=0is
a. 25 b. 16 c. 5 d. 4
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CLASSROOM MANAGEMENT
Neuroscience tells us that the cortisol released during stress makes learning extremely
we are to create classrooms where all students feel like they belong and can take the
fun; and fun does not mean playing all the time. I want my classroom to be full of
different learning activities. Some of you may or may not agree with some of the
things you are reading, but remember, I am suggesting these for the long-term effect
community should have the feeling of connectedness. They must feel that they are
contributing to the overall environment while being a bigger and important part of a
supportive learning culture. For this, a proper support system or mentorship program
should be developed that would provide them the required assistance whenever
needed. The idea can also be supported by creating online discussion forums or online
platforms where learners can gather and discuss various topics. Learners can use these
their ideas and opinions about some topic. Nevertheless, the modern learning
platforms offer online training and ongoing education through resources that can be
Teachers must address learners’ needs. Just like adults, learners also have
some psychological needs for order and security, love and belonging, competence and
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personal power, novelty and freedom and even fun. It is important to meet these needs
at all times and to help learners progress and be taught with a positive attitude. Any
tend to be happier and more engaging. There are less behavioral incidences than
otherwise and this fulfilling learning atmosphere help learners in developing the right
Let’s keep our classroom be positive. Learners respond far better to praise
than punitive measures. Appreciation is the key to motivation, unlike humiliation, that
similarly, the opinions of their peers also play a crucial role in defining their learning
attitude. That is exactly why actions like harassment or teasing are the number one
cause for learners to drop out from the course rather than labeled as ‘dull’ or ‘stupid’
positive rather than assault. However, the best way to cut down this negative
connect with learners and to set their learning efforts in the right direction. Feedback
is vital for learners as it helps them in tracking their progress and in changing their
learning strategy accordingly. It helps them recognize their weak areas while
improving the developed skills.A feedback informs the learners where they are
missing the mark and what is needed to be done. A feedback is not only a key to
motivate the learner but this timely and consistent feedback ensures an interactive
learning environment. It keeps learners involved and allows them to keep going while
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Celebrate Success. In addition to feedback and appreciation, another way to
success. This could be anything from a shout out to a big reward. When learners’
achievements are recognized and shared by the instructors with other learners, it
easily take out some time on a weekly basis to recognize each student for any of the
specific accomplishment. This could also be done in the form of group activities or
discuss the processes or strategies used by the learner to achieve the objective. This
will also act as a guide for others to use the same learning strategy and to improve
a safe platform for learners. Before you can expect learners to succeed academically,
they should also feel safe both mentally and physically. While most of the schools
take physical safety measures, not many learning platforms consider the mental safety
welcomed, and respected. But, many learning platforms and their codes of conduct
don’t always consider or support the positive climate. For instance, strict disciplinary
practices like suspensions negatively impact the morale of the learners and hamper
environment is more about maintaining a healthy culture where the expectations are
well communicated and learners are fully aware of the code of conduct.
platform is the one that establishes strong interactions and promotes collaborative
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learning culture. This means that it is imperative for instructors to maintain positive
relationships with the learners while also ensuring healthy association among the
learners.This can be done by using the best way of encouraging group activities.
Introduction of non-competitive games and activities break down the cliques within a
learning environment. This also assists the new and shy students to have a sense of
proven group activities and games that can be introduced as classroom activities.
These fun activities make learners interested in attending the class and help them
environment is the one where learners feel involved and responsible for their learning
activities.Needless to say, when educators foster positive learning culture, learners are
more likely to have the higher motivation that leads to better and more promising
learning outcomes.
References
www.oecd.org/publishing/corrigenda
Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:
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Secondary and K-12 Education Dispositions
Disposition is the natural or prevailing aspect of one’s mind as shown in behavior and
p. 568).
Manuel C. Francisco
1) Attendance/Punctuality
Always on time
Frequently absent
Frequently late
N/A
Comments:
Maintaining great attendance is crucial to help you do well as an employee as well as allows
you to be in good standing with your employer. Being present and on time helps
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you strengthen your work credibility and work history. If you are absent or tardy consistently
it could affect your current employment and hinder any future job opportunities.
2) Self-Initiative/Independence
N/A
Comments:
The characteristics that employers look for in employees are the same traits that make for
successful workers. Good employees obviously are important in any business, but small
businesses often feel the impact of employee behavior – both good and bad – more acutely
than larger companies. One bad apple can have a much greater impact on morale in a small
organization than in a large one and, conversely, a good employee’s attitude and work ethic
can be infectious.
3) Reliability/Dependability
N/A
Comments:
Some people could care less about their work product. They slap together a report
haphazardly or do the least amount of work they can just to get their paycheck. Instead of
displaying a positive work ethic and character by taking personal pride in their work, they
only do what is required of them and no more. People with solid work ethic and character
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take responsibility for the work they do. They demonstrate a willingness to not only ensure
the job is done, but also accept responsibility for the results -- good or bad. They take their
assigned duties seriously and go the extra mile to make sure the work is the best that it can be.
When you have character and are accountable, you recognize that the quality of your work is
4) Oral Expression
Expressive, animated
Articulate
N/A
Comments:
and/or administrators
N/A
Comments:
Effective written communication is important for success in school. Written products are a
primary means by which teachers measure students’ knowledge, understanding, and progress.
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Furthermore, writing is a powerful tool for learning. As students write, they reflect and think
critically about new information, which permits them to construct new and deeper
understandings of subject matter. Writing also provides a means for students’ self-expression.
Beyond the school setting, writing is a primary means of communication in daily life (e.g.,
emailing a friend or coworker, composing a grocery list, text messaging). Effective written
expression is also important for success in post-secondary education and the workforce.
Employers report that writing is increasingly valued in some form (e.g., emails, memos,
presentations) for a number of occupations. Also, written expression skills are taken into
N/A
Comments:
systematically can improve the way we express our ideas. In learning how to analyse the
Perceives what to do in order to maintain good relations with others and responds
accordingly
N/A
Comments:
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The development of good relationships in the workplace have the potential to improve the
mood of employees, making them subsequently more productive. Higher employee retention
close relationships with their co-workers.
8) Collegiality
N/A
Comments:
Collaboration is mutually beneficial for the employees as well as the organization because
when they work together, interact and share ideas, they see and understand how others work,
N/A
Comments:
Continuous performance monitoring with regular, effective feedback will produce optimal
outcomes. Through improved employee observation, managers can gain a full understanding
of an individual’s strengths and weaknesses, help them to grow and develop with the agency,
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Outgoing; Actively seeks opportunities to work with students/peers/others
N/A
Comments:
The interactions among peers in the classroom are a normal and essential part of the learning
process that influence the lifelong learning habits of students. The potential effects of peer
relationships are reciprocal: Some students are more receptive than others. On one extreme,
for example, is the student who values and seeks peer input on every decision; on the other is
the social isolate who avoids interaction in and out of the classroom. This entry examines
motivational and learning considerations, and the function of the classroom contexts.
N/A
Comments:
Well motivated teachers convey their enthusiasm to their students and this encourages them to
learn. Teachers can be helped to maintain their motivation by knowing that they are doing a
good job: that they are helping students to learn effectively. By enhancing teachers'
understanding and abilities, teaching the teachers activities can help to nurture enthusiasm for
teaching in the face of competing pressures from clinical and other demands.
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Expresses a sincere interest and enthusiasm for teaching
N/A
Comments:
committed not only to their students, but to the teaching profession as a whole. This
means abiding by the rules and regulations and embracing the principles of
Professional commitment is an attitude that someone has toward their job. It’s their
point of view and their active participation in the profession. The individuals who are
committed are lifelong learners who are committed to the teaching profession. Here
we will take a closer look at a few of the essential components of being a professional
Seeks instructional strategies that provide opportunities for all students to attain higher
N/A
Comments:
As I stated in my educational philosophy that I believe all students are capable of learning.
They all do not learn at the same rate, but with different methods and strategies it is possible.
Students should not be thought of as mindless individuals just waiting to be filled with
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14) Professional Ethics and Demeanor
YES Maintains high ethical and professional standards (e.g., does not share
confidential information)
YES Is aware of program policies and professional practices and responds to these
guidelines
Question: What you have done to become aware of and connected to professional
communities of practices and resources in your discipline?
I believe that continuing professional development increase the standards of our skills
set, to always be updating skills and developing knowledge, to be successful at work we do.
development, it means that our standards are mostly like to be high and also would make it
more interesting to parents seeking placement for their child. Also, continuing professional
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Self Evaluation of Preparation for Class and Readings
Name ________________________________ Date________________
Please evaluate your own class participation in each of the following areas using the
following scale…
1 = needs LOTS of improvement, 0 = not even close, I should have stayed home!
0 1 2 3 4 5
0 1 2 3 4 5
0 1 2 3 4 5
0 1 2 3 4 5
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5. I contributed to the class discussions in a way that could enhance learning for all members of
the class.
0 1 2 3 4 5
0 1 2 3 4 5
learning of others.
Definitions:
Refrain from side conversations, note passing and other distracting behavior
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Speak honestly about your concerns and opinions relevant to the course.
This class is a time, a place and a community in which to learn about graduate
expectations, think about your future, plan your program, delve into the
Help to integrate comments of class members into key concepts of the course.
Attempt to understand the perspective of the other person. Let go of your own
Listen for the purpose of understanding, not for the purpose of finding flaws in
Self-Assessment
Each class member is asked to assess her or his own participation in face-to-face class
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Learning Guide in Characteristics of Classroom Assessment
Classroom Assessment
It is both a teaching approach and a set of techniques. The approach is that the
more you know about what and how students are learning, the better you can plan
learning activities to structure your teaching. The techniques are mostly simple,
nongraded, anonymous, in-class activities that give both you and your students useful
experiments, classroom teachers can learn much about how students learn and, more
assessment helps individual college teachers obtain useful feedback on what, how
much, and how well their students are learning. Faculty can then use this information
to refocus their teaching to help students make their learning more efficient and more
effective.
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Characteristics of Classroom Assessment
out what students are learning in the classroom and how well they are learning
lifelong learners, students must learn to take full responsibility for their
learning. To achieve that end, both teachers and students will need to
one can provide teachers with rules that will tell them what to do from
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the autonomy, academic freedom, and professional judgment of
clearly, participate more actively, and feel more confident that they can
succeed, they are likely to do better in their course work. Faculty also
teach?" "How can I find out whether students are learning them?"
"How can I help students learn better?" As teachers work closely with
bias. They must take into account student anxiety, cheating, and issues
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of fairness. Classroom assessments, on the other hand, are almost
provide faculty with information on what, how much, and how well
both on the subsequent graded evaluation and in the world beyond the
classroom.
subject matter and the needs of the particular class. To be most useful,
are applied. Any good mechanic or carpenter will tell you, "You need
the right tool to do the job right"; similarly, you need the right
techniques that are quick and easy to use, teachers get feedback from
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students--and teaching to learning--becomes more efficient and more
effective.
example, we may wish to compute the average cost of a certain brand of a noodle sold
at ten different stores or perhaps we would like to know the total number of tails that
n
The symbol, ∑ X i, shall mean that we add all values of X from 1 through n. This
i=1
notation is read “the summation of all the values of X from 1 to n. The summation
symbol Σ (Greek capital letter sigma) is used to denote that the values of certain
Examples
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5 4
a. ∑ Xi b. ∑ X i
i=1 i=2
Summation Rules
n
constant and n. ∑ c=nc
i=1
Examples
6
1. ∑5
i=1
6
2. ∑7
i=3
Rule 2. The summation of the sum of a variable and a constant is equal to the
i 1 2 3 4 5 6 7 8
xi 5 4 6 8 6 5 2 1
n n
∑ (X i +c )=∑ X i+ n c
i=1 i=1
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Rule 3. The summation of the difference of a variable minus a constant is equal to the
n n
∑ (X i −c)=∑ X i−n c
i=1 i=1
I 1 2 3 4 5 6 7 8
xi 5 4 6 8 6 5 2 1
3
1. ∑ ( X i−3 )
i=1
4
2. ∑ ( X i −4)
i=3
5
3. ∑ (X i −5)
i=1
8
4. ∑ (X i −1)
i=5
Rule 4. The summation of the products of a variable and a constant is equal to the
n n
∑ C X i=C ∑ X i
i=1 i=1
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Evaluate the following summations:
3 6 5
1. ∑ 3 X i 2. ∑ 4 X i 3. ∑ 2 X i
i=1 i=1 i=1
I. Angle of Elevation
It is the angle formed by a horizontal line and the line of sight up to an object
Example
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A tower is 15.24 m high. At a certain distance, away from the tower, an observer
determines that the angle of elevation to the top of it is 41°. How far is the observer
It is the angle formed by a horizontal line and the line of sight down to an object
Example
Find the height of a hot air balloon which is directly above a nipa hut if the angle of
Activity 1.
1. A man flies a
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The angle of elevation of the string is 52 degrees. How high off the ground is the
kite?
object that is level with the base of the cliff is 34º. How far is the object from the
Activity 2
A. Draw the picture presented by the information in the given problems. (These
1. The angle of elevation of the top of the building from a point 30 meters away
2. A bird sits on top of a 5-meter lamppost. The angle of depression from the bird to
Scoring Guide
1. From the top of a cliff 280 meters high, the angle of depression
of a boat is 25°. How far from the base of the cliff is the boat?
of elevation must the ladder be situated to reach the top of the wall?
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