Repil, Aubrey Louise P.

April 24, 2021

BTLED-III Rating
MODULE 1

LESSON 1

Activity

STUDENT LEARNING OUTCOMES

BTLED (field of General Education RSU mission NCBTS- National
specialization) Competency- Based
Teacher Standards
Student can: Student can: Student can: Students can:

1. Demonstrate broad 1. Demonstrate 1. Collaborate with 1. Reflect and

and coherent, understanding on others to develop appreciate the
meaningful knowledge respect of human rights. well-rounded complex set of
and skills in personality in behaviours, attitudes
2. Apply concept of
Technology and entrepreneurship. and skills of individual
computer and
Livelihood Education. learners.
information technology 2. Lead and
2. Apply social to assist and facilitate implement safeguard 2. Relate and
awareness on the role research (Practical and policies to demonstrate the
of entrepreneurship in Skills) appreciate the NCBTS to pre-service
the economic growth significance of training.
of society and personal humility.
growth.

Analysis

A. Sources of learning outcomes

1. The institution mission statement

2. Policies on competencies and standards issued by government education such as

DEPED, TESDA, and CHED.
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3. Expected competencies identified by the different professions, business and industry
as expected in respective work places and or professions.

4. The thrusts and development for employment and professional practice abroad.

B. CHARACTERISTIC OF GOOD LEARNING OUTCOMES

Important Term Important Concepts/ Ideas

Application Good learning outcomes focus on the

application and integration of the
Integration knowledge and skills acquired in a
particular unit of instruction and emerge
Active Language from a process of reflection on the
Learner centered essential contents of a course.

Important Generalization Insight Learned

Good learning outcomes are very specific Good learning outcomes ensures that
and use active language that make students and instructor goals in the
expectations clear. This informs students course are aligned. One must avoid using
of the standards by which they will be terms like understand or discuss that can
assessed. be interpreted in many ways.

Application
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A.

1. The students can effectively communicate their ideas using their capabilities and
learning styles.

2. The students can develop their skills by using the suited resources for their learning
style.

B.

1. The students can produce professional quality outputs.

2. The students can produce communicate the results of their research findings and
analyses to fellow classmates in an oral presentation.

LESSON 2

Activity 1.

Source Students learning Domain

outcome
CHED (BTLED) 1. Demonstrate broad and 1. Cognitive
coherent, meaningful
knowledge and skills in
Technology and Livelihood
Education.
2. Apply social awareness 2. Cognitive
on the role of
entrepreneurship in the
economic growth of society
and personal growth.
DepEd 1. Apply basic skills in 1. Cognitive and
writing and psychomotor
communication.
2. Relate educational
Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
process in historical 2. Cognitive
economical issue.
General Educational 1. Demonstrate 1. Affective
competencies (Gen. Ed) understanding on respect
of human rights.
2. Apply concept of 2. Psychomotor
computer and information
technology to assist and
facilitate research
(Practical Skills)

Analysis

1. Begin with an Action Verb Term that denoted the level of learning expected.

2. There are restrictions that it should be measureable/ assessable; avoid double verbs
and do not use qualifiers.

3. There is a need to arrange learning outcome to achieve skills from lower level,
achievement of a higher level of skills assumes the achievement of the previous levels.

Application

1. Cognitive: Topic-Water Cycle

1.1. Remembering- Recalling the importance of water and how the water cycle

happens.

1.2. Understanding- Understanding how watercycle is important in the lives of

every lives.

1.3. Applying- Applying the ways to conserve water and to have better water
cycle.
1.4. Analyzing- Analyzing the proper consumption of water for the sustainability.
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BTLED-III Rating
1.5. Evaluating- Evaluating the process that enact the cycle of water including the
hydrosphere.

1.6. Creating- Creating a realistic activity about water cycle that it's factor are

being observed such as precipitation, interception, evaporation and

transpiration.

2. Psychomotor: Topic: Table Setting

2.1. Observing- Identify the different kitchen equipment and tools to be use and
its proper uses.

2.2. Imitating- Demonstrate the different styles in table setting and identify the
kind of each table setting.

2.3. Practicing- Recognizing the similarities and difference of the every kind of
table setting.

2.4. Adopting- Describing each styles of every kinds of table setting and can
explain the history of each setting.

3. Affective: Topic: Developing and Nurturing Honesty

3.1. Receiving- Receiving and accepting everything that adhere honesty.

3.2. Responding- Responding on the honesty that an individual give and do the
same.

3.3. Valuing- Valuing someone's trust and to do things honestly.

3.4. Organizing- Organizing the mindset to always do the truth and ignore lies.

3.5. Internalizing- Internalizing the essence of nurturing honesty.

LESSON 3

Activity

Form of Assessment Description

Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
1. Diagnostic assessment - Given at the start of a unit or an academic term or
year. This type of student assessment can take many
forms and include elements used in both summative
and formative assessments.
2. Norm -referenced - These exams compare students of similar ages and
grade levels to a hypothetical average student.
- This involves heavy scientific involvement as the
process of creating the norms by which the students
will be measured s complex.
3. Criterior -reference - Somewhat similar to norm-referenced exams in that
both are standardized, high-stake test.
- Measure students against standards or specific
goals.
4. Formative assessments - Help teachers understand student learning while
they teach, and adjust their teaching strategies
accordingly.
- Happened during class sessions or discussion.
5. Summative - Measure student progress as an assessment of
learning and provide data for you, school leaders and
district leaders.

Analysis

1. Among the assessment that I have written and described, I think Formative
Assessment is the most important as it improves students understanding and
performance. The right implementation is based on formative assessments that helps
teacher to use the best strategies for his/her students to learn more.

2. If I have to make as assessment, it would be a impromptu quizzes to know what are

the weakest or strongest point of my learners and to aligned well my next strategies
from the results that I had gathered from the assessment.
Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
3. This kind of assessment is classified as formative assessment as it happened during
class hours.

4. To help teachers adjust their teaching strategies. To improve students achievement

based from their learning styles and manage their own learning.

B. Application:

1. Authetic

2. Traditional

3. Authetic

4. Authetic

5. Traditional

LESSON 4.

Activity

Attributes Rating
5 4 3 2 1
1. Accuracy of the Content
2. Delivery of the presentation
3. Credibility of the data
4. Creativity of the presentation
5. Clarity or conciseness of the
presentation

Analysis:

1. How do you find the activity?

2. Do you find difficulty in making your own rating scale?

Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
3. Is there a need to make a rating scale every time you grade your student outout?

1. I find the activity difficult and challenging beacuse I don’t have a brief background of
what attributes to be assess.

2. Yes, I found difficulty in making my own rating scale.

3. Yes, there is a need to provide rating scale every time in grading the student output
to have guide on how the output to be graded and to be fair for the grades to be given.

Application:

1. Observation-based assessment tools.

- Rubrics

- Interview sheet

- Checklist

2. Performance sample assessment tools.

- Portfolios - Journal

- Projects - Essays

- Outputs

3. Actual performance.

- Actual demonstrations

- Oral recitations
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MODULE 2:

LESSON 1. STUDENT LEARNING OUTCOMES

ACTIVITY

1. Browse the K to 12 Curriculum Guide and focus on your discipline

I refer this to K-12 Basic curriculum for technology and livelihood education,
home economics- dressmaking. This course is designated for grade 7/ Grade 8
students. This is an exploratory and introductory course which leads to Dressmaking
/Tailoring National Certificate Level II (NC II). It covers five common competencies that
a Grade7/Grade 8 Technology and Livelihood Education (TLE) student ought to
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possess, namely: 1) using tools, equipment and paraphernalia; 2) performing
mensuration and calculation; 3) practicing Occupational Health and Safety (OHS)
procedures; 4) maintaining tools, equipment and paraphernalia and; 5) reading and
interpreting drawing designs.

Among the list of contents, I decided do choose the topic about “performing
mensuration and calculation”. The activities that I want my students to do based from
the topic I have chosen includes lecture, watching videos, observation and
demonstration. Students come to the classroom with a broad range of pre-existing
knowledge, skills, beliefs and attitudes which influence how they think, remember,
apply, and create new knowledge so it is necessary that the processes which my
students go through must aligned on the learning competencies of curriculum. With this
reason, the following processes based on the topic I have chosen must be followed.

A. Body measurements in ladies and men’s apparel

1. Obtain measurements

1.1. Select appropriate measuring tools

1.2. Take accurate body measurements

1.3. Read and record required measurements

B. Metric conversion chart

2. Perform simple calculations

2.1 Apply the systems of measurements

2.2 Perform simple calculations based on the job requirement

2.3 Demonstrates accurate reading measurements

C. Estimate appropriate quantities

3. Estimate appropriate quantities

Repil, Aubrey Louise P. April 24, 2021
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3.1 Practice the fundamentals of arithmetic operations

3.2 Estimate cost of project materials

With the following tasks and processes, I firmly believe that my students will develop
their knowledge in performing the body measurements, to have skills in performing
simple calculations for metric conversion and to estimate appropriate quantities. Most
especially they can apply this knowledge for the construction of clothes.

ANALYSIS

Questions to build up the activity

1. What’s the salient point of the K to 12 Curriculum Guide based on your chosen
discipline?

The salient point of the K-12 curriculum guide based on the chosen discipline is
to have sufficient time for the mastery of concepts, skills and develop lifelong learners.
This makes the lesson easy to understand and to be guided with every activity.

APPLICATION

Using the K to 12 Curriculum Guide as your reference, determine at least two topics in
your area of specialization and formulate process-oriented learning competencies of
each of the topics.

The two topics in the area of specialization based from K to 12 BASIC

EDUCATION CURRICULUM/TECHNOLOGY AND LIVELIHOOD EDUCATION, HOME
ECONOMICS – DRESSMAKING, Grade 7/8 are the following:

TOPIC: Performing mensuration and calculation

A. Body measurements in ladies and men’s apparel

1. Obtain measurements

1.1. Select appropriate measuring tools

1.2. Take accurate body measurements

Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
1.3. Read and record required measurements

B. Metric conversion chart

2. Perform simple calculations

2.1 Apply the systems of measurements

2.2 Perform simple calculations based on the job requirement

2.3 Demonstrates accurate reading measurements

C. Estimate appropriate quantities

3. Estimate appropriate quantities

3.1 Practice the fundamentals of arithmetic operations

3.2 Estimate cost of project materials

Reflection

Write a short reflection about your learning on this module.

Learning involves getting ready to get new knowledge and refer the ideas from
previously learned ideas. Knowledge, abilities, values, attitudes and habits of every
students that can affect their performance in the classroom may include in the learning
process. Formal and authentic assessment tools attempts to measure the degree to
which a student can practically apply the knowledge that have been taught. Those tools
can be used to set instructional goals, track students’ growth, provide coaching, make
decision and feedback. We can justify the students learning by assessing on their actual
inputs and products but it is also important to assess students learning not only on their
outputs or products but also on the processes which students arrive until the output
finished.

LESSON 2.TASK DESIGNING

ACTIVITY

Now, think of an activity that would highlight the competencies to be evaluated.

Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
Based from the topics I have been written, the activities that will highlight the
competencies to be evaluated by the teacher are the following:

1. Obtain measurements

1.1. Select appropriate measuring tools

1.2. Take accurate body measurements

1.3. Read and record required measurements

2. Perform simple calculations

2.1 Apply the systems of measurements

2.2 Perform simple calculations based on the job requirement

2.3 Demonstrates accurate reading measurements

Identify an activity that would entail more or less the same sets of competencies.

The activities that entails more or less the same sets of competencies based
from the topic I have chosen are the following:

. Estimate appropriate quantities

Estimate cost of project materials

Find a task that would be interesting and enjoyable for the students.

Prepare games or acitivity in order to make the lesson more fun and enjoyable.

Create group works to allow students to share ideas and work together.

Prepare hands on or actual activity to have the students practice what are being taught
and develop the skills that the outcome focusing.

ANALYSIS

1. Have you already thought of an activity from the two identified topics in the k-to 12
Curriculum Guide based on your discipline?
Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
2. Where you be able to identify activity? Kindly describe the activity identified and
explain how the students will have to go through about the said activity?

3. Have you or your students determine the task to be performed?

~YES, I have already thought an activity based from the two topics in the K to12
Curriculum Guide. The given activity is more on hand on and actual activity to practice
the students skills in proper measurement. This activity is aligned to the learning
competencies and performance standard that’s why it is suited to the learners need.
The students perform well and finished the activities applying all the knowledge, skills
and attitudes they have been learned from the discussion.

APPLICATION

After analyzing the topics I have chosen, the activity that I decided to make for my
students is Pair and Measure to Pattern.

The students will get partners and measure their partners’ body measurements.
After getting the body measurements of their partners they will pattern those
measurements in a manila paper to have an apron pattern to be used in the next topic
which is clothing construction. This activity will make them learn the actual
measurement process as well as the estimation to get the right pattern.

LESSON 3 SCORING RUBRICS

The taste is
Not too much No off-flavor
Well-blended, good but some
Taste spice, from fat,
characteristic spice are still
flavoring, leavening and
of ingredients visible and not
molasses, etc. nuts.
blended well.
ACTIVITY

Criteria PERFORMANCE LEVEL

Very Satisfactory Needs Poor
Satisfactory Improvement
(3) (1)
(2)
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BTLED-III Rating
(4)

Crunchiness 

Taste 

Size 

Texture 

After evaluating the chocolate chips using the rubrics, I therefore conclude that the
cookies it can satisfy every costumers according to its crunchiness, taste, size and
texture.

ANALYSIS

1. How do you find the activity?

2. Where you be able to describe properly each criterion in the matrix?

3. Do you find it easy or difficult each criterion and it's level of performance?

4. What makes it easy or difficult?

5. What did you learn from the activity?

~The activity was surprisingly interesting because it is all about Scoring Rubrics that
serves as a guide to assess every activity that needs to be graded. Scoring rubrics
assess the student’s performance or work. It helps the evaluator to assess fairly and
accordingly. Based from the criterion that I made from the activity, I can say that the
criterion is easy to describe since it is all about the characteristics of cookies. From the
activity, I learned that it is important to have a scoring rubric in every activity in the
classroom because it is the tool that measures the skills and knowledge of every
students. Scoring rubrics also allow the students to evaluate his/her own work to help
them improve more.
Repil, Aubrey Louise P. April 24, 2021
BTLED-III Rating
APPLICATION

The activity that I made from Lesson 2 was Partner and Measure to Pattern.

Here is the rubric that will grade individually.

Very Needs
Criteria Excellent Satisfactory
Satisfactory Improvement
(4) (3) (2) (1)
Uses tools
and Uses tools and
Uses tools and Uses tools and
equipment equipment
1. Use of equipment equipment
correctly correctly and
tools and correctly and incorrectly and
and but less
equipment confidently at all less confidently
confidently confidently
times most of the time
most of the sometimes
times
Manifests Manifests Manifests less
Manifests very clear understanding understanding
2. Application of clear understandi of the step-by- of the step- by-
understanding of ng of the step procedure step procedure
procedures step- by- but sometimes seeking
the step- by-step
procedure step seeks clarification
procedure clarification most of the time
Observes
Observes Most of the time
3. Safety work Observes safety safety
safety not observing
precautions at all precautions
habits precautions safety
times most of the
sometimes precautions
time
Task is
Task is Task is nearly Task is started
completed
completed completed but not
4.Completeness following the
following the following the completed
procedures in the
of Task procedures procedures in following the
activity
in the the project procedures in
improvement/inno
project plan plan the project plan
vations

5.Conciseness Excess of More excess

Measurement
Measured exactly measuration than an inch of
of measurement not accurate
in an inch measuration
Repil, Aubrey Louise P. April 24, 2021
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