Semi Final Answer

LEARNING ACTIVITY # 15 FSC 6
Name: Score
Program / Course: Name of Instructor: Hazel A. Gamasan
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity (check or choose from below)
Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title : Exploring More Interactive and Innovative Teaching Strategies for Diverse Learners
Learning Targets : Demonstrate understanding of differentiated teaching to suit the learners' gender, needs, strengths,
interests and experiences
: Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-economic and
religious backgrounds
: Use strategies responsive to learners with disabilities, giftedness and talents
Reference (Author, Title, Pages) : Milagros Lim-Borabo, PhD, Teaching Internship, Lorimar Publishing, pp. 99-107
CONCEPT NOTES
There are three I’s and 2C’s in the instructional process. The teaching learning process must be:
Highly Interactive: All the learners must be highly engaged in all the classroom activities. They must
be able to participate in all the learning processes. No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies makes learning more fun and
enjoyable. Learners will surely love participating in varied activities done and employed by the teacher.
Activities can be in the form of games, songs, rap, poems, puzzle, jazz chants, stories, maze and the like.
Highly Integrative: Lessons and topics are interrelated within and across learning areas without
compromising the content of the lesson. This makes the curriculum borderless and seamless.
Highly Collaborative: The learning that involves groups of students working together to solve a
problem, complete a task or create a product.
Highly Cooperative: This is a strategy where groups of learners with different abilities use varied
activities to better improve the mastery of the learning content. The elements of positive interdependence,
individual accountability, equal responsibility and social roles are addressed.
Differentiated Instruction is teaching the same material to all students using a variety of instructional
strategies or may mean delivering lessons at varying levels of difficulty based on the ability of each student.
Differentiated Instruction in 4 ways:
a) Content,
b) process,
c) product,
d) learning environment
Advantages of Differentiated Instruction:
 effective for varied types of learners
 can make students responsible for their own learning
 more options on learning different materials
 less discipline problems in the classroom
Disadvantages:
 requires more work in lesson planning
 needs more time in preparation of activities
EXERCISE
NOTE: Use extra sheets of LAS for your answers and evidences. You may expand the tables as needed.
Performance Task 1
Observe your cooperating teacher. Write the differentiated activities employed to address the following:
Learners Activities employed
Gender The activities are balanced and fair.
Mostly the activities is for everyone. No
gender required. The activities were both
for the same gender. It is given
individually, and the student will decide
on how they do the activity
Needs The learning materials are base on the need
of the students. Mostly the presentation is
all about the activities the they need to
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

solve for the whole quarter.
Strengths All the students has the ability to fulfill
their duties as a student, each one of them
has a respective role and must take full
responsibility about it.
Interests Before they start on the activity, the
teacher give some sample for them to be
motivated and the interest will comes in.
Experiences They actually prepare a lot of time to
finish their activities, there some
instances that they wen outside school to
do the activity like the silk screening
activity.Problem solving/role playing
Performance Task 2
In your daily teaching, how did you address the following aspects to be responsive to the varied characteristics
of learners?
Aspects
Linguistic the students are required to speak in
English. But most of the time I accept
Filipino language if they are cannot
explain their answer in english. They also
free to express their opinion but in
english medium.
Cultural Everyone has their own culture, I encourage
them to let it show by their true self.
This means they can freely express their
self and they have the right to do what is
in their beliefs.
Socio-economic I treat them equally/ no biased
Religious Background Respect towards different religious,
beliefs and culture that they belong to.
Performance Task 3
What strategies have you applied to respond to the learners with disabilities, giftedness and talents?
( During actual teaching/ internship I have no gifted learners)

If I have a gifted learners/pupils the following activities I will employed
Activities Employed for Gifted Learners
Include a variety of levels in my classroom

library.
Explore real-world application
Explore real-world application
Break down instructions into smaller,
manageable tasks
My Learning Artifacts
Write a Learning Plan which provides differentiated activities to address diversity of learners.
Creating learning station Provides different types of content by setting up learning
station-divided sections of your classroom through which groups of students rotate. You

can facilitate this with a flexible seating plan. Each station should use a unique method
of teaching a skill or concept related to your lesson.
For example, students can rotate between stations that involve:

Watching a video Creating artwork Reading an article
Complete puzzles
Listening to you teach
To help students process the content after they’ve been through the stations, you can
hold a class discussion or assign questions to answer.

Name: Score
Activity Title : Constructing Various Assessment Tools

Learning Targets : Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and
summative assessment strategies consistent with curriculum requirements
: Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using leaner
attainment data
: Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner
performance
: Demonstrate familiarity with a range of strategies for communicating learner needs, progress and
achievement
: Demonstrate an understanding of the role of assessment data as feedback in teaching and learning
practices and programs
CONCEPT NOTES
Assessment refers to the wide variety of methods or tools that teachers use to measure, evaluate document the
learners’ performance. These are some examples of assessment tools:
Diagnostic Formative Summative
- conducted at the beginning - conducted during - conducted after the
of the school year instruction instruction
- allows teacher to - monitors student learning - Sums up what the students
determine students’ to provide on-going have learned
strengths, weaknesses, feedback to improve - finds out what concepts
knowledge and skills prior reading and learning were learned after the
to instruction - helps students identify lesson
- diagnoses students’ their strengths and - used for documenting
difficulty weaknesses outcomes and judging
- used to guide lessons and - used in the formation and value
curriculum planning revision process - completed AFTER
- completed BEFORE - completed DURING instruction
teaching instruction e.g. Exams, projects
e.g. homework, graded recitation,
quizzes, ungraded assignments
Importance of Monitoring and Evaluating Learner Progress
The monitoring of student progress is a practice that aids teachers to continuously assess the
effectiveness of their teaching and make good informed decision. To determine the students’ performance level,
the teachers must measure their progress regularly (weekly, bi-weekly, monthly or as needed).
Teachers must monitor the progress of the leaners for the following reasons:
 to improve instruction;
 to help teachers make better instructional decisions and change their teaching styles;
 to ensure success and achievement for every learner;
 to identify and help students at risk;
 to provide enrichment to gifted learners.
Use of Constructive Feedback in Classrooms
Constructive feedback is a tool use to praise a performance effort or outcome. It is a favorable judgment
and supportive communication
Tips on Giving Constructive Feedback
1. use positive feedback
2. focus on the efforts / situations
3. use the active voice
4. be specific with one’s feedback
5. use key points in giving feedback
6. emphasize objective points
7. give specific examples and situations

8. connect on things / situations that can be acted upon
9. give suggestions / recommendations on how to improve
10. refrain from doing assumptions
Some Strategies for Communicating Learner Needs, Progress and Achievement
 conduct Parent-Teachers dialogue regularly
 give parents a way to keep track of learners’ progress through a communication diary or via online
 display learners’ portfolio in school
 develop open lines of communication especially for learners with special needs and for students at risks.

 Explore the possibility of having a bulletin board of information
Sources of Assessment Data as Feedback in the Teaching-Learning Process
Teachers may collect student data from the following sources to improve classroom instruction:
 formative assessment
 daily observations
 summative assessment
 cumulative files
 standardized test scores
 students’ records in guidance, health services and the like
 home visitation
 writing anecdotal records
 conducting formal and informal interviews
 checking students’ works, projects and portfolio
EXERCISE
NOTE: Use an extra sheet of LAS for your answers and evidences.
Performance Task 1
Get one sample of each of the following: diagnostic, formative, and summative tests. Write your insights about
these.
Performance Task 2
Interview your CT or any teacher and ask the following questions:
A. Why is there a need to monitor and evaluate learners’ progress?
B. Research on the fifty (50) ways to praise a child.

WOW – WAYS TO GO – SUPER – GREAT – GOOD - OUSTANDING –EXCELLENT –WELLDONE –
REMARKABLE -I KNEW YOU COULD DO IT –I’M PROUD OF YOU-FANTASTIC –SUPERSTAR –NICE
WORK –LOOKING GOOD –YOU’RE ON IT –YOU’RE CATCHING ON –NOW YOU’RE FLYING –
BEAUTIFUL -INCREDIBLE –BRAVO – HURRAY- FANTASTIC –YOU’RE ON YOUR WAY –ON TARGET
– NICE –SMART-GOOD JOB –NOTHING CAN STOP YOU NOW – GOOD FOR YOU–I LIKE THAT –
BINGO –SUPER JOB –SO CREATIVE –WHAT AN IMAGINATION –YOU’RE DOING A GREAT JOB –
WONDERFUL –GOOD WORK – YOU WORKED HARD –YOU FIGURE IT OUT –WONDERFUL WORK –
CORRECT –AWESOME –YOU MADE MY DAY –WELL DONE – YOUSHOULD BE PROUD OF THAT –
YOUR’RE GETTING IT - SMILE
Performance Task 3
A. What strategies are used by your CT to communicate learner needs, progress and achievement?
For my cooperating teaching the strategies are used are a Step-by-Step Strategies. For
complex ,conceptually difficult, or multi-step academic operations, break these
operations down into a simple steps. Teach students to use the steps. When students are
just acquiring a skill, you may want to create a poster or hand out for student to
refer to that lists the main steps of strategies that they are to use.
B. What assessment data are used by your CT to improve student performance?
Summative assessments catch learning roadblocks. For my cooperating teacher the most
frequently –used measure of student is summative assessment grades on individual
assignments, essay and exams
Paste the various assessment tools you have constructed during your teaching internship. What is the impact of
these to students’ learning?
The impact of the use of various assessment tool is that teacher can know where the
student excel, their strengths and weakness, and the areas needs improvement. It also
serves as a measurement tool for the students to evaluate their own learning through
criteria presented where there is a room for peer assessment as well as self-assessment

Name: Score
Activity Title : Participating in the school’s Learning Programs and Activities
Learning Targets : Identify the relevant and responsive learning program and activities in my Cooperating School
: Give the benefits of participating in the school's learning program
: Demonstrate knowledge in the implementation of relevant and responsive learning programs
CONCEPT NOTES
Schools have various learning programs. These programs provide opportunities for teachers and learners to
develop the values of cooperation, teamwork and unity. They also reinforce the lessons taught in the classroom
and provide the learners to apply what they have learned in real world context. Participation in these learning
programs also increases student engagement and leads to success in schools.
Learning progress varies according to school profile, culture and characteristics. The participation of the
learners also varies according to students’ needs, background interest and abilities.
EXERCISE
NOTE: Use extra sheets of LAS for your answers and evidences. You may expand the tables and spacing
as needed.
Performance Task 1
List down the relevant school programs celebrated by your cooperating school. Complete the matrix below:
School Programs/Activities Learning Outcomes
Performance Task 2
What are other learning programs designed by the school to assist students in their academic success?
Academic Programs Desired Learning Outcomes
How do these programs impact student learning?

Performance Task 3
Design a learning program using the given template below:
I. Title of the Learning Program: Learning with cooperation
II. Rationale:Student will be able to learn with their classmate
III. Specific Objectives: Student will be to share their knowledge with their partner
IV. Conditions which prompted you to design the program: I design this to show how can student socialize with
other
V. Persons Responsible / Duties and Responsibilities
Person Responsible Duties / Responsibilities
Students   Approval of propose learning program.
Teachers  Implementation of the learning program. Follow and
Principal participate the learning program and activities.
VI. Program of Activities: By the chosen grade level students will go to the open place and choose their partner
and giving enough time to brainstorm and share each other than reflect individually and after that their share it
to other.
VII. Evaluation Instrument (Formulate your instrument to gauge the effectiveness of the program). Use
tabulated format.
Criteria BEGINNER (1) ACCEPTABLE (2) PROFICIENT (3)

Process Skills Members do not Members occasionally Members always
demonstrate targeted demonstrate targeted
demonstrate targeted process skills/ process skills
process skills.
Time Management Members do not Members finish on Members finish ahead

time with incomplete of time with complete
finish on time with data. data.
incomplete data.
Cooperation and Members do not Members have Members are on tasks

defined and have defined
Teamwork know their tasks and responsibilities most responsibilities at all
of the time, Group times. Group conflicts
have no defined
conflicts are are cooperatively
Responsibilities. cooperatively managed at all times.
managed most of the
Group conflicts have time.
to be settled by their
teacher.
Neatness and Messy workplace Clean and orderly Members are on tasks
workplace with and have defined
Teamwork during and after occasional mess responsibilities at all
during and after the times. Group conflicts
activity.
activity are cooperatively
managed at all times.

Make a collage of the school’s learning programs and activities where you participated. Below the collage,
write your INSIGHTS.
LEARNING ACTIVITY # 17.1 FSC 6

Name: Score
Activity Title : Learning Task 17.1 Networking and Linkages
Learning Targets : Assist the CTs in parent-teacher conferences
: Provide Support by being volunteer tutors as part of auxiliary service in the partner school or community
: Participate in local and international webinars and other online activities
Reference (Author, Title, Pages) : Joint CHED – DepEd Memorandum Order
PERFORMANCE TASKS
1) Journal on the outreach program, “BIDA KID READING MENTOR” to be submitted in e-portfolio
2) Attach pictures, certificates and other proof of evidences as proof of participation in webinars and other relevant
trainings conducted.

Name: Score
Activity Title : Executing My Demonstration Learning Plan
Learning Targets : Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills
: Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within the available physical learning
environments
CONCEPT NOTES
Literacy Skills are those gained through reading as well as using media and technology. The new ways
to read and write have also introduced new skills:
Numeracy Skills using numbers to perform calculating and estimating tasks, such as handling cash,
budgeting, measuring and analyzing.
Some Strategies to Promote Literacy and Numeracy Skills
Literacy Numeracy
 entry pass  independent reading  using number line
 exit pass  think aloud time  looking for patterns
 first liner  writing reading  my think board
 jigsaw  challenge log  a hundred plus chart
 inquiry chart  matching books to  using reflection sheets
 listen, read, discuss (LRD) phonics  using conversion tables
 partner reading  alphabet matching  assessment checklist
 reading guide  anticipation guides  using cards
 reciprocal teaching  concept sort  using numerical charts/
 story maps  concept maps diagrams
 story sequence  directed reading thinking  strike it out
 visual imaging activity (DRTA)  12 pointed star game
 question the author  Dicey operation
 reading guide
Teachers employ varied strategies to cater to diverse types of leaners. Some learners work best when
working alone, while others find joy working with others. These are the advantages of individual and group
work for students.
Individual Work Group Work
 Gain independence to think through their own  Listening to and respecting other ideas
 Improve confidence in working through problem,  Thinking about one’s problem in
even when they don’t feel certain about every step variety of ways
 Work at their own level rather than having to adapt to  Getting to a deeper level
suit their group members understanding through having to
 Practice self-control – both in staying focused on explain a perspective and discuss it
tasks at hand to avoid turning to a classmate or with others with different perspectives
asking teacher for the answer  Sharing knowledge / abilities to get a
 Get more comfortable taking actions on their own better hold on a problem that they
 Gain creativity and effective thinking processes that could do individually
can apply to problem solving across a range of  Holding group members accountable
subjects and types of issues and being held accountable in return.

The following teaching strategies may be used for group activities:
 Think pair share  Stir the teams
 Group mapping activities  Circle the sage
 Team games tournament  Numbered heads together
 Simple round robin brainstorming session  Round table
 Simultaneous round robin brainstorming session  Milling around
 Round robin  Jigsaw
 Tea party
 Agreement circle
These are some strategies which shall be best for individual activities:
 Monologue  Letter writing
 Story telling  Reflection log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to stretch  Essay writing
Hands- on activities – provide the learners to explore and discover learning and keep them actively
engaged in the activities. Through these activities they retain the information longer and accurately remember
the things they learned. They also find the activities more meaningful, enjoyable and rewarding.
Some hands – on activities are: number maker, play the bag game, algebra tic-tac-toe, human knot game,
verbs relay race, toss and blend, compare fractions, card games, cause and effect cards, consonant blend,
scavenger hunt, multiplication table games, sight words memory game and the like.
EXERCISE
NOTE: Use extra sheets of LAS for your answers and evidences. You may expand the tables and spacing
as needed.
Performance Task 1
Paste the learning plan that you used for your demonstration teaching using the format given by your mentor.
 What are the strategies that you used to promote literacy and numeracy skills?
-visual imaging
- directed reading thinking activity
 What individual and group activities did you employ to ensure learner engagement?
The activities that I employed during initial demonstration to ensure learner engagement is I will tour my
students around the world. What are the sceneries they see in each country then they are going to tell what
shape is this. And also with the use of tape, scissor, and folder make at least one net of the given solid figures.
After that construct it as a solid figure.
 What hands – on activities did you provide to make the class more enjoyable?
With the use of tape, scissor, and folder make at least one net of the given solid figures. After that construct it as
a solid figure. And also I prepared an icebreaker they are going to find a solid figure that they see in their home.
Performance Task 2
Write your BEFORE, DURING, and AFTER teaching strategies that you did in your demonstration teaching.
Teaching Strategies
BEFORE Strategies activate student’s prior
knowledge And set a purpose for reading.
DURING Strategies help students make connection,
monitor their understanding, generate
question, and stay focused.
AFTER Strategies provides students an
opportunity to summarize, question,
reflect, discuss, and respond text.
NOTE: Adjust the spacing of the tables depending upon your needs.
Performance Task 3

Paste a photocopy of the demonstration teaching rating sheet. Make sure that it is signed by your mentor and the
principal
Performance Task 4
Answer the following questions briefly.
A. After the demonstration lesson, I felt relived, contended and happy. Relived because “I made it! “ I had
overcome my fears. We really need to connect with ourselves, our materials, our feelings or response about
material, how we would like to achieve this connection with their hearts and minds. Contented because I know
and I believed that I made my part since I gave my every best to impart and share ideas to my students. I
motivated my students in enhancing their skills. I really tried my best to make them feel comfortable when
learning. And I truly believed in the student’s capacity to succeed and I am dedicated to them in achieving their
success. Lastly , I felt happy because I also saw the happiness in the face of my students. I had enjoyed the
class. They are all very engaged and they really participated fully during the classroom activities. “I am happy
because my students are happy” This day, I fully realized that I am really meant for teaching profession because
of the unforgettable experiences that I had encountered during the field study courses, especially the actual
teaching experiences. I am thankful to my CT. The simplest answer to the question “Why” is because I love it. I
love it because it helps me to grow as a human being. It has created meaning in my life, it is hard, disappointing,
frustrating, and ultimately, powerful to make a difference in the life of my student. “Becoming a teacher does
not end with know how to do it”
B. Complete the matrix by checking the areas you need to improve on:
 Improve learning outcomes
Learning environment
Strategies
Instructional materials
Modes of assessment
Others (pls. specify)
 Enrich Knowledge
Skills
 Experiment New Strategies

Instructional materials
Differentiated activities
 Modify attitudes
Expectations
 Learn New subject matter

Varied learning styles of learners
New innovations
Current issues
Make a photo collage of the demonstration lesson you have conducted in your cooperating school. Make a
reflective journal, too.

LEARNING ACTIVITY # 18.1 FSC 6
Name: Score
Activity Title : Learning Task 18.1 Demonstration Teaching Using the School’s LDM
Learning Targets : Prepare Lesson Plans, study guides, modules and teaching materials relevant to LDM
: Conduct daily and final demonstration teaching using the LDM of the school
PERFORMANCE TASKS
1) Create a photo collage of the demonstration teaching
2) Attach copies of Lesson Plan, rating sheets used during the final demonstration teaching.

Name: Score
Activity Title : Articulating My Personal Philosophy of Teaching
Learning Targets : Articulate a personal philosophy of teaching that is learner-centered.
: Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect and integrity
: Seek opportunities to establish professional links with colleagues
: Demonstrate motivation to realize professional development goals based on the Philippine Professional
Standards for Teachers
CONCEPT NOTES
A personal teaching philosophy is a statement of beliefs and attitudes relative to purpose of education
and role of teaching.
According to Stephen Brookfield in his book The Skillful Teacher (1990) the development of a
teaching philosophy can be used for several purposes.
 Personal Purpose – A clean picture of why you are doing what you are doing that you can call up at
points of crisis. This is crucial to your personal sanity and morals.
 Pedagogical Purpose – knowing clearly what kind of dent / niche you want to make in the world that
you must continually ask yourself. The fundamental evaluative questions of all: “What effect am I
having on students and their learning?”
Tips on Writing Personal Teaching Philosophy
 There is no required content or set format
 It is 1 – 2 pages in length
 Use present tense
 Avoid technical terms
 Include teaching strategies and methods to help people “sell” in the classroom
 Make it memorable and unique
 Own your philosophy
Source: Brookfield, S. (2006). The Skillful Teacher, San Francisco: Jossey – Bass.ucat.osu.edu
Things to Remember When Writing a Philosophy Statement
 Reasons why you want to become a teacher

 Duties and responsibilities of an effective teacher
 Beliefs about how students learn
 Approaches, methods and strategies which are needed in effective teaching
 Views of different stakeholders in teaching and learning
 Theories or philosophies of teaching and learning that are similar to your ideas
 Reasons why teaching is the most important profession
 Challenges / obstacles of teaching which you want to overcome
Source: Wiltz, Nancy W. et al. (2013). Developing and presenting a professional portfolio in early childhood
Educ. Pearson Educ. Inc.
EXERCISE
NOTE: Use extra sheet of LAS for your answers and evidences.
Performance Task 1
Observe your cooperating teacher for several weeks and months, how does he / she exhibit the qualities of
caring, respect and integrity?
As I observe my cooperating teacher is very professional and passion in teaching he is
always humble and caring to teach.
As a teaching intern, how did you exhibit the qualities of caring, respect and integrity? Cite specific situations
or instances.
As I enter and start my teaching internship I always tell to my self that I should be
extra careful because it serves as my practice teaching. I should humble and caring and
never hesitate to ask what is right and wrong
Performance Task 2
A. Cite specific instances on how you establish professional links with your colleagues.
__________________________________________________________________________________________
B. Interview your CT, ask him/her how he/she establishes professional links with colleagues.
Based In my interview in my Cooperating teacher he tell
1. Remove all pressures within your group,
2. Build a healthy working relationship with your peers,
3. Share your knowledge through peer teaching,
4. Assist them in solving problems,
5. Let every voice be heard by considering all opinions then conduct brainstorming
afterward.
Performance Task 3
Read the Philippine Professional Standards (PPST) for Beginning Teachers. Explain how you will realize the
professional development goals using these standards.
As I read the Philippine professional standards it shall be used as a basis for all
learning and development programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 program. It can be also be used for
selection and promotion of teachers. The PPST shall be used as a basis of all learning and
develop programs for teachers ensure the teachers are properly equipped to effectively
implement the K-12 program.
Write your personal philosophy of teaching
I believe that there are essential elements that are conducive to learning where the
teacher’s role is to act as a guide in all aspect of life for my students and parent.
(Practicing their own potential in a safe environment) is one of my strategies in order
for theme to reach their own strengths and to be able to identify their own weaknesses.

Name: Score
Activity Title : School Forms
Learning Targets : Assist the CT in accomplishing school forms.
PERFORMANCE TASK
1) Compilation of accomplished, and corrected school forms

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LEARNING ACTIVITY # 15 FSC 6

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

( During actual teaching/ internship I have no gifted learners)

Activities Employed for Gifted Learners

Include a variety of levels in my classroom

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

For example, students can rotate between stations that involve:

LEARNING ACTIVITY # 16 FSC 6

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

7. give specific examples and situations

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

B. Research on the fifty (50) ways to praise a child.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

Academic Programs Desired Learning Outcomes

How do these programs impact student learning?

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

Criteria BEGINNER (1) ACCEPTABLE (2) PROFICIENT (3)

Time Management Members do not Members finish on Members finish ahead

Cooperation and Members do not Members have Members are on tasks

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

LEARNING ACTIVITY # 17.1 FSC 6

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

 Experiment New Strategies

 Learn New subject matter

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

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