Teachers as facilitators of learning should be able to demonstrate content knowledge

and its application within and/or across curriculum teaching areas. Demonstration of content
knowledge and its application makes one an efficient and effective facilitator.

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate content knowledge and its application within and/or across curriculum
teaching areas.

Are you ready to be a teacher? Well, based on your perception and self-reflection, kindly
complete the statements below.

GUIDE QUESTION:
What do you know, can you do, feel and envision about your content knowledge as a
beginning teacher?

AS A BEGINNING TEACHER, I...

KNOW: I understand that content knowledge is required for content teaching and even
pedagogy; the former gives birth to the latter. The teacher's content knowledge is transferred to
the students. As a result, the foundation must not be taken lightly and must be given time and
attention. Recognizing that education is dynamic, teachers should adapt to such changes by
continually seeking to learn. Content knowledge makes the teaching and learning process ideal
and realistic.
DO: I will go to any length to gain content knowledge. With so many options, it is critical that I
select what is reliable, relevant, and timely. I will also reconcile these resources, as bits of
information are the building blocks of a larger whole. It is critical not to overlook minor details
when teaching concepts because we cannot predict their potential significance to the overall
success of the lesson. I will conduct extensive and intensive research to ensure that I can correct
and improve students' erroneous and inadequate knowledge. But this cannot be accomplished on
my own; I must learn to collaborate with others and participate in learning opportunities such as
seminars, workshops, forums, and conferences.
FEEL: I have a strong desire for content knowledge. It would be a great privilege for a teacher
to first learn the material he will later teach. Because he can only give a small portion to
students, there is a stronger desire and quest for depth. Instead of feeling burdened by this
responsibility, it is more like being delighted that the benefits are reciprocal. With these feelings,
perspectives shift beyond the challenges I will face while learning or teaching the material.
ENVISION: I envision a laborious but rewarding endeavor. I see it as a complex process that
requires both simplification and specification. But, armed with content knowledge, I see a class
that is well-engaged, with students who listen, speak, reflect, or, in a nutshell, who are
responsible and accountable for their own learning. I believe that when a teacher demonstrates
expertise as well as patience and diligence toward his students' differences, he can create a
harmonious classroom that allows for more learning and transformation. More than myself, I
envision students who have been transformed and will be change agents.
 VIRTUAL CLASSROOM OBSERVATION
Do the following:
 As a beginning teacher, examine how your supervising instructor/professor prepares
her /his MEDIA lesson on asynchronous learning mode.
 Observe how s/he conducts his/her synchronous virtual class.
 Answer the following question:

GUIDE QUESTION:
How did s/he apply his/her content knowledge within and/ or across curriculum teaching areas
to provide an engaging and meaningful learning experience to his/her students/pupils in
asynchronous mode? Synchronous mode?

The course professor ensures that no time is wasted during class time in the new
educational setup. As a result, the asynchronous class is guaranteed to be a preparation for the
synchronous class. This means that in asynchronous classes, they must study the concepts they
are assigned to present and discuss in synchronous modes in a different way than usual. It must
include the majority of the lesson's required components. Thus, preparation is obvious, owing
primarily to the professor's content knowledge.
He hopes to share his knowledge of lesson planning by requiring students to provide the
preliminary, motivational, discussion, and performance tasks as they present their topics. This
early practice of lesson planning, even if not in full swing, is laying the groundwork for them to
become competent teachers. Their active role is gradually increased, resulting in their gradual
growth. However, the students' activity does not allow the teacher to be passive. As a subject
matter expert, he provides feedback that students must consider and act on. This response
includes corrections to both the lesson presentation and the concepts, emphasizing the
teacher's pedagogical and structural knowledge of English.
His proficiency enables him to integrate concepts from various subjects. His firm
implementation and constant corrections facilitate and develop learning students' pedagogical
skills and content knowledge. His content knowledge does not imply dominance; rather, it
translates into facilitation and stimulation of the learners.

GUIDE QUESTION:
What misconceptions were common among students on the topic discussed? How did the
teacher correct the misconception?

Students in STEM subjects in grade 12 frequently have misconceptions about the

deliverables for their topics during reporting. They frequently present broad concepts, which
makes it difficult for their classmates to understand them. Moreover, assigned with
complicated topics, the students thought they had to present everything in detail. Content wise,
it is ideal, but the reality speaks for a time-bounded lesson, this does not exempt the motivation
which took a great part of the class time. Thus, seeing these errors which may be
unconsciously committed, the professor promptly corrected them to choose the essentials and
fit it to the time frame.
The best time to address misconceptions is after the conference. Because you are aware
 that constant correction and reprimand will also create space for improvement, you allow
students to show their knowledge and abilities and even make mistakes.

SELF-REFLECTION
Ponder on the following questions and write your answers on the space provided below.

GUIDE QUESTION:
Revisit your previous answer to KWLE statements. Is there anything you’ve realized you
should have indicated explicitly in the chart? Why?

Due to my lack of experience in the actual field, my response was very general. But as I
came to a close with my observation, the KWLE statements were strengthened and became
more narrowly focused. I came to the realization that I ought to have been more specific about
what constitutes content knowledge so that I would know exactly what I needed to know. As a
novice teacher, I am aware that comprehending the content entails comprehending the details
of the theories, facts, and principles that pertain to a particular academic subject. By doing
this, I acknowledge that the knowledge gained is necessary for the growth of abilities like
writing, speaking, researching, and similar ones.
I see myself as someone who can put theories and principles into practice and who can
make my students understand the importance of the material I teach. I prefer to share
knowledge with my students rather than impart it directly to them. There is a difference
between the two because the former is more interactive and facilitative than the latter, which
merely employs lecturing. Just this is what I noticed in Prof. Rose Arqioun's synchronous class.

GUIDE QUESTION:
Reflect on the outcome of your virtual observation, is there anything you need to improve to
become more adept with your content knowledge? Justify your answer.
My observations convinced me that you shouldn't stop sharing knowledge just because it
is your delegate responsibility. Even the material that the students themselves teach should be
closely observed in order to fill in the gaps. I consequently came to the conclusion that I
needed to develop both my content knowledge and my ability to observe and spot a need that
might prevent them from understanding the content.

PEER REFLECTIVE CIRCLE

 Set a common time with your groupmates for a peer-reflective circle. Post a picture of
your work in the space provided as evidence of your session.
 Share your answers for the KWL chart and your learning plans with your groupmates.
GUIDE QUESTION:
What can you deduce from the result of your comparative analysis, sharing and colleagues’
critique on your e learning plan?
We all want to be effective teachers, but we all have different ways of getting there.
Nonetheless, our disparate points of view were all reconciled in the knowledge that each
matters and will continue to matter.
One teacher stated that because each of his students is unique, it is critical to assess their
learning status. The other person added that this just goes to show how important teachers'
roles are. However, in order to truly play one's part, the teacher must acquire content
knowledge. What one does not have cannot be given.
We have shared our struggles as we go through the refinement process over the years. But
it is through these experiences that we have come this far and will continue to go. As we
gathered to make plans, we realized that what we brought out in the group was due to how
Inang Pamantasan molded us.

ADDRESSING MISCONCEPTIONS
Recall the misconceptions you have identified in your lesson observation. Post an evidence or
describe the scenario of that observation. Design an activity or plan how to better address the
said misconception. Post a copy of your plan in this section of the module.
 Mistakes as they are unconsciously committed are often rooted to misconceptions. They
will never figure them out as errors until they are made realized. However, a final project must
be an application of what they learn, thus it is expected that misconceptions are discussed
already. However, on another class observation, mistakes were still evident, they were not still
aware that they were errors thus are qualified to be called as misconceptions.
Thus, to better address the misconception, I would like to focus more on the dos and don’ts
during the reporting in particular, and provide enough examples to set a comprehensive pattern
for them.
Thorough discussion would be a great help already considering that it both informs the
student of accurate and erroneous examples. Presentation of examples without oppositions will
not be as effective as with the discussion of both. It will help them create informed choices
caring out their deliverable in reporting for effective teaching and learning process.

To reinforce the standard of reporting, the teacher must reiterate it through the marking
criteria that can be constructed in this manner:

Content 40%
Strategy 30%
Mastery 20%
Citation 10%
Total 100%
 Teachers as managers of the teaching-learning process should be able to choose a strategy that
will work best in their class. To do this, effective teaching and learning strategies that are
primarily supported by research studies must be used.
Research-based knowledge and principles of teaching and learning means that the
teachers carry out their tasks guided by different studies on the education process. Guerrero
(n.d.) described in her study that teacher-knowledge significantly affect student outcomes.
Therefore, it is imperative for research to inform teacher-knowledge.
More importantly, it is crucial that the knowledge teachers gained from researches be
integrated in the teaching-learning process. Teacher-knowledge then in this context doesn’t
just involve only the content in the discipline but encompasses both cognitive and affective
capabilities of a teacher. This knowledge is believed to contribute to the development of the
teacher’s principles on teaching and learning.
Therefore in this lesson, you are expected to:
1.Describe different principles on teaching and learning
2.Identify effective research-based teaching-learning practices
3.Develop one’s principle on teaching and learning

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate an understanding of research-based knowledge and principles of teaching
and learning.
 MY FAVORITE TEACHER
Identify one teacher that you admire most and answer the questions that follow.
1. Who is your favorite teacher?
My favorite teacher is Charie Mae Otero, a graduate from
Philippine Normal University- Mindanao.

2. What discipline/ subject did he/she teach you?

Actually she taught us two subjects on two successive
semesters in Grade 11. She was first my subject teacher in
Calculus 1 and 2, then later he became our Practical Research
1 teacher, and yes I fell in love with these subjects
notwithstanding the fact that I had no prior interests on them.

3. What are the qualities of your teacher that you admire most? Why?
Her intelligence and diligence are admirable. When she speaks in class, she embodies
authority. She speaks not only opinions but also facts, she varies strategy to manage and engage
the whole class. She builds rapport but also maintains boundaries with the students. She exhausts
her knowledge and skills not to seek recognition for her own but rather for the good of her
students. She works beyond the set standard; she sets his own or improves the given which is
always worth emulating. She never fails to bring in something new to the classroom making more
the teaching and learning process a worthwhile one rather than burdensome.

4. What specific teaching strategy can you remember that your favorite teacher employed
that helped you effectively learn the content he/she is teaching?
My teacher was a minimalist and a curious woman. She was not fond of making jammed
visuals and of spoon-feeding, she was known for her diagrams and rhetorical questions. Her
preference for diagrams and giving of queries were to provide opportunities for better
engagement, note-taking, critical thinking, and retention. That was how I also began to admire
the aesthetics and meaningfulness of simplicity and exploration.

5. How did your favorite teacher influence you to become a teacher too?
I didn't realize how much she influenced me until I decided to become a teacher. Even as a
senior in high school, I was subconsciously emulating her styles, her minimalist presentations,
diagrams, analogies, and thought-provoking questions, not all at once, but in bits and pieces,
until I combined mine with hers.
I felt fulfilled after doing so, after receiving very positive feedback from her, but most
importantly, after having the opportunity to share my thoughts. It grew from there; I had no idea
that the pleasure I felt from a simple report presentation would become the pivot for the burning
desire I now have to teach. When we do not reflect, we do not realize how much we have been
prepared for by those who are supposed to help us.
 VIRTUAL CLASSROOM OBSERVATION
Your supervisors will facilitate a classroom observation either through recorded classroom
demonstration or actual online synchronous instruction. Accomplish the observation guide below
for this activity.

OBSERVATION GUIDE
(modified from Practice teaching Form A7A & B)
Directions: Take down notes from the beginning to the end of the lesson. Based on these notes,
answer directly the given questions on important aspects of the lesson.

 MATERIALS/CLASSROOM MANAGEMENT
1. Instructional Materials
1.1 What materials were used?
The materials used by the English teacher were a textbook and a song titled
Common Ground by Kodaline presented with lyrics in the smart TV.

1.2. What were the reasons for the use of such materials?
The materials were used to facilitate the teaching and learning process. The video
presentation containing videos of earthquakes and other disasters.

1.3. Were the materials adequate and appropriate? Why or why not?
The materials were efficient and sufficient to cater the learning needs of the students.
The textbook provided comprehensive instructions of the tasks, while the activities
contained therein are timely and relevant not only as learners but as human persons. The
video was a mood creator which invited to students to reflect and ponder, and share their
sentiments to the class.

2. Classroom Management
2.1. What routine activities were systematized?
It is evident that the whole lesson was systematized, although it has been a routine
to have discussions, the current lesson had a different way which encouraged more
participation, thus more interactive. It is non-dominating, instead it is facilitative as the
students do most of contributing ideas while the teacher only adds to it. The routine of
sharing and expanding is systematic and meaningful learning experience where both
parties have an active role.

2.2. Was the classroom atmosphere conducive to learning?

Yes, the classroom’s physical structure and atmosphere are conducive for learning.
Physical space was enough for learners to do individual tasks and for distractions to be
kept away. The video material used was visible to all students regardless of where they
were seated, they were also provided with individual learning materials thus lessening
interruptions. But, more than these factors, the teacher’s interaction with the students,
encouragement, organized lesson, smooth transitions, and disciplinary measure all
contributed to the creation of an ideal atmosphere.
 2.3. How did the teacher maintain discipline?
The start of the meeting with a prayer brought in the class to the lesson they were
about to take. The courtesy upon greeting and the submissiveness all throughout are
manifestations of discipline. However, the teacher took an active role in maintaining
discipline not in a reprimanding manner, but with an authority embodied through the
voice, action, and command. Another was in facilitating the discussion where the teacher
discouraged answering in chorus and encouraged participation from those who seemed
to be off the class, this is a way of disciplining proper behavior when participating and of
redirecting one’s attention to what is supposedly discussed at the moment. This has been
maintained within and every class until these desired behaviors become a habit.

2.4. What classroom management problems were evident?

Although it was a minimal concern, it may tolerate other students to the same as
one did. There was an instance where one student was asked to share his answer in the
class but refused to do so. The teacher did not force the student and moved on to call
another student.

2.5.How did the teacher cope with such incidents?

One may think that it should have been more than that, the teacher could have done
more to encourage the student to speak up for it may be at least a way to start building up
his confidence. However, on a deeper note, the teacher may know beforehand or may have
discerned at the moment the underlying reason for such shyness. It may have been at least
a good way to tell the student that he is recognized and is wanted to be heard of anytime
he is ready to speak up, instead of reprimanding him not to do so that may only develop
rebellion or an aggravated feeling of inferiority.

2.6.Was the class well-managed? Justify your answer.

The teacher in general displayed good management skills. Discipline was naturally
observed in the class without fear. It developed harmonization of every part and aspect of
the lesson. Behaviors that were disruptive were brought back to the momentum because
of how the teacher raises her voice to catch their attention. Engagement was maintained
by assigning them responsibilities rather than just allowing them to be passive listeners.
Having identified the learning needs, the teacher developed a tailored-fit teaching
strategy and activity wherein she used a very relatable video material alongside their
textbook to connect to their senses which paved the way to enriching their learning
experience.

B. TEACHING STRATEGIES
1. Preparatory Activities
1.1. How did the teacher arouse the attention of the learner?
The teacher’s good command, the authority and enthusiasm in her body language
and voice are all other factors that stimulated the learners’ attention. In addition to this,
the preparatory task was indeed preparing them, task was enriched in the progress of the
lesson.

1.2. How did the teacher maintain the interest of the learner on the lesson?
Sustaining the interest of the learners also requires maintaining what caught their
attention in the first place. The teacher’s communicative style and content knowledge,
and the activity that short but meaningful, were evidently effective in keeping the students
on task and interested in learning.
 1.3. How did the teacher establish learner’s goal or direction of learning?
The teacher’s way of setting the direction was unique for she was recounting and
connecting the past to what they were about to learn at that. When the direction is set
clear by the teacher, the students are likely to see more clearly what they need to learn
and will go by that route with motivation and excitement. They see that the previous is a
forerunner to the present and so with the present to the future. This paved the way to a
more meaningful learning.

2. Developmental Activities
2.1. How did the teacher present the lesson?
The presentation of the lesson was highly interactive. The teacher facilitated the
sharing and imparted hers to elaborate the concepts. Looking into the meaningful lines
individually were steps to understanding the concepts of the topic.

2.2. How did the teacher solicit learner’s participation/involvement in the lesson?
To allow greater participation from the class, the teacher provided an opportunity
for them to prepare. The teacher did not simply received answers, but she provided
feedbacks to show compliment and to reinforce what was imparted. In this way learning
happens two-way, both being contributors of the lesson.

2.3. Did the students participate actively? Why? Or Why not?

The students actively participated the discussion because it was done in an
interrogative manner. The questions were built from their experiences and were all
stepping stones to discovering the gist of the lesson. They allow them to reflect how much
difficulties they will be facing in life but were all uplifted by the fact that behind of these
all is a common ground or a positive side that should always be looked up to.

3. Synthesizing Activities
3.1. Did the learners discover the concepts/principles? How did the teacher lead
them to discovery?
The teacher helped the learners to unravel the general idea and mainly the lesson
through interrogations. It allows them to reflect line upon the situations until they get the
whole message and be fully immersed on it. Different sentiments were expressed,
regarded, and expounded, and they all ended up learning even a life lesson.

3.2. What technique(s) did he/she used to help the class arrive at the synthesis of
the lesson?
Students can develop conceptual knowledge synthesis through lesson planning,
inquiry-based learning, and the incorporation of appropriate activities.

3.3. What provisions were made for the application on the lesson?
In the conclusion of the activity, the students were asked to draw an object that best
describes or represents their understanding on the concepts. This is another opportunity
for developing creative thinking and applying the principles or concepts they have
learned. After all, it is not just a concept to them anymore, it is symbolized and applied.
 THE FOUR C’S
Analyze the observation checklist that you have accomplished in the previous activity and
complete the table that follows. Kindly refer to the questions to guide your answers.

1. Connection: What were your personal realizations from your observations on how teaching
and learning proceed in the classroom?
2. Challenge: What challenges have you observed that were encountered by the teacher and
students?
3. Concept: What observations did you have that somehow connect to what you have discussed
in your professional education courses?
4. Changes: What research-based practice do you think can help promote positive change in the
processes that you have observed?

Area on Connection Challenge Concept Changes

Teaching and
Learning
Instructional Teaching and Although, it is of There is a Authenticity is a
Materials learning are great help to the concept in research-based
reinforced and class, it could Psychology of practice that has
become more have been better Learners that been proven
meaningful when if the extracted talks about how effective in the
it is aided upon lines from the information is educational
by appropriate song were made transmitted from setting as it is
materials. It into a the short-term more customized
enriches the presentation with memory to the according to the
learning the important long-term learning needs. It
experience of the terms memory. While is enacted when
students as their emphasized and audio and visual the teacher
emotions were briefly explained are individually develops his or
communicated in the visuals. prone to her own material
and moved in a The mere distraction, aside from those
way that they are auditory together they can which are
propelled to discussion could invite students to already available
express it. be more retained pay more or provided. This
if there is a attention and paves the way to
supplementary stimulate more elaboration and
visual material. senses thus contextualization
increasing of the existing
retention. material.
Furthermore, the Knowing that
solicitation of there is far more
experiences beyond the
exercises the resources, the
 retrieval of teacher must use
episodic memory. his/her creativity
Rehearsing is a and intellect in
way of renewing developing
a piece of another. This can
information that also be embodied
has long been by an intelligent
stored in the use of devices.
brain. This makes the
process of
learning simple
and orderly.
Classroom Classroom The only
Classroom Inasmuch as the
Management management is challenge in
management is classroom
not simply about classroom defined as the management
explicitly management is operation and works on the
imposing the the lack of ability
control of physical
classroom rules, to encourage one classroom environment, it
it is the student to
activities. also involves
embodiment of express his
Basically, it is establishing a
discipline and insight on the the mechanical positive
authority by the discussion. In a aspect of the psychological
teacher that one-sitting teaching activity. climate.
teaches the observation, thisIt involves the According to
students as well may not be
regulations for researchers, this
to do the same. undesirable, but physical order, is observed in the
As a result, the if a further
the efficient use following ways:
learners even observation and of instructional (1) safety
without a word study of such materials, and through rules
from the teacher student may
the prudence of and norms,
were reverent, justify the action.
time and energy physical and
submissive, that all produce socio-emotional
honest, and a favorable safety; (2)
teachable. working relationships that
condition have respect for
conducive to diversity and
good learning. support to each
Given this other; and (3)
enough teaching and
knowledge from learning that
ProfEd courses, value social,
the teacher must emotional,
thoroughly ethical, and civic
routinize the learning.
details of the
daily practice in
conducting
classroom works
or activities.
Preparatory Preparatory The challenge of The Principles According to
Activities activity is a good the activity was and Methods of Kapur (2016),
start to stimulate the enrichment of Teaching taught students can
the interest and the material. As a meaningful learn better from
engagement of more senses are analogy about the instruction
the students. It activated during preparatory when they are
does not have to the learning activities. As they first engaged in
be always fun process, the are the launching preparatory
and loud, more likely it will pad for the day’s activities. This
sometimes it is a be retained. lesson, they statement implies
time for should be that the first step
reverence and basically related should be
pondering such to it. Most thought and
as this technique. importantly it is decided
a balance of both carefully. It can
enjoyment and also be a blend
learning that is of two forms
anchored to given that it does
reality. not consume a
great part of the
whole lesson.
Developmental Developmental Few of the The teacher is Developmental
Activities activities are students had the not just to arouse activities and
those which are idea but they the students’ even the whole
consistent with were not able to attention, he process of
the objectives expound or give maintains it. One learning must be
and to the prior depth to their of the effective facilitative.
activity. It must responses to the ways to sustain According to
be seen not just follow-up the momentum is Pine and Horne
as a separate questions. This by involving and (1990), a
segment but a reflects that the activating the developmental
related, new, and students are not leaners’ activity promotes
exciting yet fully able in cognition and and enables
experience. making meaning emotions. This is discovery of the
out of a sentence. where personal
However, developmental meaning of the
through the questions come data. It also
activity, their into play. They emphasizes the
reflective are useful in subjective nature
thinking is being getting the of learning.
challenged and students to From the few of
exercised and is associate one the many
aided by the detail with principles listed
teacher’s another so as to by these experts,
elaboration. see their proper there is a sure
and significance. pattern of how
developmental
activities must be
done.
Synthesizing It is a cliché to The challenge One great Synthesis is like
Activities say the last but however is the teaching in putting the pieces
 not the least, yet time constrain. Professional together in order
it is undeniably As the task is to Educational is to to form a whole
true. The last draw an object tie the loose ends picture. It is
part is what that symbolizes before the lesson amalgamating
usually is etched their is concluded. ideas and
in the students’ understanding on One of the best allowing an
mind and hearts. the song, it is ways to do so is evolving
This is reflected supposed to by doing understanding of
on the teacher’s require a greater analogies. text. One
activity. time, but it was Analogies are the characteristic
not. students’ that a
Nevertheless, the personal synthesizing
students representation of activity must
managed to draw ideas. Allowing have is its state
not in their best them to make being
way but rather in their own experiential, it
the most delegates to them must be hands-
meaningful way. the responsibility on, minds-on,
The question as of ending the and hearts-on.
to what were lesson These three
significantly. principles when
attached to any
practice at this
stage will assure
lifelong learning.

PROFESSIONAL READING
Find one journal article that discusses the importance of research-based teaching practice.
Complete the details below and answer the guide question that follows.

Title: Research Based Learning: A Lifelong Learning Necessity

Author(s): Elliott Seif
Reference: https://www.solutiontree.com/blog/research-based-learning-a-lifelong-learning-
necessity/
Insights:
1. Research-based learning encourages learners to explore and gather resources on their own.
This learning strategy emphasizes learner-centered education.
2. When looking for relevant data, this approach allows students to develop their skills in
identifying problems and searching for reliable sources.
3. It can help students improve their reading and writing skills. They must also comprehend,
analyze, and interpret the data before drawing conclusions.
4. Students should be able to present results orally and submit conceptual papers after
synthesizing and organizing the concept.
5. The teacher's role in research-based learning is to facilitate learners and create activities that
can support students' learning processes.

GUIDE QUESTION:
Why should teaching-learning strategies be based on research?

Research-based learning can help students develop their curiosity and interest because they
are the ones who search for content, analyze it, and draw rational conclusions. It enables
students to identify research questions and trustworthy sources of information, organize, analyze,
solve problems, and present their research report. Furthermore, a teacher's role will shift from
being a transfer agent of content knowledge to that of a supervisor. The teacher can check
students' work and provide comments and questions, as well as assign activities. Assisting
students in their exploration and acquisition of knowledge.
In conclusion, incorporating research-based learning into teaching and learning strategies is
essential for learning and provides students with a chance to practice higher order thinking skills.

WHAT WILL YOU DO NOW?

Describe a classroom phenomenon that interest you to work on a classroom based action research
(CBAR). Attach a copy of your CBAR proposal here.

1. Describe at least one classroom scenario that you would like to investigate.

When we conducted our demonstration at ASNSHS, we observed that some students have
difficulty understanding units of measurement, such as the components of the mother unit of
work, force, and energy. Researchers wanted to look into this classroom scenario in light of
that.

2. What research question can you ask about your identified classroom scenario?

What unit of measure(s) is/are students having difficulties in converting with?

3. What is your tentative answer to your research question?

The students struggle to convert units such as joules, newton’s, kilograms, meters, and
seconds that are used to measure work, force, and energy.

4. How do you plan to study it?

We intend to administer a pre-test to gauge how well the students understand unit of
measure conversion and how to deconstruct those units. The students will hear about our
intervention before we let them explore while being given instructions. Following the
implementation of the intervention, a post test will be performed. A physics expert will
review the post-test questionnaire in order to develop reliable items.
 Teachers as facilitators of learning should be able to show skills in the positive use of ICT to
facilitate the teaching and learning process.
Positive use of ICT can empower learners and teachers and transform the teaching
and learning process.

At the end of the session, the practice teachers (PTs) will be able to:
Show skills in the positive use of ICT to facilitate the teaching and learning process

WORD CLOUD
GUIDE QUESTION:
What are your own perceptions about positive use of ICT to facilitate teaching and learning
process?

Education must change; it needs to be into closer alignment with the world as it actually is.
With the world run by high technology, this truth needs not to remain words but an action needed
to be done as soon as possible.
As the world is also becoming global, education should also be, and this is only possible with
technology. It has the power to make education more portable, flexible, accessible, and even
personal fostering initiative and individual responsibility. It proves that quality education is
beyond the physical classrooms.
This type of technology is referred to as Information and Communication Technology. But just
like a coin, it has duality. But whether it is positive or not, we decide which is which by the way
we use technology.
With the rapid progress of technology, teachers normally feel overwhelmed. Some think they
are lesser than these devices thinking they don’t are not adept on operating them. Others fear the
possibility of being replaced due to how automated they are. These are very convincing reasons
that when rehearsed to other doubters may eventually become a huge drift from technology.
However, the exact opposite is true. ICT do not teach; they are only tools for teaching.
Teachers become more important when students are already exposed to concept/s online. They
can clear house of ideas in their face times or synchronous meetings. It becomes more of an
active and mutual helping rather than a passive sitting and hearing. Thus, ICT needs not to be
feared, but must be embrace, used wisely and sensitively.
 VIRTUAL CLASSROOM OBSERVATION
1. Observe how your supervising instructor/professor integrates ICT in their asynchronous
learning on ePNU/GMeet.
2. Observe how your SI/SP conducts the synchronous learning mode and list down the positive
use of ICT to facilitate teaching and learning process.

GUIDE QUESTION:
How do we positively use ICT to facilitate teaching and learning process?

The pandemic having implemented online modality made people of different sectors more
adept with technology. This skill helped them through the challenging times, mainly in
education which has been subject to a decline in quality, but it was proven wrong.
With the increasing depth of literature, it would not be enough to rely on a single
reference. Fortunately, we have the technology and media as our aid in deciphering and
understanding the intricate structure of literature. This was evident during the synchronous
class in Contemporary Literature wherein the students were able to deliver their topic with
great elaboration. They used knowledge and experience in discussing the literary pieces
thereby increasing immersion and appreciation to literature. Asked by the teacher of rhetorical
questions, the students were able to answer with substance and confidence.
The teacher is the main advocate of positive use of ICT in the classroom, however this can
be done best by example. When the teacher is seen to incorporate well technology and media in
content and pedagogy, then the students could easily emulate the pattern they set. This applies
to me when I adopted my teacher’s style in his presentations which were creative but also
reserved that once engaged me as creativity is coupled with quality teaching.
I have witnessed how with the use of ICT, learners become more learned and versatile
which will be a great advantage as they respond to the demands of the society both in local and
in global arenas. This will remain true as positive use remains consistent even with the threat
of oppositions.

PAIR AND SHARE

3. In pairs, take turns in sharing your insights regarding the asynchronous and synchronous
learning modes you have observed with emphasis on the positive use of ICT to facilitate
teaching and learning process.
4. Validate your insights and consensually synthesize positive use of ICT to facilitate teaching
and learning process using a graphic organizer. Write your answer on the space provided for.

GUIDE QUESTION:
If you were to teach the same lesson using the resources available to you, would you do the
 things shown by the teacher? Which of these things would you continue? Which of these things
need improvement?

If I were to teach the same lesson, I would still resort to creating presentation. Their
creativity is admirable, however, perhaps of time constraint, the visuals were mostly pure text.
Considering that the Information and Communication Technology is a wide repository of
knowledge, it must be explored and chosen appropriately.
Thus, I would like to present literature not just a body of text but a variety of form with the
same content. In this way, more can be drawn more to literature, even those who are distant to
it will have an intimate relationship to the piece they will discuss.
This is not ideal, this is real, this is exactly what the students need as many are alien even
of their country’s treasured literary works. If ICT could make this possible, why not enact this
possibility?
I like it to be presented in multimodalities, even the simple insertion of pictures relevant to
the topic. I remembered how my previous professor wanted our images attached with captions,
this is actually helpful. Another, I would present it through a video, there are a plethora of
short videos that can increase students ‘engagement and interest on the lesson.
I would also want to make it simplified in terms of visuals like infographics or diagrams.
The students will be able to focus on the content rather than on merely looking on the visuals. I
remember again a teacher from high school who would simply present the diagram and discuss
it in details in such manner that I see diagrams as a meaningful and helpful tool. This is quite
challenging with teaching long pieces, however, this is quiet effective in teaching the most
essential parts. Using infographics, the learners can create, critique, and analyze elements of a
literary text, more particularly, their relationship.
Hence, the merit of technology is not and will not be a justification for mediocrity and
complacency of manpower. It even means that teachers spend ample time to study out and
select the best material/s for students. As education and technology evolve according to the
demands, so must be the teacher. The three must be incremental so they can push through the
students to the peak of academic success.

ACTION PLAN
Prepare an action plan on how to positively use ICT to facilitate teaching and learning process in
two or three lessons agreed upon by your SI/SPs based on the theme focused for the quarter.
GUIDE QUESTION:
How can you promote positive use of ICT to facilitate teaching and learning process better?

Action Plan
ICT used Objectives Action/ Person involved Expected
Strategies outcome
Google To Successfully Create a class in Teacher and Access the
classroom integrate google google students learning
classroom in classroom. materials
terms of giving Upload learning anywhere.
activities and set materials in Widen
submissions advance for conceptual
them to read. In understanding
submission of regarding to the
activities, set a topic. Submit
deadline for output on time.
them to be
notified if it is
about to close.
Google drive To utilized Let the students Teacher and Upload their
google drive in create their students outputs in
storing portfolio in google drive.
classroom google drive.
material and to Storing their
grant access to outputs to have
learners. backup files in
case of
emergency.
Google meet To apply In online class, Teacher and Obtain
positive use of allow your students conceptual
google meet in students to knowledge
online class. participate, ask through online
them a question class discussion.
and present their
output.
Microsoft office To improve Give task that Teacher and Students can
skills of learners will be needing students create their own
in using power to use Microsoft PowerPoint
point software. presentation and
presentation, documents for
Microsoft word, their tasks.
publisher and
excel.
phet To effectively Integrate Teacher and Students make
optimized phet activities using students sense of
in scientific phet. For scientific
simulations. example, in concepts.
states of matter,
this simulation
 software can
help them to
understand the
concept and they
will be one who
operate to
actualize the
process.
YouTube To make use In module, Teacher and Reinforce
educational provide links students students’
YouTube videos form YouTube conceptual
as about the lesson. knowledge
supplementary It can help them
learning understand the
material. concept.
 The teacher knowledge and skills of his/her subject is very essential in order to help
students achieve their full potential in each subject. Content knowledge generally refers to the
facts, concepts, theories, and principles that are taught and learned in specific academic courses.
Pedagogy is the method, techniques and strategies of teaching, both as a subject or theoretical
concept The key to enhanced and holistic learning is by taking principles from knowledge of the
subject matter and the art of teaching, and combining them for a fully immersive learning
environment.
Literacy and numeracy are important because they form the basis of our learning. They
are required to acquire other skills, as well as for participation in everyday life. Literacy and
numeracy skills underpin workforce participation, productivity and the broader economy, and
can also impact on social and health outcomes.

At the end of the session, the practice teachers (PTs) will be able to:
5. Discuss what is literacy and numeracy.
6. Determine the different strategies applicable to promote students literacy and
numeracy.
7. Reflect on which teaching and learning strategies are appropriate to develop
fundamental literacy and numeracy among learners.
 TEACHER’S ROLE IN PROMOTING
LITERACY AND NUMERACY
Directions:
1. Read on the given article with comprehension.
2. Illustrate through the use of concept map the difference between literacy and numeracy.
3. Briefly discuss your own understanding of literacy and numeracy.
4. Be ready to present your work to the class and answer the guide question that follow.
https://www.unrwa.org/sites/default/files/
teachers_role_in_promoting_literacy_and_numeracy.pdf
 Numeracy and literacy are two foundational skills that one must possess in order to be an
equipped participant in education, employment, and in the community. As much as the
demands from these areas are constantly changing, literacy and numeracy are also dynamic.
However, teaching and promoting them in the classroom build up the foundation to which their
response to societal needs are anchored to. Literacy requires the ability beyond reading and
writing, it requires the capacity to identify, understand, interpret, create, communicate, and
even compute using printed materials. Now, with the presence of technology, literacy evolves
to digital literacy.
On the other hand, numeracy refers not just to the ability to perform basic math skills, but
with these fundamentals can be able to solve problems, understand and explain solutions.
Numerate people are rational and logical which are enhanced even with daily activities.
Literacy and numeracy are a companion in creating individuals that are responsive with
proactivity, intellect, and skills.

GUIDE QUESTION:
What do you think are the challenges in the promotion of literacy and numeracy among
students?
The challenges in this endeavor is the call to bridge the brought upon by different factors
such as socioeconomic status, access to educational materials, the pandemic, and among
others. Thus, it is important that equality and equity be truly served and felt in the classroom.
Another is something more on the personal aspect of the students, their interest and attitude
 toward learning. Variety and creativity must come into play as they feed positivity to the
interest and attitude of students thereby allowing an ultimate promotion of literacy and
numeracy.
Challenges, on a positive note, pave the way to innovation of approaches, strategies, and
interventions that enrich the repository of teaching pedagogy.

Directions
1. Watch the video on strategies to promote literacy and numeracy.
2. Accomplish the checklist and answer the given guide questions (with observation checklist)

GUIDE QUESTION:
Enumerate and discuss briefly the appropriate strategies used to develop literacy and numeracy.

Strategies for literacy:

1. Key vocabulary and etymology- Key vocabulary allows one to recognize or capture
significant words and etymology helps them better remember the words’ origin and
definition.
2. Note-taking- Understanding and retention are reinforced by an effort to note of important
words, key ideas, or other worthy notes that elaborate more the text. For instance, the
learners can highlight the first sentence of the argumentative essay’s body and note that
they denote the introduction of the arguments.
3. Metacognitive modeling- This helps students look beyond the text by analysis thus
enhancing critical thinking.
4. Time to read before prompting- It is important to give students an ample time for reading
to truly immerse them in the text, it should be one step at a time.
5. Talking task- It is important that learning is followed by an application, and this can be
met through a talking task. For instance, the student can use the word to create a sentence.
6. Extension activities- The students when adept already with basic pieces of written works
can be exposed high-level pieces of academic writing that is still considerate to the level of
students. As to writing, they can create pieces which they can get published to gain real
audience.
7. Scaffolding- Scaffolds involves guidance and provision of corrective feedbacks. For
instance, with writing, the teacher can correct errors in spelling, grammatical structure,
and among others. Students, particularly those with difficulty both in writing and reading
can be given the utmost priority for scaffolding.

Strategies for numeracy

1. Explicit teaching- As numeracy basically deals with numbers and basic mathematical
operations, this requires explicit teaching wherein the rules are openly taught to which the
students will base their solutions upon.
2. Compare different approaches- As there can be different approaches toward a single
answer, these can be shown to students so they can be either masters of these different
approaches or resort to their choice.
3. Sequencing or using logic to categorize events/people- These are ways of enhancing the
cognitive skills of students necessary in dealing with problems that are even beyond
 Mathematics.
4. Immediate feedback- Numeracy goes with accuracy, thus, students must be made aware,
however, not by reprimanding them.

Revisit and analyze your output in the previous activities.

1. Connection: How does the knowledge of content and strategy to use affect students’ learning?
The knowledge of content and strategy are inseparable, without the other, they do not
maximize the impact they can have to the students. Imagine a teacher who is deemed expert
because of his bookish discussions yet leaves the students still in a blank slate as they
regurgitate information their memory cannot retain. Whereas, a teacher who accompanies the
intricate concepts from the textbooks with simplified and contextualized elucidations in
creative and systematic way can assure that students are actively learning. Thus, their
retention and application of their learning toward creation of skills will be well-observed.

2. Challenge: What are the factors that one should consider in selecting appropriate strategy to
promote students’ literacy and numeracy?
The important factors that will determine the appropriate strategy to promote literacy
and numeracy are the learners’ needs—lacks, necessities, and wants. The lacks are those
which they know but are deficient of, necessities are what they must know in order to function
effectively in the target situation, and wants are the learners’ personal expectations and
hopes. There are more factors than these but can be beyond the direct control of the teacher.
Whereas, these can factor can be readily available when sought and can be countered more
effectively.

3. Concept: What are the concepts or theories that you learned from professional educational
courses that are essential/helpful in choosing the appropriate strategies to develop literacy and
numeracy of students?
I learned about John Dewey's theory in professional educational courses. He believed
that humans learn best by doing, and that reality must be experienced. As a result, when I
choose my strategy, I make certain that the students will be able to learn through interaction
and will be the ones making the process rather than simply listening to the discussion.
DESCRIPTION AND IMPORTANCE OF PPST DMAIN 1, STRAND 5
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This Domain
encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. It takes into account teachers’ proficiency
in Mother Tongue, Filipino and English in the teaching and learning process, as well as needed
skills in the use of communication strategies, teaching strategies, and technologies to promote
high-quality learning outcomes. (PPST, 2017)
Strand 5 of Domain 1 which focuses on strategies for developing critical and creative thinking,
as well as other higher order thinking skills aims to prepare you, the pre-service teacher, to foster
meaningful, active and engaged teaching and learning. Through this strand, you will be equipped
with the know-how and pedagogy to apply in strengthening your learners’ and your own
competencies such as distinguishing fact from fiction, synthesizing and evaluating information as
well as the ability to clearly communicate, solve problems and discover truths.
Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond basic
observation of facts and memorization. They are what we are talking about when we want our
students to be analytical, evaluative, creative and innovative. Creative thinking, a companion to
Critical thinking, is an invaluable skill for learners. It is important because it helps one look at
problems and situations from a fresh perspective. Creative thinking is a way to develop new,
novel or unorthodox solutions that do not depend wholly on past or current solutions.
This module will help you understand, apply and reflect on certain strategies that promote or
develop Critical thinking, creative thinking and Higher-Order Thinking Skills.
At the end of the session, the practice teachers (PTs) will be able to:
 Define, identify and differentiate Critical thinking skills, Creative thinking skills,
and other Higher-order thinking skills;
 Determine the different strategies that are applicable in promoting or developing
critical and creative thinking, as well as other higher order thinking skills; and
 Reflect on different observed lessons that use certain strategies which promote or
develop critical and creative thinking, as well as other higher order thinking skills.
 Explain why teachers need to develop Critical thinking, Creative Thinking and
other HOTS among the 21 century learners..
st

VIDEO ANALYSIS
Go over the Guide Questions below first and then answer them after watching the video through
the link indicated below: https://www.youtube.com/watch?v=W9laJT_SkOs

GUIDE QUESTION:
What is the video all about?
The video established the distinction and connection between creative thinking and
critical thinking. It also corrected common misconception that creative thinking is not a need
in the business world. This is discussed as a companion of critical thinking being evident in
every field.

GUIDE QUESTION:
What examples were provided to compare and contrast the ideas presented in the video?
Critical thinking and creative thinking are two sides of a coin. For instance, a journalist
would think critically about what to write, who to interview or from what resources to acquire
information and which stand to take on an issue. On the other hand, he has to think creatively
on how to craft the article in a manner that would get the public’s interest.
Another example provided in the video is the CFO of the company thinking creatively to
find ways to cut costs without laying employees off and thinking critically to evaluate which
among the methods are worth implementing.
It is clear from the given examples that thinking creatively means thinking outside the box in
hope that something can be created, while thinking critically is judging the soundness of the
available information and selecting which is or are worth for use.

GUIDE QUESTION:
What definitions or key words were given to set apart Critical thinking from Creative thinking?
 Creative thinking is defined as a process where one thinks outside the box or differently
and innovates. Meanwhile critical thinking involves a decision-making of what to include from
one’s careful judgement and evaluation. These are greatly emphasized in the video as people
thought that creative thinking is not needed by businessmen but only by people inclined to arts.
The truth is whether at home, school, workplace, or anywhere both are inseparable.

GUIDE QUESTION:
What can you say about the importance of developing Critical Thinking and Creative Thinking
as personal skills or competencies in a teacher or a learner?
Critical thinking and creative thinking are not simply bestowed to teachers, they are
learned and exercised as they are skills.
In order to nurture the creative and critical thinking of the students, the teacher must also
design the approach, strategy, technique, and material with a creative and critical mind. This
means that the teacher must go beyond what is available to them, he may generate a newer and
more contextualized material or strategy. This creative thinking is a product of critical thinking
which allowed the teacher to evaluate the available materials and arrive to a decision which is
to either improve or create another material or pedagogical strategy. It evaluates the clarity,
accuracy, precision, relevance, significance, depth, breadth, logic and fairness of what is at
hand. Along with critical thinking, the ability to discern fact from myth, mediocrity from
excellence are developed. While, going back to creative thinking transcends beyond the
constraints or barriers that prevent new solutions from being found. It is the generator of
solutions while the latter is the evaluator.
Without these skills, educators would settle of what is provided thinking they are enough
to respond to the educational needs which are in fact are becoming dynamic due to societal
demands. Needless to say, critical and creative thinking are not only a foundation of academic
success but of lifelong success as well.

ARTICLE ANALYSIS
Read the article using the link below and the answer the questions that follow:
https://www.aeseducation.com/blog/four-cs-21st-century-skills

GUIDE QUESTION:
What are the 4C’s of the 21st-century skills?

1. Critical thinking. It is the practice of solving problems having a character of being skeptic.
Skepticism is the precursor of seeking for truth, evaluating of information and its source,
discerning fact from opinion, and influencing others to think critically too.
2. Creativity. It is the practice of thinking outside the box or beyond the convention that leads
to innovation and invention. Students with such skill look into a problem from different
angles to create solutions without fear of failure. Creativity starts from a big-picture
planning to a meticulous organization, thus is always a partner of critical thinking. It
creates excitement from where contagiousness takes place.
3. Collaboration. It is important to understand that as much as it is important to work
individually, it is also necessary to work collectively toward a common goal. This helps
leaners to welcome different ideas that can better address a problem, propose solutions,
and set the course of action. This will help them realize that more that competition, the
world needs cooperation and amalgamation of various talents and skills.
4. Communication. In the context of teaching and learning, communication must not be a
 dominant activity, it must be an exchange. Thus, teachers are not only to talk to but they
are to talk with the students. They must assure that the discussion is a healthy and
educational conversation where students are free to convey their ideas competently.
However, this can only be done more easily when a student is equipped with the all of the
other three 21st century skills. They will become better communicators even beyond the
classroom.

GUIDE QUESTION:
Why do the learners need to develop these skills?
Having these skills determine the likelihood of success in school and beyond. To be able to
survive and overcome the overwhelming demands of the society, one must attain the skills one
by one and altogether. Learners must learn to analyze, evaluate, discern and argue to save
themselves from being tossed to and fro by the myriads of myths. They must also learn to think
expansively to discover possibilities. As creativity is the author of solutions, it is deemed as a
survival skill. Come to think of how the lifeblood of education thrived amidst the pandemic, it is
because of the educators’ creativity but not of a single mind, but of tens, hundreds, and even of
thousands through their collaboration. As they thought critically and creatively, they are able
to reenact such plans effectively despite some lapses and shortcomings. Similarly, with
learners, more minds can look closer into information and create more solutions. However,
this collaboration would fall in vain if students themselves inhibit their mouth to speak. Thus,
communication skills are also vital. It is a way of sharing one’s position on a matter, one’s
proposition on a predicament, and one’s expertise on something that can contribute to the
group’s success.
The reality now does not merely look on one’s IQ. It is more than that, these skills
surpass all the standards of employment. The real world needs people who are adept in terms
of thinking, acting, and speaking, and the school is the ground for honing such individuals.

GUIDE QUESTION:
Recall a few strategies which you were taught in your Strategies subject that may fall under
and/or lend itself to the development of any of the 4Cs of the 21st-century skills.
Here are a few strategies that may fall under and/or lend themselves to the development
of the 4Cs of 21st-century skills:
1. Collaborative problem solving: This encourages students to work in groups to solve real-
world problems, promoting collaboration and communication. Critical thinking skills are
developed as individuals analyze the problem, evaluate different options, and make decisions
together.
2. Project-based learning: It is an educational approach that emphasizes hands-on,
experiential learning through the completion of real-world projects which enhance critical
thinking, creativity, and problem-solving skills.
3. Technology integration: This utilizes technology as a tool for learning and creating digital
content, fostering technology literacy and information fluency. Through online collaboration
tools, students can work together to solve problems, analyze information, and communicate
their ideas effectively.
4. Active learning: This urges students to engage in hands-on activities and experiments,
promoting critical thinking, creativity and collaboration.
5. Growth mindset: This leads students to see challenges as opportunities for growth and
learning, promoting resilience and a positive attitude towards learning.
 6. Design thinking: This integrates design thinking process into the curriculum to develop
problem-solving and critical thinking skills. This includes understanding the problem, defining
the problem, ideating solutions, prototyping, and testing. This process helps individuals and
teams to think creatively and come up with innovative solutions.
7. Inquiry-based learning: This exhorts students to ask questions, conduct investigations, and
seek answers to real-world problems, promoting critical thinking and creativity.

Overall, these strategies provide teachers a comprehensive approach to developing the

students critical thinking, creativity, communication, and collaboration, helping learners to
become well-rounded, innovative, and equipped to face the challenges of the future.

VIRTUAL CLASSROOM OBSERVATION

1. Your supervisors will facilitate a classroom observation either of the following
scenarios:
a) Videotaped classroom demonstration
b) Actual online synchronous instruction
2. As you observe, accomplish the checklist that follows.
3. Answer the guide questions that follow.

OBSERVATION QUESTIONNAIRE
 What strategies were employed by the teacher which you think promotes Critical Thinking,
Creative Thinking or HOTS?
1. The teacher uses problem-based learning to teach science concepts. Providing instructions
and the need to carry out the process in order to produce results. The learners will design
their conceptual papers and steps in actualizing processes. It fosters critical thinking and the
development of thinking abilities.
2. Experimentation is also incorporated into the learning process; we can experience it
firsthand and follow the steps in carrying out the process.Asking several questions allowed
brainstorming, while giving them a reward system (rating them as soon as they are finished
answering) encouraged participation.
3. The teacher divides the students into groups and allows them to interact, brainstorm, and
share conceptual knowledge.
4. The output is presented, and high-order thinking questions are asked to help students
develop the necessary skills.

What kind of questions were asked by the teacher? Write a few and then put a check to those
which you think target HOTS.

The teacher asks questions about separating mixtures, she uses problem-based strategy
and in virtual discussion she asks several questions.
a. What is mixture?
b. How do you separate mixtures?
c. Why is particle size important?
d. Why is the order of filtering important?

What activities done can you consider to be under Critical Thinking and Creative Thinking?

The teacher did not conduct a variety of activities. However, he was able to utilize a single
activity effectively. This is the proof that quality matters more than the quantity. Although, it
is a common activity that teachers resort to, uniqueness can still be incorporated just like the
teacher did. He started the lesson with a quote then followed it with a reflective question. He
posed additional open-ended questions in between the lessons after presenting trivial facts,
and this created a better connection to what they know. The questions asked were all
stepping stones to figure things out and discover learning. The activity was reinforced with
an A remarks which encouraged students to participate. But, more importantly, it is the
nature of the questions and the depth and breadth it can contribute to a body of information.

FOCUS QUESTION
What big ideas did you gather from your classroom observations regarding Critical, Creative
Thinking and HOTS?
I learned that such cognitive skills can be developed when teachers bring in authentic
activities and materials in the classroom. The inclusion of statistics about rape cases from an
authentic material is something that allows students to see a fictional literature a euphemism and
a reflection of bitter reality. Bringing in real-life experiences to the classroom discussions allows
students reflection, immersion, and application.
In terms of critical thinking, when students are presented information about a certain issue,
they are likely to analyze and evaluate the evidence, create a stand out from it, and express their
opinion (backed up by facts) to the class.
With regards to creative thinking, they go beyond what is given, they create their own with
their imagination and contemplation. This can be best met when they are asked of hypothetical
questions that propel them to innovate or invent.
Higher order thinking skills along time can be learned, practiced, and honed when the
teacher goes beyond lecturing. The teacher must initiate and facilitate a thoughtful discussion
actively listening to each idea and synthesizing them. He must offer students a variety of quality
activities and strategies that optimizes application, analysis, synthesis, and evaluation.
These skills must first be evident with the teachers. Basically, this will be reflected as to how
they carry out a one-hour period each day. Do they limit their students to simply memorizing and
explaining concepts? If so, they themselves need to rethink whether they are low thinkers or just
indolent enough to take a step higher.
Analyze the observation that you have done in the previous activity and complete the table that
follows. Kindly refer to the questions to guide your answers.
1. Connection: What were the connections that you can draw between your observation
experience and your own learning?
2. Challenge: From your observation, what challenges were encountered by the teacher which
given the chance you would want to help with?
3. Concept: What concepts from your observations did you learn and somehow can connect to
what you have discussed in your professional education courses?
4. Changes: What changes in your teaching practices will you employ to focus more on
developing HOTS, Critical and Creative teaching among your future students?

Area on Connection Challenge Concept Changes

Teaching and
Learning
Instructional Instructional There is no To optimize Relying on a
Materials materials enrich perceived critical and single material
the learning difficulty with the creative thinking, cannot guarantee
experience of the material, as it it is always best the development
students. Most used technology to contextualize of the said
importantly, the and media materials as it cognitive skills. I
essential efficiently and is increases am not
contents when accessible by relatability and overlooking the
presented in a everyone. is anchored on contribution of
simplified but Content wise, it what they what is readily
explained is clear and already know. available,
thoroughly concise, not Although, the however, it is
facilitate critical overloaded with textbook recommended to
and creative information but provided by the also seek
thinking. is just right to national additional
put forth critical government is information of
and creative not more recentness
thinking. contextualized as and localness
much as that a connection
possible, it is in may be
the teacher’s established
control to resort between the
to supplementary broader and
materials. local reality.
Classroom As classroom There is no One of the Classroom
Management management is a difficulty seen in strategies management is
very broad in classroom employed to one of the
definition and management as fortify the overlooked
implementation, I everyone was classroom factors that
would like to into the task. management was contribute to the
focus on how the Upon every the practice of
whole lesson was question, implementation critical and
ran smoothly by everyone of reward creative thinking.
the teacher. pondered for a system. In one of The climate
What contributed moment with Professional created by the
to this is the some already Education teacher is a
 teacher’s effort raising their courses, positive prime factor to
to consistently hands eager to reinforcement is consider. Thus, I
put forth new share their one of the would establish a
information and thoughts. strategies that climate that is
knowledge in an Decisiveness was smoothens the abundant with
interesting way evident and is an flow and resources so the
like through evidence of the increase the students would
trivia and good productivity of not think they are
questions. management the students. alien of the
skills of the However, it information they
teacher. should be noted are given.
that it must be
fair and just.
Preparatory A preparatory Given the time According to the I would like to
Activities activity for constrain, the Principles and have my
higher level of teacher was only Methods of preparatory
learners can be able to cater few Teaching, activities either
something responses which preparatory or in the form of
soberer and can actually introductory games or a
deeper. This is become more activities are question. If it
what I have interactive. considered would be a game,
observed with However, the starters that I can let them
how a literary time is not draw students to play Mysterious
work is subject for the topic and sets scenario which
introduced to a adjustment as in the tone for the makes use of a
group of students lesson planning, whole lesson. It puzzling scenario
who were first it has a fixed is like selling to put students
naïve of such time frame. Thus, your lesson so into the content
kind of literature. the activity can students will buy and push them
It was done be transformed it. In order to do into higher level
through posing a into something so, the activity of thinking.
reflective more interactive, must capture
question of what it can be aided their attention,
they think the by pictures that connect to their
story is all about would foster prior knowledge,
given only the prompt and show the
title, “The Lovely responses thus relevance of the
Bones.” This is a higher quantity activity to real-
good start to of them even in a life experience.
establish limited time. This is something
connection to the However, that the teacher
piece with the unaided it also adhered to upon
anticipation of becomes a great discussing a
what is to be measure of the literary piece.
unraveled before creative and
them and figure critical thinking
out if what they skills of the
thought is students exactly
correct. at the beginning
of the class.
Developmental Albeit, the same The only The Principles Developmental
Activities strategy is challenge is that and Methods of activities should
employed, there it is too Teaching taught be either inquiry-
is however predictable. that if a teacher based,
variation in the Students who are desires to experiential,
release of not comfortable reduce, if not constructivist, or
questions. Every in speaking out eliminate clock- reflected, or it
query invites new their ideas and watchers, there could be a
insights to come are pressured by must be a combination of
into the marks may feel variation. It is in two or more.
conversation. more inferior differences also These are few
The questions thus demotivated that students do indications that I
are incremental along the class. not feel the need to consider
in depth and Although, the burden of when creating a
breadth leading majority showed exercising their developmental
the students to great interest in cognitive skills. activity that
discovery and the lesson, those Variation can go certainly work
understanding who were a bit from individual out the two
piece by precept off must not miss to group tasks to cognitive skills.
upon precept. the boat and the suit those who
pace it takes. are inclined to
work collectively.
Synthesizing When the first The challenging The Principles It is crucial that
Activities type of activity part is that the and Methods of students remain
captures the synthesizing Teaching hooked in the
attention, the last activity was still provides a lesson, that they
leaves the in a form of repertoire of are excited to see
students a mark question. When activities that a the bigger
of lifelong the students teacher may picture at the end
learning. The actively think, conduct in the of the day. This
synthesizing what they learn classroom. But will only happen
activity allows is more likely to one of the if we choose and
one to see the be retained, greatest thing design our
whole picture out however when that could be activity
of what they have they are reinforced to the laboriously and
unfolded piece by compelled to students is to religiously. It
piece. think already, reflect of what must always be a
their positive they have contemplation of
attitude toward learned and what the teacher
learning is their whether the
subdued implications to ending is worth
affecting the role they are the wait and
retention. playing in the worth the start
society. By these for another. In
means, they are other words, the
able to think teacher as a
critically and tailor, must sew
creatively even in each thread of
the conclusion of activity to create
the lesson. oneness.
 CASE ANALYSIS
Find one journal article that discusses the importance of research-based teaching practice.
Complete the details below and answer the guide question that follows.

Study the following scenarios and describe why or why not they should continue with their
practices.

Scenario 1: A teacher always make his/her students memorize key concepts in the lesson, define
them from memory, make them enumerate the important words from the lesson and expects them
to perform well when given problem solving activities.

Uneducation in education, this makes the educational system crooked. It has the belief that
in order to easily recall basic facts and have a foundational knowledge of concepts, rote learning
must be observed. They equate intelligence to bookish definitions, thus exhorts their learners to
memorize concepts without much elaboration.
However, what it does not allow a deeper understanding of the subject, it obscures the
students from seeing the connection among concepts. Generally, it is not active, constructive, and
perennial. It is a one-size-fits-all strategy measuring the students only by what they memorized
and not by what they truly learned.
Memorization falls in vain when it is seen simply as an act of filling one’s cup with
knowledge rehearsed consistently in order to hold it. One who does not go beyond practicing or
applying the concept does not guarantee life-long learning and skills such as the ability to solve
problems.
Most importantly, when constantly used in the classroom maintains monotony not
permitting momentum in learning. Demotivated learners fed and filled with information are more
likely to regurgitate the concepts without even converting them into useful skills.
Thus, it is important that a teacher goes beyond memorization when the goal is
competency. For sure, that is the object of education, hence no one should remain backwards as
we are in the 21st century already.

Scenario 2: The teacher often asks Why and How questions and encourages his /her students to
ask the same kinds or any question anytime, before, during and after the lesson for as long as they
do it politely.

The teacher's control must ensure that the students' potential and the impetus of the lesson
are not jeopardized. The students should be given ample opportunity to ask questions. When there
is a time constraint, it should only be with regard to how they will ask their questions. This act
attempts to keep them from expressing themselves and, more importantly, from learning.
Such manner of instruction serves no significance. If a teacher justifies that this is way of
practicing their higher-order thinking skills, it is a total opposition of this goal in reality. To
some, this demand makes their unspoken questions insignificant in the discussion because it does
not start with why and how. They could have asked questions starting with what, when, where,
but thought they do not deserve to be asked anymore because of their basicness. Some would
 want to ask situational questions like “What if,” and just rephrase it to a “how” question
wondering why they need to do so. Would the teacher allow the spirit of learning be defeated
rather than changing the instruction into something that is more sensible?
Questions, no matter how simple or complex, are all components of higher cognitive skills.
To derive meaning from basic WH questions, it is necessary to request facts. Having them express
their questions is also a way of making them active and responsible learners. This makes the
classroom interactive and facilitative, but not when done in an irrational manner.

GUIDE QUESTION:
Why should teaching-learning strategies be focused on developing Critical and Creative
Thinking?
As education is keeping up with the accelerating changes in the world, it is integral that it
prepares individuals who are intellectually capable that can work well in such era. These are
those who continually learn and apply their knowledge to different challenges may it be in their
homes and workplaces.
In order to meet these demands, creative and critical thinking must be reinforced in the
classrooms. Many perceived them as opposites, creative as more liberated and critical thinkers
as more focused. In fact, they are complementary in addressing perceived dilemmas,
paradoxes, opportunities, challenges, or concerns (Treffinger, Isaksen, & Stead-Dorval, 2006).
Before a teacher enacts these skills in the classroom, they should have a proper view on
what they are. Creative thinking involves seeking meaningful new connection by generating
possibilities. In support to what have been generated, critical thinking examines these
possibilities carefully, fairly and constructively.
If educators seek and pursue different tools to nurture higher cognitive skills, surely
lifelong learners will lead the new era of constant change. They will be the new generation of
knowledge creators and problem solvers.

WHAT WILL YOU DO NOW?

From your observations, identify which practices will you adapt in your practice
teaching.
1. Strategies for Thematic Planning
2. Problem Solving Strategies (integrated with theme)
3. Experiments

If possible, I will modify the three teaching strategies. The use of thematic planning aids in the
development of students' skills through various activities. It also takes into account students' interests
and learning styles, consulting them and soliciting their ideas. This can benefit students because they
will be involved in more hands-on activities and will be able to apply their knowledge in a real-world
context. I teach physics, so problem-solving techniques must be integrated. It can help learners
improve their conceptual knowledge and analytical skills.