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 Yes, the materials are properly arranged by subject, genre, or type, users can quickly locate
the information they need. For example, separating fiction from nonfiction.

 Yes, A well-organized LRC not only enhances accessibility but also fosters an environment
conducive to learning. By categorizing resources effectively, providing clear labeling,
ensuring accessibility, integrating digital and physical materials, and maintaining a user-
friendly layout, LRCs can create an environment that promotes learning and inquiry.

 One of the strength of the Learning Resource Center in Guinobatan East Central School
(Gecs) is the access to a variety of materials, including books, journals, digital resources, and
multimedia tools, the availability of computers, software, and other technological tools that
support learning and research.

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 The characteristics of the learning environment evolve from teacher-centered and basic use
of technology to highly interactive, collaborative, and student-driven experiences, reflecting
deeper integration of technology into teaching and learning processes. It transforms learning
environments, allowing for new forms of collaboration, communication, and creativity.

 Yes, because it supports the lesson's goals and help students understand key concepts. It
cater to various learning styles, providing opportunities for visual and auditory learning.

Reflect

 Yes, Technology often captures students' attention and keeps them engaged through
interactive and multimedia content. I will also integrate technology in my teaching methods
because it enables various teaching methods, such as blended learning, and online
resources, providing flexibility in how I will deliver lessons. It also allows me to tailor
instruction to meet individual student needs and learning styles.

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 The lesson is about divisibility rules for 2, 5 and 10 and finding common factors of numbers.
Objectives:
 The learners demonstrate understanding of divisibility, order of operation, factors.
 The learner is able to apply divisibility, order of operation, factors.
  The teacher emphasized the concept of understanding the basis of Divisibility Rules. She
explains what it means for a number to be divisible by another.

 The teacher is developing the Mental Math Skills of her learners, she encourages mental
calculations and shortcuts that can help students quickly apply divisibility rules without
relying on a calculator.

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 Tools that can be adapted for various learning styles and activities can make classroom
integration easier. Resources that are engaging and interactive can motivate students to use
them effectively, leading to smoother implementation.

 The use of YOUTUBE, because in education 4.0, it is in Open Educational Resources or OER, it
is where materials are often free, I can use the videos in Youtube for my teaching without
paying.
  kills in creating engaging digital content (videos, interactive presentations, online quizzes)
can enhance learning experiences. Familiarity with tools like Canva, Adobe Creative Suite, or
educational video platforms can be beneficial.

 I believe I have the skill in Digital Literacy, I understand how to navigate various digital tools
and platforms, this includes proficiency in software applications, online learning
management systems, and collaboration tools. I also have the skill where I am able to
interpret and analyze data to inform teaching strategies and improve student outcomes. I
also have a skill in coding, basic coding skills that can help me understand how educational
technology works and that enable me to customize tools or create simple educational
applications.

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1. MOOCs offer courses across various subjects and educational practices, that will allow me to
explore new teaching methodologies, educational technology, and subject-specific content. I
can acquire new skills relevant to my teaching career, such as data analysis, instructional
design, or classroom management techniques, which can enhance my effectiveness as an
educator.

2. I have learned that, providers often use bright visuals, animations, and interactive elements,
like games and quizzes to capture the attention of young learners and make learning fun.
And also, using points, badges, and rewards encourages participation and progress, turning
learning into an enjoyable and competitive experience. MOOC providers create engaging,
effective learning experiences that cater specifically to the needs and capabilities of
elementary school students, fostering a positive attitude toward learning from an early age.
This variety helps cater to different learning styles and maintains interest of the learners.
 3. As a Learner, I will set clear goals, I will define what I want to achieve from the MOOC,
whether it’s gaining specific knowledge, developing skills, or exploring a new topic. Before
starting, I will explore the MOOC platform to understand its features, such as discussion
boards, quizzes, and resource sections. I will participate in discussions, ask questions, and
connect with the learners to enhance their learning experience and build a supportive
network. I will also seek out additional materials like, books, articles, videos, related to the
topic to deepen your understanding.

Page 150 Reflect

 Just as tasting the soup, it allows you to adjust flavors and ingredients, formative assessment
gives teacher a way to measure student’s understanding throughout the learning process.
When you taste the soup, you can identify what is missing, maybe it needs more salt or
spice, or a touch of sweetness. Similarly to formative assessments, it help teachers recognize
areas where students might be struggling or where they excel, allowing them to adjust their
instruction accordingly to what their students need.
 Keeping a record of the result of the formative assessment allows teachers to see how
students are progressing over time, it helps them identify trends in understanding and skills
of the students, teachers can also tailor their lessons based on what students grasp well and
what needs more attention. And lastly, teachers can reflect on their own teaching practices
and adjust strategies based on student performance data.

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 I agree, because assessments provide meaningful feedback that helps students understand
their strengths and areas for improvement, guiding their learning journey. But it also
supports the teaching methods and strategy of the teacher to help them adjust and improve
their teaching style.

 No, although they share the same goal which is to enhance the students learning but they
have different purpose. Assessment for learning use assessments to gather information
about student understanding. The goal is to identify what students know and what they need
to learn, allowing teachers to adjust instruction accordingly. Assessment as Learning focuses
to students, to make them actively engage in the assessment process. It encourages them to
reflect on their own learning and monitor their progress.

REFLECT
  Assessment is the foundation of the educational process, it is important for both teacher and
learners that shapes teaching and learning. These concepts, assessment as learning and
assessment for learning have distinct approaches that help teacher to evaluate student
progress. Teacher can also reflect on these methodologies to help them identify their
contributions to education and underscores the importance of integrating both to create a
holistic learning environment for her students. Assessment for learning is more about
teachers guiding students based on external data, whereas assessment as learning
emphasizes student’s internal reflections and self-awareness.

EPISODE 13

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 If teacher's assessment tasks are not aligned to learning outcomes, students may not
demonstrate the skills or knowledge that the assessment is intended to measure, leading to
inaccurate evaluations of their understanding, they might be unclear about what is expected
of them, leading to frustration and disengagement.

 Yes, all the assessment tasks of Mrs. Jenny Bosito are aligned to her Learning Outcomes.

 Aligned assessments ensure that what is being tested accurately measures the skills and
knowledge that were intended to be taught, providing a true reflection of student
understanding. Teachers can also use aligned assessments to evaluate the effectiveness of
their instruction whether they are effective or not and make informed adjustments to their
teaching methods.

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Upon observing I have learned that clear learning outcomes guide both teaching and
assessment. It will help my future students understand the goals and what they need to achieve,
Planning assessments that directly reflect learning outcomes encourages teachers in lesson design. It
reminds me to create lessons that truly engage students with the material. I also observed how
aligned assessments impact student performance reinforces the idea that education should be
centered around student’s needs and learning path. Being open to feedback and willing to revise
both outcomes and assessments is essential for continuous improvement. Recognizing that
assessments should not just evaluate knowledge but also skills and application of learning helps me
think about diverse assessment methods, such as projects or collaborative work. Engaging in
reflective practice about alignment helps me stay aware of the effectiveness of my teaching
strategies and assessment methods, fostering a growth mindset, understanding that alignment
contributes to student’s long-term success both academically and in developing critical thinking skills
motivates me to prioritize it in my teaching.

By giving importance to these lessons, I believe I can create a more effective, engaging, and
supportive learning environment for my future students.
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1. Multiple choice and problem solving are the most common assessment tools that my
resource teacher used, She rarely use matching type, maybe because she consider the grade
level she is teaching.

2. I think, the type of assessment tools that she constructed, she is most skilled in problem
solving and completion. I can’t say that she is least skilled in some assessment tools just
because she does not use it. She does not use it maybe because it is not aligned in her lesson
objectives.

3. For me, yes, essays and written requirements, including paper-and-pencil tests, can be
considered authentic forms of assessment, because sometimes, written assessments assess
student’s ability to articulate their thoughts clearly and effectively, when students are tasked
with expressing their viewpoints or connecting the content to their experiences, but the
effectiveness depends on how they are designed and implemented by the teacher.

Reflect

I can say, I can help construct simple various traditional assessment tools, such as quizzes,
tests, and rubrics, not as good as my resource teacher, I still need to learn a lot of things about
assessments. I also learned that a well-constructed rubrics provide clear criteria for evaluation, it
makes grading more consistent and transparent for the learners. They also guide students in
understanding expectations and enhance their learning process.

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 I think Analytic rubrics are frequently used for assignments that involve multiple skills or
components, such as presentations, or writing assignments. They allow for detailed
feedback on each aspect, making them suitable for formative assessments.

 My resource teacher used analytic rubrics can enhance the assessment process. It foster a
clearer understanding of expectations and provide detailed feedback for improvement, and
support a more objective grading system.

 Without a rubric, assessments may be more subjective, leading to potential biases in

grading. Teachers might rely on personal impressions rather than standardized criteria,
which can result in inconsistent evaluations.

 If I were to improve a scoring rubric, I would focus on enhancing analytic rubrics. I will add a
component where students can self-assess their work based on the rubric criteria before
submission. This encourages self-reflection and allows students to set goals for
improvement.
  For me, yes, essays and written requirements, including paper-and-pencil tests, can be
considered authentic forms of assessment, because sometimes, written assessments assess
student’s ability to articulate their thoughts clearly and effectively, when students are tasked
with expressing their viewpoints or connecting the content to their experiences, but the
effectiveness depends on how they are designed and implemented by the teacher.

 Rubrics provide clear guidelines on what is expected in an assignment. When students

understand the criteria for their task, they can take ownership of their learning by focusing
their efforts on meeting those standards. Without rubrics, students may not fully
understand what is expected of them. This can lead to confusion about how to do their
assignments and what specific criteria they need to meet.

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 Yes, when I know what is required, I can tailor my work to meet those standards more
effectively. Rubrics encourage me to evaluate my own work against the established criteria
before submission. This self-assessment helps me identify areas for improvement, ultimately
leading to higher-quality outcomes, because knowing that my work will be evaluated against
specific criteria, motivates me to strive for higher standards. This leads me to put more effort
and commitment to producing quality work.

Authentic assessment tools and tasks are not new.

Reflecting on my experiences with different task I did
throughout my years as a student made me realized and
gain insights about the assessment process. Over the
years, I encountered a variety of testing formats, from
multiple-choice quizzes to essays and practical exams.
Each type of assessment had its own challenges and
advantages, but, authentic assessments allowed me to be
more creative, whether through multimedia
presentations, art projects, or written reflections, I
appreciated the freedom to demonstrate my
understanding in a way that resonated with my interests
and strengths. This creativity made the assessment
process more enjoyable and engaging.