I am very lazy but I love you guys so here`s my post about my seminar in my field study.

Frank Tannenbaum once said that Intellectual fellowship encompasses both the theorist and the practitioner...scholars may come from the academy or the mundane world. Only in this fashion can we hope to rediscover the unity of knowledge and lay the foundation for the wisdom man requires.” So as an educational institution for excellent teacher education the College of Education (CED) take intellectual risks that might not otherwise assume. They provide something every great institution needs: a small area where activities are fast, and economical.

For me the Field Study or FS seminar was an outreach also offers to both worlds the fruits of interaction and mutual criticism, as well as the advantages of close contacts: a place to network, establish ties, exchange scholarly or professional news, or explore either side of the job market.

Field study seminar was held on January 18,2014 in the MSU-IIT. Student having Field study 4, 5, and 6 gathered to listened and learned from the resource speakers. T he first lecturer speaker gave a lively talk about ICT  and the web 2.0 in teaching to boost learners interest in the teaching and learning process. It was a good thing that the CED to come up an idea of a seminar to enhance learning in its best way.

The students were also given a snack that is also served during the giving of a surprise number from a student. The second part of the seminar was also a talk about classroom management. The seminar last concluded with the student like loaded with knowledge from the speakers and their valuable advices from the real world teaching.

As the saying goes... that books over boys.

Here is my new views about the teaching profession.

11.   What is teaching?

Teaching is a profession that can yield something amazing when the right ideas and beliefs are implemented in the classroom. I hold many ideas and beliefs about teaching. I have held some of these beliefs for a very long time, while others have come about as a result of the educational experiences I have had over the years as a pre service teacher. Teaching refers to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual.

2.   What are the principles of teaching? (Explain each principle)

 1.  Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.

When we teach, we do not just teach the content, we teach students the content. A variety of student characteristics can affect learning. For example, students’ cultural and generational backgrounds influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students’ prior knowledge (both accurate and inaccurate aspects) shapes new learning. Although we cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so during the semester can (a) inform course design (e.g., decisions about objectives, pacing, examples, format), (b) help explain student difficulties (e.g., identification of common misconceptions), and (c) guide instructional adaptations (e.g., recognition of the need for additional practice).

 

2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities.

Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.

3.  Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

There is amazing variation in what is expected of students across American classrooms and even within a given discipline. For example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. As a result, students’ expectations may not match ours. Thus, being clear about our expectations and communicating them explicitly helps students learn more and perform better. Articulating our learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course) gives students a clear target to aim for and enables them to monitor their progress along the way. Similarly, being explicit about course policies (e.g., on class participation, laptop use, and late assignment) in the syllabus and in class allows us to resolve differences early and tends to reduce conflicts and tensions that may arise. Altogether, being explicit leads to a more productive learning environment for all students.

   

  4.   Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

Coverage is the enemy: Don’t try to do too much in a single course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in a course. This involves (a) recognizing the parameters of the course (e.g., class size, students’ backgrounds and experiences, course position in the curriculum sequence, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably accomplished.

 

5.  Effective teaching involves recognizing and overcoming our expert blind spots.

We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., make connections, draw on relevant bodies of knowledge, and choose appropriate strategies) and so we often skip or combine critical steps when we teach. Students, on the other hand, don’t yet have sufficient background and experience to make these leaps and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. Though it is difficult for experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for granted, so that students can see expert thinking in action and practice applying it themselves.

6.      Effective teaching involves adopting appropriate teaching roles to support our learning goals.

Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in guiding students’ thinking and behavior. We can take on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, commentator). These roles should be chosen in service of the learning objectives and in support of the instructional activities.  For example, if the objective is for students to be able to analyze arguments from a case or written text, the most productive instructor role might be to frame, guide and moderate a discussion.  If the objective is to help students learn to defend their positions or creative choices as they present their work, our role might be to challenge them to explain their decisions and consider alternative perspectives. Such roles may be constant or variable across the semester depending on the learning objectives.

7.      Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields).  Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.  Much of this information already exists (e.g., student work, previous semesters’ course evaluations, dynamics of class participation), or we may need to seek additional feedback with help from the university teaching center (e.g., interpreting early course evaluations, conducting focus groups, designing pre- and posttests). Based on such data, we might modify the learning objectives, content, structure, or format of a course, or otherwise adjust our teaching. Small, purposeful changes driven by feedback and our priorities are most likely to be manageable and effective.

3.   What is learning?

Learning is often defined as a relatively lasting change in behavior that is the result of experience. Learning became a major focus of study in psychology during the early part of the twentieth century as behaviorism rose to become a major school of thought. Today, learning remains an important concept in numerous areas of psychology, including cognitive, educational, social, and developmental psychology.

4.   What are the characteristics of learning?

(1) Learning is growth

The individual grows as he lives. This growth implies i both physical as well as mental development of the learner. The individual gains experiences through various activities. These are all sources of learning. The individual grows through living and learning. Thus growth and learning are inter-related and even synonymous.

(2) Learning is adjustment

Learning enables the individual to adjust himself properly, with the new situations. The individual faces new problems and new situations throughout his life and learning helps him to solve the problems encountered by him. That is why; many psychologists describe learning as "a process of progressive adjustment to the ever changing conditions which one encounters." The society in which we live is so complex and so dynamic that any one type of adjustment will not be suitable for all or many situations and problems. It is through learning that one could achieve the ability to adjust adequately to all situations of life.

(3) Learning is purposeful

All kinds of learning is goal-oriented. The individual acts with some purpose. He learns through activities. He gets himself interested when he is aware of his objectives to be realized through these activities. Therefore all learning is purposive in nature.

(4) Learning is experience

The individual learns through experiences. Human life is fall of experiences. All these experiences provide new knowledge, understanding, skills and attitudes. Learning is not mere acquisition of the knowledge, skills and attitudes. It is also the reorganization of experiences or the synthesis of the old experiences with the new.

(5) Learning is intelligent

Mere cramming without proper understanding does not make learning. Thus meaningless efforts do not produce permanent results. Any work done mechanically cannot yield satisfactory learning outcomes. Learning therefore must be intelligent.

(6) Learning is active

Learning is given more importance than teaching. It implies self-activity of the learning. Without adequate motivation he cannot work whole-heartedly and motivation is therefore at the root of self-activity. Learning by doing is thus an important principle of education, and the basis of all progressive methods of education like the Project, the Dalton, the Montessori and Basic system.

(7) Learning is both individual and social

Although learning is an individual activity, it is social also. Individual mind is consciously or unconsciously affected by the group activities. Individual is influenced by his peers, friends, relatives’ parents and classmates and learns their ideas, feelings and attitudes in some way or others. The social agencies like family, church, markets, and clubs exert immense, influence on the individual minds. As such, learning becomes both individual as well as social.

(8) Learning is-the product of the environment

The individual lives in interaction of the society. Particularly, environment plays an important part in the growth and development of the individual. The physical, social, intellectual and emotional development of the child is molded and remolded by the objects and individuals in his environment. Therefore, emphasized that child's environment should be made free from unhealthy and vicious matters to make it more effective for learning.

(9) Learning affects the conduct of the learner

Learning is called the modification of behavior. It affects the learner's behavior and conduct. Every learning experience brings about changes in the mental structure of the learner. Therefore attempts are made to provide such learning experiences which can mould the desired conduct and habits in the learners.

5.   What are the principles of learning? (Explain each principle)

Principles of Learning (Horne and Pine, 1990 in Corpuz and Salandanan, 2007)

1.      Learning is an experience which occurs inside the learner and is activated by the learner. This means that learning will not take place unless the learner her/himself allows it to happen in his/her mind. It is not primarily controlled by the teacher, rather on the learners' wants, interests and motivation to learn. In real classroom setting, the teacher must engage learners in activities that are connected to their lives.

2. Learning is the discovery of the personal meaning and relevance of ideas. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners' needs, interests and problems.

3. Learning is a consequence of experience. In short, use experiential learning as much as possible period. Hehehe...

4. Learning is a cooperative and collaborative process. Learners will learn more if they are given chances to work together and share ideas. Make use of group activities.

5. Learning is an evolutionary process. Learning especially if this means a change in behavior, does not happen in a click. This requires time and diligence. So as teachers, be patient. Be patient. Be patient. Be patient.

6. Learning is sometimes a painful process. This means that learning requires sacrifice, hardwork, study time. Let the learners realize this okay?

7. One of the richest resources for learning is the learner him/herself. Let's not be too "centered" upon ourselves. Let's draw the discussion not only on our own experiences as teachers but on the learners' experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process. Encourage free sharing inside the classroom. 

8. The process of learning is emotional as well as intellectual. Learners can't learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students' problems. We can't teach learners with empty stomachs remember?

9. The process of problem solving and learning are highly unique and individual. Make use of different teaching strategies that can cater multiple intelligences and learning styles. This principle states that learning processes are highly engaged in problem solving wherein what was learned can eventually be used in order to solve problems. Upon problem-solving processes, the tendency to learn more is also possible.

6.   Do you agree with these principles? Or they are not always correct?

If learning is a ship; the student/s are the captain and teacher/s are the map and the voyage is wherein learning will take place. Maps are there to guide the captain help him in navigating his course at the sea, but whether the captain will use the map is his own prerogative. In order for the captain to use the map, the map itself has to be in perfect condition it has to be readable, easily understandable, and of course it must be updated. As you can see above, there are nine (9) principles of learning according to Horne and Pine (1990). Each principle is used in different learning experience and different scenarios. It is there for us (teachers) to remember that learning is not merely a classic picture of students sitting in their chairs while a teacher talk, talk, and talk in front. That simply is not enough for us to conclude that learning took place already. Students might disagree, if I may say so myself some of us will still do, that learning is first and foremost began when the student himself is ready to learn. But that is the truth, we would see a continuous struggle between teachers and students always blaming one another, ready to fight just to prove that the other one is the problem (teacher or student) and not him (teacher or student). So for us to settle various queries or discussion on whose to blame it is important for students to understand that he alone, no matter how dull the teacher is, can choose whether he will learn new things or settle to what he already know. But that doesn't mean that the teacher wouldn't do his part, it is expected that teachers will continue to excel and not settle for less. After all teaching is an art embody in science. It is said (correct me if I am wrong) that simple knowledge or recall is the easiest thing to master because it is the lowest level of thinking. That is why learning has to meant something, teachers must relate their lessons to the needs, interests, and problems of the learners. Therefore, what will occur in the learning process will be relevant and applicable to the lives of the students.

MAPEH 1: Foundation of Music, Arts, Physical Education and Health

Introduction

What makes a teacher? Teaching is like a salad. Think about it. If you were to attend a party for any given holiday, the number of and variations to each salad recipe that might be present for consumption could outnumber those present at the party. There are so many different ways to teach, varying circumstances to take into account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption? The term ‘teacher’ can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so (teach, n.d., n.p.). In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies, or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers.

Philosophy	General Education	Music	Arts	Physical Education	Health
Perennialism Perennialists believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere. They believe that the most important topics develop a person.	Perennialists are instructors who feel that the knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein. Perennialists base their teachings on reason, logic, and analytical thought. Only information that stood the test of time is relevant. They do not illicit student input. The classes most likely to be considered under this approach would be history, science, math, and religion classes (Educational Philosophies in the Classroom, pg.1).	In teaching music a perennialist teacher uses traditional techniques, old book references and classical music genre in the classroom and they will not let the choice of music by the students be presented in the classroom.	The teacher as a perrenialist teaches the widely used techniques in artworks that has been used years ago by artist. They will  not let the students do use contemporary artwork techniques.	The P.E teacher will not recognize the new kinds of exercises instead they make use of old ways to do a warm-up exercise.	The teacher may use old textbooks in health education compared to the new information in the internet.
Pragmatism  Pragmatism is a rejection of the idea that the function of thought is to describe, represent, or mirror reality. Instead, pragmatists develop their philosophy around the idea that the function of thought is as an instrument or tool for prediction, action, and problem solving.	Instruction is organized around problem-solving following the steps of the scientific method - emphasizes the need to act on concepts by testing them (Ornstein, 2003, p.104).	The teacher is focus on the step by step process in learning certain music from a single beat to a complicated song by doing a practicum.	The teacher uses the method of doing a project example a sketch project after learning from a lecture about sketching techniques.	The P.E. teacher will be first discuss the important concept of doing warming up and cooling down before and after a extreme exercise and after that act on the concept learned	The teacher will let the student do a research activity about a science experiment and will let them know the concept of scientific steps in solving a problem and do an own research experiment.
Idealism Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused this view about 400 years BC	Focuses on a subject-matter curriculum emphasizing the great ideas of the culture.  Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). (Ornstein, 2003, p.99).	An idealist teacher will make the topic be more focused like in Music the teacher will give a lecture and will let the student do a collaborative work on discussion about a topic example a topic about melodies.	An idealist teacher will most likely do a lecture before an assessment of how well the student learn the topic like when the topic is about basic form of art. An idealist teacher will first hold a lecture o the topic and afterwards do an assessment like a pen and paper test, not necessarily the practical assessment.	An idealist teacher in P.E. classes will most likely do a lecture on the topics than let the students do a practical activity. Like a warm up exercise the teacher will first do lecture then let the students perform their own exercise.	The Body Systems be first be lectured in the classroom and a dialogue or a brainstorming of ideas in the class as an assessment in how well they learn the topic will be the strategy of the teacher.
Realism Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method.	A subject-matter curriculum stressing objective knowledge and values. Reality is objective, meaning everyone should obtain the same results regardless of what he does or how he consider concepts (Ornstein, 2003, p.101)	A realist teacher often gives lectures about music from books with unified handouts in order to attain the same outcomes.	A realist teaches arts to students by giving emphasis on the knowledge about the topic and integrate it in the values formation of students.	A realist P.E. teacher introduces unified warm up exercises and explains its importance in doing a work out.	A realist Health teaches students by discussing its topic and assess student earning after the demonstration.
Constructivism Constructivism, a perspective in education, is based on experimental learning through real life experience to construct and conditionalize knowledge.	Active participation is the key to this teaching style. Students are free to explore their own ideas and share concepts with one another in nontraditional ways. “Hands on activity […] is the most effective way of learning and is considered true learning” (Educational Philosophies in the Classroom, pg.1).	As an activity before a lecture the teacher will let the student make their own music by inspired by past events of their lives.	The teacher will make group the students and will let them explore the history of arts throughout the world by doing research before a discussion in the classroom.	The teacher will let the students decide on what kind of dance steps in the contemporary dance craze activity which will be performed in culmination of their Mapeh class for the school year.	The teacher will let the students videotaped or record on the importance body systems and effects of the malfunction of it on the human body system through a short film.

REFERENCES

·         http://oregonstate.edu/instruct/ed416/PP2.html

·         https://www.google.com.ph/search?q=cover+page+landscape&rlz=1C1CHMO_tlPH521PH521&espv=210&es_sm=93&tbm=isch&tbo=u&source=univ&sa=X&ei=8GqRUtmsAoOLrQfu7oD4BQ&ved=0CDcQsAQ&biw=1024&bih=498

·         http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Educational_Philosophy/Defined

IPAG`s Sarimanok

Integrated Performing Arts Guild (IPAG) performed last November 28, 2013 at the MSU-IIT gymnasium at gala 7:30 pm in the evening. Sarimanok musical performance is a 1-hour musical play  about the story of a legendary bird of the Maranao people who originate from Mindanao,  based on  classic story on tradition  and second  chances, “Sarimanok,” is one of the best local musical play I`ve seen as a proof the general reaction of the audience has been amusing. This is to give emphasis to the people who worked hard for the success of the musical play this is to the choreographers  Melvin Pascubillo and Leilani Fernandez assisted by Dance Mistress Lilybeth Maraon and Associate Directors Michael Lagura(Ibon)  and Blesy Cece(Sarimanok). Hermi Dico who also designed the costumes, sets, and props stage manages with Production Management by Sheila Canete and Marketing by Arlene Abanes.. The whole cast delivers superb ensemble acting but  Sarimanok`s dancing in  play is  a truly magical moment in theatre where the sway in the rhythm of  music and the perfect gesture of a chicken has given a justice.

When the show had started I had to say that  I goose bumps all over my neck.. The story ran well, as the Sarimanok as fictional, legendary bird believed by the Maranao people to be a cock with bright, multicolored feathers and is said to give good luck. Images of the sarimanok are common in households all over the Philippines, most specially in Mindanao, where it is depicted in flight or standing atop a fence. It is  inspired by the M’ranao pseudo-bird icon of wealth and prestige narrates of a legendary bird whose responsibility is to feed the flock. Learning how to fly through a vagabond Ibon who accidentally stumbles on their land called Bayang Lawa, Sarimanok oversteps tradition. The harsh laws deal her the ultimate punishment for her transgressions.

The main character has portrayed the roles beautifully as to the choreography and the coordination in the stage movement. The light are well managed and it as a perfect timing in depicting as to what scene`s emotion conveys .Although it has been labeled as near to perfection, it has a problem wherein the audio device used  by  Sarimanok is not that audible to us the ones who sits in the bleachers.

                                                                                                                                                                               

 `Intel^® Teach Elements:

Assessment in 21st Century Classrooms

Action Plan: __________ED 127 Assessment 1_____________

Table of Contents

Module 1: 21st Century Learning. 3

Lesson 1: 21st Century Classrooms 3

Activity 1: Roles in the 21st Century. 3

Activity 3: Evolution of Assessment Practices 3

Lesson 2: 21st Century Skills in the Classroom.. 4

Activity 3: 21st Century Skill Selection (Optional) 4

Lesson 3: 21st Century Assessment Practices 5

Activity 1: The Role of Formative Assessment 5

Lesson 4: Module Review. 5

Activity 1: Module Summary. 5

Module 2: Assessment Strategies. 6

Lesson 3: Focus on Rubrics 6

Activity 3: Rubric Development 6

Lesson 4: The Assessing Projects Library. 6

Activity 2: Assessing Projects Application. 6

Lesson 5: Module Review. 6

Activity 1: Module Summary. 7

Module 3: Assessment Methods. 7

Lesson 1: Assessment and Instruction. 7

Activity 2: Instructional Activities as Assessment 7

Lesson 3: Classroom Conferences 7

Activity 3: Example Conferences 7

Lesson 5: Assessment Instruments 8

Activity 1: Overview of Assessment Instruments (Optional) 8

Lesson 6: Module Review. 8

Activity 1: Module Summary. 8

Module 4: Assessment Development 8

Lesson 1: Important Learning Goals 9

Activity 2: 21st Century Skills Objectives 9

Lesson 2: Assessment Plan. 9

Activity 2: Effective Assessment Timelines 9

Activity 3: Assessment Methods and Purposes (Optional) 10

Lesson 3: Assessment Instruments 10

Activity 3: Rubric and Checklist Adaptation. 10

Lesson 4: Module Review. 10

Activity 1: Modules Summary. 10

Module 5: Assessment in Action. 11

Lesson 1: Student Roles in Assessment 11

Activity 1: Increased Student Responsibility (Optional) 11

Activity 2: Peer Feedback. 11

Lesson 2: Self-Assessment 11

Activity 2: Supporting Metacognition (Optional) 11

Lesson 3: Assessment Management 12

Activity 1: Assessment Management Strategies 12

Activity 2: Assessment Routines (Optional) 12

Lesson 4: Use of Assessment Data. 13

Activity 2: Reflection and Goal Setting. 13

Lesson 5: Grading in a 21st Century Classroom.. 13

Activity 2: Grading Systems (Optional) 13

Lesson 6: Module Review. 13

Activity 1: Module Summary. 14

Course Wrap-Up. 15

Summary. 15

Activity 1: Course Reflection. 15

Module 1: 21st Century Learning

Lesson 1: 21st Century Classrooms

Activity 1: Roles in the 21st Century

Estimated Time: 15 minutes

In what ways do you consider yourself a 21st century teacher? Describe how you:

·         Collaborate with other teachers

·         Use technology in your classroom

·         Act as a facilitator of your students’ learning

·         Use multiple forms of assessment for content and 21st century skill development

·         Collaborate with other teachers I will collaborate with other teachers by articulating ideas clearly and effectively through speaking and writing during seminars and meetings and acting it out by working effectively with other teachers. ·         Use technology in your classroom I will use technology in the classroom by integrating ICT in the teaching learning process such as the use of technology tools like projector and the use of social networking in the transfer of knowledge.     ·         Act as a facilitator of your students’ learning I will act as a facilitator of students learning by working with manipulatives, teaching concepts through realism and as part of integrated subjects. The difference in the enthusiasm and learning that takes place isn`t even quantifiable. Not only do a adhere to the idea of being a facilitator and guide, I'm nearly an evangalist on the subject rather than an informer. ·         Use multiple forms of assessment for content and 21st century skill development                I will use multiple forms of assessment for content by giving different                  styles of written assessments like Rahn et al. (1995) distinguish three types of written assessment, one of which involves selected responses and two of which involve constructed responses. The first type is multiple-choice tests,2 which are commonly used for gathering information about knowledge of facts or the ability to perform specific operations like Math and the second type of constructed-response written assessment includes essays, problem-based examinations, and scenarios. These items are like open-ended questions, except that they typically extend the demands made on students to include more complex situations,more difficult reasoning, and higher levels of understanding.

Module 1: 21st Century Learning

Lesson 1: 21st Century Classrooms

Activity 3: Evolution of Assessment Practices

Estimated Time: 15 minutes

In the chart, record your current assessment practices and how you would like to change your assessment practices.

Current Assessment Practices

Changes to Assessment Practices

The current assessment practices used by teachers are only limited in the following: ·         The students are still test  through traditional paper and pencil test ·         The students are solely assessed by the teachers only ·         Assessment only takes place at the end of the session after the monotonous class discussion ·         Assessment focuses on memorization and content

For me, I want to change it to the new assessment practice like the following ·         Use of varied assessment tools for the students’ holistic learning ·         Students are empowered in a way that may also assess their peers and even themselves by using peer feedback checklist ·         Assessment is done throughout the session not only in the end of the session ·         Assessment should not only focus on the memorization and content but rather on the way the student understands the whole lesson and be able to relate it in the real life use ·

Module 1: 21st Century Learning

Lesson 2: 21st Century Skills in the Classroom

Activity 3: 21st Century Skill Selection (Optional)

Estimated Time: 20 minutes

1. Consider the units you teach.
2. List units where you explicitly teach, or would like to teach, 21st century skills.
3. For those units, list the technologies you use or would like to use.

Unit	21st Century Skills	Technology
Electrical Energy	Self-direction and iniative, ICT literacy during class discussion	Powerpoint Presentation/Video Presentation during Class Discussion
Static Electricity	Self-direction and iniative to listen to discussion	Powerpoint Presentation Video Presentation during class discussion
Electric Current	Collaboration during Lab Activity/Experimentation	Video Presentation Powerpoint Presentation
Electric Circuits	Collaboration Drills on Electric Circuits lessons	Video Presentation Powerpoint Presentation
Sources and Usefulness of Electricity	ICT literacy and Self-direction and iniative	Computer hands on while doing the research

Module 1: 21st Century Learning

Lesson 3: 21st Century Assessment Practices

Activity 1: The Role of Formative Assessment

Estimated Time: 10 minutes

How does formative assessment benefit your classroom? What kinds of changes would you need to make in your assessment practices to include more formative assessment?

Formative assessment has benefited my classroom in a way that my students’ learning are better than before. They are engaged in various activities such as collaborative group activities through which they can apply their learning in the real life application.  With the advent of changes and the 21st century skills learning in a formative practice is enjoyable and yields even more learning.

Module 1: 21st Century Learning

Lesson 4: Module Review

Activity 1: Module Summary

Estimated Time: 10 minutes

Based on your understanding of assessment, what assessment goals would you like to set for yourself during this course, month, or school year? Write your goals. Some examples include:

·         Choose 21st century skills to focus on during a particular unit or project

·         Use formative assessment strategies in my classroom

·         Add 21st century skills to my rubrics

·         Use additional assessment instruments to assess

·         Have students assess themselves and their peers

·         Distribute rubrics before and during the project

·         Use journals and/or observations to assess

My assessment goals:

Ensure the development of the 21st century skills of a student across curriculum.

Improve the formative assessment strategies in class room to ensure the high performance of the student.

Integrate 21st century skills in the guidelines of performance rating.

Use varied and collaborative assessment strategies during the assessment such as peer feedback checklist wherein the students can assess their peers.

Module 2: Assessment Strategies

Lesson 3: Focus on Rubrics

Activity 3: Rubric Development

Estimated Time: 10 minutes

Reflect on your current use of rubrics in your classroom.

How might you use rubrics in new or different ways to improve your students’ learning?

I use rubric in new or different ways to improve students` learning by instilling them the 21st century skills through integrating the skills in the curriculum itself. Some ways to improve the students learning is to caught their attention and interest in the contemporary period wherein ICT integration is acknowledge and more appropriate for most learners nowadays.

Module 2: Assessment Strategies

Lesson 4: The Assessing Projects Library

Activity 2: Assessing Projects Application

Estimated Time: 20 minutes

Explore the rubrics shown in the table or in the Assessing Projects library. Select and save at least one product or performance rubric and at least one 21st Century skill rubric to your Course Folder or to your Personal Library if using Assessing Projects. Describe how and when you would use each assessment.

Product or Performance Rubric name:

Laboratory Work on Electric Circuits Performance Rubric

How I will use the rubric:

I will use it in assessing my students’ lab performance which every day after the laboratory work.

21st Century Skill Rubric:

Collaboration, Creativity and Problem solving Rubric

How I will use the rubric:

In assessing the product-based and performance-based activities of my students which I assign them after the lesson I will use these in assessment of student.

Module 2: Assessment Strategies

Lesson 5: Module Review

Activity 1: Module Summary

Estimated Time: 10 minutes

Reflect on your learning in this module.

I have learned that assessment strategies should not only remain in the traditional way but rather be varied by adapting them to the 21st century skills like using ICT and collaborative group work.

Module 3: Assessment Methods

Lesson 1: Assessment and Instruction

Activity 2: Instructional Activities as Assessment

Estimated Time: 20 minutes

Describe how you might integrate assessment methods as part of classroom activities.

• Graphic Organizers

The purpose of graphic organizer is to guide the learner by presenting the most complete picture that shows potential relationships among topic being brainstormed

• Journals and Learning Logs

This is to check the individual performances and progress in a group work and develops communicatin skills among learners

• Discussions

This is to assess on the progress with regards to the content learning wherein the learner is also developing the confidence and communication skill.

• Products and Performances

This is to check the students  potentials and creativity in performing the project during a laboratory work and performances.

Module 3: Assessment Methods

Lesson 3: Classroom Conferences

Activity 3: Example Conferences

Estimated Time: 20 minutes

Describe how you might include each assessment method in your classroom.

• Observation

May be used all throughout the learning-teaching process where the teacher will be observing the learners.

• Peer Assessment

Applicable in the group of pairs or even in the small group discussion.

• Self-Assessment

This is to test the individual learning by the use of journals.

• Student-Teacher Conferences

This is to say the of both teacher and student`s observation from the beginning and up to of end of the end of the project.

Module 3: Assessment Methods

Lesson 5: Assessment Instruments

Activity 1: Overview of Assessment Instruments (Optional)

Estimated Time: 30 minutes

Explore the assessment instruments (rubrics and checklists) shown in the table or in the Assessing Projects library. Select and save any that you would like to use or adapt for your classroom. Note how and when you might use the assessments.

Assessment Instrument	When and How I Will Use
Checklist	Use before, during and after the project.
Journal	Use throughout the duration of the project
Peer Feedback	Use to assist the peers in the collaboration of the student.

Module 3: Assessment Methods

Lesson 6: Module Review

Activity 1: Module Summary

Estimated Time: 10 minutes

Reflect on how implementing what you have learned in this module might change your classroom.

As teacher of 21t century classroom, I must be adapt the new teaching stategy from traditional to the 21st  century assessment because it paves the way to globalization of the educational system in the country.

Module 4: Assessment Development

Lesson 1: Important Learning Goals

Activity 2: 21st Century Skills Objectives

Estimated Time: 20 minutes

In this module, focus on a single project as you complete each Your Turn activity. Note that the planning steps build on each other.

Choose standards and write objectives for your unit. Remember to write objectives that tie to targeted standards, are measurable, and incorporate 21st century skills.

Unit/Project:     Electrical Circuits : A Part of Daily Life                                         

Targeted Standards	Objectives
Students identify the different types of Electrical circuit.	Students are able to identify the different types of Electrical circuit.
Students identify the sources and usefulness of the Electric circuit	Students are able to conserve electric sources and appreciate the usefulness of Electric circuit

Module 4: Assessment Development

Lesson 2: Assessment Plan

Activity 2: Effective Assessment Timelines

Estimated Time: 20 minutes

Create an Assessment Timeline for your project. Remember to plan assessments throughout the project that meet all five purposes:

·         Gauging Student Needs

·         Encouraging Collaboration and Self-Direction

·         Monitoring Progress

·         Checking Understanding and Encouraging Metacognition

·         Demonstrating Understanding

Assessment Timeline
Before project work begins	During project work	After project work is completed
·         Brainstorm ·         Discussion	·     Checklist ·     Journal ·     Peer Assessment ·     Discussion	·        Presentation Rubric ·        Collaboration Checklist

Module 4: Assessment Development

Lesson 2: Assessment Plan

Activity 3: Assessment Methods and Purposes (Optional)

Estimated Time: 20 minutes

To complete your Assessment Plan for your unit, develop a table of assessment strategies that aligns to the Assessment Timeline you created in Activity 2.

As you think through the purpose and process for each assessment, you may need to modify your Assessment Timeline to best meet each of your goals and objectives.

You may want to review the Guiding Questions document in the Module 4 section of the Resources tab to help you write your Assessment Plan.

Table of Assessment Strategies

Assessment	Process and Purpose of Assessment
Brainstorm	I’ll use this to gauge my students’ needs of the data the need to research bout the topic presented.
Discussion	Discussion is use to guide the student on the prior knowledge they have about the topic.
Checklist	I`ll use this checklist for the students to remember on the things they need to look up and need to be research.
Journal	Each student should be required with a journal to be accomplish throughout the project duration to know the individual progress of each students.
Peer Assessment	It will develop the critical thinking skill of my students as they assess the output of their peers. It will also afford them the opportunity to develop their interpersonal skill.
Presentation Rubric	I’ll use this for the standardization of their output.
Collaboration Checklist	I’ll use this to keep track of how my students are collaborating with their peers. It will also open their consciousness that they should always participate for the benefit of the entire group.

Module 4: Assessment Development

Lesson 3: Assessment Instruments

Activity 3: Rubric and Checklist Adaptation

Estimated Time: 30 minutes

1.    Adapt a rubric or checklist that you selected in Module 2, Lesson 4, Activity 2 or Module 3, Lesson 5, Activity 1. Use Assessing Projects to adapt an assessment in your personal library, or modify an assessment in your Course Folder using a word processor.

2.    Describe how you adapted the assessment and how you will use it in your classroom.

I will use rubrics and checklist to give chance to learners to perform and show their potential that can help in the personal and intellectual development.

Module 4: Assessment Development

Lesson 4: Module Review

Activity 1: Modules Summary

Estimated Time: 10 minutes

Reflect on your learning from Module 4 and record your reflections.

Module 4, had help me make educational decision. Moreover, I realized how important it is for teachers like me to devise an assessment plan to be objective, precise and organized. I also learned that rubrics or curriculum should integrate 21st century skills development.

Module 5: Assessment in Action

Lesson 1: Student Roles in Assessment

Activity 1: Increased Student Responsibility (Optional)

Estimated Time: 15 minutes

Considering your students and their experiences with peer assessment, what concerns do you have about transitioning them to be successful assessors? List your concerns and brainstorm solutions.

Concerns	Solutions
Learners do not know the adequate knowledge about the criteria on assessment.	It is the duty of the teacher to discuss the criteria on assessment like in the peer rating.
They tend to practice biases in rating their peers as to the fact that competition is inevitable.	The teacher must inculcate among the learners the values of honesty and objectivity.

Module 5: Assessment in Action

Lesson 1: Student Roles in Assessment

Activity 2: Peer Feedback

Estimated Time: 30 minutes

1.    Review the Tips for Student Feedback document.

2.    Create a resource to support or scaffold peer assessment, such as a checklist, presentation, tips sheet, dialog for modeling, and so on. You may modify any of the resources you viewed in this activity for use in your own classroom. Consider using collaboration and self-direction resources from the Assessing Projects library as well.

3.    Describe how you will use the support material.

I will adapt the checklist. I will include things like students opinion, individual observation, things to be suggested or recommend by the students.

Module 5: Assessment in Action

Lesson 2: Self-Assessment

Activity 2: Supporting Metacognition (Optional)

Estimated Time: 30 minutes

1.    Review the Metacognition document.

2.    Consider the resources you could use to support self-assessment and metacognition in your classroom. Identify an assessment instrument you have already created, modify any of the samples you have viewed, or use the Assessing Projects application to create one.

3.    Describe how you will use the support material.

I will remodel the checklist by adding items that will specifically touch their metacognitive thinking to prepare them for their student-teacher conferences and for writing in their journals.

Module 5: Assessment in Action

Lesson 3: Assessment Management

Activity 1: Assessment Management Strategies

Estimated Time: 15 minutes

1.    Describe how you will organize and track student assessment data.

I will join together the use of technology in keeping my students’ assessment data. A portfolio for monitoring of their progress will be submitted by the students   as a compilation for the outputs.

2.    Describe how you will help your students organize their assessment data.

I will instruct them to make a portfolio for their outputs to be submitted online or in a printed manner.

Module 5: Assessment in Action

Lesson 3: Assessment Management

Activity 2: Assessment Routines (Optional)

Estimated Time: 15 minutes

What assessment activities do you want to routinely occur in your classroom? What technology do you think could help support those activities?

Routine Assessment Activities	Technology
Peer Project Feedback	I want my students to regularly get an update on how they are doing their project. It will be based on the feedback of their peers which will be done through e-mail
Journal	I will ask my students to have a digital journal/blogs where they will record their reflections on their daily activities,  output, or performance.

Module 5: Assessment in Action

Lesson 4: Use of Assessment Data

Activity 2: Reflection and Goal Setting

Estimated Time: 15 minutes

Review your ideas for tracking and organizing student assessment data from Module 5, Lesson 3, Activity 1. How will you and your students use the information from the assessment data?

1.    Consider how students can use the assessment information to:

• Reflect on their learning
• Modify their goals or actions
• Revise their work
• Build on their 21st century skills, and so on

Describe what you will have your students do with the assessment data they collect and organize.

I will ask them to organize every other data or information they had collected like putting it in a concept map and an other graphic organizers.

2.    Determine how you will use the assessment data to:

• Modify instruction
• Determine proficiency
• Plan future units, and so on

Plan how you will use student assessment data that you organize and track.

Analysis and discussion at the beginning of the unit will help me in deciding how to use the assessment data to modify instruction. I will identify the 21st century skills that had been touched in the past period to account proficiency. After that, I’ll add up other 21st century skills that had been missed. I will continuously do this until I get to incorporate all the 21st century skills in my teaching.

Module 5: Assessment in Action

Lesson 5: Grading in a 21st Century Classroom

Activity 2: Grading Systems (Optional)

Estimated Time: 10 minutes

What strategies will you use to assign grades to student work and processes?

The strategies I will use to assign grades to student work and process is the

Module 5: Assessment in Action

Lesson 6: Module Review

Activity 1: Module Summary

Estimated Time: 10 minutes

Reflect on the learning from this module.

It helped me gain ideas on how the assessment process should be done. I‘ve got a many ideas on how assessment may be enjoyable with the demands of 21st century.

Course Wrap-Up

Summary

Activity 1: Course Reflection

Estimated Time: 20 minutes

Revisit the goals you set for assessment in your classroom from Module 1, Lesson 4, Activity 1. Write about your progress toward those goals.

The progress I consider towards those goals are the new learning`s strategy of assessment where the student will increase in interest on the subject matter thus increase of interest denotes high  learning or performance rating.

What new goals do you have for assessment in your 21st Century classroom? What goals do you have for your students?

As of the new goals, the progress that is already there is the enthusiasm to apply the learning’s about the 21st century classroom assessment and apply the formative practice of assessment.