CHAPTER 5

PROPOSED ENRICHMENT ACTIVITIES AND THE AFL INTERVENTION

Introduction

The purpose of these proposed enrichment activities were is to help and

guide Mathematics teacher in implementing AFL in their classes.

In implementing AFL in their classroom practice, the teacher needs to apply

the key elements in order to produce the desired results, which is to improve

students’ academic performance in Mathematics. These key elements or

components are: learning intentions and success criteria, feedback, peer and self-

assessment. These elements have most value when integrated and are supportive of

the teaching and learning process.

The teacher shares to the students a set of learning intentions for a certain

topic before starting an activity or lesson. This will be identified, explained, and

shared to the students in a language that students can understand. This must also be

revisited throughout the lesson or activity. Learning intentions are most effective

when learning is the focus rather than the activity. It is also best that learning

intentions are displayed or posted on the board or the wall for the students to view

and revisit in the duration of the activity or lesson.

After the learning intention has been set, success criteria are identified.

These are the statements that aid students to check if they have been successful in

their learning and are linked to their learning intentions. When forming success
criteria, the teacher must focus on the process and characteristics rather than the

final effect.

Feedback or formative feedback notes on the quality of a student’s work and

offers pointers on how to improve. It needs to have evidence on their success based

on the set success criteria, a desired goal, and strategies or suggestions for

improvement in order to reach the target goal or learning intentions. It can be done

verbally or in written form.

Lastly self-assessment and peer assessment, these allows the students to

reflect on their work and point out the learnings, things they found difficult, things

they enjoyed learning, points they want to have more help, how they feel about the

activity, and their suggestions on how they want the activities to improve.

These key elements are necessary in applying the AFL intervention in the

classroom practice. These will be shown in the succeeding pages of this chapter as

well as the different activities done for the whole duration of this study as well as

the different phases applied.

Topic: The Frequency Distribution Table and the Mean of Grouped Data

Learning Intentions: Success Criteria:

I will be successful if I:

 Search the range from the group of

 We will be able to learn how to scores;

group data using a frequency  Set the class interval;

distribution table  Determine the class size; and

 Construct the table with the set

guidelines

I will be successful if I:

 Write numerical equivalents for the

frequency;

 Compute the midpoint of the classes;

 We will be able to learn how to  Multiply the frequency and midpoint

compute for the mean of grouped of each classes;

data  Sum up the product of the frequency

and midpoint; and

 Find the quotient of the total

frequency and the total product of the

frequency and midpoint.

I will be successful if:

 We are learning to work effectively  Go into my assigned group without

in groups any fuss;

 Voice out my ideas and suggestions;

 and

 Act out my role effectively.

Discussion Proper:

The teacher presents the following pictures to the students and asks the following

questions:

 What can you say about the two rooms?

 Which do you prefer?

From this, the teacher draws out the word organize, organizing, arranging, etc.

the importance of organizing and the ease it gives if things are organized, then

relates this to the lesson about the frequency distribution table.

The teacher then discussed the process in constructing the frequency distribution

table from a given set of data. After discussing the frequency distribution table,

solving for the mean of grouped data will be given then, activity would follow.

During the discussion, the teacher may use the traffic light signals to engage the

students in the discussion. The students would say green if they have understood

the discussion, yellow if some parts are confusing and points out what these parts
are, and red if they have not understood at all. In this case, the teacher needs to add

more examples to address the concerns of the students for the specific topic. After

everyone gives a green signal signifying that they have understood, the teacher

would then continue with the activity.

Activity #1

The number of stories in each of the world’s 30 tallest buildings is listed below.

Solve for the range, class size, construct the frequency distribution table, and solve

for the mean.

CLASS INTERVAL: 7

88 60 100 69 71 75

79 109 64 90 78 65

54 80 80 56 55 55

88 75 60 102 70 55

85 88 105 77 70 72

Activity #2 – after answering activity #1, find a pair and discuss your answers.

Compare and contrast. In this activity, while the students are doing it, the teacher

roams around the room to check on each pair and answer queries or clarifications.

Activity #3 – group reporting

Students will then be grouped by the teacher to do a report about the activity they

have answered. All members in the group must be able to explain and talk about

the activity. Since all groups have similar questions, the group who will report,
together with the teacher, will do it in a separate place while the rest of the groups

will wait for their turn in the classroom. A sample rubric used in grading the

report is shown below:

Sample Rubric for the report:

Criteria Very Satisfactory Satisfactory Needs improvement

All members of the

Some members of the
group are well versed
group are hesitant Most members of the
with the process
with the process group are confused
involved in
Knowledge involved in with the report and
constructing the
about the constructing the get rattled when
frequency distribution
report frequency distribution asked a question. No
table and answers all
table and answers a questions were
the questions thrown
few questions thrown answered correctly
at them quickly and
at them correctly
correctly
Somehow organized, a
Very organized, all few members of the Disorganized, no flow
members of the group group knows the flow of presentation,
Flow of the
knows the flow of of presentation and reporters don’t know
presentation
presentation and follows it while the who comes first and
follows it rest waits to be told who follows
what to do
All data were All data were The data presented
presented correctly presented correctly, was wrong and did
and all the guidelines however; some of the not follow the
Accuracy in constructing the guidelines in guidelines in
frequency distribution constructing the constructing the
table were shown in frequency distribution frequency
their proper order table were not shown distribution table
A few members of
Some members of the
All members of the the group
group participated in
Teamwork group participated in participated in the
the report while some
the report report while the
did not
majority did nothing

Right after each report, the teacher gives each group a feedback about their report,

pointing out the good parts and stating the parts for improvement. The students

will also be asked to rate their group performance and their performance
 individually pointing out what they think they did right and the points they think

they did wrong.

After all the report, the teacher gathers the class and gives a general feedback

about the reporting. They then revisit the success criteria and learning intentions

to determine the students’ progress. After that, self-assessment would follow.

Self – Assessment:

Students will now be asked to assess their work from the different activities.

The sample form below may be used.

What I think about my

2 stars and a wish My teacher thinks….
work

The stars represent the two instances in the whole duration of the activity

that the student successfully accomplished the success criteria. The wish on the

other hand, represents the area that the student needs to improve. On the column

“my teacher thinks”, this will be filled by the teacher.

Another one would be letting the students speak up what they have

accomplished and the things they need to improve using prompts. The following are

some sample prompts:

o What I enjoyed most was…..

 o What I need more help with is…

o What I have learned is…

o Now, I feel….

o I might have learned better if…

o What I would change about this activity is…

Topic: Counting Principles in Probability

Learning Intentions: Success Criteria:

I will be successful if I:

 Search the range from the group of

 We will be able to learn how to scores;

group data using a frequency  Set the class interval;

distribution table  Determine the class size; and

 Construct the table with the set

guidelines

I will be successful if I:

 Write numerical equivalents for the

frequency;

 We will be able to learn how to  Compute the midpoint of the classes;

compute for the mean of grouped  Multiply the frequency and midpoint

data of each classes;

 Sum up the product of the frequency

and midpoint; and

 Find the quotient of the total

 frequency and the total product of the

frequency and midpoint.

I will be successful if:

 Go into my assigned group without

 We are learning to work effectively any fuss;

in groups  Voice out my ideas and suggestions;

and

 Act out my role effectively.

Discussion Proper:

The teacher presents the following pictures to the students and asks the following

questions:

 What can you say about the two rooms?

 Which do you prefer?

From this, the teacher draws out the word organize, organizing, arranging, etc.

the importance of organizing and the ease it gives if things are organized, then

relates this to the lesson about the frequency distribution table.

The teacher then discussed the process in constructing the frequency distribution

table from a given set of data. After discussing the frequency distribution table,

solving for the mean of grouped data will be given then, activity would follow.

During the discussion, the teacher may use the traffic light signals to engage the

students in the discussion. The students would say green if they have understood

the discussion, yellow if some parts are confusing and points out what these parts

are, and red if they have not understood at all. In this case, the teacher needs to add

more examples to address the concerns of the students for the specific topic. After

everyone gives a green signal signifying that they have understood, the teacher

would then continue with the activity.

Activity #1

The number of stories in each of the world’s 30 tallest buildings is listed below.

Solve for the range, class size, construct the frequency distribution table, and solve

for the mean.

CLASS INTERVAL: 7

88 60 100 69 71 75

79 109 64 90 78 65

54 80 80 56 55 55

88 75 60 102 70 55

85 88 105 77 70 72
Activity #2 – after answering activity #1, find a pair and discuss your answers.

Compare and contrast. In this activity, while the students are doing it, the teacher

roams around the room to check on each pair and answer queries or clarifications.

Activity #3 – group reporting

Students will then be grouped by the teacher to do a report about the activity they

have answered. All members in the group must be able to explain and talk about

the activity. Since all groups have similar questions, the group who will report,

together with the teacher, will do it in a separate place while the rest of the groups

will wait for their turn in the classroom. A sample rubric used in grading the

report is shown below:

Sample Rubric for the report:

Criteria Very Satisfactory Satisfactory Needs improvement

All members of the

Some members of the
group are well versed
group are hesitant Most members of the
with the process
with the process group are confused
involved in
Knowledge involved in with the report and
constructing the
about the constructing the get rattled when
frequency distribution
report frequency distribution asked a question. No
table and answers all
table and answers a questions were
the questions thrown
few questions thrown answered correctly
at them quickly and
at them correctly
correctly
Somehow organized, a
Very organized, all few members of the Disorganized, no flow
members of the group group knows the flow of presentation,
Flow of the
knows the flow of of presentation and reporters don’t know
presentation
presentation and follows it while the who comes first and
follows it rest waits to be told who follows
what to do
All data were All data were The data presented
presented correctly presented correctly, was wrong and did
Accuracy
and all the guidelines however; some of the not follow the
in constructing the guidelines in guidelines in
 frequency distribution constructing the constructing the
table were shown in frequency distribution frequency
their proper order table were not shown distribution table
A few members of
Some members of the
All members of the the group
group participated in
Teamwork group participated in participated in the
the report while some
the report report while the
did not
majority did nothing

Right after each report, the teacher gives each group a feedback about their report,

pointing out the good parts and stating the parts for improvement. The students

will also be asked to rate their group performance and their performance

individually pointing out what they think they did right and the points they think

they did wrong.

After all the report, the teacher gathers the class and gives a general feedback

about the reporting. They then revisit the success criteria and learning intentions

to determine the students’ progress. After that, self-assessment would follow.

Self – Assessment:

Students will now be asked to assess their work from the different activities.

The sample form below may be used.

What I think about my

2 stars and a wish My teacher thinks….
work
 The stars represent the two instances in the whole duration of the activity

that the student successfully accomplished the success criteria. The wish on the

other hand, represents the area that the student needs to improve. On the column

“my teacher thinks”, this will be filled by the teacher.

Another one would be letting the students speak up what they have

accomplished and the things they need to improve using prompts. The following are

some sample prompts:

o What I enjoyed most was…..

o What I need more help with is…

o What I have learned is…

o Now, I feel….

o I might have learned better if…

o What I would change about this activity is…