Name: NIKA ANDREA N.

PALERMO Grade and Section: BEED 2-A

Assignment:

LEARNING STRATEGIES:

1. EXPERIENTIAL LEARNING
- A process through which students develop knowledge, skills, and values from direct experience outside
a traditional academic setting.
- The process whereby knowledge is created through the transformation of experience. Knowledge
results from the combinations of grasping and transforming the experience.
Experiential Learning Contains all of the following:
a. Reflection, critical analysis and synthesis.
b. Opportunities for students to take initiative, make decisions and be accountable for the results.
c. Opportunities for students to engage intellectually, creatively, emotionally, socially and physically.
d. A designed learning experience that includes the possibility to learn from consequences, mistakes and
successes.

2. THINK- PAIR SHARING

- is a collaborative learning strategy where students work together to solve a problem or answer a
question about an assigned reading. This strategy requires students to (1) think individually about a
topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes
participation, focuses attention and engages students in comprehending the reading material.

Why use think-pair-share?

 It helps students to think individually about a topic or answer to a question.
 It teaches students to share ideas with classmates and builds oral communication skills.
 It helps focus attention and engage students in comprehending the reading material.

How to use think-pair-share

 Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
 Describe the purpose of the strategy and provide guidelines for discussions.
 Model the procedure to ensure that students understand how to use the strategy.
 Monitor and support students as they work through the following:

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they
know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class
discussion.

3. ROLE PLAYING
- Role play is one of the teaching method provide experience through effective confrontation and
developing new ways of looking at things.
- Role play is discussion techniques that makes it possible to get maximum participation of a group
through acting out.
PROCESS OF ROLEPLAY
Role play is a systematic process which has following features:
 Identify need and situation - It should develop within group and concerns with all members. To start this
process, gather people together, introduce the problem, and encourage an open discussion to uncover all
relevant issues. This help people to start thinking about the problem before the role play begin.
 Purpose -Objectives should be set by all the members. Make sure that everyone is clear about the problem
that you're trying to work through, and that they know what you want to achieve by the end of the session.
 Briefing –Situation may be presented in the form of a script to present a frame of reference.
 Casting or assigning roles- Once you have set the scene, identify various fictional characters. Ask for
volunteers. Provide atmosphere which allows for volunteering or choosing actors. Do not use own names.
Once you identified these roles, allocate them to the people involved in role play.
 Act out the Scenario- Each person can then assume their role, and act out the situation, trying different
approaches where necessary.
 Audience participation- Group asked to look for critical issues. • Stopping-Cut when purpose is achieved.
 Discussion and analysis -Actor discuss own performance first. Group discuss scene. Teacher encourages
discussion, but keeps in background. When you finish the role play, discuss what you've learned, so that
you or the people involved can learn from the experience. • For example, if you're using role play as part
 of a training exercise, you could lead a discussion on the scenarios you have explored, and ask for written
summaries of observations and conclusions from everyone who was involved.
 Evaluation-Observe whether the purpose is achieved or not.

ADVANTAGES OF ROLE PLAY

- It is enjoyed by people who do it. It can be used to arouse the interest in a problem. help the person to
understand the point of view of the other people. It is method which involves group participation.
- Individuals may develop new skills for dealing with problem in human relations. It allows many
feelings that fundamentally affect group process.
- It requires expert guidance and counseling.
- It is time consuming in developing group readiness, should not used when pressure of time is there.
- The role player strategy becomes effective only when the players and observers truly believe in the
story or the situation to be enacted Usually the students do not believe in what they are doing with their
roles as players or observers.

4. VISUALIZATION/ IMAGINATION EXERCISE

- Visualizing refers to our ability to create pictures in our heads based on text we read or words we hear.
It is one of many skills that makes reading comprehension possible. This method is an
ideal strategy to teach to young students who are having trouble reading.
- Visualizing strengthens reading comprehension skills as students gain a more thorough understanding
of the text they are reading by consciously using the words to create mental images. As students gain
more deliberate practice with this skill, the act of visualizing text becomes automatic. Students who
visualize as they read not only have a richer reading experience but can recall what they have read for
longer periods of time. (Harvey & Goudvis 2000)
- Visualizing text as it is being read or heard also creates personal links between the readers/listeners and
text. Readers who can imagine the characters they read about, for instance, may become more involved
with what they are reading. This makes for a more meaningful reading experience and promotes
continued reading.

ASSESSMENT TECHNIQUES

1. PERFORMANCE ASSESSMENT
- also known as alternative or authentic assessment, is a form of testing that requires students to perform
a task rather than select an answer from a ready-made list. For example, a student may be asked to
explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign
language, or conduct research on an assigned topic. Experienced raters--either teachers or other trained
staff--then judge the quality of the student's work based on an agreed-upon set of criteria. This new
form of assessment is most widely used to directly assess writing ability based on text produced by
students under test instructions.
Following are some methods that have been used successfully to assess performance:
 Open-ended or extended response exercises are questions or other prompts that require students to
explore a topic orally or in writing. Students might be asked to describe their observations from a science
experiment, or present arguments an historic character would make concerning a particular proposition. For
example, what would Abraham Lincoln argue about the causes of the Civil War?
 Extended tasks are assignments that require sustained attention in a single work area and are carried out
over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem; conducting
and explaining the results of a science experiment on photosynthesis; or even painting a car in auto shop.
 Portfolios are selected collections of a variety of performance-based work. A portfolio might include a
student's "best pieces" and the student's evaluation of the strengths and weaknesses of several pieces. The
portfolio may also contain some "works in progress" that illustrate the improvements the student has made
over time.

2. AUTHENTIC ASSESSMENT
- form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills. (Jon Mueller, 2011)
- “Engaging and worthy problems or questions of importance, in which students must use knowledge to
fashion performances effectively and creatively. The tasks are either replicas of or analogous to the
kind of problems faced by adult citizens and consumers or professionals in field.” – Grant Wiggins
(1987)

CHARACTERISTICS OF AUTHENTIC ASSESSMENT (AA)

  Authentic Assessment starts with clear definite criteria of performance made known to the students.
 Authentic Assessment is a criterion- referenced rather than norm- referenced and so it identifies strengths
and weaknesses, but does not compare students nor rank their levels of performance.
 Authentic Assessment requires students to make their own answer to questions rather than select from given
options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS).
 Authentic Assessment often emphasizes performance and therefore students are required to demonstrate
their knowledge, skills or competencies in appropriate situations. Authentic assessment does not rely on
ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they
have learned.
 Authentic Assessment encourages both teacher and students to determine their rate of progress in
cooperatively attaining the desired student learning outcomes.
 Authentic Assessment does not encourage rote learning and passive taking of test; instead, students are
required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work
in group, skills in oral and written communications. In brief, authentic assessment values not only the
finished products which are the learning outcomes, but also the process of learning.
 Authentic Assessment changes the role of students as passive test takers into become active and involve
participants in assessment activities that emphasize what they are capable of doing instead test to measure
students’ skills or retained facts has come under scrutiny because of the limitation encountered in
determining the students’ capability.
Phases of Authentic Assessment
The purpose of assessment is to improve student learning. Assessment achieves this purpose by gathering pieces
of evidence of student performance over a period of time. Such evidence may be in the form of written works,
journal entries, oral presentations, research paper results, essay, story writing, and examination results. “Closing the
loop” encourages the use of assessment results for further improvement. In general, Outcome assessment goes
through five (5) phases
1. Identifying the most important knowledge and skills that students should be able to demonstrate as a result
of their learning activities.
2. Determining the criteria and standards of outcomes performance and the acceptable evidence that may be
presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the attainment of the desired student learning
outcomes.
4. Measuring the extent at which the student is attaining the desired learning outcomes.
5. Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes
and utilizing them for continuous improvement

3. GRAPHIC ORGANIZERS
- is a tool or process to build word knowledge by relating similarities of meaning to the definition of
the word. This can relate to any subject— math, history, literature, etc. A graphic organizer (aka a
map or word web) is usually a one-page form with blank areas for the student to fill in with related
ideas and information.
- connect content in a meaningful way to help students gain a clearer understanding of the material
(Fountas & Pinnell, 2001, as cited in Baxendrall, 2003). GOs help students maintain the information
over time (Fountas & Pinnell, 2001, as cited in Baxendrall, 2003).

What are the uses of Graphic Organizers?

 Help students sequence information
 Help students organize their thoughts in a logical way
 Help students organize information visually
 Help students develop analysis skills to be able to formulate plans, processes
 Help students evaluate criteria for decision making
 Help students analyze and prioritize information
 Help students determine cause-effect relationship
 Help students cluster and brainstorm ideas and information

Types, Uses and Examples of Graphic Organizers

Types Uses Examples
Star/web Use to show definitions, attributes, examples an Fishbone Map, Spider Web
brainstorming.
Chart/ Matrix Use to show attributes, comparing and contrasting and T-chart, Venn Diagram, Compare-
evaluating. Contrast Matrix, PMI, Continuum
Scale, Ranking, KWLH, Synectics
 Tree/Map Use to show classifications, pedigrees, analysis of Network Tree, Cerebral Chart,
structures, attributes, examples and brainstorming. Questions, Categories, Hypothesis
Matrix
Chain Use t show processes, sequences, causes an effects Bridging Snapchats, Human
and chronology. Interaction Outline
Sketch Use to show physical structures, descriptions of
places, spatial relationships, concrete objects and
visual objects.

4. JOURNAL WRITING
- It is a record book as a physical object or a daily written record of (usually personal) experiences and
observations.
- Journal writing is a learning tool based on the ideas that students write to learn. Students use the
journals to write about topics of personal interest, to note their observations, to imagine, to wonder
and to connect new information with things they already know.
Why a Journal?
 To get actively engaged
 Opportunity to clarify
 Record one’s feelings, ideas and thoughts.
 Special words and expressions
 Individuality

Different types of Journals

Personal Journals Science Journals
Dialogue Journals Language Journals
Reading response Journals Art Journals

JOURNAL FOR ASSESSMENT AND EVALUATION

o The journal can be used as a reference file to help the teacher monitor individual development and
progress.
o The evaluation of journals should emphasize the content
o Personal observations, questions, speculations and predictions evidence of developing self- awareness
connections between personal experience and new information.

5. PORTFOLIO ASSESSMENT
- A portfolio is a purposeful collection of student efforts, progress and achievement in one or more
areas.
- The greatest value of portfolios is that in building them, students become actives participants in the
learning process and its assessment.
- One several authentic and non- traditional assessment techniques in Education.
- It is a form of assessment that students do together with their teacher. The teachers guide the students
in the planning, execution and evaluation of contents of the portfolio. Together, they formulate the
overall objectives for constructing the portfolio. As such students and teachers in interact in every
step of the process in developing a portfolio.

WHY SHOULD WE RESORT TO PORTFOLIO ASSESSMENT METHODS?

 PORTFOLIO ASSESSMENT MATCHES ASSESSMENT OF TEACHING. The final outputs to be
assessed are products of classroom discussions and classroom work and are not simple diversions from
the tedium of classroom activities.
 SECOND PORTFOLIO ASSESSMENT HAS ACLEAR GOALS. IN FACT, THEY ARE DECIDED
ON THE BEGINNING OF INSTRUCTION AND ARE CLEAR TO TEACHER AND STUDENT
ALIKE. In cognitive testing the objectives are set at the beginning but the actual items may or may not
reflect achievement of such objectives. In portfolio assessment how ever the students control the items to
be included and therefore are assured that the goals are achieved.
 PORTFOLIO ASSESSMENT GIVES A PROFILE OF A LEARNER ABILITIES IN TERM OF
DEPTH, BREADTH, AND GROWTH. Portfolio assessment enable the students to demonstrate quality
work done without pressure and constraints of time presents in traditional testing through the help of
resource.
 PORTFOLIO ASSESSMENT IS A TOOL FOR ASSESSING A VARIETY OF SKILLS NOT
NORMALLY TESTABLE IN A SINGLE SETTING FOR TRADITIONAL TESTING. The portfolio can
show written, oral and graphics output of students in a variety of way which demonstrate skills developed
by students.
  PORTFOLIO ASSESSMENT DEVELOPS AWARENESS OF OWN LEARNING STUDENTS.
Students have to reflect on their own progress and the quality of their work in relation to known goals.
This is achieved at each stage of the progress since the students continually refer to the set of goals and
objectives set at the beginning.
 PORTFOLIO ASSESSMENT CATERS TO INDIVIDUALS IN A HETEROGENEOUS CLASS. Such a
flexibility is attributed to the fact that Portfolio Assessment is open-ended so that students can
Demonstrate their abilities on their own level and caters to differential learning styles and expression of
varying strengths.
 PORTFOLIO ASSESSMENT DEVELOPS SOCIAL SKILLS. STUDENTS INTERACT WITH OTHER
STUDENTS IN THE DEVELOPMENT OF THEIR OWN PORTFOLIOS. Sometimes they are assessed
on work done in groups or in pairs so that they necessarily have to interact band collaborate to complete
the Tasks.
 PORTFOLIO ASSESSMENT DEVELOPS INDEPENDENT AND ACTIVE LEARNERS. Students
must select and justify portfolio choices monitor progress and set learning goals. Traditional testing
cannot achievement this educational objective no matter how skillfully the tests are constructed.
 PORTFOLIO ASSESSMENT CAN IMPROVE MOTIVATION FOR LEARNING AND THUS
ACHIEVEMENT. When students are empowered to prove their own achievement and worth they become
highly motivated to pursue the learning tasks. It is when they lose this feeling of empowerment that they
feel inadequate and become less motivated as in traditional classroom setting.
 PORTFOLIO ASSESSMENT PROVIDES OPPORTUNITY FOR STUDENT-TEACHER DIALOGUE.
It enables the teacher to get to know every student. Moreover, Portfolio Assessment promotes joint goal-
setting and negotiation of grades which can never happen in traditional setting.

6. RUBRICS
- A scoring tool that lays out the specific expectations for an assessment task.
- A set of clear explanations or criteria used to help teachers and students focus on what is value in a
subject, topic, or activity.
- A standardized scoring guide.
- Identifies important criteria and level of success for each criterion.
- A table that identifies and describes various levels of students performance for each of a set of
criteria.

CHARACTERISTICS OF GOOD RUBRICS

Well defined Ordered
Content Specific Related to common goals/ themes.
Finite and comprehensive

RUBRICS CAN BE USED TO ASSESS

Essays Presentations Performances
Projects Exam questions Portfolios
Lab work Artwork

Why should we use Rubrics?

 Enhance student’s learning experience by involving them in the process of developing the rubrics.
 Provide samples of successful student work from previous classes aand analogues classes.
 Develop and use rubrics for each assignment.
 Use the rubrics to award final grade for the assignment and include any additional comments that do not
fit within the rubrics criteria below the rubric.

TYPES OF RUBRICS

a. Holistic Rubrics- single criteria rubrics (one- dimensional) used to assess participants overall achievement
on an activity or item based on predefined achievement levels.
- Performance descriptions are written in paragraphs and usually in full sentences.
b. Analytic Rubrics- two-dimensional rubrics with levels of achievement as columns and assessment criteria
as rows. Allows you to assess participants’ achievements based on multiple criteria using a single rubric.
You can assign different weights to different criteria and include an overall achievement by totaling thw
criteria. Written in a table form.