ANNOTATION Sample

Republic of the Philippines
Department of Education
REGIONAL OFFICE NO. VIII (EASTERN VISAYAS)
DIVISION OF LEYTE
COGON ELEMENTARY SCHOOL
COGON, TANAUAN, LEYTE
ANNOTATION
Objective 2: Used research-

based knowledge and
principles of teaching and
learning to
enhance professional practice
(learning objectives)
Part I. Objectives

The teacher has used bloom’s
taxonomy in writing learning
objectives. Based on the
Cognitive Process Dimensions
adapted from Anderson &
Krathwohl (2001), it provides
Cogon Elementary School
Tanauan II District Tanauan, Leyte
121925@deped.gov.ph/ Cogon ES@Facebook.com
DIVISION OF LEYTE
a scheme for classifying

educational goals, objectives,
and standards. It also defines a
broad range of cognitive
processes from basic to
complex
based knowledge and
learning to
Part I. Objectives


DIVISION OF LEYTE

complex
based knowledge and

DIVISION OF LEYTE

learning to
Part I. Objectives

DIVISION OF LEYTE

complex
based knowledge and
learning to
Part I. Objectives


DIVISION OF LEYTE

complex
based knowledge and
learning to
DIVISION OF LEYTE
Part I. Objectives

complex
Objective 2: Used research-based knowledge and principles of teaching and learning to
enhance professional practice (learning objectives)
Part I. Objectives

DIVISION OF LEYTE
The teacher has used bloom’s taxonomy in writing learning objectives. Based on the
Cognitive Process Dimensions adapted from Anderson & Krathwohl (2001), it provides a
scheme for classifying educational goals, objectives, and standards. It also defines abroad
range of cognitive processes from basic to complex.

enhance professional practice (instructional activities/assessment)
ACTIVITY. The teacher used “Picture Analysis” to lead the learners to the topic they will
discuss. A picture was presented to the learners with a question they will be asked to answer.
According to Macie Hall (2013) the use of images in the classroom is a pedagogical strategy
aimed at engaging students who have grown up in a media-rich environment. Digital
technology has made images more readily available and easier to incorporate into teaching
and learning materials. Images can be an effective way of presenting abstract concepts or
groups of data. Instructors have reported that their use of image sin the classroom has led to
increased student interactivity and discussion. Teaching with images can also help develop
students’ visual literacy skills, which contributes to their overall critical thinking skills and
lifelong learning. (https://ii.library.jhu.edu/2013/04/19/teaching-with-images/, date retrieved:
June 29, 2022)
ABSTRACTION. The teacher also used open-ended questions to the students to encourage
them the use of thinking skills, communication, and eliciting more information. Macho,
Joseph (2011) stated that open-ended questioning is a form of authentic
assessment and allows students to use higher-order thinking skills through a variety of
content areas.

enhance professional practice (assessment)
The teacher used the individual assessment through a short quiz. According to
Maki,Peggy L. (2002) by analyzing students’ performance through formative assessment and
sharing the results with them, instructors help students to “understand their strengths and
weaknesses and to reflect on how they need to improve over the course of their remaining
studies”

DIVISION OF LEYTE

DIVISION OF LEYTE
CERTIFICATE
This is to certify that
GEIZEL V. REUBAL
has no identified learner/s with disabilities, giftedness and/or
talents in her class.
LAINEZ C. MENDIGO
Principal

DIVISION OF LEYTE
Annotation
To be able to show impact of my regularly reviewing my personal

teaching practice using existing laws and regulations as evidence for
Objective 14, I attached here figure showing that I normally start my class
with a prayer with my pupils showing section 4 Article 11 of Code of Ethics
for Professional Teachers, where a teacher should always recognize the
Almighty God as guide of our own destiny and destinies of the nation.

DIVISION OF LEYTE
Annotation
I planned and created the exercises for this session using

existentialism as my guide. The exercises I created allow for a lot of one-on-
one interaction with me as their teacher and are self-paced and self-
directed. This enabled me to communicate directly and honestly with my
students.

DIVISION OF LEYTE
Screenshot of text message/ chat/ email/ any form of communication with

parents/ guardian or learners.

DIVISION OF LEYTE
Updated IPCRF-DP from Phase II


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Republic of the Philippines

Objective 2: Used research-

a scheme for classifying

Cogon Elementary School

The teacher has used bloom’s

Cogon Elementary School

principles of teaching and

broad range of cognitive

Cogon Elementary School

Cognitive Process Dimensions

Cogon Elementary School

Objective 2: Used research-based knowledge and principles of teaching and learning to

Objective 2: Used research-based knowledge and principles of teaching and learning to

Cogon Elementary School

Cogon Elementary School

This is to certify that

Cogon Elementary School

To be able to show impact of my regularly reviewing my personal

Cogon Elementary School

I planned and created the exercises for this session using

Cogon Elementary School

Screenshot of text message/ chat/ email/ any form of communication with

Cogon Elementary School

Updated IPCRF-DP from Phase II

Cogon Elementary School

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