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Documentation Report On Teacher's Clarity
Documentation Report On Teacher's Clarity
Academic Year
2021-22
A. Attendance
(Participants: Faculty & Teaching Staff)
Present Absent
Administrators 2
Teaching Staff 17
Elementary 14
Junior High School 22 2
Senior High School 26 5
College of Business Education 17
College of Teachers Education Arts & Sciences 20 1
College of Computing Studies 7
College of Criminology 2
College of Law
B. Preliminaries
The Program preliminaries started at 8:00 o’clock with an opening prayer which was
given by Mr. Christian Taripe, the Community Ministry Officer. This was followed by the
singing of national anthem and SCC Hymn through Multimedia Presentation.
After which, Dr. Mario F. Alayon, the CTEAS Dean, delivered his welcome address and
rationale and followed by the introduction of the resource speaker by Dr. Gilbert A.
Celesio, the Dean of the Graduate School Department.
Dr. Gilbert Celesio, the Graduate School Dean, formally introduced the resource speaker.
The activity given by the speaker with vague instruction.
The resource speaker started his lecture with a motivation by writing a paragraph about
Covid-19. He emphasized that having a clear and specific instruction gives the students
the idea of what exactly you are looking for as the teacher. Part of clarity is knowing
what we want to our student.
Dr. Mario Alayon, asked about the MELC or Most Essential Learning Competencies
Question / Clarification:
Response:
MELC is the top of the whole thing. The learning intention is on the top, the success
criteria is the breakdown. First, know your MELC then write a learning intention based
from your MELC, you should not be teaching that is not related to MELC. Then you will
form your success criteria. The success criteria are based on what you are asking your
student to do. If you have thought of activities within the lesson that you want your
students to do, you have to develop success criteria.
Yes, success criteria equate with Most Essential Learning Competencies, but under it is
learning intention then followed by success criteria. But there’s a way of writing it. The
writing of MELC is different of writing the learning target or learning objectives.
Responsible Person:
Remarks:
2.
Question / Clarification:
Response:
Remarks:
3.
Question / Clarification:
A clarification for the class project grouping, is it important to mix bright students to
dull ones in order for them to influence each other or shall we see peer influence?
Response:
Peer influence in education in the research is not necessarily how student are influence
by peers outside of school.
Yes and no, there will be times when you as a teacher will see that you have to put
together your student or organize your students one way or another way. But if you’re
intention is, for example, Student A is really struggling, I already helped him or I cannot
get to him, use it as a strategy, you just need to know that it is a strategy. Now if you’re
going to put the students who need help with the students who don’t need help there is
a chance that they learn from the other student. But it’s not a rule for everyone, it is just
you as a teacher knowing your intention if there is a value to get in peer influence.
There are different reasons as we decide on it as long as you know why you are doing
it. But remember, the mixed ability grouping, you’re doing that because you want for
them to collaborate, because you want them to learn from each other.
Responsible Person:
4.
Question / Clarification:
In my research subject in the college, is it okay that I will group students who are good
together and another group who are not really good or should I mix them together? Or
what can you advise?
Response:
I don’t want you to think of grouping or mixed ability group if you intend to grades a
student because it might cause for the group not to reach the level that they
intentionally could reach. However, if the activity is formative which is you will not be
considered it as a basis for grading, then it’s okay.
Responsible Person:
Remarks:
Program Invitation
Annex
B
Attendance Sheet
Photo Documentation
Annex
D
Resource Speaker’s
Profile
Annex
E
Certificate of the
Resource Speaker