Reflection

Republic of the Philippines
Department of Education
Caraga Region
Schools Division of Surigao Del Sur
Badong National High School
Junction Badong- Cabangahan, Tago, Surigao Del Sur
Objective 13 REFLECTION THAT HIGHLIGHTS THE APPLICATION OF A LEARNER-CENTERED TEACHING PHILOSOPHY IN THE LESSON PLAN
PPST Indicator Reflection

Addressed
PPST 7.1.2 – Applied a Adopting a learner-centred approach, where students are at the center of the learning experience. One area where
personal philosophy of I have applied this philosophy is in teaching on the importance of measurement and calculation in doing carpentry
teaching that is learner- work.
centered. Measurement and calculation are essential skills in carpentry. A carpenter must learn the importance of
accurate measurements and calculations to achieve precise cuts and quality finished products. It is crucial
to take measurements carefully and accurately before making any cuts or adjustments. Even a slight
misalignment can lead to a poorly fitted joint or an uneven edge, which can affect the overall quality of the
project. Investing time and effort in measuring and calculating before cutting or drilling can save a
significant amount of time and materials, as well as prevent costly mistakes.
Calculations also play a significant role in carpentry, especially when determining the quantity and size
of materials needed for a project. Incorrect calculations can lead to over or underestimation of materials,
leading to unnecessary expenses or delays in completing the project.
A carpenter must developed skills in measurement and calculation through practice and experience.
Must learned to use various tools such as rulers, tape measures, and square tools to ensure accuracy in
measurements. Also use mathematical formulas regularly to calculate material amounts, angles, and
dimensions.
In conclusion, measurement and calculation are crucial skills for any carpenter. Accurate measurements
and calculations lead to precise cuts, quality finished products, and cost-efficient use of materials.
Prepared by: Reviewed by:
CRISTINA E. TIBAYAN ARJUN D. CERRO

Teacher I Head Techer – I/ School Head
Caraga Region
Caraga Region
PPST Indicator Evidence Reflection Comments

Addressed
PPST 7.1.2 – Applied a The used of Using picture analysis as a teaching strategy can be an effective
personal philosophy of picture way to help students understand and determine the relationship
teaching that is learner- analysis in between the hypothesis and conclusion of an if-then statement in
centered. determining math. Visual representations can provide a concrete and visual
relationship context for students to explore and analyze the logical connections
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between the within conditional statements. Here's a reflection on the benefits of

hypothesis using picture analysis in this topic:
and the
conclusion of Picture analysis allows students to visualize the relationships
an if-then between the hypothesis and conclusion of an if-then statement. By
statement presenting the information in a visual format, students can more
easily identify and interpret the logical connections between the two
parts of the statement. This visual representation can help make
abstract concepts more tangible and accessible, particularly for
students who are visual learners or struggle with abstract thinking.
The use of pictures in analyzing if-then statements also promotes

critical thinking and problem-solving skills. Students are encouraged
to analyze the given picture, identify the relevant information, and
deduce the logical implications based on the if-then structure. This
process requires students to observe, interpret, and make
connections, fostering their analytical and reasoning abilities.
Additionally, picture analysis can engage students in a more

interactive and participatory learning experience. Students can
actively discuss and share their interpretations of the visual
representation, allowing for collaborative learning and the
exploration of multiple perspectives. This collaborative approach
encourages students to articulate their reasoning, listen to others'
viewpoints, and engage in productive discussions, enhancing their
overall understanding of the topic.
Furthermore, picture analysis can provide a bridge between the

abstract concepts of if-then statements and real-life examples. By
using visuals that relate to everyday situations or familiar contexts,
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students can better connect the mathematical content to their own

experiences. This connection helps students see the relevance and
applicability of if-then statements in practical scenarios, making the
topic more meaningful and engaging for them.
To effectively implement picture analysis in the classroom,

teachers can provide students with a variety of visual representations,
such as diagrams, graphs, or illustrations. They can guide students
through a step-by-step analysis, prompting them to identify the
hypothesis, the conclusion, and the logical relationship between the
two. Teachers can also encourage students to create their own visual
representations to demonstrate their understanding of if-then
statements.
In conclusion, incorporating picture analysis into the teaching of

determining relationships between the hypothesis and conclusion of
if-then statements in math can enhance students' understanding and
engagement. By providing a visual context, promoting critical
thinking, encouraging collaboration, and connecting to real-life
examples, picture analysis can be a powerful tool in helping students
grasp the logical structure of conditional statements and apply them
effectively in problem-solving situations.
JOSEPHINE G. PLAZA ARJUN D. CERRO

Teacher II Head Techer – I/ School Head
Caraga Region

Addressed
PPST 7.1.2 – Applied a The used of Applying a learner-centered teaching philosophy to the topic of the structures and
personal philosophy learner- functions of the digestive system can greatly enhance learner achievement in both
of teaching that is centered literacy and numeracy. By reflecting on this approach, we can appreciate how it fosters a
learner-centered. teaching rich and engaging learning environment for students.
philosophy
One of the key strengths of learner-centered teaching is its emphasis on building on
prior knowledge. By assessing students' existing understanding of the topic, we can
create a foundation for new learning that is relevant and meaningful to them. This helps
capture their interest and motivation, making the learning experience more impactful.
Another benefit of a learner-centered approach is the use of real-life examples. By

connecting the topic to practical situations from everyday life, students can see the
relevance and applicability of their learning. This bridges the gap between theory and
practice and enhances their literacy and numeracy skills by applying them in authentic
contexts.
Hands-on activities are also instrumental in a learner-centered classroom. In the case of

teaching about the digestive system, using models or diagrams allows students to
visualize abstract concepts and understand them more concretely. This tactile
engagement enhances their literacy skills through labeling and explaining structures, and
their numeracy skills through measurements and calculations involved in understanding
portion sizes and nutritional values.
Inquiry-based learning is another valuable aspect of a learner-centered approach.

Encouraging students to ask questions and investigate answers promotes critical thinking
and problem-solving skills. By engaging in research and presenting their findings to the
class, students exercise their literacy skills in information gathering and interpretation, as
well as their numeracy skills in data analysis and visualization.
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Through differentiation, teachers can cater to the diverse needs and abilities of their
learners. Providing various resources and offering additional support or challenges
allows students to progress at their own pace. This individualized approach nurtures
both literacy and numeracy skills by ensuring students receive the appropriate level of
guidance and instruction.
Collaborative activities provide opportunities for peer learning and communication. By

assigning roles within groups, students can leverage each other's strengths and learn
from one another. This not only improves literacy and numeracy but also encourages
teamwork and social skills.
Lastly, timely and constructive feedback plays a crucial role in learner-centered teaching.
By providing specific feedback, students can track their progress and identify areas for
improvement. This metacognitive reflection enhances their ability to self-assess and set
goals, further fostering their growth in literacy and numeracy.
In conclusion, applying a learner-centered teaching philosophy to the topic of the

structures and functions of the digestive system is a powerful approach to enhancing
achievement in both literacy and numeracy. By incorporating strategies such as building
on prior knowledge, using real-life examples, hands-on activities, inquiry-based learning,
differentiation, collaboration, and feedback, students are actively engaged in their
learning, which leads to deeper understanding and improved skills.
ROGIE G. SAZ ARJUN D. CERRO

Teacher III Head Techer – I/ School Head
Caraga Region

Addressed
PPST 7.1.2 – Applied a The used of Game-based learning is an innovative and engaging approach in
personal philosophy of learner- teaching probabilities of simple events. By integrating games into the
teaching that is learner- centered learning process, students can actively participate and experience the
centered. teaching concept firsthand, leading to a deeper understanding and retention of
philosophy the material.
One major advantage of using game-based learning is its ability to

foster critical thinking and problem-solving skills. For example,
through interactive games, students can make decisions, calculate
probabilities, and analyze outcomes based on different scenarios. This
hands-on experience allows them to develop their logic and reasoning
abilities, enabling them to apply these skills in real-life situations.
Furthermore, game-based learning provides a safe and supportive

environment for students to experiment with different strategies and
understand the consequences of their choices. It encourages risk-
taking and exploration, as learners can try various approaches and
observe the outcomes without any real-life implications. This freedom
to experiment enhances their confidence and motivation to engage
with probability concepts.
Moreover, games can effectively facilitate peer-to-peer

collaboration and healthy competition. Many probability games
encourage social interaction and teamwork, giving students the
opportunity to discuss strategies, compare results, and learn from
each other's perspectives. This not only enhances their
communication and interpersonal skills but also creates an enjoyable
and interactive learning atmosphere.
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Additionally, game-based learning adds an element of fun and

excitement to the classroom, making the learning process more
enjoyable and memorable. By incorporating elements like rewards,
levels, and challenges, games captivate students' attention and
sustain their interest throughout the lesson. This increased
engagement leads to higher levels of participation and active
involvement, resulting in improved learning outcomes.
In summary, the use of game-based learning in teaching the

probabilities of simple events offers numerous benefits. It promotes
critical thinking, problem-solving skills, and logical reasoning abilities.
It also provides a safe environment for experimentation and
encourages collaboration among students. Ultimately, game-based
learning makes the learning process enjoyable and memorable,
creating a positive and effective learning experience.
JOSEPHINE G. PLAZA ARJUN D. CERRO

Teacher II Head Techer – I/ School Head
Caraga Region
Caraga Region
INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION
PPST Indicator Evidence Annotation Comments

Addressed
1.5.2 Develop teaching The used of The used of song in teaching grammar is a kind of strategy that
activities that incorporate song in would cater the listening and musical skills of the students. This strategy
differentiated strategies establishing a also gave a memorable and enjoyable part in establishing my lesson
to meet the specific purpose for the because most of my students find hard in learning grammar and had
learning needs of lesson. less participation every time I teach grammar.
students across the full Thus, with the use of song they tend to remember things that have
range of abilities. an emotional component because according to Levitin, 2006 our
amygdala and neurotransmitters act in concert to tag the memories as
something important.
The song in my lesson served as my motivation to my students in
getting their minds active and setting the class in a participative way
since they are given different activities while listening to the song. The
activities given were the gap fills- they are going to fill-in the missing
words in the song and the spot the mistakes- detect the errors in the
lyrics of the song and writing the correct one.
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The activities given were simple and easy to follow and the
students were doing it happily not knowing that they learned grammar
and they are also participative in giving their answers or feedbacks to
the guide questions
given to them.
MELROSE Q. MARAPAO EMELDA G. CROMBIE

Teacher II School Head

Addressed
1.5.2 Develop teaching The use of In my English class it is very important to let my students learned
activities that incorporate pictures in to read and write correct English sentences but sad to note that my
differentiated strategies improving students find it hard to learn if I continue to used textbooks or chalk and
to meet the specific students’ talk. The learners will be bored if this is practiced as a daily routine
learning needs of writing. (Kaur et al., 2017). This is a significant setback for learning to take
students across the full place.
range of abilities. Therefore, I should consider the use of instructional media if I
want to capture my students' attention, at the same time, helping them
to learn. There is a variety of instructional media available, and it is
crucial to choose the appropriate media which caters to need and
preference of my students. One of them is pictures. Pictures come in
many forms such as photographs, drawings, advertisements, tables,
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posters, slides, maps, and others. Pictures are valuable sources for
teachers (Raimes, 1983). There is an idiom which says ‘a picture paints
a thousand words' which means a picture tells you more than words.
Pictures help students generate ideas, choose vocabularies and
put them in sentences (Asrifan, 2015; Kurniati, 2015; Styati, 2016).
There are researches done in the use of pictures in improving students'
writing skill. Pictures are proven to be effective in improving students'
writing ability (Asrifan, 2015; Kaur et al., 2017; Kurniati, 2015; Sesrica &
Jismulatif, 2017; Styati, 2016; Wening, 2016). Styati (2016) found that
students performed better with the use of pictures compared to
Youtube. The method of using
pictures enhances students' writing performance (Styati, 2016).
Pictures are effective in improving students' interest, motivation,
and attitudes (Ali, 2014; Asrifan, 2015; Kaur et al., 2017; Sesrica &
Jismulatif, 2017; Styati, 2016). In his study, Ali (2014) stated that
students' writing skill in narrative writing mainly in the five writing
components with the use of series pictures. The method of using series
pictures as visual aids in teaching writing is exciting, and students
managed to score higher. Ali (2014) also stated that pictures stimulate
and encourage the development of ideas and imaginations to write.
Pictures are also an exciting form of instructional media. If
teachers use suitable pictures, they can help students generate ideas.
Kurniati (2015) found that students who used pictures to help them write
scored higher than those who did not. In research done by Asrifan
(2015), found that students who were taught using pictures have better
performance in writing compared the group which was taught using the
conventional way.
Students who seldom practice the language were not confident
in using the language when it comes to writing. Before the use of
pictures, they were discouraged to write in English as they lack the
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confidence to do so but with the help of pictures my students were very

participative and easily wrote what they saw and express it freely.


Addressed
1.5.2 Develop teaching The used of The goal of differentiated instruction is to create learning opportunities that make
activities that incorporate differentiated allowances for differences in how individual students learn in order to ensure equal
access to important academic content. Content may be modified for students who
differentiated strategies instruction in need additional practice with essential elements before moving on; however, the
to meet the specific teaching expectation is that modifications in other areas will ultimately allow all students to
learning needs of grammar. master the same key content.
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students across the full

range of abilities. As to my lesson I give differentiated instructions/activities to evaluate my
learners understanding with the used of their own capability. Since, my learners have
different learning style and as their English teacher I wanted to give my students ways
of learning grammar with the capability they have.
Thus, "differentiated instruction is not the same as individualized instruction.

Every student is not learning something different; they are all learning the same thing,
but in different ways. And every student does not need to be taught individually;
differentiating instruction is a matter of presenting the same task in different ways and
at different levels, so that all students can approach it in their own ways" (Trujo, 2004).
It is important to recognize that differentiated instruction is an approach to

teaching, not simply a collection of strategies or activities. Effective differentiation
requires ongoing evaluation of students' needs and conscious attention to designing
instructional activities and assessment to meet those needs. It is true that teachers
must have an extensive repertoire of research-based instructional strategies at hand,
but they must also be able to "think outside the box" to ensure that each student's
needs are met.
With the help of differentiated instructions my students shared their

capabilities in learning and I discovered that they got high scores once their needs
were met.

INDICATOR 16: THE APPLICATION OF A LEARNER- CENTERED TEACHING PHILOSOPHY

Addressed
1.5.2 Develop teaching The used of To make sure that my students captured the lessons I taught I had my
activities that incorporate differentiated differentiated activities that would cater their needs based on their own capabilities
and with those given activities I can assure that they can share their learnings. In
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differentiated strategies instruction in giving my students the differentiated activities/instruction in teaching grammar I
to meet the specific teaching applied the theory of constructivism wherein I assign them tasks that give them
opportunities to showcase their performances. I strongly believe–and I see this work
learning needs of grammar all the time–that the key to motivate the students to learn and explore on their own is
students across the full to make learning fun for them. They are not going to want to learn if the teacher
range of abilities. constantly makes them do tasks that they don’t want to do.
A Constructivist Classroom is a Student-Centered Classroom. The student-
centeredness of a constructivist classroom is clearly apparent in a reader response
approach to literature. Recognizing the significance of the unique experiences that
each reader brings to the reading of a selection of literature, the teacher in a
response-centered approach seeks to explore the transaction between the student
and the text to promote or extract a meaningful response (Rosenblatt, 1978). This
place the student in a central position in the classroom since exploring this transaction
seems unlikely to occur unless the teacher is willing to relinquish the traditional
position of sole authority, thereby legitimating the unique experiences that all
members of the class bring to the reading rather than just those experiences the
teacher brings. The resulting perception and effect in the classroom are evident in
students' recognition that the discussion is a legitimate one involving questions to
which nobody knows the answer. It isn’t a treasure hunting game where they are
trying to guess what is in their teacher’s head, but a process that creates meaning and
knowledge.
Introducing a lesson in a way that doesn’t capture their interest is the greatest
failure and breakdown in learning, for the enthusiasm to want to learn more is voided
by packaging learning in a distasteful manner.


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Addressed
1.5.2 Develop teaching Using Video as
activities that incorporate Media of In this modern era, teaching English is also increasingly diverse, ranging from
differentiated strategies Teaching in using manual media or visual media such as blackboards, chalk, markers until to
to meet the specific English internet-based media and technologies such as audio-visual. In the process of
learning needs of Language teaching and learning English, preparation of teaching tools by teachers can help
students across the full Classroom. students to easy understood about the material in the learning. Also, the teaching
range of abilities. method, which is used by teachers to deliver lesson can attract students' attention so
that the learning process takes place, is also a component that supports the learning
process. Definition media or a medium in the Cambridge Dictionary is a method or way
of expressing something. According to Jacobs et al. (2002, p. 240), the media can be
seen as media, widely understood, anyone, material, or events that form conditions
that allow students to acquire knowledge, skills and attitudes.
In addition, the teacher who designs learning activities that can make students
in active learner mode. In this case, the teachers are challenged to involve students
actively during teaching and learning activities using video. To use video as a powerful
tool during teaching and learning activities, preparation is one of the main ways to
make it more meaningful before applying several other ways to encourage students to
become active learners. Harmer (2006) state about several techniques that can be
applied when using videos in EFL classrooms, such as; Viewing Techniques (Fast
Forward, Silent Viewing, Freezing Framing, Partial Viewing) and Listening (and mixed)
Techniques (Picture less listening, picture of speech).

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FOURTH QUARTER
Addressed
1.5.2 Develop teaching The use of
activities that incorporate games in Language learning is a hard work. Effort is required at every moment and must be maintained
differentiated strategies teaching over a long period of time. As we need meaningfulness in language learning, and authentic
to meet the specific English. use of the language it is useful to follow and create many different techniques and procedures.
learning needs of That through creative procedure we can have an interactive environment which may lead to an
improvement in learning a foreign language.
students across the full
range of abilities.
According to students' achievements we can assess through utilizing pre, and post-tests if our
students have improved or not, and if our procedure is useful, effective or not. Games and
especially educational games are one of the techniques and procedures that the teacher may
use in teaching a foreign language. Games are often used as short warm-up activities or when
there is some time left at the end of a lesson. A game should not be regarded as a marginal
activity filling in odd moments when the teacher and class have nothing better to do. Games
ought to be at the heart of teaching foreign languages, games should be used at all the stages
of the lesson, provided that they are suitable and carefully chosen. Games also lend
themselves well to revision exercises helping learners recall material in a pleasant, entertaining
way. Games are highly motivating since they are amusing and at the same time challenging.
Furthermore, they employ meaningful and useful language in real contexts. They also
encourage and increase cooperation. "Games are highly motivating because they are amusing
and interesting. They can be used to give practice in all language skills and be used to practice
many types of communication." (Ersoz, 2000)
All agree that even if games resulted only in noise and entertained students, they are still worth
paying attention to and implementing in the classroom, since they motivate learners, promote
communicative competence and generate fluency and may have a significant role in improving
a second language acquisition.
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Republic of the Philippines

PPST Indicator Reflection

Prepared by: Reviewed by:

CRISTINA E. TIBAYAN ARJUN D. CERRO

PPST Indicator Evidence Reflection Comments

between the within conditional statements. Here's a reflection on the benefits of

The use of pictures in analyzing if-then statements also promotes

Additionally, picture analysis can engage students in a more

Furthermore, picture analysis can provide a bridge between the

students can better connect the mathematical content to their own

To effectively implement picture analysis in the classroom,

In conclusion, incorporating picture analysis into the teaching of

Prepared by: Reviewed by:

JOSEPHINE G. PLAZA ARJUN D. CERRO

PPST Indicator Evidence Reflection Comments

Another benefit of a learner-centered approach is the use of real-life examples. By

Hands-on activities are also instrumental in a learner-centered classroom. In the case of

Inquiry-based learning is another valuable aspect of a learner-centered approach.

Collaborative activities provide opportunities for peer learning and communication. By

In conclusion, applying a learner-centered teaching philosophy to the topic of the

Prepared by: Reviewed by:

ROGIE G. SAZ ARJUN D. CERRO

PPST Indicator Evidence Reflection Comments

One major advantage of using game-based learning is its ability to

Furthermore, game-based learning provides a safe and supportive

Moreover, games can effectively facilitate peer-to-peer

Additionally, game-based learning adds an element of fun and

In summary, the use of game-based learning in teaching the

JOSEPHINE G. PLAZA ARJUN D. CERRO

INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION

PPST Indicator Evidence Annotation Comments

Prepared by: Reviewed by:

MELROSE Q. MARAPAO EMELDA G. CROMBIE

INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION

PPST Indicator Evidence Annotation Comments

confidence to do so but with the help of pictures my students were very

Prepared by: Reviewed by:

MELROSE Q. MARAPAO EMELDA G. CROMBIE

INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION

PPST Indicator Evidence Annotation Comments

students across the full

Thus, "differentiated instruction is not the same as individualized instruction.

It is important to recognize that differentiated instruction is an approach to

With the help of differentiated instructions my students shared their

Prepared by: Reviewed by:

MELROSE Q. MARAPAO EMELDA G. CROMBIE

PPST Indicator Evidence Annotation Comments

Prepared by: Reviewed by:

MELROSE Q. MARAPAO EMELDA G. CROMBIE

INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION

PPST Indicator Evidence Annotation Comments

Prepared by: Reviewed by:

MELROSE Q. MARAPAO EMELDA G. CROMBIE

INDICATOR 2: USED RESEARCH- BASED KNOWLEDGE ANNOTATION

MELROSE Q. MARAPAO EMELDA G. CROMBIE

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