Professional Documents
Culture Documents
Activities Formative Assessment
Activities Formative Assessment
DO.31.s2020
Examples of teaching-learning
activities:
•Concept Maps
•Essays
• Journals
• Interviews
• Investigations
• Movie/film analyses
• Role plays
• Oral Presentations
• Projects
• Think-Pair-Share Activities
Concept Maps
□ are graphics for organizing and representing
knowledge. They can enrich learners’ understanding
of how ideas connect and interrelate with one
another.
□ A concept map starts with a main idea that branches
out into specific ideas (or concepts). Concepts are
usually enclosed in circles or boxes and linked by
words and phrases (also called propositions) that
explain the connection and relationships between the
ideas
Concept Maps
□ “Concept maps deepen understanding and
comprehension. They are constructed to
represent visually meaningful relationships
among concepts in the form of propositions.”
— Novak and Gowin, 1984
Concept Maps
You can use concept maps:
•for many topics in all learning areas;
•more commonly for grades 4 to 10;
•for individual or collaborative work;
•while supported by technology;
•to deepen understanding of concepts;
Concept Maps
You can use concept maps:
•to encourage creativity among learners;
•to help learners organize information;
•to allow learners to clearly communicate their ideas,
thoughts, and information;
•to help learners integrate new concepts with older concepts;
and
•to assess what learners know and understand in a visual
way.
Concept Maps
You can use concept maps:
•to encourage creativity among learners;
•to help learners organize information;
•to allow learners to clearly communicate their ideas,
thoughts, and information;
•to help learners integrate new concepts with older concepts;
and
•to assess what learners know and understand in a visual
way.
Concept Maps
,
Choose text related to a topic.
TE XT ST RU C TU RE LAN GU A GE ST R U C TU R ES
N A R R A T IV E
O r ie n t a t io n t h a t e s t a b li s h e s U s u a l l y w r it t e n i n t h ir d
s e tt in g a n d in tr o d u c e s p e r so n – h e /s h e , t he y , e tc .
m a in c h a r a c te r s
W r itt e n i n p a s t t e n s e
S e r ie s o f e v e n t s le a d i n g
t o a p r o b le m I n c h r o n o l o g ic a l o r d e r o f
w he n t hin g s h a p p e ne d
R e s o l u t io n
U s e s c o n n e c t i v e s t o li n k
the se nt e nc e s t h a t m a k e
u p t h e s t o r y ( e . g . , la t e r t h a t
d a y , o n c e , f i n a ll y ,
s u d d e n l y , m e a n w h ile )
D E S C RIP TIV E
Id e n t if ic a t io n o f t o p ic U s u a l l y w r it t e n i n s im p le
p re se n t te n s e
D e s c r ip t i o n
U s e s a c t io n v e r b s
U s e s a d j e c tiv e s
a nd a d v e rb s
E X P O S IT O R Y
G e n e ra l sta te m e nt U s u a l l y w r it t e n i n s im p le
p re se nt te n se
E xp la n a t io n
U s e s th e p a s s i v e v o ic e
C lo s i n g
U s e s te c h n ic a l t e r m s
U s e s c a u s e a n d e f f e c t,
o r c o m p a ra tiv e te rm s (e .g .,
b e c a u s e , a s a r e s u lt , b y
c o n t r a s t , s im i la r l y )
P E R S U A S IV E
I n t ro d u c t i o n t h a t s t a t e s U s u a l l y w r it t e n i n
a u t h o r’ s p o in t o f v ie w p re se n t te n s e
A rg u m e n t s s u p p o rtin g U s e s p e r s u a sive la n g u a g e
t h e p o in t o f v i e w
U s e s c o n n e c t i v e s t o li n k
R e i t e r a t i o n / C o n c l u s io n a rg um e n t s (e .g . , t h e re f o re ,
it is o b v io u s , t o c o n c l u d e )
Essays
Assessment methods
Feedback to learners
• Rubrics to provide teacher and peer assessment
• Immediate feedback after the learners’ essays are read
• Comments, both affirming and correcting, on the learners’ essays
Investigations
The term investigation refers to the sustained
exploration of an unfamiliar situation and is
open ended. It is different from problem
solving, which has a definite goal, that is, to
solve a problem.
Investigations
You can use investigations to help learners:
▪develop problem-solving and decision-making skills;
Investigations
You can use investigations to help learners:
▪ develop higher-order thinking skills;
Knowledge and skills from the learning area when analyzing the
outcome of an investigation
Twenty-first-century skills
Cognitive skills such as understanding, applying, analyzing, evaluating, and
creating
Inquiry skills of asking questions, observing, devising and conducting tests or
experiments, gathering evidence, presenting evidence visually, graphically, and in
written form, and drawing conclusions
Investigations
Collecting and recording methods
Class grid
Class checklist
Anecdotal records
Photographs or video footages
Tool to support consistent judgements
Rubric
Feedback to learners
Ongoing throughout the investigation
Self-assessment
Peer assessment
Film Analyses
Film analysis refers to the process of viewing and
studying visual media such as movies,
documentaries, and video clips for their content,
cinematography, sound editing, and other
technical aspects
Film Analyses
You can use film analysis to help learners:
-develop critical understanding and ----
- interpretation of visual media;
- develop effective writing skills including planning,
drafting, and editing;
- stimulate constructive and critical thinking skills and
reasoning;
- enhance their higher-order thinking skills like
analyzing, evaluating, and creating; and
develop other twenty-first-century skills.
Film Analyses
S A M P L E C O M P E T E N C IE S D E V E L O P E D
PER KEY STAGE
G R A D E S 4 –6 GR A D ES 7–1 0
C o n d e n s e d p lo t s y n o p sis
A b rief d e sc rip tio n o f th e p lo t o r the m e . It e m p ha s iz e s
the m o st im p o rta nt m o m e nt s o f th e v is u a l m e d ia w it h o ut
re v e a ling it s e n d in g .
B a c k g r o u n d in f o r m a t io n
Inf o rm a tio n a b o u t t he a c to r s, d ire c to r, a n d p ro d u c tio n s taff
of t he m o vie o r d o c um e nta r y . It a ls o inc lu d e s int e re stin g
inf o rm a tio n a b o u t th e m o v ie o r d o c um e nt a r y s u c h a s it s
p ro d uc tio n, s o urc e m a te ria l, a nd g e n re .
Observation
Talking to learners/conferencing
Content and skills that can be assessed
Language use
Presentation skills including:
eye contact, gestures, body language, intonation
content and organization of ideas
use of visuals
engagement with the audience
Knowledge and skills in various cognitive process dimensions such as
remembering
Attitudes and values
Twenty-first-century skills
Oral Presentations
Content and skills that can be assessed
Language use
Presentation skills including:
eye contact, gestures, body language, intonation
content and organization of ideas
use of visuals
engagement with the audience
Knowledge and skills in various cognitive process dimensions such as
remembering
Attitudes and values
Twenty-first-century skills
Oral Presentations
Collecting and recording methods
Class grid
Class checklist
Tool to support consistent judgements
Rubric
Feedback to learners
Oral feedback from the teacher
Self- and peer assessment
Projects
Projects are based on the principle of “learning by
doing.” Thus, they provide learners with
opportunities to demonstrate their creativity and
resourcefulness. They also require learners to
apply specific knowledge or skills as they
participate actively in class work.
Projects
Assessment methods
Observation (of the processes used)
Conversation with learners
Evaluation of learners’ products (projects)
Projects
Content and skills that can be assessed
Knowledge and understanding
of learning
area content
Cognitive skills
Remembering—recalling the concepts and
facts presented in the lesson
Projects
Content and skills that can be assessed
Understanding—inferring from the situations
given by the teacher, interpreting problems,
classifying and comparing characteristics of
objects, and explaining outputs
Applying—executing skills, applying the
concepts to the learners’ plans and designs
Projects
Content and skills that can be assessed
Analyzing—planning the project, deciding
on the materials and their quantity,
differentiating, organizing examples, solving
problems
Evaluating—critiquing and modifying work,
writing reflections
Creating—generating innovative ideas,
planning the design, producing the projects
Projects
Tool to support consistent judgements
Rubric
Feedback to learners
Immediate, or during the crafting of the
project using rubrics
After the presentation of the project
Peer assessment
Self-assessment using rubrics
Think-Pair-Share Activities
Think-Pair-Share is a teaching and learning
strategy that can also be used as an
assessment activity where a question is posed
to learners. Learners think of responses to the
question individually at first, then they form
pairs and discuss with their partners possible
answers to the question. Together, the
partners agree on answers that they then
share with the rest of
the class.
Think-Pair-Share Activities
You can use think-pair-share activities to help
learners:
• in most learning areas;
• interact with their classmates through
collaborative learning;
• develop conceptual understanding;
• develop the ability to filter information
and draw conclusions;
Think-Pair-Share Activities
You can use think-pair-share activities to help
learners:
of concepts
• deepen their understanding
while practicing verbal skills;
• participate in discussions;
• communicate their ideas and consider the
opinions of others;
• improve their socialization skills as they
work with their classmates; and
• develop higher-level thinking skills.
Think-Pair-Share Activities
Tool to support consistent judgements
• Rubric
Collecting and recording methods
• Class grid
• Class checklist
Feedback to learners
• Give feedback orally after each group has
presented or wait until all the groups have presented.
• Peer assessment of presentations using the
assessment criteria or rubric
• Self-assessment
Interviews
SIM P L E IN T E R V IE W
W h a t is y o u r W h a t a re y o u r W h a t is y o u r
f a v o r it e f o o d ? le i s u r e - t i m e o p i n io n a b o u t
a c t iv it i e s ? g lo b a l w a rm in g ?
W h o is y o u r
b e s t f r ie n d ? W h o is y o u r h e r o ? W ho do yo u
a d m ir e a n d w h y ?
W here d o W h e r e i s y o ur
y o u li v e ? f a v o r it e p la c e W h e r e w o u ld y o u
t o r e la x ? m o s t lik e t o w o r k
H o w d o y o u h e lp a nd w hy ?
y o u r f a m il y ? W h e n d o y o u l ik e
t o re a d ? W he n ha ve yo u
b e e n m o s t p ro u d
H ow d o yo u c a re t o b e F il ip i n o
fo r yo ur p e t? a nd w hy ?
F A C T U A L IN T E R V IE W
W ha t p ro d uc ts W h a t a r e th e W h ic h F ilip in o
a re s o ld a t yo ur e nd a n g e re d h e ro e s a re th e
lo c a l m a r k e t ? s p e c ie s i n t h e m o s t im p o rta n t to
P h ili p p i n e s ? you a nd w hy?
H o w d o yo u c a re
fo r y o u r b o d y to W h a t m e d ic i n a l H o w d id t h e i r
s t a y h e a lt h y ? a n d e d ib l e p l a n t s li v e s c o n t r i b u t e t o
a r e g r o w n in y o u r m o d e rn - d a y l if e in
c o m m u n it y ? th e P h il i p p i n e s ?
R O VIN G IN T E R V IE W
W h a t is y o u r W he re d o yo u W hat is your
f a v o r it e ic e s h o p m o st of te n opinion about . . . ?
c r e a m f la v o r? a nd w hy?
B IO G R A P H IC A L IN T E R V IE W
A sk yo ur A sk yo ur p are nts: A sk re so u rc e
grandparents: p e rso n s/g u e st
W ha t w a s the sp e ak e rs:
W h a t w a s l i f e l ik e m o s t s ig n if ic a n t
w h e n y o u w ere e v e n t i n y o u r l if e W hat and who
a child? a nd w hy? inspired you to
be a . . . ?
Interviews
K–G R A D E 3 G RA D E S 4-6 G RAD E S 7-1 0
H IS T O R IC A L IN T E R V IE W
H o w d id y o u r H ow w a s W h a t w a s li f e l i k e
v i lla g e o r In d e p e n d e nc e d u r i n g t h e m a r t ia l
b a r a n g a y lo o k Day (or any la w y e a r s ? W h a t
w he n yo u c u lt u r a l a c t i v it y ) le d t o th e 1 9 8 6
w e re yo u n g ? c e le b ra t e d EDSA Revolution?
w he n yo u w e re
y o u n g e r?
D E S C R IP T IV E IN T E R V IE W
W ha t did yo u H a ve yo u e v e r C a n y o u d e s c r ib e
le a r n f r o m y o u r a tte n d e d a th e m o s t b e a u tifu l
f ie l d t r ip ? fa m o u s s p o rt s p la c e y o u h a v e
e v e nt, c o nc e rt, o r v i s it e d ?
fiesta? Can you
t e ll u s a b o u t it ?
P E R S O N A L IT Y IN T E R V IE W
H o w d id y o u W h a t w e re th e W h a t t ra its d o y o u
becom e a fa c to rs t h a t th in k m a k e yo u a
f a m o u s a t h le t e ? inf lu e n c e d y o u r c h a r i s m a ti c . . . ?
career a s a . . . ?
C O M P O SIT E IN T E R VIE W
A s k y o u r f a m il y : A s k a w in n in g A s k a p a n e l of
sp o rts te a m : lo c a l b u s i n e s s
W h a t a re th e le a d e r s :
f a v o r it e t h i n g s H o w d id y o u
y o u l ik e t o d o p re p a r e a s a W ha t a re th e
to g e th e r a s a te a m to w in th is c h a r a c te r is tic s o f
fa m ily ? c o m p e t i t io n ? a g o o d le a d e r
o r m a n a g e r?
Interviews
Types of interviews
▪ simple interview
▪ factual interview
▪roving interview
▪ biographical interview
▪ descriptive interview
▪ personality interview
▪ composite interview
Interviews
-Knowledge and skills from the resource person when --analyzing the outcome
of the interview
-Twenty-first-century skills
-Cognitive skills such as understanding, applying, analyzing, and evaluating
-Skills on organizing ideas, checking for accuracy of information based on the
interview, writing
-Attitudes and behavior
-Asking questions clearly and confidently, clarifying -answers and
information
-Managing time
-Being courteous/polite
Journals
Journals are diaries where learners keep a
record of important daily events,
experiences, observations, or thoughts and
ideas while in class.
Journals
You can use journals to help learners:
▪express their thoughts, feelings, and experiences;
▪ record details of events and challenges they dealt with;
▪ analyze relationships with others and the environment;
▪ consider important values and reflect on different points of view;
▪ experiment with new writing styles;
▪ synthesize ideas, experiences, and opinions before and after instruction;
▪ process what they have learned in activities and express their ▪ ▪ ▪ personal
views and comments about the activities;
▪ reflect on their learning and set personal and academic goals; and
▪ reflect on and verify their academic and personal growth by reading past
entries.
Journals
Assessment methods
Talking to learners/conferencing
Analysis of learners’ products
Content and skills that can be assessed
ACTIVITY TITLE:
Prep aring the Land for P lanting Ve ge table Crops
C O NT EN T ST AN DA RD P E RF O R M A N C E S T A N D A R D
D e m o n stra te a n u n d e r sta n d in g of co nc e p t s, und e rlyin g Ind epe nd e n tly p re p a re la n d for h o rtic ultu ra l crop p ro du c tio n
the orie s, a n d prin c ip le s in p r e pa r ing la nd f o r ho rtic u ltur a l and ac co m p lish re q u ired tas k s
c ro p p ro d u ctio n
C O MP ETEN C Y CO D ES L E A R N IN G C O M P E T E N C IE S
T his le sso n d ea ls w ith t he ste p s in p re p a ring the la nd fo r p la ntin g ve g e ta b le crop s. It a ls o inc lud e s the im p orta nc e o f p ro p e r la n d
p re p a r a tio n, too ls, im p le m e nt s, a nd sim p le e q u ip m e nt to b e u se d in t h is a c tivit y. L e a r n in g activitie s ar e a s fo llo w s:
a. W h a t d o w e n e ed to do b e fo re pla ntin g ?
b. W ha t a re the to o ls n e e d e d to p re p a re the la n d ?
4. D isc u s s t he f ollo w in g to p ic s:
7. C o nd u c t a c o m p a r a tive stud y o n ze ro tilla g e a n d a c ultiva te d fie ld to b e pla nte d w it h e g g p la nt. D ivid e t he c la s s into tw o
g ro up s. E a c h g ro u p w ill p re p a re a 20 0 sq m . a re a.
9. P o stte st
II. ASSESSMENT CRITERIA
K n o w le d ge
L e a rn e rs d e m o n stra te u n d e rsta n d in g of:
Sk ills
L e a rn e rs w ill b e a b le to :
III. A S S E SS M E N T M E T H O D S (P ut a n x m a rk o n t he b la n k w h e re a p p ro p ria te .)
O b se rv a tio n A na ly se s o f le a rn e rs’ p ro d u c ts
Te sts Ta lk ing to le a rn e rs
IV. A S S E SS M E N T A C T IV IT IE S
V . R E C O R D IN G M E T H O D S (P ut a n x m a rk o n the b la nk w he re a p p ro p ria te .)
V I. M A K IN G C O N S IS T E N T J U D G E M E N T S (P ut a n x m a rk o n the b la nk w h e re a p p ro p ria te .)
A T TA C H M EN T 40A
Rubric for Naming or Identifying Tools
L e ve l Indicator
Name:
a . S o il a n d c lim a tic f a c to rs
d . K ind a n d ra te o f f e rtiliz e r
2. W ha t is t h e p r im a r y p u rp o se o f p lo w in g ?
a . To c o n tro l w e e d s
b . To p ro vid e d u st m u lc h
c. To im p ro v e s o il tilt h
d . To b r e a k c o m p a c te d so ils a n d p u lv e riz e s o il c lo d s
a . z e ro tilla g e
b . h o e c u ltiva tio n
c. g e n e r a l tilla g e
d . in te rp la n t c u ltiv a tio n
4. W h ic h se t o f to o ls is u s e d in p re p a rin g a g a rd e n p lo t?
a . a xe , k n if e , p ic k m a tto c k
b . s h o ve l, p r u n in g s he a r s, sc yt h e
c. g r u b ho e , p ic k m a tt o c k , s h o ve l
d . p lo w a n d h a rr o w
5. W h e n is th e b e s t ti m e to p re p a r e th e la n d fo r p la n tin g v e g e ta b le c ro p s ?
a . W h e n th e s o il is to o w e t s o th a t tillin g w o u ld b e e a s y
b . W h e n th e s o il is to o d ry to a v o id p u d d lin g
d . W h e n f a rm e r s a re n o t b u s y
A T TA C H M EN T 40 C
Rubric for Land Preparation and Posttest