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Used Strategies For Providing Timely, Accurate and Constructive Feedback To Improve Learner Performance

This document discusses strategies for providing timely and constructive feedback to improve learner performance, including using various methods of assessment like activity sheets, performance tasks, quizzes, and tests. It also discusses selecting and using appropriate teaching resources, setting clear learning outcomes, building community relationships, participating in professional development, developing personal improvement plans, and performing various teaching duties. The document provides examples of evidence and artifacts that can demonstrate these strategies.

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maristella
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2K views17 pages

Used Strategies For Providing Timely, Accurate and Constructive Feedback To Improve Learner Performance

This document discusses strategies for providing timely and constructive feedback to improve learner performance, including using various methods of assessment like activity sheets, performance tasks, quizzes, and tests. It also discusses selecting and using appropriate teaching resources, setting clear learning outcomes, building community relationships, participating in professional development, developing personal improvement plans, and performing various teaching duties. The document provides examples of evidence and artifacts that can demonstrate these strategies.

Uploaded by

maristella
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Used strategies for providing timely, accurate and

constructive feedback to improve learner performance

MOVs:
Evidence that highlights providing accurate and
constructive feedback to improve learner performance
and that shows timeliness of feedback

 activity sheet
 performance task
 quiz or test
 self- learning module
Selected, developed, organized and used appropriate
teaching and learning resources including ICT, to
address learning goals

MOVs:
Classroom observation tool (COT) rating sheets or
inter- observer agreement form from

1. An online observation of online synchronous teaching

2. If option 1 is not possible, an observation of a video


lesson that is SLM- based or MELC- aligned

3. If options 1 and 2 are not possible, an observation of a


demonstration teaching via LAC
Set achievable and appropriate learning outcomes that
are aligned with learning competencies

MOVs:
One lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the likes) or one lesson from a
self- learning module prepared by the rate with
achievable and appropriate learning competencies as
shown in any of the following:

 Lecture/ discussion
 Activity/ activity sheets
 Performance task
 Rubric for assessing performance using criteria that
appropriately describe the target output
Community Linkages
and
Professional
Engagement
&
Personal Growth
and
Professional
Professional
Development
Built relationships with parents/guardians and the wider
school community to facilitate involvement in the
educative process
MOVs:
1. Proof of Participation in any activity for improved access to
education such as, but not limited to the ff. activities
 Distribution of learning materials to learners/parents (e.g.
receipt form/monitoring form during distribution of learning
materials, etc.)
 Brigada Eskwela (e.g. commitment form to stakeholders,
developed advocacy materials, certificate of participation that
involves parents/stakeholders’ engagement signed by the school
head, etc.)
 Home visitation (e.g. home visitation form, etc.)
 Others (please specify and provide annotations)

2. Parent- teacher log of proof of other stakeholders meeting


(e.g.
one- on one parent- teacher learner conference log, attendance
sheet with minutes of online or face to face meeting; proof of
involvement in the learners’/parents’ orientation etc.)

3. Any form of communication to parents/stakeholders (e.g., notice


of meeting, screenshot of chat/text) message/ communication with
parent’ guardian [name or any identifier removed]; digitally/
printed
copy of Learner Enrollment survey from signed by the ICT
Coordinator/ Focal person and School Head.)
Participated in professional networks to share knowledge
and to enhance practice

MOVs:
 Certificate of completion in course/ training

 Certificate of participation in webinar, retooling,


upskilling, and other training/ seminar/ workshop
with proof of implementation

 Certificate of recognition/ speakership in webinar,


retooling, upskilling, and other training/ seminar/
workshop

 Any proof of participation to benchmarking


activity

 Any proof of participation in school LAC sessions


(online/ face- to- face) certified by the LAC
Coordinator

 Others (please specify and provide annotations)


Developed a personal improvement plan based on
reflection one’s practice and ongoing professional
learning
Main MOV:
Individual Performance and Commitment Review Form-
Development Plan( IPCRF-DP)
Supporting MOV:
Any document aligned with the IPCRF-DP such as

 Reflection of one’s practice during LAC session/s


with proof of attendance
 Reflection/ Personal Notes on Coaching and
mentoring and/or Mid-year review
 Personal notes journal on division/ school- led
INSET with proof of attendance
 Certificate of enrolment/ registration form/ class
card in graduate/ post- graduate school/online
courses
 Any learning material highlighting the
improvement done based on accomplishment
“reflection” section
 Others (please specify and provide annotations)
Performed various related works/activities that
contribute to the teaching- learning process

MOVs:
Proof of:

 Committee involvement
 Advisorship of co- curricular activities
 Involvement as module/ learning material writer
 Involvement as module validator
 Participation in the RO/SDO school initiated
TV-/radio based instruction
 Book or journal authorship
 Coordinatorship /chairpersonship
 Coaching and mentoring learners in competition
 Mentoring pre-service teachers
 Participation in demonstration teaching
 Participation as research presenter in a
forum/ conference
 Other (please specify and provide
annotations)
Planned and delivered teaching strategies that are
responsive to the special educational needs of learners in
difficult circumstances*, including geographic isolation,
chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse and child
labor practices

MOVs:
Classroom observation tool (COT) rating sheets or
inter- observer agreement form from

1. An online observation of online synchronous teaching

2. If option 1 is not possible, an observation of a video


lesson that is SLM- based or MELC- aligned

3. If options 1 and 2 are not possible, an observation of a


demonstration teaching via LAC
Ensured the positive use of ICT to facilitate the teaching
and learning process

MOVs:
Any supplementary material (in print/digital format)
made by the rate and used in the lesson delivery that
highlights the positive use of ICT to facilitate the teaching
and learning process

 Activity sheet/s
 One lesson from a self-learning module (SLM)
 Lesson Plan (e.g. DLP, DLL, WHLP, WLP, WLL,
Lesson exemplars and the likes)
 Video Lesson
 Audio Lesson
 Other learning materials in print / digital format
(please specify and provide annotations
MOVs:
Any supplementary material (in print/digital format)
made by the ratee and used in the lesson delivery that
highlights the teaching strategies to develop critical and
creative thinking, as well as other higher- order thinking
skills

 Activity sheet/s
 One lesson from a self-learning module (SLM)
 Lesson Plan (e.g. DLP, DLL, WHLP, WLP, WLL,
Lesson exemplars and the likes)
 Video Lesson
 Audio Lesson
 Other learning materials in print / digital format
(please specify and provide annotation

ons
Established a learner- centered culture by using teaching
strategies that respond to their linguistic, cultural, socio-
economic and religious backgrounds

MOVs:
Any supplementary material (in print/digital format)
made by the rate and used in the lesson delivery that
highlights teaching strategies that are responsive to
learners’, linguistics, cultural, socio-economic, or religious
backgrounds
 Activity sheets
 One lesson from self- learning module (SLM)
 Lesson plan, (e. g. DLP, DLL, WHLP, WLP, WLL
lesson exemplars, and the likes)
 Video lesson
 Audio lesson
 Other learning materials in print/digital format (please
specify)
Diversity of Learners
&
&
Assessment and
Assessment and
Reporting
MOVs:
Classroom observation Tool (COT) rating sheet or
inter-observer agreement form from

1. An online observation of online synchronous teaching

2. If option 1 is not possible, an observation of a video


lesson that is SLM- based or MELC- aligned

3. If options 1 and 2 are not possible, an observation of a


demonstration teaching via LAC

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