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IPCR Annotation

The document contains a teacher annotation form assessing various teaching objectives. For objective 2, the teacher explains how they used dialogue-based learning in their lesson plan by having students practice dialogues and create conversations. For objective 14, the teacher reviews their practice in accordance with ethics codes by creating an engaging online learning environment. For objective 16, the teacher explains how their lesson applied a constructivist and learner-centered approach through inquiry-based learning and cooperative group work.

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Elaiah Marikit
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52 views

IPCR Annotation

The document contains a teacher annotation form assessing various teaching objectives. For objective 2, the teacher explains how they used dialogue-based learning in their lesson plan by having students practice dialogues and create conversations. For objective 14, the teacher reviews their practice in accordance with ethics codes by creating an engaging online learning environment. For objective 16, the teacher explains how their lesson applied a constructivist and learner-centered approach through inquiry-based learning and cooperative group work.

Uploaded by

Elaiah Marikit
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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RPMS SY 2021-2022

TEACHER ANNOTATION FORM


TEACHER I-III

TEACHER: ELAIAH C. MARIKIT DATE SUBMITTED: _________________________

RATER: ROMILI R. GAA SUBJECT & GRADE LEVEL: GRADE 7 - ENGLISH

OBJECTIVE 2
Used research-based knowledge and/or principles of teaching and learning to enhance
professional practice

Means of Verification
One (1) lesson plan with annotations identifying the research-based knowledge and/or principles of
teaching and learning used as basis for planning / designing the lesson

ANNOTATION
The used of research-based knowledge and principle of teaching and learning as basis for
planning / designing the lesson is very essential in acquiring relevant knowledge and skills in
educational teaching and learning.

In preparation for my lesson, I adapted and aligned my lesson objectives to Dialogue-based


Learning which is an inclusive pedagogy that leverages epistemological pluralism in the classroom
to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and
promote novel contributions in applied ethics. During the conduct of developmental activities,
particularly in the part of Activities and Application, I gave my learners tasks to practice interaction
through a form of dialogue and write/complete the script from the provided comic strip. Using
these activities, I was able to let my learners use dialogue in authentic conversation and develop
brainstorming strategies to create dialogue. For the evaluation/assessment, I let my learners create a
conversation about the topics/ situations given. Learners were expected to do the task
collaboratively with their partner. This was aligned to the Dialogue-based Learning encouraging
my learners to think critically using the different forms of inquiry.
RPMS SY 2021-2022
TEACHER ANNOTATION FORM
TEACHER I-III

TEACHER: ELAIAH C. MARIKIT DATE SUBMITTED: _________________________

RATER: ROMILI R. GAA SUBJECT & GRADE LEVEL: GRADE 7 - ENGLISH

OBJECTIVE 14
Reviewed regularly personal teaching practice using existing laws and regulations that apply to the
teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers
Means of Verification
Annotated video/audio recording of one’s teaching that shows impact of regularly reviewing one’s teaching
practice/s

ANNOTATION

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.

As a teacher/ facilitator, it is my utmost duty to bring education to my students even at the time of
pandemic. Ever since, classroom has been the positive place conducive to learning but with
pandemic video lessons/ online classes has been the new outlet wherein my students are free to
share their thoughts, ask questions, and participate in relevant content.

ARTICLE IV – A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively ensure that teaching is the noblest profession and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be always at his best and in the practice of his profession.

In my video lesson, I make sure to showcase genuine enthusiasm and pride in teaching. By this, I was able to
let my students know and appreciate the kind of passion we put into this profession. Aside from that, I ensured
that my application and assessment design must uphold the highest possible standard of quality education
through the application of my trainings, continued learnings and being consistent to my actions guided by the
teachers Code of Ethics.

RPMS SY 2021-2022
TEACHER ANNOTATION FORM
TEACHER I-III

TEACHER: ELAIAH C. MARIKIT DATE SUBMITTED: _________________________

RATER: ROMILI R. GAA SUBJECT & GRADE LEVEL: GRADE 7 - ENGLISH

OBJECTIVE 16
Applied a personal philosophy of teaching that is learner-centered

Means of Verification
One (1) lesson plan with annotation explaining the application of a learner-centered teaching philosophy

ANNOTATION
“Constructivism”

Learning Objectives:

The lesson objectives reflected the Inquiry-based Learning under constructivism, which is an example of a
learner-centered teaching philosophy. The task is to have students come up and write a sensible, challenging,
and thought-provoking question.

Assessment:

In this assessment, learners built strong emphasis on inquiry-based learning and apply critical thinking skills
collaboratively. This is an example of cooperative learning wherein learners work together in groups to
maximize their own and each other’s learning. Through constructivism process known as assimilation,
learners take the process of taking new information and fitting it into an existing schema that is relevant to
discussion.

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