LEARNING

EXPERIENCE

Searching for
Instructional

1
Materials
Intended Learning Outcome:
Search for appropriate and effective instructional
materials.
 Searching for Instructional Materials

Educational resources are very important tools used by every teacher to improve the teaching-
learning process. Effective use of instructional materials can assure a teacher for a productive learning and
assessment.
Your task as a student is vital in assisting your Cooperating Teacher (CT) to search appropriate
instructional materials. This activity will build your competency in choosing instructional materials that
meet the needs of the individual learners.

Your Intended learning Outcome:

Search for Appropriate and effective
Prepares FS 2 Students for PPST: instructional materials
Domain: Curriculum and Planning
Strand: Teaching and learning
Yourresources
Experiential Tasks ICT
including Your Reflection Trigger
1.1 Exposure
Examining Instructional Materials from the
School’s Resources or through Technology
or Digital
Resources
1.2 Participation
Identifying the purposes of Instructional
Materials
1.3 Identification
Considering the Different Principles in
• Why should a teacher spend time in
Selecting Instructional Materials
searching for appropriate
1.4 Internalization
instructional materials?
Applying Guidelines in Selecting
Instructional Materials
1.5 Dissemination
Presenting Appropriate Instructional
Materials “Better this Time”

Your Reflection Trigger

 • Why should a teacher spend time in searching for appropriate instructional
materials?
As a future teacher, I am conscious of the fact that everyone of my pupils is an individual
and that there are significant elements to take into account while creating instructional
materials. Here are the contributing elements: a wide range of user interests, aptitudes,
backgrounds, cultures, languages, and levels of maturity. Materials designed for student use
must be appropriate for the discipline as well as the age, stage of social development, level of
aptitude, special needs, and learning preferences of the students served by the collection
should complement, enhance, and broaden the curriculum at the school and to promote
educational, leisure, and informational reading, seeing, and listening.
We all know that teachers at all levels use a range of teaching tools to improve the quality
of their courses, including textbooks, presentations, and handouts. The caliber of instruction is
directly impacted by the caliber of those materials. Finding the greatest teaching resources is a
critical ability for a teacher to possess. These educational resources motivate kids to learn,
bringing learning to life. The teacher may be able to better explain new concepts with the aid
of instructional materials, which would improve the understanding of the concepts being
taught by the students. They serve as means to an end, not as ends in and of themselves.

1.1 EXPOSURE
Examining instructional materials from the School’s resources or through
Technology or Digital resources
 One of the things that your Cooperating Teacher (CT) needs assistance from you
is your skill in searching for instructional materials. Your CT will give you a list of
instructional materials generated from the internet.
Request a copy of your CT’s learning plans of his/her subject and look at the
learning objectives as your guide in searching for his/her needed instructional materials.
Make a checklist of the sources where you can get the appropriate instructional materials for your
assigned subject/s.

Subject School List of Materials Technology or Website and

Resources and Short Digital Short
Description Resources Description of
the Instructional
Materials
English 7 Module from Uses of the Week 2 Module English 7-
(Grade 7- DepEd( Week 2) passive and of English Learning
Copernicus) active voice 7(DepEd Module, pages
meaningfully in Learning plans) 5-
varied contexts. 16(google.com)
English 7 Module(Quarter Using Sentences Quarter 1 English 7
(Grade 7- 1) Appropriately Module of Learning module
Newton) and English 7 from (google.com)
Meaningfully DepEd
English 9 Module Relate Text Quarter 1 Liza R. Almonte,
(Grade 9- Content to Module from et.al. A Journey
Mendelev) Particular Social DepEd through Anglo-
Issues, American
Concerns, or Literature-Grade
Dispositions in 9,
Real-life English-
Learner’s
Material, First
Edition:
Philippines:
VIBAL Group,
Inc,
2014.

1.2 PARTICIPATION

Identifying the Purposes of the Instructional Materials

The Importance of producing Instructional materials is to facilitate the teaching-
learning process. The essence is not to use the instructional materials as objects of
decoration, but instructional materials must be utilized for an effective, meaningful, and
interactive teaching-learning engagements.
 As you assist your CT in searching for needed instructional materials, consider the
following purposes why teachers use instructional materials in teaching.

Purposes of the Utilization of the Instructional Materials

 The instructional materials capture the learners’ interest.

 The instructional materials contribute in the realization of the learning objectives.
 The instructional materials motivate the learners to be engaged in the teaching learning
process.
 The instructional materials contribute in making difficult concepts easy
to understand.
 The instructional materials concretize abstract ideas or make concepts realistic to the
learners.
 The instructional materials afford degree of retention of concepts or ideas.
 The instructional materials make learning more real and meaningful.
 The instructional materials stimulate self-activity on the part of the learners.
 The instructional materials address different learning styles and needs of the learners.

1.3 IDENTIFICATION

Considering the Different Principles in Selecting Instructional Materials

While searching for your CT’s instructional materials, make yourself guided by the
following principles in selecting instructional materials ( Buno, 2004). Check whether what you
have searched adhere to the given principles:

Yes No
 a. Principle of Appropriateness (appropriate to the intended learning objectives and ✓
the level of the learners)
b. Principle of Authenticity (present, accurate, up to date and dependable ✓
information)
c. Principle of Cost (economical and easy to manipulate) ✓

d. Principle of Interest (power to encourage creativity and imaginative ✓

response among the learners)
e. Principle of Organization and Balance (clarity and in accordance with the ✓
principles of learning such as reinforcement or transfer)

REEXAMINING YOUR ASSISTING TASK

In assisting your CT to search for appropriate instructional materials, what problems have you
encountered as regards the principles to apply in the selection of instructional materials?

In assisting our CT in the search for appropriate instructional materials, the difficulties
and confusions in selecting materials for students based on their knowledge level, such as whether
these materials are suitable for the students or easy to understand, have been encountered.
Searching for instructional materials can be difficult due to a lack of materials or a scarcity of
materials. When searching online, you must be cautious in selecting websites or links to ensure
their reliability. It might be challenging to evaluate learning in the manufactured setting of an
instructional space. You might not be possible to develop a very accurate evaluation instrument
unless the instruction exclusively addresses procedural knowledge. Demonstrations of acquired
talents are usually not possible unless the group is small or the money is infinite. Multiple choice,
short answer, matching, ordering, and problem-solving assessment tools can all be used to
improve the accuracy of written assessments. To determine and assess how much has been
learned, these questions can be addressed. A difficulty or hindrance that prevents pupils from
achieving a certain learning outcome is considered an instructional challenge. Motivational,
cognitive, or even logistical difficulties can arise during instruction.

1.4 INTERNALIZATION

Applying guidelines in selecting Instructional Materials

As you search for your Cooperating teacher’s needed instructional, materials, fill out the
table below to serve as your guide in searching and preparing instructional resources.

Year Level Learning Subject Purpose for the Possible Instructional

Objectives Matter Instructional Resources
Materials
Grade 7- A. Knowledge: English Objectives can help English 7 – Learner’s
Newton and Differentiate in identifying Module, pages 5-16
Copernicus active voice course content,
 from passive structuring lectures https://www.youtube.com
voice; and guiding the /watch?v=ESK09Hx8fXA
B. Skills: selection of
Transpose relevant  Internet
statements from instructional
active voice to materials. The
passive instructional
construction; materials chosen
C. Attitude: for the topic is
Show used to make
understanding teaching and
and learning activities
appreciation in easier, fun, and
using active and more effective.
passive This is also
voices in used by the
constructing students as a
sentences sources of
information for
them to understand
better their topics.

Grade 9- Learning English Compared to more Liza R. Almonte, et.al. A

Mendelev and Competency: conventional Journey through Anglo-
Bernard Relate text approaches, offers American Literature-
content to better capabilities for Grade 9,
particular social gathering or English-Learner’s
issues, concerns providing feedback. Material, First Edition:
or To assess where their Philippines: VIBAL
dispositions in pupils are in a given Group, Inc,
real-life. class, teachers might 2014.
1. Draw make use of a range  Internet
inferences of digital
about the technologies.(e.g
author’s powerpoint
thoughts and presentation)
feelings on a
topic using
text evidence.
2. Show the
cause and effect
of social issues
1.5 DISSEMINATION

Presenting appropriate Instructional Materials- “Better this time”

1. Guide by the learning objectives of the subject matter given to you, provide your
Cooperating Teacher with the list of resources that you have searched.

Subject Matter Learning Objectives List of Resources

English 7 a. Classify sentences  Internet (Types of Sentences)
according to their uses. https://www.studocu.com/ph/document
b. Construct /university-of-southeastern-philippines/
declarative, arts/lesson
interrogative, -plan-in-english-7-4-types-of-sentences/
imperative, and 31271710
exclamatory sentences.
c. Read sentences
 correctly and clearly
with expressions.
English 9 1. point out  Internet
connections between https://fnhs.edu.ph/wp-content/uploads/
text and self; 2021/10
2. give particular issue, /English9_Q2_M1_L1_
concern or disposition MakingConnectionsText-to-Text-Text-to-
connecting two texts; Self_V2-1.pdf
and
3. illustrate connections
between two texts
through a diagram.

2. Write your short reflection on how teaching a certain lesson can be better because the
teacher uses appropriate instructional materials.

Growth Portfolio Entry No.1

Teaching____________English___________________is Better This Time

(Subject/Lesson)

Any educational project must include instruction as a key element. While your
evaluations track students' progress along the road and your learning objectives direct what
they do, it is your instruction that shapes the journey. It is the content that they interact
with in order to develop personally, accomplish their objectives, and eventually succeed in
your course. A teacher who wants to be effective must be able to use a variety of teaching
tools at all grade levels, including presentations and handouts, to improve the quality of
their lessons. The caliber of instruction is directly impacted by the caliber of those
materials. A vital skill for a teacher to have is knowledge of where to discover the teaching
resources. The resources used in educational lessons that incorporate active learning and
assessment are called instructional materials. Basically, any tools a teacher employs to
assist him in instructing his students are in teaching materials. They are important because
by promoting student learning, they can significantly raise student accomplishment.
 Through repetition and letting the pupils explore the material on their own, this technique
helps students learn. The purpose of IMs is to support students' general growth and
upbringing by enhancing their knowledge, capacities, and skills to monitor their
assimilation of material. Additionally, it provides all students in a class with the chance to
share experiences crucial for new learning while also clarifying critical concepts to pique
and maintain students' interest. and support education more durable. In order to succeed,
there are various aspects of IMs that must be understood. For example, the content must be
current, valid, and dependable with examples from the actual world that are in line with
curriculum and standards. Designed to pique the curiosity of distinct students with varying
ability levels, improve conceptual comprehension and activate higher order thinking
abilities. It is about equity and accessibility because IMs are robust, portable, and easily
saved. IMs may be quickly updated, tailored, and customized to fit the school's resources.

ASSESSMENT

For use of the FS Program Coordinator

Criterion: Depth of Understanding
Rubric

Score Description
91-100 Reflection shows evidence of exemplary understanding of the principles and
guidelines in searching for appropriate instructional materials.

81-90 Reflection shows evidence of adequate understanding of the principles and

guidelines in searching for appropriate instructional
materials
71-80 Reflection shows minimal understanding of the principles and guidelines in
searching for appropriate instructional materials.
61-70 Reflection shows difficulty in understanding of the principles and
guidelines in searching for appropriate instructional materials
51-60 Reflection shows a need for substantial guidance in understanding the
principles and guidelines in searching for appropriate instructional materials.

Rating for LE 1:______________

____________________________
Signature of FS Coordinator

LEARNING
EXPERIENCE
 2
Preparing for
Instructional
Materials
Intended Learning Outcome:
Prepare Instructional Materials to support
teaching and learning engagement.

2 Preparing Instructional Materials

Students of the 21st century are considered to be highly visual and manipulative learners.
They learn best if they have direct learning experiences of the teaching-learning process.
They find the learning experiences meaningful if they are supplemented with instructional
materials for their reading, listening, viewing and creating activities.
Your Cooperating Teacher needs your assistance in preparing instructional materials.

Prepare FS2 Students for PPST Your Intended Learning

Outcome:
Domain:Curriculum and Planning Prepare instructional materials to support

Strand:Teaching and Learning teaching and learning engagement.

resources including ICT
Your Experiential Task Your Reflection Trigger
 Exposure
Defining Instructional Materials for
Various Purposes in the Classroom.
Participation
Gathering Instructional Materials from
Various Resources.
Identification
Planning for Utilization of Materials for
Actual Use How can the teacher's use of instructional
Internalization materials stimulate meaningful and lasting
learning?
Preparing Instructional Materials for
Actual Teaching and Learning
Dissemination
Utilizing Instructional Materials for
Specific Objectives/Activities

Your Reflection Trigger

 How can the teacher's use of instructional materials stimulate meaningful and lasting
learning?

The knowledge or content that is taught in a course is referred to as instructional

materials. These comprise the course's lectures, readings, textbooks, multimedia lessons,
and other materials. These resources can be utilized, but some will need to be altered or
completely reworked. The most effective learning resources are coordinated with all other
 course components, such as learning objectives, assessments, and activities. The
fundamental knowledge that students will encounter, discover, and use during a course is
provided by the instructional materials. They have the ability to motivate or disengage
students. This is particularly true for online courses, which depend on a thorough and
deliberate collection of educational resources that students will access, examine, absorb,
and refer to as they move through a course. For the best results, these materials must be
properly chosen, arranged, improved, and used in a course. In order to maximize student
learning, the planning and selection of instructional materials should consider both the
breadth and depth of content.

2.1 EXPOSURE

Defining Instructional Materials for Various Purposes in the

Classroom

Confer with your Cooperating Teacher the materials he/she wants you to prepare. Identify the
types of print materials and audio-visual media needed for various purposes in the classroom.

Instructional Materials Purpose for Use

1. Print (Books, Magazines, Providing information and transfer of
Newspapers, Posters, Charts) knowledge is remarkable. May serve as the
primary source of instruction so as a
primary source, distance students might use
a textbook and read various units on a
specific timetable. The purpose of print
materials such as books, magazine,
newspaper, poster and charts the students
can review the materials at their own speed.
2.Chalkboards/Boardwork The purpose of the chalkboard/boardwalk
requires classroom lights to be on, which
holds student’s attention and help teachers
more closely monitor student behavior and
 help teachers take visible all from students.
The teacher can immediately address
students' body language and facial
expression that suggest confusion about the
material.
3.Models, Globes, Maps, Realia Using maps in the classroom invites
curiosity, encourages exploration and
inspires problem solving. Maps can be
used to explore a multitude of topics
and can incorporate visual learning,
spatial thinking and quantitative skills
into a lesson.
4.Audio-Media (analog tape cassettes, The purpose of audio media is to help
digital CD's) teachers establish explain, connect, and
associate ideas and concepts to make the
process learning more interesting,
enjoyable, and effective in teaching with the
use of audio media, teacher make his/her
lesson.
5.Videotapes, Films, Video discs It is great for teaching concepts that are
practical, and which are best-explained step by
step so the students can quickly understand the
lessons. An example, when the students are
struggling with a part of an activity, the
teacher needs to do is to pause the video to
allow them higher levels they just watching the
video and they have just to take a notes or
answer questions based on what they
heard and see imparts through the video.
6.Television The purpose of television is to reinforce and
expand on content being taught by the
teacher and to respond to a variety learning
styles.
7.Technology-Driven (Websites, Provides student with easy to access
Youtube videos) information, accelerated learning and it can
help encourage active participation in
classroom.
 2.2 PARTICIPATION

Gathering Instructional Materials from Various Resources

Start gathering from various resources the needed instructional materials by you Cooperating
Teacher. Have a checklist of the inventory of resources that you will use in assisting your CT.

From the Library

 Books
 Other learning materials

From the Media Center

 Soft Copy
 Monitor
 Television
 Online Resources

From the Laboratories

1. Science
 Science experiments materials
 Books
 TV’s
2. Speech
 Speaker
 Projector
 Laptop
  Textbook
 Workbook

From the Information Technology Center

• System
• Devices

From the Audio-Visual Center

• Projector
• Videotapes
• Multimedia

From Other Sources: Information Communication and Techniques

• Word
• PowerPoint

2.3 IDENTIFICATION

Planning for Instructional Materials for Actual Use

Submit to your Cooperating Teacher your tentative layout of Instructional Materials that you will
prepare.
REEXAMINING YOUR ASSISTING TASK

What difficulties confronted you while you were assisting your CT in the preparation of
instructional materials?

The difficulties that I experienced during preparing the Instructional Materials were lack
of equipment such as laptop including the connection. It is challenging to me to do the task were
our CT assign us. In terms of planning, which is the very first step in making the instructional
materials, it takes an ample time to decide of what will be the appropriate style or designs we will
make.

2.4 INTERNALIZATION

Preparing Instructional Materials for Actual Teaching and Learning.

Get from your CT all the suggestions and the forms of assistance he/she needs from you during the
actual use of instructional materials.

Checklist for Using Instructional Materials

1. A laptop
2. Practice operation the equipment
3. Preparing materials in making the visual aids
4. Assist your CT in distributing printed materials
5. Assist your CT to disseminate the information
6. Practice using the projector and laptops

2.5 DISSEMINATION

Utilizing Instructional Materials for Specific Objectives/Activities

Make sure that your materials for instruction are all ready. Assist your Cooperating
Teacher according to his/her instruction. List other activities that your CT may need assistance in
utilizing instructional materials.

Print Materials

1. Count the number of materials and assist your CT for distribution if needed.
2. Assist your CT in mounting or posting the pictures on the board.
3. Assist the CT in distributing the printed materials to the students.
 4. Assist the CT in collecting the printed materials from the students.

Chalkboard/Boardwork Exercises

1. Write boardwalk legibly.

2. Assist your CT in erasing the boardwalk.
3. Make sure the chalkboard is clean before leaving the classroom.
4. Assisting the CT in writing the lesson and exercises.

Models, Globes, Maps

1. Borrow Models and Globes from Media Center.

2. Clean models and globes before use.
3. Setting the globe properly in front of the class.
4. Make sure the models and globes are used properly. (handle with care)
5. Assisting the CT for the materials to handle it.

Audio-Media Materials

1. Check functionality of the materials.

2. Ready the materials and assist your CT in manipulating the materials.
3. Assisting the CT in operating or manipulating the materials.
4. Preparing the powerpoint presentation.
5. Assist the CT in manipulating the materials.

Videotapes, Films, and Videodiscs

1. Preview the materials

Technology Driven

1. Assist your CT in setting up the computer.

2. Assist the CT in setting up other technologies to present the lesson

Write your experiences of success in preparing various instructional materials.

Growth Portfolio Entry No. 2

My Success Story in Preparing Instructional Materials

Making our educational materials was more difficult than we had anticipated. We
occasionally come close to giving up, but we choose to look on the bright side and
remember the successes we've had despite all the challenges. We invest time, money, and
effort every day, and it's all worthwhile. because we gain something from it in addition to
receiving a great mark, and we may use those resources once we begin teaching. For me,
using instructional materials is a strategy a teacher will employ to teach students in the
most effective way. Additionally, it aids in the development of our creativity and that of
our kids' critical thinking. Making instructional materials is not simple; it takes time as
well. You invested time, energy, and money, but also patience. B e patient with the
incorrect educational materials and other distractions. When the clock is ticking towards a
deadline, you must also unwind.
The utilization of instructional materials is a vital aspect of teacher education that is
receiving a lot of attention. Educational resources are everything a teacher uses to
simplifying their instruction. They can either be made of concrete or not, and they can be
either visual or audio-visual aids. I believe that educational tools are important to our
learning and teaching. These are the tools that we employed in developing our plans. Due
to the fact that educational materials assist learning content, students are free to construct
their own understanding. We all understand that educational resources have a significant
impact on students' learning—effects that are comparable in size to those linked to the
performance of teachers. However, whereas making improvements to improve teacher
quality. This is utilized by teachers as a learning resource that aids students in acquiring
knowledge, skills, or opinions to advance cognitive development.
ASSESSMENT

For Use of the FS Coordinator

Criterion: Comprehensive Narration
Rubric

SCORE Description
91-100 The narrative tells about the unforgettable experience and shows
comprehensive details of the learning experience of preparing instructional
materials.

81-90 The narrative tells about an interesting experience and shows some details of
the learning experience of preparing instructional materials.

71-80 The narrative tells about an interesting experience but more details are needed
to tell the learning experience of preparing instructional materials.

61-70 The narrative needs focus on the experience and the details do not relate to the
experience of preparing instructional materials.

51-60 The narrative needs focus on the experience and details are needed.

Rating for LE 2:____________

_________________________________
Signature of FS Program Coordinator

LEARNING
EXPERIENCE
 Assisting in
Preparing Bulletin

3
Board and
Learning Station
Displays
Intended Learning Outcome:
Assist in making creative and interactive bulletin
board and learning station displays.

3 Assisting in Preparing Bulletin Board and Learning Station Displays

Another way of assisting your CT is using your own creativity in making effective,
attractive and powerful bulletin board and learning station displays. Listen to your CT's instruction
on how you can assist him/her make bulletin board displays and structure learning stations.
Remember the various uses and importance of bulletin board displays and learning stations as you
assist your CT.
Prepares FS 2 Students for PPST: Your Intended Learning Outcome:

Domain: Learning Environment Assist in making creative and interactive bulletin board and
learning station displays.
Strand: Management of classroom
structure and activities

Your Experiential Tasks Your Reflection Trigger

2.1. Exposure
Getting Ready with Materials for
Making Classroom Displays

2.2. Participation
Identifying Appropriate Instructional
Materials for Bulletin Board and
Learning Station According to Purpose

2.3. Identification
Determining the Guidelines in
Structuring Bulletin Board and
Learning Stations What is a good bulletin board and learning station?

2.4 Internalization

Making a Layout of Bulletin Board and

Learning Stations

2.5 Dissemination
Instructional Display Making

Your Reflection Trigger

  What is a good bulletin board and learning station?

A bulletin board is a highly powerful instrument, as we all know. It is vital to keep the
following things in mind when creating a nice bulletin board: first, it should be at eye level and
easily visible; second, think about the color and design to attract the students' interest and get them
to look at it. Make sure it has clear instructions and is sturdy so you don't have to spend time fixing
it. A group of students will organize learning exercises, experiments, and problem-solving
activities at a learning station. Each station guarantees that there are numerous possibilities for
students to use resources and assistance as well as active student participation in the learning
process. Students can participate in the creation of bulletin boards or contribute to their content.
By collaborating to produce smaller components of a larger project and assembling them to form a
finished whole, students can make bulletin boards. Together, they can draw a map of the area
being studied, adding features such as mountains, rivers, cities, indigenous people, and other
details as they are discussed in class. We viewed learning stations as constructivism learning
environments where students could collaborate with peers while learning by doing on the
assignment provided to them and by coming up with original solutions.

3.1 EXPOSURE

Getting Ready with Materials for Making Classroom Displays

 Inquire from your Cooperating Teacher on the kind of bulletin board displays and learning
stations he/she finds appropriate in the classroom. Then design tentative bulletin board displays
and learning stations. Present to your Cooperating Teacher for approval.

List down the materials you will be needing in structuring the proposed bulletin board and
learning stations.

1. Cork board
2. Construction paper
3. Print designs/ pictures used velium paper 4. Pencil, marker pen, Highlighter pen
5. Ruler
6. Double sided tape
7. Glue gun and glue sticks 8. Scissors
9. Cutter
10. Plastic cover, thumbtacks

Other than bulletin board displays and learning stations, your CT also needs your
assistance in enhancing the classroom environment. Assist your CT in structuring learning spaces
in the classroom that allow the learners easy access in an interesting and productive manner to a
variety of learning materials.

Assist your CT in structuring any of the following:

1. Mini Library
• Help CT in collecting all the materials needed in the mini library such as books,
newspaper, magazines, etc.
• Clean the bookshelf before you put the books.
• Arrange them properly according to their categories.
• Assist CT in posting some rules and regulations.

2. Science Corner
• Help CT in collecting all the materials needed in science corner such as lab kits,
microscope, lab gown, science poster, models etc.
• Clean first the place before arranging the materials.
• Arrange them properly.
• Used a cabinet for the lab kits.
• Assist CT in posting some rules and regulations.

3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin Board and Learning
Station According to Purpose

Work with your Cooperating Teacher as regards to appropriateness of the materials

you intend to use. List down the purpose of the displays that you will be assisting your CT to
work for.

Bulletin Board Purpose/s

• Mini Library It promotes reading and to provide information
to library users about events or services of an
educational as well as announcement.

• Learning Centers/Stations It can brighten up a corner and encourage

students to browse and learn. While enjoying at
the same time.

• Science Corner It provides information for students about a

topic that related to science such as earth
science, physical science, life science, the
scientific process, and famous scientists.

3.3 IDENTIFICATION

Determining the Guidelines in Structuring Bulletin Board and Learning Stations

 Check your readiness in assisting your Cooperating Teacher in structuring bulletin board
displays by considering the following guidelines:

There will be Problems

Easy on My Part on My Part

1. I will assist in structuring the

bulletin board
displays simple yet
emphasizing the desired central
theme

2. I will assist in structuring

our bulletin board always
updated
3. I will see to it that our
bulletin board displays
are purposeful
4. I will assist to make our
bulletin board displays engaging
to the learners
5. I will assist in structuring our
bulletin board
displays catchy and
meaningful

REEXAMINING YOUR ASSISTING TASK:

While you were helping your CT in the preparation of your bulletin boards and learning stations,
what problems have you encountered in trying to make your bulletin boards and learning stations
appropriate to the learners?
Bulletin boards are classroom resources where teachers post information, hang student
achievements and develop homeroom themes. One of the main advantages of having bulletin boards
is that they allow teachers to take advantage of functional wall space. However, before posting a
bulletin board in the classroom, consider the disadvantages they pose to determine whether or not
the bulletin board is right for your students. To decide whether or not a bulletin board is
appropriate for your pupils, think about the drawbacks it may present before hanging it in the
classroom. One of the problem is lack of resources like cartolinas, and colored papers. . We are
also having difficulty coming up with an idea/design for a bulletin board because we need to check
the information, the visuals to see if they are readable, and if the bulletin board that we will create
will catch the attention of the students.
3.4 INTERNALIZATION

Making a Layout of Bulletin Board and Learning Stations

Knowing the purpose, the theme, and available materials that you can use to assist your
CT, make a layout of the bulletin board displays and other learning stations. Ask your CT's
stamp of approval for your layout designs.

A. Sketches/Layout for Bulletin Board

B. Sketches/Layout for Learning Stations
3.5 DISSEMINATION
Instructional Display Making

Having assisted your Cooperating Teacher in making bulletin board displays, make
your own plan in putting up a bulletin board display once you become a teacher yourself.

Growth Portfolio Entry No. 3

My Bulletin Board Plan for the Opening of the School Year

The identity of a class or school is reflected on bulletin boards. In and out of the classroom,
bulletin boards that make learning visible demonstrate our values, provide chances for
reflection, assist students in making connections across different subject areas, and add to a
body of public knowledge. Additionally, bulletin boards can promote a sense of
community among learners. If I am going to make a Bulletin Board for the Opening of the
School Year, it must be attractive, colorful, and detailed. Making learning visible through
bulletin boards emphasizes both what was taught and what was accomplished. They mix
subject learning with learning about learning and make the learning process as well as the
learning product transparent. They frequently incorporate both what the pupils learnt and
what the adult learned. It is extremely different to make learning apparent within and
outside of the classroom. You can make bulletin boards before or after a learning event. In
order for viewers to understand the information of a board created outside of the
classroom, there must be the council. But it also makes it possible for the kind of debate
and exchange of viewpoints on teaching and learning.

ASSESSMENT

For Use of the FS Program Coordinator

Criterion: Appropriateness and Ingenuity Plan
Rubric
Score Description
91-100 The plan presents interesting and innovative design following all the
guidelines in bulletin board making. The layout is appropriate and attractive.
81-90 The plan presents design following all the guidelines in bulletin board
making. The layout is appropriate and neat.
71-80 The plan presents design following some guidelines in bulletin board
making. The layout is appropriate and neat.
61-70 The plan presents design following few guidelines in bulletin board making.
The layout is somewhat neat.
51-60 The plan presents designs which is inappropriate , the layout is poorly
designed.
Rating for LE 3:___________________

_______________________________
Signature of FS Program Coordinator
 LEARNING
EXPERIENCE

Assessing
Learners’

4
Performance
Intended Learning Outcome:
Assist in assessing learning performance.
 4 Assessing Learners’ Performance

Teachers teach to make students learn. Assessing the learning progress of every
student is always supported by data from the results of their learning outputs. Teachers
employ varied ways to evaluate students' progress and are faced with a lot of paper works
relative to students' learning output.

Prepares FS 2 Students Your Intended Learning Outcome:

for PPST:

Domain : Assessment Assist in assessing

and Reporting learning
performance
Strand : Monitoring and
evaluation of learner
progress and
achievement

Your Experiential Tasks Your Reflection Trigger

2.1. Exposure
Defining the Parameters of
Learners' Performance
2.2. Participation
Familiarizing with Rubrics or
Scoring Guides

 What important role do rubrics play in

2.3. Identification
Recognizing the Importance of assessment?
Good Assessment -Rubrics are multifaceted sets of grading
criteria that can be used to evaluate
2.4 Internalization student work consistently. They provide
Categorizing Learning Outputs
specific scoring guidelines so that
several professors could use the same

2.5 Dissemination rubric to determine the same grade or

Snapshots of My Assessing score for a student's essay, for instance.
of Learning Performance
4.1 EXPOSURE

Defining the Parameters of Learners' Performance

Make a table of the Learning Performance that your Cooperating Teacher would like
you to asses. List down the part of the output assigned to you.
Learning Performance Part to Correct Timetable for
Checking/Correcting

1. Preparing and presenting CRITERIA: November 21 – November 22,

their sentences using the 4 types  Originality – 30% 2022
of sentences (Grade 7- Newton)  Delivery/Presentation –
30%
 Content – 40%

TOTAL – 100%

2. Making a reflection paper CRITERIA: Nov. 29, 2022

about the Hindi movie entitled  Content – 40 %
PK (Grade 9- Mendelev and  Organization of
Bernard) Thoughts – 15%
 Creativity – 15%
 Convictions - 30%

TOTAL – 100%

3. Short quiz about the 4 types CRITERIA: Nov. 23, 2022

of sentences(Grade 7-  Enumeration -10pts.
Copernicus and Newton)  Identification -10pts.

TOTAL – 20pts.
4.2 PARTICIPATION

Rubric as a terminology in education refers to the scoring guide used by the teachers
in evaluating the quality of students' written or oral performance
or output. Rubrics usually include evaluation criteria, quality definitions for those criteria at a
particular levels of achievement and a scoring strategy (Wikipedia).
Study very well the rubrics used by your Cooperating Teacher in evaluating the
quality of students' constructed responses to questions especially essays. Take note of the
evaluative criteria for scoring the learning outputs both for written works and performance
tasks.

Activity
1. Do you find using or having a rubric/scoring guide useful when you checked students'
learning outputs? Why?

As a future educator, I believe that rubrics are useful assessment tools because they clearly
address the important components that ensure students' learning outputs are accurate and of
high quality. It is a set of comprehensive guidelines that will guide both teachers and
students through the performance and evaluation process. Rubrics can also help learners
become more motivated because they know exactly what is expected of them in order to
receive a higher grade. Rubrics encourage learners to self-assess, which is critical for
personal development. This also helps the teacher understand his or her students' strengths
and weaknesses. It provides the teacher with an idea for strategizing and setting attainable
learning objectives for a successful learning experience of the learners.

2. List down advantages of having rubrics in checking students' learning output.

In this section, I will discuss the benefits of using rubrics to assess students' learning
outcomes. These are the thoughts that came to mind as I pondered the role of rubrics in the
teaching-learning process:
 Guarantees objective-based scoring
 Allows teachers to provide timely and effective feedback.
 Encourages students to improve their performance.
 Clarifies ambiguous goals and objectives
 Ensures the accuracy and quality of learning outputs
 Aids the teacher in accurately evaluating learning outcomes.
 Guides learners through the performance of the learning task
Explains specific learning objectives and performance standards for the
assessment in detail.

4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practices

Have a table of the learning outputs that you checked and record the assessment
practices that you employed in assisting your Cooperating in correcting students' learning
outputs.

Time Alloted for

Checking Good Assessment Practices
Learning
Output
Date Date Did I Do the following? Yes No
Given Finished
1.Insight about Nov. Nov. 17, 1.Used rubrics as guide in
the advantages 16, 2022 checking
and 2022
disadvantages
of technology
2.Reviewed scores given in
each item based on criteria
3.Recounted scores

Time Alloted for

Checking Good Assessment Practices
Learning
Output
Date Date Did I Do the following? Yes No
Given Finished
2.Short Quiz Nov. Nov. 24, 1.Used rubrics as guide in
about the 4 23, 2022 checking
Types of 2022
Sentences
2.Reviewed scores given in
each item based on criteria
3.Recounted scores

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students' learning

outputs, what problems did you come across in correcting students' portfolio, projects and
other learning outputs?

I'd say that my experience assisting my CT in checking students' learning outputs taught me a
lot. My CT guided me through the process and taught me how to evaluate students'
performance using their submitted assessment outputs in a timely manner. However, I still
ran into some issues, which are detailed below:

 One of the difficulties we encountered in correcting students' learning outputs was

particularly troubling for us, especially since we also had to deal with
our  schoolwork at the same time. This seems endless, and their working hours are
sometimes extended. In order to overcome the time constraint that we faced, we
intentionally established a routine in which we  dedicated a certain period of time to
checking learners' outputs around the night time. Making the decision to establish a
routine has assisted us in staying focused and gradually completing the tasks that we
need to complete.

 Another difficulty we encountered was providing useful feedback so that the learners
could be properly guided. We believe that because it was our first time, we were
hesitant to share our ideas about correcting learners' outputs through feedback.
Fortunately, our CT guided us, and we followed her instructions. We concentrated on
how to address which parts are correct and incorrect using the rubrics created by my
CT as a guide. It is beneficial to explain feedback constructively because the learner
will be able to get actionable suggestions that will motivate them the next time.

4.4 INTERNATLIZATION

Categorizing Learning Outputs

Go over the learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories.

Learning Outputs Formative Summative Written Works Performance

Tasks

1.Making a reflection paper

about the Hindi movie
entitled PK (Grade 9-
2.Short quiz about the 4 types
of sentences(Grade 9-

3.Debate about the pros and

cons of using technology

4.Preparing and presenting

their sentences using the 4
types of sentences
 5.Pre-Asessment on the
different types of sentences

6.Role playing on the Hindi

movie entitled PK

7.Insight about the advantages

and disadvantages of
technology

4.5 DISSEMINATION
Snapshots of My Assessment of Learning Performance

Having experienced assisting your Cooperating Teacher in assessing student’s

learning performance, make an impression on your personal view (snapshots) on how
important are rubrics in assessing learning performance.

Growth Portfolio Entry No. 4

My Reflection on the Importance of Rubrics in Assessing Students’ Learning Performance

A rubric serve as a flexible scoring framework for evaluating student work and
performances. This technology has a lot of potential, especially for non-traditional, first-
generation, and minority students, and it operates in a variety of ways to promote student
learning. Additionally, rubrics enhance instruction, support accurate evaluation, and serve
as a vital source of data for program improvement. Rubrics aid teachers, parents, and
students in defining what constitutes high-quality work. Students are better able to evaluate
their own work and take greater ownership of the finished product. Rubrics make it easier
for the teacher to describe to the student the reasons behind their grade. Parents who
collaborate with their kids know exactly what is anticipated for a special endeavor. Request
that a rubric be provided home with project instructions or other tasks like writing.
The achievement of the students is not left up to chance when the rubrics are presented to
them beforehand. Students can realize where they need to improve their results because
expectations and standards are specified clearly on rubrics.
Many academics agree that using rubrics helps students learn more while also improving
their final work. Teachers are aware of what constitutes a high-quality end output and why
when they evaluate (or grade) assignments and projects. When students are provided with
rubrics in advance, they can plan appropriately since they are aware of what is expected of
 them and how they will be judged. Parents can comprehend what is required of them and
the rationale behind specific grades.
Rubrics help to clarify the learning objective. Students have a better probability of
achieving the learning aim when descriptions in the rubric are made explicit. Students have
a clearer understanding of what they are expected to do to get better assessment results
rather than producing an output based on speculation.
Rubrics improve the fairness and accuracy of the evaluation process. Since the criteria are
clearly stated in the rubric, there is no "guessing" or "estimating" on the part of teachers as
to how to evaluate a performance. Particularly if their peers are also using the rubric to
evaluate their work, students will notice fairness and honesty.

ASSESSMENT

For Use of the FS Program Coordinator

Criterion: Depth of Understanding
Rubric

Score Description
91-100 Reflection shows evidence of exemplary understanding of the principles and
guidelines in assessing students’ learning outputs.
81-90 Reflection shows evidence of adequate understanding of the principles and
guidelines in assessing students’ learning outputs.
71-80 Reflection shows minimal understanding of the principles and guidelines in
assessing students’ learning outputs.
61-70 Reflection shows difficulty in understanding the principles and guidelines in
assessing students’ learning outputs.
51-60 Reflection shows a need for substantial guidance in understanding the
principles and guidelines in assessing students’ learning outputs.

Rating for LE 4:_____________________

___________________________________
Signature of FS Program Coordinator