B

OM E ASED

1
C
T .
U L SEARCHING FOR
O E

A
.E N
R INSTRUCTIONAL
C NI
NE
I R E P XE G 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 an active
and productive learning and assessment.
Your task as a student teacher 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.
Prepares FS2 Students for PPST: Your Intended learning Outcome:
Domain: Curriculum and Planning Search for appropriate and
Strand: Teaching and learning effective instructional materials
resources
including ICT
Your Experimental Tasks 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 purpose of instructional
materials

1.3 Identification
Considering the Different Principles in
Selecting Instructional Why should a teacher spend time
1.4 Internalization in searching for appropriate
Applying Guidelines in Selecting Instructional instructional materials?
Materials

1.5 Dissemination
Presenting Appropriate Instructional Materials
“Better This Time”
 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 he/she needs in a particular
lesson or lessons. You may also be requested to search for information
or do PowerPoint presentation for 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 subjects/s.

TECHNOLO WEBSITE AND

LIST OF MATERIALS GY OR SHORT
SUBJECT SCHOOL
RESOURCES AND SHORT DIGITAL DESCRIPTION OF
DESCRIPTION RESOURCE THE
S INSTRUCTIONAL
MATERIALS
 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.
Confer with your Resource 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 SCHOOL RESOURCES

 1.3
IDENTIFICATION
Considerinoft the Different Principles in Selectinoft
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 level of the learners)

b. Principle of authenticity (present, accurate up to date

and dependable information) and imaginative responses
among the learners)

c.Principle of Cost (economical and easy to manipulate)

d.Principle of Interest (power to encourage creativity)

e.Principle Organization and Balance (clarity and in

accordance with the principles of learning such as
reinforcement or transfer)
 1.4
INTERNALIZATION
Preparing Instructional Materials for Actual Teaching and
Learning
A. Get from your RT all the suggestions and the
forms of assistance he/she needds from you
during the actual use of instructional materials.

CHECKLIST FOR USING INSTRUCTIONAL MATERIALS

1. RESERVE NECESSARY
MATERIALS AND EQUIPMENT
FROM THE AV ROOM

2. PRACTICE OPERATING THE

EQUIPMENT

3. PREVIEW POWERPOINT
PRESENTATION

4. PREVIEW AND EDIT VIDEO

AND MOVIE CLIPS

In the preparation of instructional materials specially computer assisted

instructional tools, be very careful in using copyrighted software without
the author’s permission. Be sure to abide by the standard behavior by
following moral standards in the use of computing resources.

The Ten Commandments of Computer Ethics create in 1992 by the

Washington, DC based Computer Ethics Institution can be very useful as
a guide. These commandments were introduced by Ramon. C. Barquin
as means to create a set of standards to guide and instruct users in the
ethical use of computer.
The Ten Commandments of Computer Ethics (Barquin, 1993)

1. Thou shall not use computer to harm other people.

2. Thou shall not interfere with other people’s computer work.
3. Thou shall not snoop around in other people’s computer files.
4.Thou shall not use computer to steal.
5. Thou shall not use computer to bear false witness.
6.Thou shall not copy or use proprietary software for which you have
not paid.
7. Thou shall not use other people’s computer
resources without authorization or proper compensation.
8.Thou shall not appropriate other people’s intellectual output.
9.Thou shalt think about the social consequences of the program you
are writing as the system you are designing.
10.Thou shalt always use a computer in ways that ensure consideration
and respect for other humans.
 B. 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.

Growth Portfolio

Listing Instructional Materials According to Purpose

PURPOSE POSSIBLE
YEAR LEVELLEARNING SUBJEC
FOR INSTRUCTIO
OBJECTIVES T
INSTRUCTION NAL
MATTE
AL RESOURCES
R
MATERIALS
1.5
DISSEMINATION
Presenting Appropriate Instructional Materials - “Better
This Time”

1.Guided by the learning objectives of the subject matter given to you,

provide your Cooperating Teacher with the list of resources that you
have searched.

Growth Portfolio
Listing of appropriate Instructional Materials Aligned
with MELCs

SUBJECT LEARNING OBJECTIVES LIST OF

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

Growth Portfolio
Better This Time with Appropriate Instructional
Materials
 CHALLENGES ENCOUNTERED IN PARTICIPATING AND
ASSISTING TASK

A. Difficulties Relative to Application of Principles in Assisting for

Appropriate Instructional Materials

In assisting your RT search for appropriate instructional materials, what

challenges have you encountered in applying the different principles in
selecting instructional materials? How did you confront your difficulties?
As a future teacher, you may conduct a study on the main problems
faced by teachers in searching for appropriate materials.
 CHALLENGES ENCOUNTERED IN PARTICIPATING AND
ASSISTING TASK

B. Problems Met in Integrating Technology and Digital Media

Preparing Instructional Materials

What are the most common concerns and challenges did you experience
when you integrated technology and digital media in assisting your RT in
the preparation of instructional materials? It is worth to investigate
further the effects of technology and digital integration on students
engagement.
 E BAS
OM

2
ED
C
T .E
U
O L PARTICIPATING AND

A
.E R
C NI
N ASSISTING IN PREPARING
NE G
I R E P XE BULLETIN BOARD AND
LEARNING STATION
Another way of assisting your RT is using your own creativity in
making effective, attractive and powerful bulletin board and
learning station displays. Listen to your RT’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 RT.

Prepares FS2 Students for PPST: Your Intended learning Outcome:

Domain: Learning Environment Assist in making creative and
Strand: Management of classroom re interactive bulletin board and
learning station displays
structu
and activities
Your Experimental 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
What is a good bulletin board and
bulletin board and learning stations learning station
2.4 Internalization
Making a layout of bulletin board and
learning stations

2.5 Dissemination
Instructional display making
2.1
EXPOSURE
Getting Ready with Materials for Making Classroom Displays

Inquire from your Resource Teacher on the kind of bulletin board

displays and learning stations he/she founds appropriate in the
classroom. Then, design tentative bulletin board displays and learning
stations. Present to your Resource Teacher for approval.

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

Other than bulletin board displays and learning stations, your RT also
needs your assistance in enhancing the classroom environment. Assist
your RT 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 RT in structuring any of the following:

&
Mini Library
&
Science Corner
2.2
PARTICIPATION
Identifying Appropriate Instructional Materials for
Bulletin Board and Learning Station According to
Purpose

Work with your Resource 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 RT to work for.

BULETIN BOARD PURPOSE/S

MINI LIBRARY

LEARNING CENTERS/STATIONS

SCIENCE CORNER
2.3
IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board
and Learning Stations

Check your readiness in assisting your Resource Teacher in structuring

bulletin board displays by considering the following guidelines:

THERE WILL BE
EASY ON MY
PART PROBLEMS 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
boards to keep it
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
2.4
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 RT, make a layout of the bulletin board displays and
other learning stations. Ask your RT’s stamp of approval for your layout
designs.

Growth Portfolio Sketches/

Layout for Bulletin Board
 Growth Portfolio
Sketches/ Layout for Learning Stations
2.5
DISSEMANATION
Instructional Display Makinoft

Having assisted your Resource Teacher in making bulletin board

displays, make your own plan in putting up a bulletin board display once
you become teacher yourself.

Growth Portfolio
My Bulletin Board Plan for the Opening of the School
Year
 CHALLENGES ENCOUNTERED IN PARTICIPATING AND
ASSISTING TASK

Critical Reflection on the Impact of Good

Classroom Structure

What have you observed regarding the students’ reactions to the new
structure and displays in their classroom? What are the impacts of a
good classroom structure to students’ learning? It is good research study
for teachers to identify indicators about classroom structure that impact
students’ learning performance.
 M E BASED

3
CO
T .
U L PARTICIPATING AND
O E

A
.E N
R ASSISTING IN MAINTAINING
C NI
NE
I R E P XE G INSTRUCTIONAL ROUTINES
The main objective of Field Study 2 is to expose and to provide student teachers with
some authentic hands-on participation in the teaching-learning experience in the
classroom. Engaging pre-service teachers in classrooms practices will help them with
gradual development of practical knowledge and wisdom that they bring along when
they become teachers.

Successful teaching-learning events have always been every teacher’s dream yet
not all of them become successful especially if the subject or content area is difficult
or less interesting for some learners.

Your Task as a pre-service teacher is very crucial in participating in your Resource

Teacher’s challenge of making the learners gain academic success.

Prepares FS2 Students for PPST: Your Intended learning Outcome:

Domain: Learning Environment Establish instructional routine to
Strand: Management of classroom re assist learners in gaining
academic success
structu
and activities
Your Experimental Tasks Your Reflection Trigger

3.1 Exposure
Knowing and understanding instructional
routines
3.2 Participation
Observing instructional routines at work

3.3 Identification
How do instructional routines
Doing instructional routines
contribute to the students’
learning of content areas?
3.4 Internalization
Reflecting on the usefulness of instructional
routines

3.5 Dissemination
Creating instructional routines for
useful teaching-learning
 3.1
EXPOSURE
Knowing and understanding Instructional Routines

You might have noticed that your Resource Teacher has activities or
routines in which students are asked to be familiar with. These are
practices initially taught to the students, constantly practiced until they
become part of the classroom structure during the teaching-learning
events. Instructional routines are research based, modes intended to
engage students and increase their chances of successful learning by
reducing the effort required to learn a procedure that otherwise may vary
by the day, teacher, or lesson (Mussman, 2017).

Here are some definitions of instructional routines:

&
Instructional Routines are task enacted in classrooms that structure
the relationship between the teacher and the students around content
in ways that consistently maintain high expectations of students of
student learning while adapting to contingencies of particular
instructional interactions (Kazemi, Franke & Lampert. 2009).
&
Instructional Routines refer to all of the elements of teaching/learning
events other than the specific content to be taught and the specific
materials used in teaching (LEARNNet).

Home-Based alternative learning modalities like Flexible or Blended

Learning is an acceptable mode of instructional delivery that combines
face-to-face with online distance learning, modular and even with TV-
radio based instruction. It is important that parents and teachers assist
learners in the observance of instructional routines.

Teacher give orientation to parents on the different instructional routines

to ensure active learning space at home to keep their children focused
and attentive to learning.

You can now research from books or view video recording of your
Resource Teacher to widen your knowledge and understanding of both
face-to-face and home-based instructional routines employed by the
teachers.
 Noting Down Instructional Routines
Attend and pay attention to your Resource Teacher while he/she gives
orientation on instructional routines. Have a list of classroom routines
being used or implemented by your Resource Teacher in running the
class smoothly. Observe very well the what, when and how of these
routines.

My Notes of Instructional Routines

WHAT WHEN IS IT HOW IS IT

ROUTINE? DONE? DONE?
 Monitoring the Implementation of Classroom Routines
Assist your Resource Teacher in the implementation and monitoring of
the following classroom routines and check the students’ level of
compliance. The students’ level of compliance will serve as your guide in
assisting your RT in monitoring the implementation of the routines.

LEVEL OF STUDENTS’
COMPLIANCE
Alway Seldo Neve
CLASSROOM ROUTINES
s m r
Compl Compl Compl
y y y

1 , Raising hands properly

2. Lining up for checking of

seatwork and
assignments

3. Greeting visitors

4. Passing papers and

notebooks
5. Using class pass for going out
of the room

6. Observing proper listening

procedure

7. Working in small group

8. Following teacher’s hand signals

9. Observing movements during

activities

10. Turn o video cameras

11. Turn on computer audio

12. Mute microphones when not

reciting

13. Use raise hand button to ask

questions

14. Use chat box for encoding

anserws
15. Use appropriate/required
wallpaper or virtual
background
3.2
PARTICIPATION
Observing Instructional Routines at Work
A. Observing carefully the different instructional routines taking place in
the classroom during teaching-learning engagements. List them down
and start rehearsing on how you will participate with your Resource
Teacher in doing those instructional routines. Pay close attention on how
your RT models the routines.

LIST OF INSTRUCTIONAL ROUTINES AT WORK

B. Review the following strategies and identify which of them can
be effective in assisting your RT during transitions.

1. Use hand signals.

2. Be a good observer.
3. Give clear directions all the time.
4.Use time signal like bell.
5. Practice the routine with the learners again and again.
6.Use sign language.
7. Sing songs for classroom transitions.
8.Observe line up rules.
9.Review class rules every day.
10. Check students’ internet connectivity.
11. Use chat box to give clear instructions.

Write down below the effective classroom routines

that your RT usually employs.
3.3
IDENTIFICATION
Doinoft Instructional Routines

Perform with your Resource Teacher (RT) in doing instructional routines.

Here are some common instructional routines which your RT might have
been doing during his/her class.

FOR FACE-TO-FACE CLASSES

1. Buzzing Bees
&
Students mimic the buzzing sound to find a partner in group discussion
(specific instruction will come from your RT)

2.Think-Pair-Share
&
Students individually think about an issue, then refine or broaden
understanding through discussion with a partner and then share to
the big class their common understanding (specific and refinement of
the routine will come from your RT)

3. Warm Up Routine (Who’s the next?)

&
Students share understanding of concept by taking turns and
saying: You’re the next (name of student).

FOR ONLINE OR VIRTUAL CLASS

1. Repository of Learning Resources
&
Students use only the list of downloadable information or resources
provided by the teacher.

2. Easy to Understand Instruction

&
Teacher consistently use simple instruction when presenting
Powerpoint or when speaking online.

3. Follow Explicit Rules in Using Digital Tools Like the Video Conferencing
Platform
&
Teachers instruct students to keep their video on, to mute their audio
unless called upon or to block out distracting background noises.
 4. Common Place for Questions
&
During online classes, students use the chat box for their questions
or teachers may create chat page where students can ask questions
and get answers from the teacher.

5. In compliance with Data Privacy practices, students or their parents

are not allowed to record (video/audio) the virtual teaching-learning
proceedings. The Teacher will provide the students with his/her Power
point presentation upon request with valid reason.

Following are pointers to consider when doing instructional routines with

your RT.

&
Add and master other instructional routines of your RT and guide the
students who cannot follow the routine.
&
Take the initiative to review with the class the routines and repeat
the routines whenever they are necessary.
&
Engage yourself with your Resource Teacher in the implementation
of standards to observe your learners during instruction and co-
curricular activities. The following can serve as your guide in keeping
order during instruction and co-curricular activities.

1. Model the behavior your RT wants to achieve among the students.

2. Use positive presence by moving around and making
frequent eye contact with students who show signs of misbehaving.
3. Help in enforcing the rules and students’ compliance with your
RT’s directions or instructions.
4.Assist in helping students to gain confidence in doing seatwork,
project or activity sheets.
5.Participate in giving motivational support like stickers, points, or very
good remarks during instruction or co-curricular activities.
3.4
INTERNALIZATION
Reflecting on the usefulness of Instructional Routines
A. From your participation task in implementing instructional routines,
what do you think are the functions of instructional routines in the
academic success of the learners? List down at least five useful
functions you personally observed and encountered.

FUNCTIONS OF INSTRUCTIONAL ROUTINE

B. Recall your participation in maintaining instructional routines. Write
your successful and failure stories.

Growth Portfolio

PERSONAL REFLECTION

My Success in Managing My Difficulty in Managing

Instructional Instructional
Routines Routines
3.5
DISSEMANATION
Creatinoft Instructional Rouitnes for Useful Teachinoft-
Learninoft

Make your own sample of instructional routines that you can use as a future
teacher.

Growth Portfolio
My Creative Samples of Instructional Routines
Challenges Encountered in Participating and Assisting Task

A. Institutional Routines for an Engaging Teaching- Learning

Episodes

What are the problems that you notice why sometimes

instructional routines fail to facilitate teaching-learning
engagements? Work on an action plan that you will implement
in the future after reflecting on the effects of instructional
routine management to students’ learning progress or success.
Challenoftes Encountered in Participatinoft and Assistinoft Task

B. Classroom Routines and Students’ Behavior

In your experience of assisting to establish classroom routines,

were there instances of class disruptions due to students’
behavior? How did you manage to improve students’ behavior
through your established classroom routines? Consider the
problem on the relationship of students’ behavior and teachers’
routine procedure as one of the interesting topics for Action
Research.
Challenoftes Encountered in Participatinoft and Assistinoft Task

C. Exploring Management Routine Competencies

Recall your participation in maintaining management routines.

You may wish to conduct an exploratory study on the
competencies of teachers in maintaining management routines
as your future research interest.
 O
C M E BASED

4
T .
U L
O E PARTICIPATING AND

A
R
.E
C N ASSISTING IN CONDUCTING
NE NI
I R E P XE G ASSESSMENT PRACTICES
Teacher 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 assessments to measure
students’ performance of standards, competencies, transfer of
learning and the
attainment of the 21st century learning skills. Teachers’ employment of
assessment strategies in aligned with learning modalities. Teachers use
different assessment strategies traditional face to face, distance learning
and blended learning modalities. Variety of assessments include offline
and online learning outputs. Your Resource Teacher needs your
assistance in checking hard copies, soft copies and digitized learning
outputs.

Prepares FS2 Students for PPST: Your Intended learning Outcome:

Domain: Assessment and Reporting Assist in assessing learning
Strand: Monitoring and evaluation of
learn performance
progress and achievement
Your Experimental Tasks Your Reflection Trigger

4.1 Exposure
Identifying various assessment materials

4.2 Participation
Familiarizing with rubrics or scoring guides

4.3 Identification
Collecting, organizing and recording practices
What important role do rubrics play
of learners’ performance outputs in assessment?
4.4 Internalization
Categorizing learning outputs

4.5 Dissemination
Snapshots of my assessing of learning
performance
 4.1
EXPOSURE
Identifying Various Assessment Materials

The Department of Education propose four learning modalities that

schools can make use of depending upon the needs of their learners.
These are traditional face-to-face learning where both teachers and
students are physically present in the classroom and there are
opportunities for active engagement and immediate feedback. Distance
learning can be Modular Distance Learning (MDL) wherein individualized
instruction allows learners to use Self-Learning Modules (SLMs) in print or
digital format/electronic copy whichever is applicable in the context of
the learners. Online distance learning (ODL) allows active engagement of
the learners through the use of various technologies accessed through
internet while TV-Radio Based instruction utilized SLMs converted to radio
scripts for Radio-Based Instruction.

Blended learning however refers to a learning delivery that combines

face- to-face with any or a mix of online distance learning, modular
distance learning and TV/Radio learning based Instruction (DepEd Data
Bits: Learning Delivery Modalities SY 2021-2022).

List down the various assessment materials that your Resource Teacher
uses in the different learning modalities.

Traditional Face-to- Distance Learning Blended Learning

Face
4.2
PARTICIPATION
Familiarizinoft with Rubrics or Scorinoft Guides

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 level of achievement and a
scoring strategy (Wikipedia).

Study very well the rubrics used by your Resource 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.

answer the following:

1. Do you find or having a rubric/scoring guide useful when you

checked students’ learning outputs? Why?

2. List down advantages of having rubrics in checking students’

learning output.
4.3
IDENTIFICATION
Collectinoft, Oroftanizinoft, and Recordinoft Practices of
Learners’ Performance Outputs

A teacher must be a good housekeeper of students’ records. It is a key

responsibility of every teacher accurately monitor and record students’
performance output. Therefore to keep the task manageable and less
time consuming, part of the teacher’s good housekeeping skill is to
design a systematic way of collecting and organizing learners’
performance output.

Assist your Resource Teacher in organizing the collection of students’

learning outputs by putting them in their designated collection station.
Follow strictly and double check your compliance to your RT’s instruction.

&
storage or drawer pocket
&
pocket folder portfolio
&
deep baskets
&
color code filing system
&
homework/project collection station
&
Google drive folder
&
learning management system
&
e-mail
&
cloud storage services
&
digital storage platform

As you assist your Resource Teacher in collecting, organizing and

safekeeping students’ performance records, remember the guidelines to
be observed relative to Data Privacy Law since students’ outputs are
considered personal and sensitive data.
Remember the following Data Privacy Provisions in Safeguarding Sensitive
Personal Data of the Learners:

1. School processes a lot of personal information that along the way

you will encounter as you practice becoming a full pledge teacher.
Thus, it is important to equip yourself with ample knowledge about
the basic principles of Data Privacy Act such as:
a. Who are the Data Subjects (students and teachers) and the
Personal Information Controller (School)
b. Definition of Personal Information and Sensitive Personal Information
c. Lawful Processing and Best Practices

2. Adhere to the existing rules of the school, particularly to the Data

Privacy Notice of each office. Privacy may vary from one office to
another.

3. Follow the instructions of your Resource Teacher when it comes to

processing. Do not disclose any personal information of students or other
teachers that you may be exposed of. Whether by word of mouth or by
means of other platform such as social media, email or traditional letter,
these personal information shall not be disseminated without the
expressed consent by the data subject and the personal information
controller.

4. Familiarize yourself with the rights of the data subjects. Following are
the data privacy rights:
a. Right to be informed about the processing
b. Right to access
c. Right to object processing
d. Right to blocking or erasure
e. Right to damages
f. Right to complaint
g. Right to rectify
h. Right to portability

5. You should also be aware of who is the Data Protection Officer of the
school and report any untoward incident to him or her relative to the
processing of data.
4.4
INTERNALIZATION
Cateoftorizinoft Learninoft Outputs

A. Have a table of the learning outputs that you checked and record the
assessment practices that you employed in assisting your Resource
Teacher in correcting students’ learning outputs.

Learning Date Given Date Did I Do Yes NO

Outputs Finished the
Followin
g

1. Used
rubrics
as guide
in
checking
2.
Reviewed
scores given
in
each
item
based
on
criteria
3. Recounted
scores
B. Go over the learning outputs that you have assisted your
Resource Teacher in checking. Record them under the following
categories.

Growth Portfolio
Record of Learning Outputs

Learni Formative Summativ Written Performan

ng e Works ce
Output Task
s
4.5
DISSEMINATION
snapshots of My Assessinoft of Learninoft Performance

Having experienced assisting your Resource Teacher in assessing

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

Growth Portfolio
My Reflection on the Importance of Rubrics in
Assessing Students’ Learning Performance
 Growth Portfolio Critical
Issues of Accountability
As you record the assessment results of the students, write your
thoughts regarding critical issues and legal responsibilities of teachers in
recording students’ learning outputs. Seriously reflect on your thoughts.
 CHALLENGES ENCOUNTERED IN PARTICIPATING AND
ASSISTING TASK

Recording Accurately and Efficiently Students’ Learning

Outputs

From your list of challenges encountered in recording the students’

output, do you see the importance of the immediate and accurate
recording of students’ learning outputs?

A study on the impact of accurate and up-to-date recording of students’

learning outputs to students’ self-motivation and learning can be a good
topic of an action research among faculty.
 CHALLENGES ENCOUNTERED IN PARTICIPATING AND
ASSISTING TASK
Assessing Learners’ Performance

In your experience of assisting your RT in checking students’ learning

outputs, what different struggles did you encounter? Write assessment
practices of your RT which you most find effective or least effective in
assessing students’ learning performance. You may wish to research on
this to further your understanding on assessment of learning.