Minutes Lac.docx

Minutes of LAC Session on Use of Teacher and Learner Feedback to Enrich Teaching Practice March 1, 2019 1:00 P.M. The session started with a prayer through an AVP and was followed by the singing of the Philippine National Anthem conducted by Mrs. Yvonne Laidy T. Reyes, T-III. Mrs. Alma A. Sobrecarey, Master Teacher-I read the overview of the session and presented the session’s objectives. The discussion on Comparison Between Downloaded DLL Against Teacher-modified DLL was made by Mrs. Marly T. Cervantes, Master Teacher-I. She mentioned that there is really a need to compare and modify downloaded DLLs because there are objectives on the downloaded DLLs which are not competency-based as indicated in the Curriculum Guide and the activities were not aligned in the lessons’ objectives. She however said that the parts on the downloaded DLL need not be change since those model explicit teaching procedures. As collaboratively compared through the given samples teacher-participants agreed that that there is really a difference thus, downloaded DLLs should be modified. Mrs. Cervantes also discussed on the Significance of Alignment of Learning goals to the Target Learners. “It is a crime to teach, deliver a lesson apart from the learning objectives set on Curriculum Guides to be developed among target learners.” She said. “It is a must that teachers would design activities that would best suit its learners, Child-centered approach should always be taken into consideration for a better-teaching learning process.” She added. On the other hand, Mrs. Alma A. Sobrecarey shared inputs on Test Construction Aligned with the Curriculum and Item Analysis Interpretation. She had a review on definining assessment and gave examples of the like. She stressed that prior to constructing test questions a Table of Specification must be made to ensure the alignment of the test with the curriculum goals. She then, explained on the use of Test Analysis and the value of its interpretation. She asked teachers to seriously analyze and interpret test questions to provide interventions among learners. Meanwhile, Mrs. Ingrid D. Tranquilan imparted knowledge on Making of IMs Utilizing ICT and Effective Strategies on Addressing Learners’ Differences. She demonstrated how to make a PowerPoint Presentation. She talked on the basic commands of PowerPoint; Choosing A Layout , Encoding Texts on Slides, Use of Hyperlink, Using Animations and Saving the Slides. Prior to introduction of strategies Mrs. Tranquilan gave a few background on understanding learners’ differences and the need to embrace such fact. She mentioned the relationship of Setting Expectations, Modelling High Support and Giving Quality Instruction in catering learners’ differences. The following were the Eight Effective Strategies on Addressing Learners’ Differences shared by Mrs. Tranquilan extracted from a study of STFA Seaward Woo College Yuen Long Catholic Secondary School Maria CHAN (Language Support Officer). I. Giving students an active role in the pre-reading stage to promote active engagement (1. Teaching students how to preview a text - Before reading a text, teachers trained students to follow some steps to read around the text to get a

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sense of what it would be about. First, look at the pictures and captions to see what they present. Then, see if there are maps, charts or graphs. Next, look at the titles, headings, and sub-headings to get the big ideas. After that, read the first and last line of each paragraph for more information. 2. Using KWL to activate prior knowledge and engage student 3. Using a Prediction Table to encourage students to make predictions) Explicit teaching (1.Direct explanation 2.Modelling 3.Guided practice 4. Application)

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Guiding students to think when reading through syntax surgery Making meaningful and explicit connections between reading and writing to facilitate learning (1. Moving from text deconstruction to text construction

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Employing a wide range of activities to cater for multiple intelligences, different learning styles and specific learning needs (1. Using “KISS” to consolidate and

2. Learning how to organise and generate ideas to write from reading) retain vocabulary learned in multi-sensory channels - After learning new words, students filled in the table: KISS stands for: Key vocabulary; Information; Sound; Shape. - Visual aids “O” and “o” and “_ _” help students with stressed and unstressed sounds and syllabication while pictures students draw themselves help them store and retrieve the words learned. 2. Using visual and logical intelligence to plan an itinerary with a map 3. Presenting ideas through visual and auditory means - Teachers used songs, movie clips, realia, and powerpoint slides with animation to enhance learning motivation and efficiency. 4. Using graphic organisers to promote logical intelligence effectively - Students were taught how to use various graphic organisers to summarise or generate ideas in reading and writing lessons. 5. Using group activities to promote interpersonal intelligence - Students played a betting game where they had to discuss with their group members and bet on the given sentences being correct or not).

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Careful selection and sequence of learning activities to provide better scaffolding through backward planning (1. Providing a variety of scaffolding activities to prepare students for staging a fashion show)

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Using assessment data to inform teaching and learning(1. Making effective use of

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data to inform instruction and learning 2. Making use of data to give responsive feedback in postwriting) Variation in the input, process and product (1. Varying the content to be covered 2. Varying the teaching and learning process 3. Varying the demands of the expected output)

Prepared by: MARA GRACE D. AGUIMLOD Teacher-I