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ANNOTATIONS: Objective 2: Used research-based knowledge and principles of teaching and learning to enhance professional practice (learning objectives)

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Dharlene Ann Baron Garcia
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11 views

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ANNOTATIONS: Objective 2: Used research-based knowledge and principles of teaching and learning to enhance professional practice (learning objectives)

Uploaded by

Dharlene Ann Baron Garcia
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region V
Schools Division Office of Camarines Sur
JUAN DLC NATIONAL HIGH SCHOOL
Naga, Camarines Sur
School Year 2021 – 2022

ANNOTATIONS:

Objective 2: Used research-based knowledge and principles of teaching and learning to enhance
professional practice (learning objectives)

Part I. Objectives
 I have used bloom’s taxonomy in crafting the learning objectives. It provides a scheme for
classifying educational goals, objectives, and standards. It also defines a broad range of cognitive
processes from basic to complex.

Objective 2: Used research-based knowledge and principles of teaching and learning to enhance
professional practice (instructional activities/assessment)

ACTIVITY

 I have used “Picture Analysis” in establishing a purpose for the lesson. A set of pictures were
presented to the learners with a corresponding question they need to answer. The use of images
in the classroom is a pedagogical strategy aimed at engaging students who have grown up in a
media-rich environment. Digital technology has made images more readily and easier to
incorporate into teaching and learning materials. Images can be an effective way of presenting
abstract concepts or groups of data (Hall, 2013). Teaching with images can also help develop
students’ visual literacy skills, which contributes to their overall critical thinking skills and lifelong
learning.

Objective 2: Used research-based knowledge and principles of teaching and learning to enhance
professional practice (assessment)

 I have used the individual assessment through a short quiz. By analyzing students’ performance
through formative assessment and sharing the results with them, teachers help students to
understand their strengths and weaknesses and to reflect on how they need to improve over the
course of their remaining studies (Maki, 2002).

Republic of the Philippines


Department of Education
Region V
Schools Division Office of Camarines Sur
JUAN DLC NATIONAL HIGH SCHOOL
Naga, Camarines Sur
School Year 2021 – 2022

ANNOTATIONS:

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


centered

In this lesson plan, I applied a learner-centered teaching philosophy


which is essentialism. I have explained my lesson through scaffolding or
through step by step process. I organized and sequenced a series of
appropriate learning activities for each part of my lesson plan.

In this lesson, the learners learned to construct a sentence with


parallelism. Students need Parallel Structure because it makes their piece
of writing easier to understand. It allows them to understand when things
are taking place, what is taking place, who or what the subjects and
objects of a sentence or clause are, and so on. If the students know how to
write their sentences with parallelism, they are less prone to making
common grammatical errors.

For me, as an essentialist teacher, these skills are indeed


essential that will help them in their writing and speaking skills.

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