Why Teach? How To Assess? How To Teach? What To Teach? Assessment and Feedback Learning Material Preparation Most Essential Topic

WHAT TO
WHY TEACH? HOW TO ASSESS? HOW TO TEACH? TEACH?

Most
Learning Material
Assessment and Feedback Essential
Preparation
Topic
As implied by the Performance Task By using the Based on the Standards & Feedback Feedback Mechanism What What Formative What Topic(s)
Based on the With the skills PT of the GRASPS Criteria for Success in Mechanism (Assessment AS student- Questions shall ensure the
Minimum Standards, characteristics of a completing the PT, what (Assessment Learning) centered lead to the development of
Culminating that shall be ( UCSP )
the teaching of every Performance championed by PT, identify the Enabling Assessment FOR Learning) flexible completion of EAA the desired
Standards & Activities (PC’s) will teaching (PC’s)? skills?
core subject Standard of the ( UCSP ) and
(UCSP), together with the Criteria for enable the student to modality will
shall lead to the other skills Success successfully complete the lead towards
develop-ment of the implied by the Performance Task? the
Minimum completion of
learners’ … the EAA
Standards,
(PC’s)?
1. Communicati 1.Communicati Transfer In your Cohesive For MET 2: The teacher The teacher Offline/ EEA1 Defining
on skills on skills Goal community, ness of Defining Culture shall be shall: Online Culture and
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skills 2. Thinking Learners other people is Exhibit: the perspectives of 1. Provide Completio the common from the
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on & Language Using a graphic student of for the implication,
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skills addressed Conventions: students are about evidence of learning it?
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a community that
5. Problem- Abilities of shared a common differences. (not rubric. Random
Solving skills different belief, ideas, Collaboration graded) 2. Diagnose calls or
6. Collaboration members of practices, values s: the area text EEA2
skills the and norms. (Role) Shared Using a concept where they message Analyze the
community As a part of your responsibility map, students are need to be s to get issues base
are subjected community you for about to identify improve the on cultural
and present were tasked to
an advocative collaborative the key factors to and focus parent’s differences in
study and raise work and raise the influence on. feedbac their
material to the influence of
elevate value the of k on community
awareness, multiculturalism individual multiculturalism. 3. Feedback how through
consciousness in your contributions (not graded) on areas their Problem
on what is community. To made by they excel children Identification
common to raise the each team on (Web- in the Matrix/conce
everybody awareness,
member. based learning pt map.
and break the consciousness on
barriers of what is common meeting) process
cultural to everybody and
differences break the barriers 4. Provide a 3. Require
where of cultural tally sheet students
everyone differences where (Compilatio to
benefits a everyone(Audienc n) of their provide
mutual society e) benefits a evidences their
mutual society of learning. report
(product).
on the
Through the
learning
following
activities: Online process.
Workshop where
the set of
technical and
various Abilities
of different
members of the
community are
subjected;
(standards)
Flexible Classroom Assessment Activity Mechanism (FCAAM)

Understanding Culture, Society, and Politics

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Why Teach? How To Assess? How To Teach? What To Teach? Assessment and Feedback Learning Material Preparation Most Essential Topic

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WHAT TO

WHY TEACH? HOW TO ASSESS? HOW TO TEACH? TEACH?

Flexible Classroom Assessment Activity Mechanism (FCAAM)

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