GURO21 Course 2

MODULE 2 ASSIGNMENT

Submitted to:

CHERRY S. RAMOS, EdD, CESO VI

Flexible Learning Tutor

Submitted by:

CARLO O. CASUMPONG
Flexible Learner

February 22, 2022

 How do I view my thinking classroom?

A thinking classroom supports teaching and learning process towards the acquisition of
thinking skills across different levels. In this light, regulation of own thinking is necessary while
employing teaching and learning strategies appropriate to the subject matter, diversity of learners,
and learning targets.

With this, I assert that the design of my thinking classroom is simple yet a consequential
feat towards learning achievement and literacy of the learners. As I always propose, the chairs are
not solely based on the traditional grid or row setup. The latter minimizes the existence of active
interaction among the learners because they just directly face the teacher who is dispensing
knowledge and content in front. In my design, however, I am utilizing the arrangement that I
learned in my practicum days in La Filipina National High School. This is quite a modified U-
Shape format otherwise known as “airy arrangement” which is the most applicable interactive
arrangement of armchairs. In this manner, the learners’ chairs are in tilted position facing 45˚.
They have an opportunity to actively interact with the teacher and their classmates since they get
to face both of them in the class.

Moreover, in a thinking classroom, the teacher is seen to be a guide on the side. Ergo, in
my design, the teacher’s rostrum in placed on the left side of the front with a 45˚ angle position in
order to still provide an interactive atmosphere and center-stage for the learners. This makes the
front more spacious for self-directed and contrived learning experiences. Further, I am utilizing
both whiteboard and chalkboard. The division of board in front make teaching experiences more
innovative. I can make use of both chalkboard and whiteboard for drawing and writing of keywords;
the choice depends on the availability of writing materials that I have. However, I can also utilize
the whiteboard as a screen for audio-visual presentations such as film, slideshow presentation, and
other visual digital information. This requires the need to have a speaker that is respectfully placed
on the right side of the chalkboard.

As a language and literature teacher, it is imperative for me to hone reading skills,

numeracy skills, and information literacy among my learners. This mandate makes me think of
having a classroom-based Learning Commons which can be used for multiple purposes. My
learners can read, accomplish assignments, craft artworks, and access digital learning materials
through digital media platforms in a desktop computer and online public access catalogue. The
books and periodicals to be placed in the learning commons should be age-appropriate to the
learners. While they can read in their breaktime, the reading mat can also be used for the school’s
DEaR or Drop Everything and Read program.

In addition to this, the current implementation of the Basic Education Learning Continuity
Plan (BELCP) with different learning modalities (LDM) make me think of placing a Self-Learning
Material/Module vault where the modules will undergo two stages of storage. First stage is aerosol
disinfection. This is my current option because I cannot yet afford for the installation of ultraviolet
disinfectant. The second stage is storage where the SLMs/modules will be carefully kept avoiding
tearing and damages. The other LDMs will be catered by other learning facilities such as digital
media for both RBI and TVBI and OPAC for MDL-Print.

Aside from these, I also have relevant bulletins which include the Information Dossier and
Thinking HATS. The information dossier will be used for providing current updates and school
information. Further, the thinking HATS will be used for learning activities and methodologies
that make use of this strategy.

Next to the Thinking HATS bulletin in the counselling area where challenges and issues in
the classroom will be addressed accordingly. With this, a journal vault is necessary to also allow
learners write down significant and embarrassing experiences in the day. The learners have the
choice if they allow the teacher to read the journal or not.

For me, as a 21st century teacher, along with mastery of subject matter and motivation of
the learners, a conducive classroom is a peripheral for effective and motivating learning
experiences. Although, we cannot solely depend on the four walls of the classroom for the conduct
of teaching and learning process. But I assert that the classroom is viewed as the safest learning
space for students. It is our duty to keep it the way our students want to learn.
 My Thinking Classroom
Aspects Observations Strengths Areas of Action Points
Improvement
1. Flexible/Integrated/Variable The chairs are ✓ Flexibility. The ✓ The arrangement is ✓ The Learning
arranged in such a classroom equipment only applicable to Commons
way that flexibility can be arranged in the special space can still
can be taken into different ways, as the programs (STE, be reduced to
consideration layout explicitly SPA, SPFL) in our provide more
pursuant to IATF depicts versatility of school considering space for the
guidelines on space consumption. their ideal chairs.
safety and basic ✓ Integration. The population per
health standards. classroom equipment class. It is difficult
The components of are integrated properly to apply among
the classroom are considering those that regular sections,
sustained despite are just paramount in however, the same
the need for more the class. No non- shall be subjected
spaces. essentials are seen. to thorough
✓ Variables. The planning in order to
classroom equipment promote IATF
present are guidelines once
considerably causal face-to-face classes
factor to extrinsic will be
 motivation towards implemented in our
intrinsic motivation of school.
the learners.
2. Accommodation of As observed in the ✓ Visual. The classroom ✓ The Information ✓ Make the
students’ learning style layout and in the has visual-verbal Dossier can also be Information
actual classroom. illustrations that are used to link with Dossier more
The 7 learning enough to stir the physical/kinesthetic integrative
styles can be learning of the learners. across all
accommodated. students. subject areas.
The Learning ✓ Auditory. There is an
Commons, audio-speaker that can
specifically, have be used for listening
various devices activities.
that promote these ✓ Mathematical/Logical.
learning styles. Not The learning
just the learning commons can be a
commons, as good way to provide
stated, the other materials for the
components of the learners use their
classroom also Mathematical-Logical
promote the said reasoning.
learning styles.
 ✓ Physical/Kinesthetic.
The classroom is
spacious enough to
provide a stage for
kinesthetic learners.
✓ Social/Interpersonal
and
Solitary/Intrapersonal.
The chairs can provide
flexibility for these
types of learners.
3. Provision of learning
environment that is
conducive for
a. Active Learning Yes The classroom provides None None
enough space for active
learning to happen,
providing venue for self-
directed, direct
purposeful and contrived
experiences.
 b. Higher Order Thinking Yes More so, all levels of The use of journal is Put lock to journal
thinking can be enhanced good but shall be vault.
appropriately, rooting to utilized carefully in
the strategies the teachers line with data privacy
would use. The use of act.
journal as a way of
improving HOTS is a
good feat.
4. Creativity in terms of
a. Adjusting to limitations Yes The learning The counselling area is You may
environment exemplifies not private and may rearrange the
compassion due to the cause disclosure of position, with the
existence of counselling information when counselling area
area since it is also a there is a need for not facing the
vocational role of a counselling session. board.
teacher to be a counselor.

b. Generating Needed Yes The school’s resources The material The parents or
Resources are not vast enough to generation can be done other stakeholders
cater the same needs innovatively. can be tapped in a
other classroom have. ‘bayanihan’ to
Hence, the teacher may help in generating
 utilize own resources, needed resources
when only needed. and manpower for
the improvement
of the classroom
and learning
environment, as a
whole.

Submitted by: Observed/Evaluated by: Noted:

CARLO O. CASUMPONG CHUCHIE FERRANDO-YOG CHERRY S. RAMOS, EdD, CESO VI

Teacher I School Principal IV Flexible Learning Tutor
GURO21 Course 2 Flexible Learner District Coordinating Principal
 My Thinking Classroom
Aspects Observations Strengths Areas of Action Points
Improvement
1. Flexible/Integrated/Variable The classroom ✓ Flexibility. The ✓ The classroom ✓ There could be
equipment and teachers can easily layout is too ideal another model
devices are just manipulate the layout for other classes for regular
enough to provide of the classroom (especially classes.
flexible learning because the equipment regular) to follow.
experiences to the are not directly facing
students. Different the board.
subject teachers can ✓ Integration. There is
easily re-arrange the ideal interrelationship
layout which is an between and among
advantage when the equipment and
teaching a class of materials to promote
desirable population effective and efficient
of students. learning experiences.
✓ Variables. The
classroom can be
considered a prepared
environment the will
 promote cosmic,
peaceful, and inclusive
education.
2. Accommodation of There are different ✓ Visual. The classroom ✓ The journal ✓ Put a lock on the
students’ learning style learning stations has information writing activities vault and shall
and equipment in dossier which may should be done be closed at all
the classroom that contain different without times. Only
can be used to printed information compromising when students
consider the for visual learners. data privacy. would get their
learning styles of Moreover, the board journals will the
the students. has two sections, one vault be opened.
for PowerPoint
presentation and the
other for writing using
a chalk.
✓ Auditory. The speaker
can be used for
listening activities.
✓ Mathematical/Logical.
When arranged
carefully, the contents
of the learning
 commons may provide
avenue for those
whose inclination is
on numbers and
mathematical
operations.
✓ Physical/Kinesthetic.
The space is enough to
provide avenue for
kinesthetic learners.
✓ Social/Interpersonal
and
Solitary/Intrapersonal.
The journal vault is a
good way to also
touch the hearts of
intrapersonal learners.
Furthermore, the
chairs and other
equipment in the
classroom are flexibly
arranged which means
 that they can be
modified, when
necessary.
3. Provision of learning
environment that is
conducive for
a. Active Learning Yes Active learning can take Rules need to be Post classroom
place in a flexibly raised clearly to rules and
arranged and managed make sure that limitations of
classroom. It does only classroom materials, activities to
rely on the environment while promoting promote proper
but also on the teacher. active learning, will handling and use of
be used responsibly classroom
by the students. equipment and
materials.

b. Higher Order Thinking Yes The learning commons The learning Provide simple
provide opportunities for commons shall have writing and art
the development of writing and art materials in the
HOTS through using materials. learning commons.
various media and
 references in researching
for assignments.

Put lock to journal

vault.
4. Creativity in terms of
a. Adjusting to limitations Yes The limitations present None None
can be addressed by the
teacher because of the
nature of flexibility and
versatility of the learning
environment and the way
he handles it.

b. Generating Needed Yes It is verity that the There should be Forge linkages with
Resources school’s resources will innovation on part of stakeholders
not suffice the need of the class advisers. specifically the
the classroom as well as parents for such
the needs of other innovation. Before
classrooms when the making this
thinking classroom will partnership, the
be strictly followed. plan should be
 simple and clear
for all the
stakeholders to
understand. There
should also be
liquidation of
expenses, when
necessary.

Submitted by: Observed/Evaluated by: Noted:

CARLO O. CASUMPONG MARIA EVELYN C. TANUTAN CHERRY S. RAMOS, EdD, CESO VI

Teacher I Master Teacher I Flexible Learning Tutor
GURO21 Course 2 Flexible Learner Fellow Language Teacher
 ACTION PLAN
(My Thinking Classroom)

Objectives Activities/Strategies Persons Time Resources Source of Fund Expected Remarks

Involved Frame and Amount Outcomes
To assign and 1. Conduct virtual School All Year Virtual ✓ MOOE and ✓ Forged and
agree on stakeholders’ Principal IV, Round Meeting and Stakeholder signed
stakeholders’ meeting. Class Forging of Donations partnership
roles for the Adviser, Partnership: ✓ Stakeholder
improvement 2. Forge and sign Classroom involvement
of learning partnerships. PTA ▪ 50 sheets in classroom
environment. members A4 bond development
3. Assign committee and officers, paper: ✓ Evaluation
for continuing selected PhP50.00 results
improvement of the Alumni from ▪ Communic
learning the Adopt-a- ation/trans
environment. Classroom portation
program, and other
4. Assign monitoring other related
and evaluation team. volunteering expenses:
stakeholders PhP500.00
from
government
and non-
government
organization
s and
entities.
To assess and 1. Inform monitoring Class Quarterly ▪ 50 sheets ✓ MOOE ✓ Monitoring
evaluate the and evaluation team Adviser, A4 bond and evaluation
continuing of the task, at hand. Monitoring paper: results and
development and PhP50.00 summary
of learning 2. Conduct a one-day evaluation ✓ Action Plan
environment. physical monitoring team, School
and evaluation, as Principal IV,
approved by the Physical
School Principal Facilities
along with Physical Coordinator,
Facilities Disaster
Coordinator and Risk
Disaster Risk Reduction
Reduction and
Coordinator. Management
Coordinator
To extend the 1. Present the ‘learning Class Whole ▪ School ✓ Support from ✓ Home-Based
learning commons expansion Adviser, Year supplies – Alumni and Learning
commons at at homes’ plan. Classroom Round PhP200.00 Stakeholders Commons
home through 2. Gather suggestions PTA ▪ Basic books
meaningful and opinions from members and
home-based parents and and officers, periodicals
learning stakeholders. learners, –
stations. other PhP1000.00
stakeholders

Prepared by: Approved:

CARLO O. CASUMPONG CHUCHIE FERRANDO-YOG

Teacher I School Principal IV
District Coordinating Principal
 SEMI-DETAILED LESSON PLAN IN ENGLISH

GRADE LEVEL QUARTER/DOMAIN WEEK AND DAY NO. PAGE NO.

8 2nd Quarter Week 5 4-11

I. Unpacked Learning At the end of the lesson, the learners are expected to:
Objectives Know
a. identify the similarities and differences of information in different
multimodal texts;
Understand
b. analyze and interpret information of the same topic presented in
different multimodal texts; and
Do
c. create a multimodal text expressing appreciation on the beauty of the
different Afro-Asian culture.
The learners demonstrate an understanding of the African literature as a
A. Content Standards means of exploring forces that human beings connected with; various
reading styles vis-à-vis purposes of reading; prosodic features that
serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
The learners transfer learning by composing and delivering an
B. Performance informative speech based on a specific topic of interest keeping in mind
Standards the proper and effective use of parallel structures and cohesive devices
and appropriate prosodic features, stance, and behavior.
Compare and contrast the presentation of the same topic in different
C. Most Essential multimodal texts or viewing genres (EN8VC-Ih-15)
Learning
Competency

II. Content Compare and Contrast Same Topic in Different Multimodal Texts;
Use of Multimodal Texts

III. Learning Resources

A. References

1. Self-Learning pp. 4-11

Module
 2. Additional Pivot 4A Learner’s Material-English 8. Retrieved from
Learning Materials https://commons.deped.gov.ph/documents/9b1f97d2-3971-4756-b855-
from Learning c82673340922.
Resource Portal
(LR)

digital light projector, laptop, printouts, PowerPoint presentation,

B. Other Learning multimodal text realia, bag/plastics, envelopes,
Resources

IV. Procedures Communicative Language Teaching Approach, Rebus Analysis,

Language Experience Approach
A. Preliminaries 1. Prayer
2. Classroom Management Strategies/Procedures
a. Picking-up trash
b. Arranging seats
c. Sitting properly
Motivation (5 min.)
B. Establishing a Rebus Puzzle through Graphic English
purpose for the 1. The students view and analyze rebuses.
lesson 2. They attempt to identify the words or phrases behind the rebuses.

Linking Instructional Delivery (5 min.)

C. Presenting Connecting Links
examples/
instancing of the 1. The students link the rebuses to the new concept through
new lesson answering the following questions:
a. What are the salient features of the rebuses?
b. How did you identify the words or phrases conveyed by
the rebuses?
Activities (5 min.)
D. Discussing new A Quintessential Gift
concepts and
practicing new 1. The students pick up the bag placed under their respective
skills # 1 chairs.
2. They sort the contents in envelopes that signify the categories of
contents.
3. The teacher asks the students to briefly explain their inference
on main idea behind the categories.
Analysis (15 min.)
E. Discussing new
concepts and 1. The class gradually reveal the lesson which is the use of
practicing new multimodal texts.
skills # 2 2. The class discuss the types of multimodal texts using the
contents of the envelopes as examples.
Multimodal Texts are texts that require the processing of two or more
modes and the recognition of the interconnections between the
information.
a. Live Multimodal Texts are combinations of different modes such as
gestural, spatial, audio, and oral language. Some examples are:
 1) Dance. It is the expression of an idea or emotion through the use
of body movements in a rhythmic way.
2) Oral Presentation. It is the delivery of an idea in front of a public
audience.
b. Digital Multimodal Texts are presented through combinations of
various modes across written and spoken language, still and moving
visual images, audio, gestures, and spatial communicative resources.
1) Film. It is a form of storytelling using a series of moving images
shown on screen.
2) Animation. It is a method of storytelling using figures that are
manipulated to appear as a series of moving images.
3) Slideshow. It is a presentation that is based on a series of
projected images or photographic slides.
4) Electronic Poster. It is a presentation or a product or study that
can be accessed through a software.
5) Digital Story. It is a multimedia presentation of a narrative
structure combining a variety of digital elements.
c. Paper-based Multimodal Texts are conveyed to the reader through
varying combinations of written languages and still images.
1) Infographics. These are collections of images, charts, and data
to present a quick and clear information.
2) Graphic Text. It presents information and data with the use of
words in diagrams and drawings.
3) Poster. It is a large, printed picture or a notice for advertising and
decoration.
4) Comic. It is a medium of narration using images combined with
text.
5) Picture. It is an image or drawing that represents a certain topic.
Abstraction (5 min.)
F. Developing Modified Language Experience Approach
mastery 1) Reflecting on their own experiences, the students cite instances
(leads to Formative where they compared information through multimodal texts.
Assessment) 2) In doing so, they may identify specific type of multimodal text
that they encountered.
Application (7 min.)
G. Finding practical Meaningful Comparison
applications of 1. The students choose one from among the contents in their
concepts and skills envelope.
in daily living 2. They receive a paper to write the similarities and differences of
the information and the way they are presented in the chosen
multimodal text.
Assessment and Evaluation (15 min.)
H. Evaluating learning Hues of Asian Culture

Directions: On ½ sheet of paper, create your own paper-based graphic

text based on concept Asian culture.
 Agreement (3 min.)
I. Additional Digital COVID-19 Awareness Campaign
activities for
application or Directions: Create a digital multimodal text presenting your campaign on
remediation COVID-19 awareness.

V. Remarks

VI. Reflection
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of the
teaching strategies
worked well? Why
did these work?
F. What difficulties or
challenges which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material
did I use/discover
which I wish to share
with other teachers?

Prepared by:

CARLO O. CASUMPONG
Teacher I

Observed/Evaluated:

MARIA EVELYN C. TANUTAN

Master Teacher I-English
 Analytic Rubric for Graphic Text and Digital Multimodal Text

Category 20 15 10 5 0
Excellent Very Satisfactory Satisfactory Fair Needs
Improvement
Content At least four (4) At least three (3) At least two (2) At least one (1) The information
(Relevance to the information relevant information relevant to information relevant information relevant presented is not
theme, vastness of to the theme are the theme are to the theme are to the theme are relevant to the
information) presented. presented. presented. presented. theme.
Graphics Choice and Choice and Choice and Choice and Choice and
(Clear graphics, combination of combination of colors combination of combination of combination of
relevance to the colors are relevant are relevant to the colors are quite colors are not colors are not
information presented) to the information information and relevant to the relevant to the relevant to the
and provide visual provide visual sensory information and information and information and do
sensory aid for aid for partial provide visual partially provide not provide visual
thematic understanding of the sensory aid for small visual sensory aid. sensory aid.
understanding. theme. understanding of the
theme.
Grammar and No mistakes in Two (2) mistakes in Three (3) mistakes in Four (4) mistakes in Five (5) or more
Mechanics grammar, grammar, punctuation, grammar, grammar, mistakes in
(Grammar, punctuation, and and spelling are punctuation, and punctuation, and grammar,
punctuation, and spelling are committed. spelling are spelling are punctuation, and
spelling are observed) committed in the committed. committed. spelling are
graphic text, committed.
 Lesson Plan Notes

Teacher: Carlo O. Casumpong Date: February 17, 2022

Observer: Maria Evelyn C. Tanutan Grade Level: 8

Commendations Recommendations
✓ The lesson is very integrative across ✓ The lesson may become challenging
different intelligences and learning for regular students and those who are
styles. classified in the frustration level of
✓ The motivational activity warrants reading. Hence, they need proper and
thinking and analytical skills of the careful assistance.
learners. ✓ The choice of rebus puzzles could
✓ There was a good intention to have been easier for the level of
integrate different language teaching students.
approaches. ✓ The lesson may be timely.
✓ Rubric was present to be used for
assessment.
✓ All the elements are meaningfully
connected to each other. The first
process somehow became requisite to
proceed to the next.

Noted by:

MARIA EVELYN C. TANUTAN

Master Teacher I-English
 Reflection

Teaching Thinking Skills: A Continuum of and for Life

It has been a simple task for me as a teacher to craft a blueprint for the teaching and learning
process. In a very short period of six years in the teaching profession, I did my best to acquire
enough and necessary skills in lesson planning. I had been acquainted to different formats,
templates, length, details, and techniques specifically in English where various teaching
approaches may be utilized.

However, I did not yet come to a point when I ask myself, “Will this process be appropriate
to the level of my learners?” or “Will this improve and explicitly elevate the thinking skills of my
learners?” In the field, it is understood that we need to develop thinking skills among our learners.
Further, the process as to how learning takes place should be able to warrant their interest and do
not demotivate them. These are goals we ought to achieve because we used to believe that implicit
and indirect use of strategies is enough to develop our learners.

Am I really developing thinkers? Am I honing the skills that they want to exemplify?

After my master teacher reviewed my lesson plan, I realized that I cannot use the same
lesson plan to teach all classes in grade 8. I cannot easily generalize my students to have the same
level of expertise. I regret that I often neglect diversity of thinking. The innate colors that my
students elucidate during our classes. Probably, my goal in the lesson plan was to improve thinking
skills because there have several approaches integrated to just hone skills of communication,
collaboration, critical thinking, and creativity. Yet, it would be difficult for some students to attain
these without having enough capacity to perform in the teaching and learning process.

Hence, I affirm to the recommendation of my master teacher. There are times when we
need to simplify things in order to touch lives. There are points in our plan where we need to
shorten the process in order to put clarity. Most of all, there are ways on how we learn from our
students so that they will learn from us.

Simply put, I should sometimes think like my learners to effectively teach to them. #