Republic of the Philippines

Department of Education
Region XI
SCHOOLS DIVISION OF THE ISLAND GARDEN CITY OF SAMAL
TAGBITAN-AG NATIONAL HIGH SCHOOL
School ID: 304259

REFLECTION NOTES
Title: Embracing Growth and Collaboration: My Experience with the Learning Action Cell
(LAC)

Date: February 9, 2023

As an educator with years of teaching experience, I have always believed in the power of
continuous learning and professional development. When I was invited to participate in the
Capacity Building on Planning and Designing Assessment and the Learning Action Cell (LAC)
session at Tagbitan-ag National High School, I welcomed the opportunity with an open mind. Little
did I know that this experience would reinvigorate my passion for teaching and deepen my
appreciation for collaborative learning environments.
The LAC began with an introduction to the concept and purpose of these collaborative sessions. It
became evident that the goal was to create a space for teachers and could come together as
facilitators in the learning process. The concept of breaking down traditional hierarchies and
promoting shared responsibility immediately resonated with me.
Once the LAC commenced, I found myself assigned to a small group that comprised fellow
Mathematics teachers in the School. The diversity in the group was refreshing, as it allowed for a
broader range of perspectives and ideas. We were tasked with evaluating different learning
assessment techniques used in our classrooms and discussing their effectiveness.
As the discussions unfolded, I noticed a significant shift in dynamics. The LAC's non-hierarchical
structure encouraged open communication, enabling students to express their opinions and
experiences freely. I valued their insights, as they shed light on aspects of the learning process
that I might have otherwise overlooked.
During the LAC, I also had the opportunity to share my experiences as a teacher, explaining the
rationale behind my assessment choices and their intended outcomes.
One key insight that emerged from the LAC was the value of formative assessments. I realized
that incorporating more formative assessments into my teaching approach could better support
students' ongoing progress and promote a growth mindset in the classroom.
The session also shed light on the significance of involving students in the assessment process.
Encouraging them to self-assess and reflect on their learning journey not only increased their
ownership of the process but also helped them develop critical thinking and metacognitive skills.
As the LAC came to a close, I felt a profound sense of gratitude for the experience. It reminded me
that teaching is not a one-way street, but a collaborative effort where students and teachers learn
and grow together. The insights gained from the LAC would undoubtedly influence my future
teaching practices, guiding me towards a more student-centered and inclusive approach.
In conclusion, the Learning Action Cell was a transformative experience that left a lasting
impression on me as an educator. It reaffirmed my commitment to lifelong learning and
collaboration in the pursuit of educational excellence. I am grateful to have been part of this
enriching session and hope to see more initiatives like the LAC implemented in the future, as they
hold the potential to revolutionize education and foster a culture of continuous growth and
improvement for both teachers and students alike.

Prepared by:

RANDY L. TAKIAWAN
T-II
 REFLECTION NOTES
Title: Teaching the Young, the Way it Should Be: Application of a Learner Centered
Teaching Philosophy
Today, I had the opportunity to implement a lesson plan that aligned with my learner-centered
teaching philosophy. The goal of this approach is to foster active engagement, self-directed
learning, and student empowerment. Reflecting on the experience, I am pleased to see the
positive impact of this philosophy on my students' learning outcomes and their overall enthusiasm
towards the lesson.

During the lesson, I focused on creating a collaborative and student-centered learning

To engage the students actively, I incorporated various interactive activities and discussions,
allowing them to share their ideas, experiences, and perspectives. Instead of simply lecturing, I
facilitated their learning by encouraging critical thinking and problem-solving skills. By posing
open-ended questions and providing opportunities for dialogue, I witnessed students exploring and
constructing their own knowledge, which is a key aspect of learner-centered teaching.

Moreover, I took into account the varied interests and learning styles of my students. In the lesson
plan, I included multiple approaches to accommodate different learners. For example, I
incorporated visual aids, hands-on activities, group work, and individual reflections. This diversity
not only catered to the students' needs but also promoted a collaborative learning environment,
where students were actively engaged in the process.

As the facilitator of this learner-centered lesson, I played the role of a guide and mentor rather
than a director. I encouraged students to take responsibility for their learning by setting personal
goals and monitoring their progress. I provided regular feedback and guidance, helping them
develop effective study habits and self-reflection skills. By doing so, I aimed to cultivate their sense
of autonomy and self-motivation, which are fundamental aspects of learner-centered education.

At the end of the lesson, I could observe the positive impact of this approach. The students
seemed more confident and engaged, actively participating in discussions and taking ownership of
their learning journey. Their enthusiasm and eagerness to ask questions indicated a deeper
understanding and connection with the content. By applying a learner-centered teaching
philosophy, I fostered an environment where students felt valued, empowered, and motivated to
learn.

Moving forward, I will continue to integrate this teaching philosophy into my lesson plans. I will
strive to create learning experiences that empower students, promote active engagement, and
cultivate critical thinking skills. By shifting the focus from the teacher to the learners themselves, I
believe I can unlock their full potential and create a transformative educational experience.
Overall, today's experience reinforced my belief in the power of a learner-centered teaching
philosophy. It reminded me of the importance of creating a supportive, engaging, and empowering
learning environment for my students. As I continue on my teaching journey, I am committed to
embracing and refining this approach, ensuring that it remains at the core of my teaching practice.

Prepared by:

RANDY L. TAKIAWAN
T-II