Module 3

Lesson 1 Classroom Management Skills and Styles

Lesson 2 Enriching the Teaching and Learning Experiences

Lesson 3 Communication Skills: Enhancement with Buddy and Mentor

Module 3 Target Learning Outcomes:

Lesson 1 Classroom Management Skills and Styles

At the end of this lesson, you will:

 identify the cooperating teacher’s style of managing his/her class;

 acquaint with the classroom routine established by the teacher to maximize
time
for teaching – learning activities; and
 identify the classroom routine established by the teacher on how a classroom
is
organized and managed through making a reflection paper.

ACTIVITY- Let’s Read These

Activity: Observation Guide:

Classroom Mangement Style

Observation Guide:
Observe and checked your mentor’s classroom management skills while facilitating
teaching and learning process. These management skills include:
a. Routine activities to ensure classroom discipline such as
  checking of attendance
 seating arrangement
 handling materials and devices
 classroom courtesies
b. Monitoring of the learner’s behavior and the teacher’s
response to the various forms of student behavior.

Classroom management. Write your notes below, and then organize your data in
the table that follows.

1. Are the areas in the classroom for specific purposes (storage of teaching aids,
books, students, belongings, supplies, etc.) Describe these areas.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Are the rules and procedures posted in the room? List them down.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Is there a seating arrangement? What is the basis of this arrangement?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

My Checklist for Effective Classroom Management

This will be accomplished while you observe the teacher’s management styles.

Classroom Management Skills YES NO An example of this is ......

1. The teacher checked attendance using
the learners name in assigning their
proper seat plan.
2.There was definite place for storage of
materials needed and used in the
classroom.
3. There was a system observed on how
students enter/ leave the classroom.
4. The teacher inter acted positively and
effectively with the learners.
5. The teacher used some techniques to
control disruptive behavior of the
learners.
6. The teacher was fair, minded and
consistent in dealing with the learners in
appropriate behavior.
7.The teacher has an effective approach
in grouping learners for different learning
activities.
8. Classroom was structured to enhance
learning (display boards, lights,
 ventilation, etc.)
9. Board work, visual aids, and
instructional materials were prepared
ahead of time.
10.The teacher was flexible in his/her
time management.
11. The teacher-maintained order and
discipline in classroom.
12. The teacher was flexible in his/her
time management
13. The teacher used non-threatening
styles of discipline.
14. There is a provision for safety and
security of students.
15. The teacher reinforced students for
appropriate behavior and refrained from
using physical punishment.

ANALYSIS – Let’s Analyze

After observation you are ready to answer the following questions.

1. What kind of classroom management does the teacher practice? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Do you think that the management style that the teacher is using in class
contributes to the students learning? Why? Why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. If you were the teacher, what management style would best maximize student
learning?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ABSTRACTION – Let’s Conceptualize

.
Read on!

Classroom management is defined as the “administration or direction of

activities with special reference to such problems as discipline, democratic
techniques, use and care of supplies and reference materials, the physical features
and the social relationship of learners” in the classroom (Good, Dictionary of
Education)
 Management of a classroom includes the organizations of its physical
conditions as well as the use of materials of instruction. Classroom routines that can
be established to save time, effort and resources may include seating arrangement to
facilitate checking of attendance, distributing and returning of instructional materials,
entering and leaving the room and observing classroom courtesy. The way the
classroom teacher interacts with the learners and the way learners interact with their
mentor and with one another is an attribute of a healthy environment conducive for
learning.

Good classroom management establishes an atmosphere that permits

activities to be carried out efficiently and economically. A well - organized classroom
is conducive for mental development because the teaching and learning process
becomes enjoyable and interesting under favorable conditions.

Let’s Build on: After reading please be guided by these questions and write
your responses after each guide question.

1. What kind of classroom management do you want to practice? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. How important is classroom management to the teaching-learning process? Why/

Why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT:
Observe your Cooperating teacher’s management styles Below is a list of principles
on classroom management backed up by research as cited by James H. Stronge in his book “Qualities
of Effective Teachers” (2002)
Always Usually Sometimes Seldom Never
Principles on classroom Observed Observed Observed Observed Observed
Management
5 4 3 2 1
1. My CT consistently
applies proactive discipline
as the crux of effective
classroom management
2. My CT establishes
routines for all daily tasks
and needs.
3. My CT orchestrates
smooth transitions and
continuity of momentum
throughout the day.
4. My CT strikes a balance
between variety and
challenge in students’
activities.
5. My CT, as classroom
manager, is aware of all
actions and activities in the
classroom.
6. My CT resolves minor
inattention and disruption
before they become major
disruptions.
7. My CT reinforces positive
behavior.
8. My CT treats minor
disturbance calmly.
9. My CT works out a
physical arrangement of
chairs that facilitates an
interactive teaching-learning
process.
10. My CT makes good use
of every instructional
moment. He/she minimizes
discipline time to maximize
instructional time.

APPLICATION – Let’s Apply

Reflection: The following questions will guide you how to observe based on actual
action of a mentor. The responses to these questions will be written in the
individual’s reflective journal.

1. Identify at least three indicators of consistent classroom management used by

the teacher and how well was the teacher able to facilitate learning?

2. What constitute a conducive physical learning environment? How can a teacher

come up with a physical environment that is supportive of learning?

3. Why is establishing routines considered an effective practice in classroom

management?

4. What routines can be established for an efficient and effective teaching-learning

process?

5.To what extent does knowledge on the stages of development help the teacher
in
managing the class to have an effective teaching-learning?

Closure
Well done! So, you have successfully completed the activities and tasks for
lesson 1. It is expected that you have gained insights and meaningful experience in
lesson 1. Now, you are already prepared to move to lesson 2 of this module. So?
Enjoy and keep working.
Module 3.
Lesson 2 Enriching the Teaching and Learning Experiences

Learning Outcomes:

At the end of this lesson, you will:

1. identify the different methods, and strategies used by the cooperating

teachers in the classroom through observation; and

2. identify the teaching strategies, activities, assignment and instructional

materials used by the teacher.

ACTIVITY- Let’s Draw

Activating Prior Knowledge

In pairs, discuss the KWL chart on Teaching Strategies.

What I know about What do I want to know What I learned about

Teaching Strategies about Teaching Strategies Teaching Strategies

ANALYSIS – Let’s Analyze

Processing:

1. What is the main purpose of using strategies in teaching?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What will happen if the teacher will not apply teaching strategies?
___________________________________________________________________
ABSTRACTION – Let’s Conceptualize

1. Observe a class

2.
In

the table below, list the teaching methodologies and strategies, instructional
materials, and assessment tools used by your cooperating teacher.
A. Teaching Methods & B. Instructional C. Assessment Tools
Strategies Materials
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.
5. 5. 5.

During your classroom observation, provide examples of the following competencies

you observe as demonstrated by your cooperating teacher.

COMPETENCY EXAMPLES OBSERVED

1. Provides lessons with variety of
learning experiences.
2. Designs or selects learning
experiences suited to the
different kind of learners.
3. Adopt strategies to address
needs of differently-able students.

4. Identifies varied method and

strategies used in the learning
environment.
5. Selects, prepares and utilizes
instructional materials appropriate
to the learners and to the objects
of the lesson.
6. Engages and sustains learner’s
 interest in the subject through the
use of appropriate audio-visual
materials.
7. Provides varied enrichment
activities to nurture the desire for
further learning.
8. Creates stress-free environment

9. Encourages free expression of

ideas.
10.Recognizes that every learner
has strength and worth as a
person.

APPLICATION – Let’s Apply

Reflective journal:

1. What best practices should the teacher apply to make teaching-learning more
meaningful?

2. How can excellent physical condition of the classroom compensate for a hostile
psychological climate?
3. What routines can be established for an efficient and effective teaching-learning
process?

4. Based in your observation, what makes the learner feel afraid, uneasy, and
uncomfortable in the class? If you were the teacher what are the ways you can
do or not do in the classroom in order to produce a healthy, conducive
atmosphere for learning?

Closure
My applause to you! Well done. You have just finished Lesson 2. In this
lesson you learned about the, different methods, teaching strategies and instructional
materials used by the Teacher. In the next lesson, you will learn how to enhance
speaking skills through interactive communication with the buddy and cooperating
teacher.
Module 3
Lesson 3 Communication Skills: Enhancement with Buddy and Mentor

Learning Outcomes
At the end of this lesson, you will:

1. enhance speaking skills through interactive communication with the

buddy and their cooperating teacher;
2. recognize and appreciate the importance and use of clear, coherent
and concise interactive communication with the buddy and mentor;
and
1. identify an assessment on communication skills through listing in the self-
assessment tool.

ACTIVITY- Lets Read These

a. Identify the verbal and non-verbal form of communications used by

teachers and students in the classroom.
Verbal Non-verbal Remarks
Teachers

Students

ANALYSIS – Let’s Analyze

Communication embraces the variety of behaviors, processes and

technologies by which meaning is transmitted or derived from information
(Encyclopedia of Knowledge, International Edition, 2002). The term is used to
describe diverse activities: conversation, exchange of views, opinions or
ideas, expression of feelings and emotional state of a person. This focused
observation on communication is specifically aimed at how the language,
verbal or non-verbal is used as a medium of interpersonal communication
between and among the pre-service teachers, the mentor and the learners.

There are several important elements of classroom management and

one is being a good communicator. The teacher establishes effective
communication which includes verbal and non-verbal behaviors. The teacher
can also communicate clearly in a logical way using language that learners can
understand.
B. Check ( / ) the box that corresponds to what you have observed in class.
Write you remarks in the last column.
Communication Strategies for Teachers Observed Not Remarks
Observed
1. Use a tone that is honest and tactful
2. Thinks before choosing words that are
appropriate to the situation and non-
inflammatory.
3. Speaks clearly in turn, never interrupting the
speaker
4. Demonstrates in oral communication.
5. When taking on a listening role, make eye
contact and focus on the speaker

ABSTRACTION – Let’s Conceptualize

Other comments and observations

Processing:

APPLICATION

CHECKLISTS FOR COMMUNICATION SKILLS

This time you will assess your Cooperating teacher communication skill on the areas
specified in the checklist by his/her mentor. Your cooperating teacher will also rate
his/her own buddy.

Direction: Check the appropriate box that will assess your own communication skills
and that of your buddy as you interact with your buddy and the cooperating teacher.

Part I- Self Assessment TooI buddy/CT

Always Usually Sometimes Seldom Never

Communication Skill Observed Observed Observed Observed Observed
5 4 3 2 1

1. Consistently uses
correct grammar

2. Uses language in
effective ways
that enhance the
meaning of the
message.

3. Listens attentively
 and interacts with
buddy and
cooperating
teacher.
4. Expresses thought
fluently.
5. Responds
appropriately to
both verbal and
non-verbal
messages.
6. Uses appropriate
vocabulary

Read carefully and answer the following questions based on what you have
observed in class.

1. How important are the verbal and non-verbal forms of communications to the
teachers?

2. How verbal and non-verbal forms of communication affect the students’ learning?
___________________________________________________________________
___________________________________________________________________
3. What forms of communication to the teachers and students need to improve on?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Write your reflection by completing the following statements:

 I realized that:

 I believe it is essential to:

 From now on, I am determined to:

Closure

Well done! You have completed the last module of Classroom Management
Skills in the Teaching Learning Process. Indeed, you just have a meaningful journey
as you commence your field study experience.

This time you will begin to observe the importance of interaction between
teacher-learner within the classroom because it can determine the learning
opportunities that students get. Not only that, classroom observation encourages
colleagues to collaborate to improve teacher practice and student learning.
This module contains the following lessons entitled:

Lesson 1. Observations on the Use of Traditional and Alternative

Assessments

Lesson 2. Observations on the Use of Formative Assessments and

Summative
Assessments towards Holistic Assessment

Lesson 3. Observations On Summative Assessments

Module 4
Lesson 1. Observations on the Use of Traditional and Alternative Assessments

Learning Outcomes
At the end of this lesson, you will:

 identify the general classifications and types and of assessments used by the
classroom teacher in assessing students’ learning in observations of the
actual teaching-learning episodes;
 analyze the general classifications of assessments used by the teacher in
terms of how, when, and why they are used in the teaching-learning episodes
observed;
 reflect about personal learning experiences in terms of the dialogue between
theory and practice; and,
 identify on how to make the assessment activities through writing an
observation on selected the teaching episode.

ACTIVITY – Lets read These

You are to observe at least three (3) continuous teaching-learning episodes to

check out on the assessments the teacher uses to assess the learning competencies
for a set of related topics with a view to putting them under the two general
classifications of assessment: traditional assessments and alternative assessments.
Please accomplish the following templates to guide your observation notes and
reflections.

A. Template for Teaching-Learning Episode 1:

What are the intended learning outcomes for this teaching-learning episode?

What are the assessments used by the teacher to assess these intended learning
outcomes?
 What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

Template for Teaching-Learning Episode 2:

What are the intended learning outcomes for this teaching-learning episode?

What are the assessments used by the teacher to assess these intended learning
outcomes?

What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

C. Template for Teaching-Learning Episode 3:

What are the intended learning outcomes for this teaching-learning episode?

What are the assessments used by the teacher to assess these intended learning
outcomes?

What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

ANALYSIS – Let’s Analyze

From your observation notes of the three (3) teaching-learning episodes, analyze the
data by accomplishing the following templates.
A. Template 1: Analysis on Traditional Assessments

Review all the types of traditional assessments that you were able to note down in
your observation templates. When were they conducted? In which part of the
entire teaching-learning process were they given by the teacher?

Why were they conducted by the teacher? What is the purpose of giving them?

Were they helpful in achieving the intended learning outcomes? In what

manner were they helpful?

Recalling the theories, principles, and concepts you learned on traditional

assessments, were the assessments appropriately used? Did they serve their
purpose? Elaborate your answer.

B. Analysis Template on Alternative Assessments

Review all the types of alternative assessments that you were able to note down in
your observation templates. When were they conducted? In which part of the
entire teaching-learning process where they were given by the teacher?

Why were they conducted by the teacher? What is the purpose of giving them?

Were they helpful in achieving the intended learning outcomes? In what

manner were they helpful?

Recalling the theories, principles, and concepts you learned on alternative

assessments, were the assessments appropriately used? Did they serve their
purpose? Elaborate your answer.

ABSTRACTION - Let’s Conceptualize

 In your Assessment 1 and Assessment 2 courses, you learned the theories,
principles, and concepts on assessing learning. Primarily, you learned that there are
two general types of assessment: traditional and alternative. Traditional
assessments are known as pen-and-paper tests which may be in forms of multiple
choice, true-false, matching type, and supply items, among others. These may
measure both the lower-order and the higher-order thinking skills. On the other
hand, there are alternative assessments which assess products and performances,
and therefore would require rubrics as assessment tools. These products and
performances demonstrate what students can do with what they know. You also
learned that assessments should be holistic in that they should be able to assess
both the lower-order and the higher-order thinking in the cognitive domain, and the
skills and attitudes in the psychomotor and affective domains.
Your observations of the three (3) teaching-learning episodes and the
templates that you accomplished guided your thoughts in linking these learned
theories, principles, and concepts to their actual classroom applications. It is hoped
that you were able to validate good practices from these observations and reflect on
a solid stance for your actual practice in the future.

APPLICATION

Choose one teaching episode from among the three (3) that you observed. If
you were to redo the assessment plans, how will you prepare the assessment
activities? What theory, principle, or concept on traditional and alternative
assessments would dictate your decision? Please elaborate your response.

Closure
Congratulations for successfully finishing Lesson 1! Lesson 2 on
Observations on the Use of Formative Assessments is coming your way!
Module 4
Lesson 2. Observations on the Use of Formative Assessments and Summative
Assessments towards Holistic Assessment

Learning Outcomes
At the end of this lesson, you will:

 identify the formative assessments used by the classroom teacher in

assessing students’ learning in his/her observations of the actual teaching-
learning episodes;
 analyze the formative assessments used by the teacher in terms of how these
are used to make assessment holistic;
 evaluate the formative assessments used against the learning competencies
through the constructive alignment lens;
 identify learning experiences in terms of how the assessment of learning
theories which are previously learned are applied in the actual teaching and
learning episodes observed through a reflection; and
 make reflections by showing on how to improve based on the observed
practice.

ACTIVITY – Lets read These

You are to observe at least three (3) continuous teaching-learning episodes to

see the formative assessments the teacher uses to assess the learning
competencies for a set of related topics. Please accomplish the following templates
to guide your observation notes and reflections.

A. Template for Teaching-Learning Episode 1:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?
Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by the learners?

Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.

Describe the formative assessments used by the teacher for each of the learning
competencies.

B. Template for Teaching-Learning Episode 2:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by learners?

Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.
 Describe the formative assessments used by the teacher for each of the learning
competencies.

C. Template for Teaching-Learning Episode 3:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by learners?

Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.

List down the formative assessments used by the teacher for each of the learning
competencies.

ANALYSIS – Let’s Analyze

From your observation notes of the three (3) teaching-learning episodes,

please share your analysis in terms of the formative assessments used by the
teacher. Reflect your insights in the following template:
Analysis Template
What formative assessments were used by the teacher? What levels of
thinking in the cognitive domain were assessed by these assessments? Please
complete this data set:
LEARNING COMPETENCY

REVISED BLOOM’S TAXONOMY (RBT) LEVEL,

FORMATIVE ASSESSMENT

In what way/s are these formative assessments appropriate in assessing the

intended learning competencies? Were they able to assess the learning
competencies?

Analyze the formative assessments and their respective learning competencies

using the constructive alignment framework. What are their strengths and
weaknesses?

In what way/s do they contribute to the development of the learning

competencies?

In what ways do the formative assessments contribute to the delivery of the final
performance tasks and the attainment of the content and performance
standards?

Is holistic assessment applied in these teaching-learning episodes? In what way?

What theories in assessing learning support this assessment practice by the

teacher?

ABSTRACTION - Let’s Conceptualize

You previously learned that for assessments to be effective, they must be

holistic. They must serve the three (3) functions: assessing for learning, assessing
as learning, and assessing of learning. Formative assessments are assessments for
learning and as learning. They are used to prepare students for the summative
assessment (assessment of learning).
The crucial element of formative assessments is feedback. It will inform
instruction, and it will also allow learners to reflect on what they still need to do to
improve their skills.
The diagrams below are the concrete representations of the functions of
assessment as assessment for and as learning. It also shows the importance of
feedback.

Your observations of the three (3) teaching-learning episodes and the

templates that you accomplished guided your thoughts in linking these learned
theories, principles, and concepts to their actual classroom applications. It is hoped
that you were able to validate good practices from these observations and reflect on
a solid stance for your actual practice in the future relative to designing formative
assessments.

APPLICATION

Choose one teaching episode from among the three (3) that you observed. If
you were to redo the assessment plans, how will you prepare the formative
assessment activities?

Closure
You have accomplished Lesson 2! Congratulations for a job well done! Brace
yourself for the Lesson 3 on Observations on Summative Assessment. This
is the last lesson for this module.
Module 4
Lesson 3. Observations On Summative Assessments

Learning Outcomes
At the end of this lesson, you will:

 identify the summative assessments used by the classroom teacher in

assessing students’ learning in observations of the actual teaching-learning
episodes;
 analyze the summative assessments used by the teacher in terms of how
these are used to make assessment holistic;
 evaluates the summative assessments used against the learning
competencies and standards through the constructive alignment lens;
 make a reflection about learning experiences in terms of how the assessment
of learning theories which are previously learned and applied in the actual
teaching and learning episodes observed;
 make a reflection showing on how to improve the observed practice; and
 make a compilation of case portfolio showing all the outputs submitted.

ACTIVITY – Lets read These

You are to observe at least three (3) weekly final teaching-learning episodes
to see the summative assessments the teacher uses to assess what the students
can do with what they know. Please accomplish the following templates to guide
your observation notes and reflections.

A. Template for the Final Teaching-Learning Episode 1:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?
Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded? Why do you think so?

B. Template for the Final Teaching-Learning Episode 2:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded? Why do you think so?

C. Template for Final Teaching-Learning Episode 3:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded?

ANALYSIS – Let’s Analyze

 From your observation notes of the three (3) final teaching-learning
episodes, please share your analysis in terms of the summative assessments
used by the teacher. Reflect your insights in the following template:

Analysis Template

Do you think these summative assessments are appropriate? Why or why not?

In what ways do the summative assessments contribute to the delivery of the final
performance tasks and the attainment of the content and performance standards?

Is holistic assessment applied in these teaching-learning episodes? In what way?

What theories in assessing learning support this assessment practice by the

teacher?

ABSTRACTION - Let’s Conceptualize

Summative assessments are assessments of learning. These are used

to evaluate learning and are graded. They may be given after a unit of topics
or a cluster of competencies are developed by the learners to check what they
can do with what they know . They are customarily given at the end of the
grading period to constitute the periodical or quarterly examination. They may
come in forms of traditional or objective type of test. Otherwise, they come as
products or performances to be assessed using rubrics.
APPLICATION

If you were to redo the summative assessment plans, how will you
prepare them? What should they be and why?

Closure
As a final output for this module, you are asked to put together all your
outputs from Lessons 1-3. Create a portfolio out of these outputs to show
your reflections of the entire process and the things you learned every step of
the way. You should be able to reflect also on how these observation
episodes helped you become a better designer of assessment activities with
respect to the learning competencies.