MODULE 8 ASSIGNMENT

Part 1

1.1 Narrative Report of the Pre-Implementation and Post-Implementation Meeting.

To be able to share the important things I have learned from Module 8 of TEACHeXCELL,
teachers under my supervision were called for a pre-implementation through a virtual
meeting. Concepts of module 8 like teaching the Essential of HOTS, Using the Revised
Bloom’s Taxonomy for Teaching HOTS, the use of scaffolding for HOTS, Integrating
HOTS Activities in the Classroom, Theory and Manifestations of Multiple Intelligences,
and MI Teaching Strategies were discussed to them. I told the teachers that they have to find
means for the students to process and utilize information to make decision. They have to
help students develop HOTS by encouraging them to think critically instead of just receiving
information. During the Teaching –Learning Process, teachers should focus on questions or
activities that involve the higher levels of taxonomy rather than simple and basic recalling
stage. At this very time of pandemic though we have no face to face contact of our learners
but we still have the access of implementing this by means of rechecking again the different
activities in the modules, making sure that the said activities promote and help the learners
enhance their critical thinking ability. The use of Revised Bloom’s Taxonomy is very
essential in scaffolding HOTS Questions or activities. On the other hand, considering the
Multiple Intelligences of students within the class must also be given due attention in giving
of activities during the teaching-learning process. I made an agreement with teachers to
integrate HOTS questions and activities in their lessons; questions that encourage students to
think and develop their high level cognitive functioning. Questions like why, how, what if,
how can you prove, should be the questions to be asked by the teacher and not just the
questions which require simple recall of facts. In addition, students with the same
intelligence will be placed in the same group in the giving of group activities. Instead of
writing semi-detailed lesson plan, teachers were asked to write Workweek Home Learning
plan and they were grouped according to subjects they were handling. Teachers handling
English subjects were grouped together, and also teachers handling Math were in one group
, another group for Science and Filipino. When the WHLPs ( Workweek Home Learning
Plans )were submitted to me for a review I checked only the activities that addressed MI and
promote HOTS since I cannot check anymore as to what strategy the teachers might be using
because this learning plan has been made already from the central office. What I instructed
to my teachers was to modify the activities in the module pointing out the importance of
HOTS and MI in every activity. At first when I look upon the questions that they copied in
the modules most were just simple recall questions rather that HOTS or questions that
stimulate students to think critically so I told them to modify their learning plan .To assist
the teachers in implementing this undertaking to integrate HOTS and MIs in the conduct of
 teaching-learning process, I told them to really check the output, the learner’s performance –
scores in the modules.
During the post Implementation meeting, since we were allowed to have one on one
dialogue with the teachers observing the health safety protocols, each teacher shared his/her
reflection on the integration of HOTS and MI in their Workweek Home Learning Plan, the
most common concerns being said by the teachers were most of the questions integrated
with HOTS were having no answers. Many students answered those LOTS questions only.
What the teachers did was they sent back the modules to parents and have it answered again
to the students but as they checked again the modules they have found out that only few
answered it. According to parents, answering modules employing the HOTS and MI really
took time in the part of their children to answer, same also in their part as coaches of their
children. They cant take it too long to think for an answer since there are still many modules
to be answered. According to my teachers their parents told them that they have difficulty in
doing it since they have three or four students in high school and another 2 or 3 students in
the elementary. Each learner has 8 modules comprising the 8 subjects in the high school,
since that parent has 3 students in high school meaning if nobody can help her/him in
coaching their children she will answer all the 24 modules in different year level plus
another modules in the elementary. Many of the parents commented that the use of HOTs
and MI at this very time of pandemic are time consuming and may cause delay to their
respective works, others said their health condition also was affected. Most teachers also in
my department expressed their feelings regarding this matter that it is only good and very
applicable on a face to face class since they can hear and see the performance of the students
in actual. However, I told my teachers that they should have to implement it patiently .
Apply only a portion of the activities in the modules that can stimulate their critical ability .
Let us employ the activity gradually not in hurry because I know for sure from time to time
learners may engage and develop their HOTS and at the same time the MI.

1.2 Documentation ( Pictorials )

 PART II : WORKWEEK HOME LEARNING PLAN

Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Division of Ozamiz City
District 6
JOSE LIM HO NATIONAL HIGH SCHOOL
Calabayan, Ozamiz City

WEEKLY HOME LEARNING PLAN

GRADE 7
Week 6- Quarter 1
November 6-13,2020

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Monday (Day 1)
November 6, 2020 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
8:00-9:00
Have a short exercise / meditation / bonding with the family.
9:00 – 9:30
Answer the following tasks: Have the parent
ENGLISH 7 After going through this Lesson 1:Phrases hand -in the output
9:30-11:30 module, you are expected to use
Engaging learners in active to the teacher in
learning: school.
phrases, clauses, and sentences Task 1: Let’s Volt In!
appropriately and meaningfully Directions: After reading and
[EN7G-II-A-1].Specifically, you
analyzing the discussion on the types
of phrases, differentiate each type then
should be able to: write your answer on the Concept
Map below.
1. recognize phrases, clauses,
and sentences; Phrases
2. differentiate the types of
Noun Phrase Prep. Phrase
phrases and clauses.
3. identify kinds of phrases,
clauses, and sentences;
Verb Phrase
4. locate phrases, clauses, and
sentences from given texts;

5. correctly construct sentences Engaging learners to HOTS

questions.
using phrases and clauses. Then answer the guide questions
concisely:
1. How each phrase different from
each other?
2. Why do we need to study the
types of phrases? Is it useful in
our daily conversation? Why or
 why not?
Task 2: Try This !
Directions: Identify the underlined
phrase, then write NP if noun phrase,
VP if Verb phrase and PP if
prepositional phrase. Page : 10
Lesson 2: Clauses
Task 3: Try This
Directions:After reading and
analyzing the discussion about
clause, you Complete each
sentence using clauses. Page. 16

Lesson 3: Sentences
Engaging learners in Multiple
Intelligences
Task 4: Choose your expertise!
Directions:Using the types of
sentences, just pick one of the
following tasks below.

A. Verbal :Write a short

conversation
B. Verbal & Kinesthetic:Record
your own advertisement.
C. Spatial:
Make a comic strip
D. Verbal & Kinesthetic:
Record your own flash
report about typhoon Rolly.
E. Musical :
Compose your own lyrics of
the song (at least 2 stanzas)
and record it using your
phone.
Note: Submit your
output in a soft copy if
recorded, and hard copy
if written.

Prepared by:

EDELYN P. CASTRO
Secondary School Teacher I
Checked :

POLEY M. TAYONG
Secondary School Head Teacher I
 PART III : TEACHERS’ JOURNAL

A Quarter Ending Reflection

By: Fretzie Gay Anne B. Baluyos

“Teachers can be a tool kit that repairs damage or leaks. They can also be a
first-aid kit that provides a Band-Aid to open wound and stop the bleeding or a splint
to prevent further breakage. But all these are just tools to facilitate its purpose. A
teacher is the sidekick hero but the learners are the true heroes. Their path to a better
education is shape by them. It is them who decide to remember that leaks are mended
but anytime another leak may happen and that they could not keep on relying others
to repair it. It is them that should tend to the wound to keep it from infections”. These
are some of the thoughts that I pondered on as the first quarter of class is about to
embark.
I believed that teaching is not an easy task. It needs greater scrutiny on what
specific curricular knowledge to deliver to the learners. It needs numerous re-
evaluations on how to have concrete yet fair pedagogical content knowledge. Much
more, facilitating learning to 21st- century learner is an astounding job especially in
the new setting of education.
My students’ output at the end of every week is a reflection of my teaching
during this trying time. However, I felt incapacitated of the result that I got. I
realized that there are tons of issues in the facilitation of learner-centered teaching.
It can be from minimal to greater issues. However, along with these issues, greater
positive outcomes are also looming. Some learners can cope with independent
learning, yet others cannot, especially learners who always lag.
There can be various reasons why learners tend to lag compared to their
classmates. Let me point out those learners who do not have the means to access
information from the internet. Another is learners whose parents do not know the
lesson either. Moreover, are the learners loaded with family problems. All these
needed careful considerations. As a teacher, these are the few, yet huge challenge on
my part to engage my learners in learner-centered lessons.
Designing a learner-centered instruction can be easy during the old education
setting. Why? Maybe because I am physically present with my learners and I can
easily detect if they have difficulty in coping with the lesson that I prepared.
However, the new face of education has an insurmountable challenge. There is a
greater chance that some learners may fall behind. The intervention to be given may
not be as easy as the old education setting. For me this will test my capability as a
21st- century teacher to be more innovative without compromising the health safety
of my learners. I will and I must create and re-create over and over indefinite
instructional design. I realized that the given ready-made printed modules are not
enough to address my learners’ needs and at the same time cater to learner-
centered teaching.
Although stimulating critical and independent thinking poses not much of a
challenge but the part where they need to actively interact is way bigger especially
for schools that adopt the printed modules as their learning delivery modality. The
practice of effective questioning can only be of advantage to learners with access to
the internet. However, not all learners were fortunate enough to have this kind of
learning aid.
The art of questioning and even the taxonomy of questions can still be
embedded in the printed modules. However, the unexpected response from the
learners which needs follow-up questions may not be sufficient with answers from
the learners per se and vice versa. It will be frustrating for the learners to ask
follow-up queries if teachers are not around. This may not be an issue in the old
educational setting. But the recent pandemic made it so.
Honestly, as I go through with my learners’ output, I started to doubt myself if
I will be an effective teacher during this trying time. I feel like I am not just
facilitating the learning to learner-centered teaching but rather assuming that my
learners will learn everything independently. Indeed it is a big step for them,
however as I ponder it, I realized maybe the paradigm shift of our education setting
would allow them to become not just an independent learner from their teacher but
also their classmates. Before, numerous learners are independent of their teachers
however, they rely on their classmates.
Now, these learners are encouraged to spread their wings and conquer
everything independently at all angles. Now, this is the silver lining of the new
educational setting. As they learn to develop their own identity there is no pause or
stop. Their carousel must keep on turning around as they ride in the circle called
life.

__________________________________________
Signature
 Republic of the Philippines
Department of Education
Region X – Northern Mindanao
Division of Ozamiz City
District 6
JOSE LIM HO NATIONAL HIGH SCHOOL
Calabayan, Ozamiz City

Teachers’ Journal
on the Implementation of HOTS, Active Learning
& Multiple Intelligences in Distance Learning Modality

“Education must continue beyond adversities …” this is the most

phenomenal line of Secretary of Department of Education, Leonor Briones that we
over-heard thousand times on radio or TV. Nowadays, school leaders, teachers and
the community are crossing each other’s arms just to serve the best for our
learners.
In the other side of the story, the teachers are said to be the “frontliners” in
the delivery of learning. Yes, frontliners indeed ! The frontliners who didn’t bring
any stethoscope , syringe and wearing no white suit or Personal Protective
Equipment ( PPE ) but these “fronliners” are the ones who act as living instruments
to continue and promote quality education and said to be the dream inventers so,
what a great challenge indeed!

Because of this, as a teacher I tried to make learning fun and even more
satisfying though we can only have modular learning. Then, I decided to engage
my class in different activities first was the use of differentiated learning Activities
under the theory of Multiple Intelligences, second implementing graphical
organizers, puzzle and brainstorming under active learning and also HOTS
questions were also given in order to assess learners’ critical thinking skills.

Insight:
At first I thought that these teaching strategies can help me to fulfill my
aspirations, but I was totally not in the right track because after a week, I found out
that there was only about 40% of the total number of Grade 7 learners performed
the activities and these students belong to mentally gifted students and considered
as active learners. Then about 60% of the learners didn’t performed the task, these
were under slow and struggling learners. And the worst thing is they were the ones
who were left behind in this week.
 Surely this is really alarming, but as a teacher I need to dig up the root cause
of this problem. I realized that learners might found the task difficult special if
there’s nobody in the family who can facilitate him thoroughly, then another thing
is maybe teachers’ motivation is lacking. Unlike in the face-to-face setting,
teachers exert all their efforts just to motivate and encourage learners to perform
the given tasks, but in modular learning teachers’ motivating and facilitating skills
are really lacking.
In addition to some factors affecting the learners’ unlikely performance is
the peers’ influence. Before, as I observed during collaborative learning students
have the chance to exchange and discuss their ideas to each other, even student-
leaders in the group can also boost up their members’ eagerness and participation
to perform.

Conclusion:
Distance learning modality requires thorough preparation and planning of
suited learning activities that can surely motivate learning. Because difficult and
unattainable learning task can hamper learners’ burning desire to learning,
therefore if this is the case learning is no longer interesting but instead annoying
and frustrating.
Thus, stone cold teachers have no room in this kind of situation, because
teachers must be considerate and compassionate as well, they must see to it that
there learning tasks must be child –friendly in the sense that these must be in the
right level of students’ learning capabilities.
Then, teachers must have a constant follow up of students’ learning progress
in order to give intervention to minor problems along the way.
Because when we dream of quality education for all, it doesn’t rely on
closing our eyes together but also we must stand firmly towards resiliency and
strong partnership among the teachers, school leaders and stakeholders.
I know Filipinos are known to be pliant like a bamboo, surely we can
surmount these challenges that we are facing nowadays. But as of now, nobody
knows how far this pandemic go, then we must spread positivity though and let’s
just cross our fingers together because every drop of our labor today will be paid
off sooner and together we will indulge the immeasurable trail of success and
happiness that our learners pave along our way.

-Edelyn P. Castro