ORDINARIA, EARL FRANCE

Module 4
EDUC 101
PROF. CESAE MONDAY

ANALYSIS

1. Mr. Cruz sent tasks to his students via email, what kind of a learning
environment is Mr. Cruz promoting – teacher-centered or student-
centered? Give reasons for your answer

From the given information, it appears that Mr. Cruz is advocating for a
pedagogical approach that prioritizes the teacher as the central figure in the
learning process. In a teacher-centered pedagogy, the instructor assumes a
more proactive role in guiding the educational process, while students are
anticipated to comply with instructions and fulfill responsibilities designated by
the instructor. Moreover, Mr. Cruz is dispatching assignments to his students
over email, demonstrating his proactive approach in distributing duties and
establishing the educational itinerary. Within a student-centered setting,
students frequently possess greater autonomy in the selection or
development of their assignments. Also, Mr. Cruz's utilization of email for
assignment distribution implies a unidirectional communication pattern, where
information is transmitted solely from the teacher to the students. Student-
centered classrooms typically prioritize interactive and collaborative
communication among students and with the teacher. Thus, It is crucial to
acknowledge that the labels "teacher-centered" and "student-centered" are
not fixed classifications, and numerous educational settings integrate aspects
of both. Furthermore, considering the specific objectives and Mr. Cruz's
broader teaching philosophy may offer a more nuanced comprehension of his
teaching technique.

2. What kind of student interaction does the learning task require?

The evidence supplied lacks specificity about the precise nature of the
learning tasks that Mr. Cruz transmitted to his students by email.
Nevertheless, drawing from the customary attributes linked to activities
conducted via email, we can formulate certain broad assumptions regarding
the kind of student engagement that might be implicated. Please note that the
following statements are generalizations and the specific jobs may differ: a.
Email correspondence typically entails individualized involvement. Students
are required to independently interact with the learning materials and
complete the activities on their own. b. Email communication is commonly
characterized by its asynchronous nature, indicating that there may not be an
immediate reciprocal exchange, as is the case in real-time talks. Students
may have the opportunity to contemplate and construct their solutions before
transmitting them back to the teacher. c. The tasks may entail students
sending their work or responses to Mr. Cruz via email. Examples of such
tasks may involve appending documents, furnishing written responses, or
satisfying other criteria specified in the email. Thus, It is crucial to
acknowledge that the manner of interaction may differ depending on the
 explicit directions given by Mr. Cruz in the email and the characteristics of the
learning activities. In order to provide a more precise evaluation, it would be
necessary to have specific information regarding the content and criteria of
the tasks.

APPLICATION

1. Develop a classroom management plan focusing on a conducive

learning environment for your students. Make a table which indicates
how you intend to analyze your teaching strategies to promote active
learning.
Component Description Teaching Strategy Analysis
Establish a positive, Observe student engagement,
inclusive, and well- behavior, and interactions. Gather
Classroom organized physical and feedback through surveys or class
Environment emotional space. discussions.
Communicate expectations Monitor adherence to expectations
for behavior, academic and provide regular feedback. Adjust
Clear performance, and expectations as needed based on
Expectations participation. student feedback.
Assess student participation in class
Foster open communication discussions and question-answer
Effective with students, encouraging sessions. Seek feedback on
Communication questions and discussions. communication effectiveness.
Evaluate student performance and
Tailor teaching methods to understanding through assessments.
Differentiated accommodate diverse Adjust instruction based on individual
Instruction learning styles and abilities. or group needs.
Observe student participation and
Incorporate activities that collaboration during activities. Use
Active Learning engage students in the formative assessments to gauge
Strategies learning process. understanding.
Analyze student responses to
feedback and adjust teaching
Provide timely and methods accordingly. Use
Feedback and constructive feedback on assessment data to inform
Assessment student performance. instructional decisions.
Integrate technology to Monitor student interaction with
enhance learning technology. Collect feedback on the
Technology experiences and engage effectiveness of technology integration
Integration students. in the learning process.
Encourage collaboration Assess group dynamics and individual
among students through contributions during collaborative
Collaboration group projects and tasks. Seek feedback on the
and Teamwork activities. effectiveness of teamwork.
Be flexible and responsive Regularly assess the effectiveness of
to the evolving needs of the teaching strategies. Adjust methods
class and individual based on ongoing feedback and
Adaptability students. observations.
2. Write a reflection describing how you will improve this plan to make it
relevant to your role as a teacher to your 21st-century learners

Reflection on Enhancing Classroom Management for 21st-Century

Learners

In the modern era, there is a notable presence of swift

technological progress. Consequently, my students must possess a
high level of competence in utilizing digital tools and platforms. To
improve my plan, I pledge to integrate a more holistic strategy for
digital literacy. This entails utilizing technology as an educational
instrument and promoting digital citizenship while instructing students
on how to navigate the digital realm ethically.

`Recognizing the varied learning preferences and speeds of

modern-day pupils, I understand the significance of customizing
training to suit individual needs. To enhance my approach, I will
allocate additional resources toward comprehending the individual
learning styles of each student, utilizing adaptive technologies to their
advantage, and facilitating opportunities for self-directed learning.
Customized educational plans will be created to enable pupils to
assume responsibility for their learning. In light of the interconnectivity
of our globe, it is imperative to have a global outlook. To improve my
plan, I aim to incorporate a strong sense of global awareness
throughout the curriculum. I aim to enhance students' cultural
comprehension by utilizing virtual connections, engaging in
international collaborations, and doing projects that tackle global
concerns. My goal is to cultivate a feeling of global citizenship to
provide students with the skills to navigate a world that is becoming
more interconnected. Moreover, The transition towards student-
centered learning is a fundamental attribute of education in the 21st
century. To enhance my proposal, I will offer more avenues for student-
led investigation. This entails creating projects that enable students to
investigate their interests, pose significant inquiries, and participate in
self-guided education. My goal is to establish a setting that fosters
inquiry and motivates students to actively engage in their educational
process.

To summarize, the refinement of my classroom management

plan is a continuous dedication to address the changing requirements
of learners in the 21st century. Through the use of digital literacy,
personalized instruction, global awareness, critical thinking, ongoing
professional growth, and student-led investigation, my goal is to
establish an educational setting that empowers kids with the required
abilities and mentality to thrive in our ever-evolving society. Engaging in
this introspective exploration is a crucial aspect of my position as an
educator committed to nurturing the whole growth of my pupils.
 THINK PAIR SHARE

Name Learning Year Level Theories of

Assessment Learning
strategies/tools
E Essay Grade 9-12 Behaviorism
X Exams All year levels Cognitivism
E Electronic Grade 10 and 12 Constructivism
portfolios
Q Quiz All year levels Behaviorism and
Cognitivism
U Unannounced Grade 9-12 Behaviorism
Assessments
I Interviews Grade 12 Humanism and
Connectivism
E Exit Tickets Grade 12 Cognitivism
L Lab Reports Grade 8-12 Constructivism

1. Explain the completed table.

a. Essay (Behaviorism - Grade 9-12): Essays are by behaviorism,

emphasizing observable behaviors. Evaluating could use reinforcement or
punishment processes to mold and strengthen desirable writing skills and
comprehension of content.
b. Exams (Cognitivism - All Year Levels): Examinations are in accordance
with the principles of cognitivism, which prioritize mental activities such as
memory and comprehension. Assessments evaluate students' cognitive
capacities by examining their understanding and ability to remember
material.
c. Electronic Portfolios (Constructivism - Grade 10 and 12): Electronic
portfolios are in line with constructivism because they let students build
their own knowledge by choosing which work to include in their portfolios.
It stresses thought, working together, and applying what you've learned in
the real world.
d. Quiz (Behaviorism and Cognitivism - All Year Levels): Quizzes can utilize
both behaviorism, which focuses on observable responses, and
cognitivism, which evaluates mental processes, to evaluate learning at
different levels.
e. Unannounced Assessments (Behaviorism - Grade 9-12): Unpredictable
assessments are consistent with behaviorism in that they offer impromptu
feedback to reinforce or rectify learning behaviors. As a form of positive
reinforcement, they might function to encourage consistent preparation.
f. Interviews (Humanism and Connectivism - Grade 12): Interviews are in
line with humanism, prioritizing personal development and independent
acquisition of knowledge. Furthermore, connectivism is relevant in
interviews as it evaluates the ability of applicants to effectively traverse
and establish connections between material within a dynamic context.
g. Exit Tickets (Cognitivism - Grade 12): In accordance with cognitivism, exit
tickets serve as a concise evaluation of students' comprehension at the
 conclusion of a lecture. They emphasize comprehension and immediate
recall of essential concepts.
h. Lab Reports (Constructivism - Grade 8-12): Lab reports are in accordance
with the principles of constructivism, which prioritize the active formation of
knowledge through practical, experiential learning. Students engage in
introspection and establish connections between abstract concepts and
real-life observations.

2. What are your experiences when your teacher used that assessment
tools/strategies?

Answer: Experiences with assessment tools and strategies can vary widely
depending on the effectiveness of the methods employed. Here are a few
scenarios that students might encounter: In terms of Traditional Testing
Methods, Certain students may perceive conventional examinations and
assessments as efficacious in evaluating their comprehension of the subject
matter. These exams offer a systematic framework for showcasing knowledge
and retrieving factual information. On the other hand, the negative experience
for this one is Some students may experience tension or anxiety during
conventional examinations, which might impede their optimal performance.
The excessive focus on rote memory may fail to accurately reflect their
genuine comprehension of the subject matter. In terms of project-based
assessments, Students who derive satisfaction from engaging in practical,
imaginative tasks may have favorable encounters with project-based
evaluations. These assessments facilitate a more profound investigation of a
subject and the implementation of information in tangible ways, while
Students who derive satisfaction from engaging in practical, imaginative tasks
may have favorable encounters with project-based evaluations. These
assessments facilitate a more profound investigation of a subject and the
implementation of information in tangible ways. Thus, the efficacy of
assessment tools and tactics is contingent upon the congruence between the
selected approach and the learning goals, as well as the diverse preferences
and aptitudes of individual students. Teachers should incorporate a variety of
evaluation methods to accommodate the various learning styles and demands
present in their classrooms.

3. What is the purpose of your teacher in using that assessment

tools/strategies

Educators employ assessment instruments and methodologies for diverse

objectives, all of which contribute to the overarching aim of promoting student
learning and comprehension. Assessments are utilized to evaluate the extent
to which students have comprehended the concepts and content presented in
a certain class or within a designated timeframe. This facilitates educators in
discerning the domains where students excel and struggle in their
comprehension. Assessment tools are utilized to provide pupils with feedback
regarding their performance. Feedback facilitates students' comprehension of
their strengths and areas requiring improvement, cultivating a growth attitude
and promoting ongoing learning. Moreover, Evaluations are crucial in
 assessing the efficacy of pedagogical approaches and curricula. Educators
have the ability to evaluate if the teaching methods used are effective in
attaining the desired educational goals. Essentially, the use of assessment
tools and procedures serves multiple purposes, including assessing student
comprehension, guiding instructional choices, and cultivating a favorable and
encouraging learning atmosphere. Efficient assessments are in accordance
with instructional objectives and offer useful insights into the performance of
both students and teachers.

4. What are the basis of giving the specific strategies?

Assessment tactics are determined by multiple aspects, and teachers take

into account various bases or criteria when choosing specific methods to
evaluate student development. The goals of the lesson or unit should be
reflected in the assessments. The main thing that matters is whether or not
the chosen approach can accurately show if the students have reached the
goals. Instructors strive to implement a comprehensive assessment
methodology that takes into account the wide range of learning styles and
abilities exhibited by their pupils. By employing a variety of evaluation
techniques (e.g., discussions, projects, and exams), instructors can more
comprehensively gauge the breadth of student competencies and
understanding. Moreover, Assessments are more meaningful when they
mirror real-world scenarios and are relevant to students' lives. Teachers
consider whether the assessment tasks simulate authentic situations or
problems that students may encounter outside the classroom. Teachers
consider the practical aspects of implementing assessments, taking into
account the available resources, time constraints, and logistical
considerations. Assessments should be feasible within the constraints of the
classroom environment. By thinking about these basis, teachers can choose
testing methods that work best for their students, the situation, and their
teaching goals. The goal is to make a grading method that is thorough, fair,
and helps students learn and grow.

5. What do you think are the considerations of your teachers in selecting

the learning-assessment strategies or tools?

Teachers consider several important factors when selecting learning-

assessment strategies or tools to ensure that the assessment process is
effective, fair, and aligned with educational goals. Assessments should closely
correspond with the precise learning goals of the course or unit. Teachers use
methodologies that assess the information, abilities, and comprehension they
want to appraise. Teachers know that their students are different and try to
use testing methods that work for all of them, taking into account their
different learning styles, experiences, and skills. This openness makes sure
that every student has an equal chance to show what they know. Also,
Students should receive actionable feedback from assessments. Educators
evaluate whether the selected methodologies or instruments facilitate the
provision of prompt and constructive criticism that is essential for learners to
 recognize their merits and areas requiring enhancement. Moreover, Educators
deliberate on the pragmatic implications of assessment implementation,
incorporating factors such as resource accessibility, time limitations, and
logistical complexities. They opt for instruments that are technically viable to
implement in the classroom setting. Through meticulous consideration of
these variables, educators strive to provide a well-rounded and efficient
evaluation framework that fosters student learning, offers useful perspectives
on their advancement, and encourages impartial and just appraisal.

6. Does it provide meaning learning experiences? Why?

Multiple factors affect how much an assessment helps students learn. These
include how the assessment is designed, how well it fits with the learning
goals, and how feedback is used during the process. A tight alignment
between an assessment and the learning goals increases the likelihood of a
meaningful learning experience. Evaluations that gauge the extent to which
students achieve desired learning outcomes enhance the clarity and
purposefulness of the educational trajectory. Meaningful learning experiences
are made possible by tests that get students involved. Assessments that are
interactive, hands-on, and collaborative keep students interested, encourage
them to take part, and help them connect more deeply with the subject.
Moreover, It is essential that learners receive timely, constructive feedback in
order to have meaningful educational experiences. Evaluations that provide
feedback on both accurate and flawed answers, in addition to
recommendations for growth, enable pupils to acquire knowledge from their
errors and augment their comprehension. To summarize, a well-designed
exam that is linked with learning goals, engages students, provides
constructive feedback, stimulates reflection, and accommodates varied
learning styles may give valuable learning experiences. The objective is to
provide an evaluation procedure that not only appraises student achievement
but also enriches their educational progression and contributes to their
comprehensive educational growth.
 APPLICATION

Directions: Create a Venn Diagram to differentiate approaches of leaning on the

principles of learning.

1. Independent Learning vs Collaborative Learning

Independent Learning vs Collaborative Learning

 Self-directed: Students  Shared Responsibility:

take control of their Students work together
learning process and set  Coordinated
towards common
their own pace. Learning: Both learning goals.
 Autonomy: Learners approaches
involve
can  Interdependence:
make decisions about coordination, but in Success is dependent
what, when, and how to independent on the contributions of
learning, it may be
study. more about all group members.
 Individual Accountability: personal  Social Interaction:
scheduling, while in
Each student is collaborative Learning occurs through
responsible for their own learning, it's about discussions, shared
coordinating efforts
understanding and within a group.
ideas, and joint problem-
completion of tasks.  Resource solving.
 Personalized: Tailored to Utilization:
approaches
Both
can
 Collective Knowledge:
individual learning leverage Group members pool
styles, preferences, and resources, but in their strengths and
independent
needs. learning, it might perspectives to enhance
involve individual understanding.
research, whereas
collaborative
learning may
involve shared
resources and
expertise.
 Concept Based Learning vs Process Based Learning

 Focus on  Procedural Knowledge:

Understanding: Focuses on
Emphasis on grasping understanding and
and comprehending key  Both following specific
concepts. approaches processes or
 Depth of Knowledge: may involve procedures.
Encourages in-depth the  Skills Development:
exploration and application of Emphasizes the
understanding of concepts, but acquisition and
fundamental ideas. in concept- application of specific
 Transferable Concepts: based skills or methods.
Aims for the application learning, it's  Sequential Steps:
of concepts across about Learning is organized
various contexts. understandin around step-by-step
 Big Ideas: Learning g overarching procedures or methods.
revolves around principles,  Application in Practice:
overarching principles while in Aims for the practical
and fundamental ideas. process- application of learned
based processes in real-world
learning, it's situations.
about
applying
specific
procedures.
 Task Based Learning vs Project Based Learning

 Long-Term Projects:
 Focused Tasks: Learning centers around
Learning revolves extended, complex
around specific, discrete  Both projects.
tasks or activities. approaches  Real-World Application:
 Short-Term Goals: Tasks involve the Projects often simulate
are often completed in a application of real-world scenarios or
relatively short time skills, but address authentic
frame. task-based problems.
 Skill Development: learning  Interdisciplinary:
Emphasis on developing emphasizes Involves integrating
specific skills through skills within knowledge and skills
task completion. the context of from multiple disciplines.
 Individual or Group specific  Collaborative Teams:
Tasks: Can be designed tasks, while Typically requires
for individual or project-based collaborative work in
collaborative group learning often teams to complete the
work. requires a project.
broader set
of skills
applied to a
larger, more
complex
project