Learning Task 14 Writing Contingency Lesson Plans/Learning Plans

Domain 1: Content, Knowledge and Pedagogy

PPST Domain 1 and 3
Domain 3: Diversity of Learners

Strands 3.5.2 Demonstrate understanding of the special educational

learners in difficult circumstances, including geographic isolation, chronic illness,
dis placement due to armed conflict, urban resettlement or disasters, child abuse
and child labor practices.
3.5.1. Demonstrate knowledge of teaching strategies that are inclusive of learners
from indigenous groups
1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching
and learning.
6.2.b Demonstrate mastery of subject matter/discipline
6.2.c Facilitate learning using a wide range of teaching methodologies and
Program Outcomes of
delivery modes appropriate to specific learners and their environments.
Teacher Education
6.2.d Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing
and reporting learning process and outcomes

Desired Learning Outcomes

 Respond to the different special educational needs of learners

 Apply strategies that are inclusive of learners from indigenous groups
 Use Mother Tongue, Filipino and English to facilitate the teaching-learning process

Essential Questions

 How much teachers respond to the different special educational needs of learners?
 What strategies may be applied that are inclusive of the indigenous groups?
 What language must be used to facilitate the teaching-learning process?

Understanding
One of the vital facets in the teaching-learning process is the Learning environment. The
process of instruction happens in a formal, non-formal or informal place. Learning may happen
anytime, anywhere and in any place. The quality of instruction depends on how well a teacher can
implement the lessons effectively. There are several factors that affect the delivery of instruction: the
nature of the teacher, the nature of the learners, the utilization of methods and strategies, the learning
resources facilities, assessment and others. Teachers face some challenging issues and concerns
especially in times of providing teaching-learning beyond the classroom. Learners sometimes cannot
attend to their classes due to chronic illness isolation, geographical location, urban resettlement or
disorders, armed conflict, child abuse and child labor practices.
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 These events pose great concern among teachers to make instruction more accessible to all
the learners. Various strategies may be employed to respond to the needs of the learners especially
when they are not physically present in the four walls of the classroom.
1) The use of contingency lesson or learning plan
Will be helpful to teachers and the learners especially during suspension of classes due to
rallies, strikes, and fortuitous events such as fire, typhoons, floods and earthquakes. Teachers
prepare advance lessons or learning tasks which the learners can accomplish during these
occasions. Students can do this according to their own pace. They are required to submit the tasks
once they report to school.
2) The use of consumable sheets
Teachers create consumable sheets in advance. Guide questions are formulated for each
content to ensure that learners will read and comprehend the assigned task.
3) The creation and design instructional modules/self-learning kits (SLK)
Teachers may create self-learning kids and instructional modules for each learning
competency to provide students time to work for advancement, enrichment, and diagnostic purposes.
4) The use of contemporary software on teaching-learning (PowerPoint)
The preparation of PowerPoint for advance reading of the learners will ensure greater
interaction during class discussion. This will also minimize mere teacher discussion and maximize
hands-on activities.
5) The creation of social media groups (Viber, messenger, What’s Up, etc.)
A creation of social media group per subject/class is also advantageous where the students
may communicate through synchronous and asynchronous mode. Uploading of learning task,
presentation, class announcement and others may be done to keep the students on task while on
vacation during unforeseen long absent due to illness and sickness.
6) The use of learning management system (LMS)
This is a dynamic and tailored learning environment. This can be used for all types of learning
activities. It is a software platform to manage, monitor and assess learning programs. The digital
learning tools are very useful especially when the learners are in various geographical locations.
Some examples of LMS are schoology, canvas, moodle, Word press and others.
7) The use of Short Message Service (SMS)
This is a service for sending short message up to 160 characters. It is used to send text
messages to mobile phones. This works to notify learners of lessons, content and other matters
pertinent to the course.

Learning Task 14-Writing Contingency Lesson Plans/Learning Plans 109

My Performance Task

Performance Task 1 As teachers, we must always be ready to respond to the special

educational needs of learner’s in difficult circumstances (geographic,
isolation, chronic illness, displacement due to aimed conflict, urban
resettlement, or disaster, child abuse and child labor).

Cite situation on how you have addressed any of the given educational
needs of learners.

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Performance Task 2 Conduct any of these activities:

 Observation on the strategies which are used for these types of

learners. Write you insights.
 Research on teaching strategies that are inclusive of learners from
indigenous groups.
 Interview a teacher in-charge of indigenous groups
 Watch a film clip or video of teaching in an indigenous groups.

Strategies Used Insights

Learning Task 14-Writing Contingency Lesson Plans/Learning Plans 111

 Performance Task 3 The use of mother tongue emphasizes the development of the skills
in speaking, reading and writing from Grades 1 to 3. As a medium
of instruction, mother tongue is used in all learning areas from
Kinder to Grade 3 except in Filipino and in the English Subjects.

A. Research/Observe the teaching strategies used in teaching Mother Tongue.

B. What are the problems encountered by teachers in implementing Mother Tongue-based

instruction?

______________________ _____________________

______________________ _____________________

_____________________ _____________________

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My Learning Artifact(s)

Write a contingency Lesson Plan/Learning Plan in any of the given difficult circumstances
to assist learners.

Learning Task 14-Writing Contingency Lesson Plans/Learning Plans 113

My Learning Artifact(s)

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My Scoring Rubric

Approaching Meets Does Not Meet

Meets Standard
INDICATORS Standard of Acceptable Acceptable
of Excellence
Excellence Standard Standard

CRITERIA 4 3 2 1
 Has some
 Has all the aspects of  Has minimal
aspects of work that aspects of  No aspect of
work that exceed level work that work meets
exceed level of meet level of level of
Performance
of expectation? expectation. expectation.
Tasks
expectation.  Demonstrates  With some  Has errors,
 Show solid errors and omissions and
exemplary performance MASTERY is misconceptions.
performance. and not thorough.
understanding.

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

The piece/s of
The piece/s of The piece/s of
evidence of The piece/s of
evidence of evidence of
learning is/are evidence of
Learning learning is/are learning is/are
aligned with learning is/are NOT
Artifacts aligned with aligned with
ONE of the aligned with the
learning SOME of the
learning learning outcomes
outcomes learning outcomes
outcomes
The learning The learning
The learning tasks The learning tasks
tasks are done tasks are done
Creativity and are done are poorly done
very creatively quite creatively
Resourcefulness creatively and and need
and and
resourcefully improvement
resourcefully resourcefully
The assigned The assigned The assigned
The assigned
learning tasks learning tasks learning tasks are
Submission of learning tasks are
are submitted on are submitted 2 submitted days or
Requirements submitted a day
or before the days after the more after the
after the deadline
deadline deadline deadline
MY TOTAL SCORE

__________________________________

Signature of Practicum Supervisor

 Learning Task 15 Constructing Various Assessment Tools
PPST Domain 5 Assessment and Reporting

5.1.1 Demonstrate knowledge of the design, selection, organization and use of

Strands diagnostic, formative and summative assessment strategies consistent with
curriculum requirements.
5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner achievement data.
5.3.1 Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance.
5.4.1 Demonstrate familiarity with a range of strategies for communicating learner
needs, progress and achievement.
5.5.1 Demonstrate understanding of the role of assessment data as feedback in
teaching and learning practices and programs.
Program Outcomes of
Teacher Education 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes outcomes
CFSAT Competency 4.C.7 Construct appropriate assessment measures
Framework of Southeast
4.C.8 Utilize results of learner assessment and teacher’s reflection in developing
Asian Teacher for the 21st
Century
lesson plans

Desired Learning Outcomes

 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative
and summative assessment strategies consistent with curriculum requirements.
 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement
using learner attainment data.
 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve
learner performance.
 Demonstrate familiarity with a range of strategies for communicating learner needs, progress
and achievement.
 Demonstrate an understanding of the role of assessment data as feedback in teaching and
learning practices and programs

Essential Questions
 Differentiate diagnostic, formative and summative assessments.
 Why do we need to monitor and evaluate learner progress and achievement?
 What are some examples of constructive feedback to improve learner performance?
 Give examples of strategies for communicating learner needs, progress and achievement.
 What is the role of assessment data in the teaching and learning practices and programs?

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Understanding
Assessment refers to the wide variety of methods or tools that teachers use to measure,
evaluate document the learner’s performance. These are some examples of assessment tools:

Diagnostic Formative Summative

- Conducted at the - Constructed during - Conducted after the

beginning of the school instruction instruction
year
- Monitors student - Sums up what students
- Allows teacher to learning to provide on- have learned
determine student’s going feedback to
strengths, weaknesses, improve reading and
knowledge and skills learning - Finds out what concepts
prior to instruction were learned after the
lesson
- Helps students identify
- Diagnoses students’ their strength and - Used for documenting
difficulty weaknesses outcomes and judging
value
- Used to guide lessons - Used in the formation
and curriculum mapping and revision process
- Completed After
instruction
- Completed Before - Completed During e.g. exams, projects,
teaching Instruction papers
e.g. homework, graded,
quizzes, ungraded
assignments

Learning Task 15-Constructing Various Assessment Tools 117

Importance of Monitoring and Evaluating Learner Progress
The monitoring of student progress is a practice that aids teachers to continuously assess the
effectiveness of their teaching and make good informed decision. To determine the student’s
performance level, the teachers must measure their progress regularly (weekly, bi-weekly, monthly or
as needed).
Teachers must monitor the progress of the learners for the following reasons:
 to improve instruction;
 to help teachers make better instructional decisions and change their teaching styles;
 to ensure success and achievement for every learner;
 to identify and help students at risks; and
 to provide enrichment to gifted learners.

Used of Constructive Feedback in Classrooms

Constructive feedback is a tool use to praise a performance effort or outcome. It is a
favourable judgement and supportive communication.

TIPS on Giving Constructive Feedback

1. Use positive feedback.
2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one’s feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.
7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.

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Some Strategies for Communicating Learners Needs, Progress and Achievement
 Conduct Parent-Teachers dialogue regularly.
 Give parents a way to keep track of learner’s progress through a communication diary or via
on line.
 Display learners’ portfolio in school.
 Develop open lines of communication especially for learners with special needs and for
students at risks.
 Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as Feedback in the Teaching-Learning Process

Teachers may collect student data from the following sources to improve classroom
instruction:
Formative assessments - e.g. quizzes, seat works, exit slips worksheets.
Daily Observations
Summative Assessments – e.g. projects, essays, quarterly exams
Cumulative Files
Standardized Test Scores
Student’s Records in Guidance, Health Services and the Like
Home visitations
Writing anecdotal records
Conducting formal and informal interviews
Checking students’ works, projects and portfolio

Learning Task 15-Constructing Various Assessment Tools 119

My Performance Tasks
Get one sample each of the following: diagnostic, formative and
Performance Task 1
summative tests.

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Performance Task 1 cont’d

INSIGHTS

Learning Task 15-Constructing Various Assessment Tools 121

 Performance Task 2 Interview your Cooperating Teacher or any teacher and ask the following
questions.

A. Why is there a need to monitor and evaluate learner’s progress?

B. Research on the fifty (50) ways to praise a child.

(ref. mps.milwaukee.k12.wi.us)

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 Performance Task 3

A. What strategies are used by your cooperating school to communicate learner needs, progress and
achievement?

B. What assessment data are used by your cooperating teacher to improve student performance?

Learning Task 15-Constructing Various Assessment Tools 123

My Assessment Tasks
Encircle the answer of the correct answer.
1. Why is there a need to monitor student progress?
A. To improve instruction
B. To improve assessment
C. To improve student learning
D. To continuously assess teacher’s effectiveness
2. When is diagnostic test given?
A. During the lesson
B. At the end of the year
C. At the end of the period
D. At the beginning of the year
3. When is a summative test given?
A. At the end of the period
B. At the beginning of the year
C. At the beginning of the semester
D. At the completion of instruction
4. Which assessment data contain the grades, attendance, discipline reports and other information of
the learner?
A. Portfolio folder
B. Assessment folder
C. Cumulative folder
D. Standardized folder
5. When is formative test employed?
A. During the lesson
B. End of the lesson
C. End of the semester
D. Beginning of the lesson

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