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EDS111 Module 6: Pahimakas

This module underscores that effective teaching involves the skill to work effectively with diverse learners and foster creativity and innovation in the learning environment. And that we should celebrate diversity by viewing differences not as obstacles but rather as opportunities to enhance the learning environment. This requires educators to think outside the box, as there are various pathways to  students’ learning success.

Know students' similarities and differences, and use that knowledge to learn from each other. It is also crucial to remember that since students are unique, they have different learning needs (Richards, H., Brown, A., & Forde, T., 2004). Again and again, I have been reminded by this module to always trust your students’ capabilities. Do not limit what they can do by setting low expectations; instead, provide them with a meaningful and challenging curriculum. Regarding the curriculum, teachers should practice being proactive in ensuring that the curriculum and the instructional materials are biased-free, especially since unintentional inclusions of such materials can happen (UNESCO, 2015).

Furthermore, as a history teacher, this module has helped me understand that knowing your students’ backgrounds, such as their cultural, socio-economic contexts, and preconceptions, will help me facilitate their learning processes. By understanding where they are coming from and their logical way of thinking, I can help them question their preconceptions by providing learning activities, all aimed to develop students’ critical thinking skills, for them to refine their understanding and way of thinking.

Moreover, since the preceding modules emphasize the importance of teachers not being the sole authority in the learning environment, having data on the diversity of students ensures a student-centered learning environment. Knowing your students’ strengths and weaknesses allows you, as an educator, to utilize their strengths for successful learning and maximize their potential. Conversely, their weaknesses should not be viewed as barriers but as opportunities to address these weaknesses and turn them into strengths. I also like the way this module defines inclusive not only to refer to “students with disabilities,” but also those students who have learning difficulties and being left out due to factors like their  cultural background, socio-economic status, and the like. And as educators, we have to know their needs, and how we can assist them in ensuring their learning success.

Personally, I have encountered students who have difficulties following classroom instructions. They are usually the ones deemed by the traditional classroom as “difficult students,” those children we often single out as students with special needs. This module on facilitating diverse learners has reinforced the importance of knowing your students wholeheartedly. For instance, if you have a noisy student in the class, instead of wasting your time and energy on that particular student, you may redirect their energy to something useful. For instance, if you have a noisy student in the class, instead of wasting your time and energy on that particular student, you may redirect their energy to something useful. You can tailor their interests to the class topic and ask the student to participate, and in this way, you can redirect their energy positively—all because you know the student’s interests.

I have also found the activity on Teacher Juana meaningful, as I was able to reflect on and suggest the following to her and as well as, to myself:

Embrace student-centered learning: Learn students' backgrounds and make learning a two-way process to encourage self-reflection and fair, unbiased assessments.

Celebrate diversities: View differences as opportunities, support  students’ cultural backgrounds, utilize students' strengths and potentials, and engage them in various community immersions.

Foster an inclusive environment: Adapt culturally responsive pedagogy, use students' mother tongues,  address curriculum biases, and ensure inclusivity.

Know yourself: Be self-reflective, recognize biases, and bridge cultural gaps.

Develop critical thinking: Break classroom monotony, promote open-mindedness, prevent marginalization, and use collaborative learning.

Lastly, as educators, we also need to be creative and innovative. Although I have discussed these concepts in previous modules, what is noteworthy here is that creativity and innovation in the classroom do not simply mean that students are having fun—they must be MEANINGFUL!

REFERENCES

Richards, H., Brown, A., & Forde, T. (2004). Addressing diversity in schools: Culturally responsive pedagogy. Denver, CO: National Center for Culturally Responsive Educational Systems. Retrieved from https://www.nyscommunityschools.org/wp-content/ uploads/2019/04/Diversity_Brief_highres.pdf

UNESCO. (2015). Embracing diversity: A toolkit for creating inclusive, learning-friendly environments. Paris, France: United Nations Educational, Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000137522/PDF/ 137522eng.pdf.multi.page=1&zoom=auto,-16,850.

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EDS 111 Module 5: On Professional Development and Professional Learning Community

Part of our self-reflection is ensuring that we update our content, pedagogy, and technological knowledge. To make this happen, educators have to undergo professional development.

As a non-Education graduate, I am delighted that I made the right decision to enroll in the Professional Teaching Certificate (PTC) program offered by the University of the Philippines - Open University during my first year of teaching last year. Now, it’s just a few days away from finishing the program (hopefully!).

This module has helped me realize that I should always aim to be the best teacher I can be for my students. After finishing my PTC, I will take the Licensure Examination for Teachers (LET). After passing the licensure examination, I promise to regularly update my knowledge base by always reflecting through metacognitive processes.

Self-reflection on how I can provide my students with the best possible learning experiences will always be part of me; I will attend seminars and workshops that I deem important to my personal and professional development, not only because it is required. Additional knowledge like socio-emotional learning, inclusive and friendly learning environments, culturally responsive pedagogy, among others, is crucial on my end, as understanding these concepts will make me a better facilitator of learning for my students. Just two weeks ago, I attended a Continuing Professional Development (CPD) seminar for teachers on Philosophy for Children (P4C) (see Stanford Encyclopedia of Philosophy, 2022) and Community of Inquiry (Athabascau University, 2022). I am excited to learn more theories and concepts that will be helpful in my classrooms – this will be part of my ongoing professional development.

Indeed, teachers are not born; they’re made. Only through experience in the teaching practice can we ensure that we yield effective teachers in this profession. Or should we underscore, meaningful experience, being passionate about what we do, and being reflective on how to improve students’ learning processes. It is not just a career; it’s an art.

Ongoing Professional Development not only helps me in effective teaching but also in learning, as teachers should not stop learning. This underscores our lifelong learning and how we can assist learners in realizing this lifelong learning, and how it can help them have the right attitude, approach, and behavior by going out of their comfort zones and thinking outside the box.

For the Professional Learning Community, I am thinking of joining an academic organization/institution like historical associations so that while attending CPD seminars to improve my pedagogy, I can also update my content knowledge, and through meaningful self-reflection on my experiences, I can enhance my pedagogical content knowledge. I will also remain open-minded to new learning and keep in mind that learning is a two-way process – I can learn from colleagues, from students, and from others, all for the improvement of my experience in the teaching profession.

References

Athabasca University. (2022). Community of Inquiry model. Community of Inquiry. Retrieved from https://coi.athabascau.ca/coi-model/

Stanford Encyclopedia of Philosophy. (2022). Philosophy for children. In E. N. Zalta (Ed.), Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/children/

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EDS 111 Module 4: To Improve our Pedagogical Content Knowledge

Looking back at my answer before accessing the resources for module 4, my teaching perspectives lean towards constructivist learning theory and the mindful combination of traditional and contemporary pedagogy. I have underscored that as educators, we must assess the learning environment to provide students with the best possible learning experience and environment. Furthermore, learning is more meaningful if done collaboratively; hence, the importance of group work. Not to mention, students must be accountable for their own learning, personalize it, and use it to solve problems and apply it in real-life scenarios. Lastly, having an in-depth knowledge of how learning occurs is crucial, as our understanding of the learning process significantly influences our teaching methods.

I have already taken courses on teaching and learning, which made it easier for me to digest the reading materials for this module. In fact, while it did not change my perspective, it has reinforced and strengthened my conceptions about learning and teaching, emphasizing the importance of utilizing learning and teaching theories to be the best facilitators for my students.

As the module underscores, reflective teaching is crucial for knowing which teaching strategies are effective in the classroom. When I started taking courses in the Professional Teaching Certificate (PTC) program at UPOU, it was also the beginning of my first year of teaching. Therefore, I could apply the theories and concepts I learned from the courses into practice. When I focused on creating a more learner-centered learning environment, I witnessed students genuinely enjoying history subjects. We don’t just focus on knowledge per se, but also on socio-emotional learning and achieving higher-order thinking skills. However, I still have a long way to go, and I am dedicated to improving myself as I reflect on how to cater to my students' needs. Teaching History is indeed meaningful if I have the right pedagogical content knowledge.

This dedication makes me more active in knowing the students and providing them with student-centered assessments and activities. However, that does not mean I will not use traditional teaching methods. I have to combine them with contemporary pedagogies. One effective way is to incorporate a lot of questioning during discussions. From time to time, I ask students questions that will induce their critical thinking skills. I love this approach because students understand better the importance of the lessons we discuss.

Lastly, as I have read in this module, teaching is a profession that can be honed through practice, and I will give premium value to reflective teaching. I will ensure that my lessons are updated, especially since I am teaching Philippine History. I will also assist students in realizing how cool and important history is as a subject in their lives. By having that goal, I am dedicated not only to facilitating the learning process of understanding the complicated yet meaningful past of our country but also to ensuring that I instill in them a love of learning, curiosity about the subject matter, appreciation, and skills they can use in their lifelong learning process.

Amidst the phenomenon of negative historical revisionism, or what we call historical distortionism, as a history teacher and a truth-teller, I will passionately do my best to help students acquire social awareness and curiosity. I will provide opportunities for students to view society in a way that fosters empathy and guide them on the importance of contributing to our country in their own small ways. This can be achieved through reflective teaching and utilizing my learning on the social and emotional learning.

Cheers to always striving to improve our Pedagogical Content Knowledge!

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EDS 111 Module 3: To ensure that I am being an effective teacher

Knowing the different teaching knowledge bases proposed by Shulman (1999), particularly the pedagogical content knowledge, has made me realize how important it is not only to have an excellent command of the content you teach but also to have a great command in conveying it to your class.

The video material for this module interestingly pointed out that while some can be deemed experts in their field, particularly experts in content knowledge, that does not automatically mean they are good at teaching. In our society, which places too much value on titles, it is eye-opening to realize that being an expert in the field does not ensure that you are good at teaching. This calls for an in-depth knowledge of teaching strategies, methods, principles, and the like.

When I started teaching last year, my ultimate goal in teaching History was to assist students in developing their critical and analytical thinking skills. I would always tell them that History is far more than memorizing information, which only promotes superficial knowledge. It is a way of thinking to understand not only your past but your present and future as well. Acknowledging and embracing Shulman’s emphasis on pedagogical content knowledge challenges me to make History closer to the students. As the facilitator of their learning process, I strive to provide my students with the best learning environments. This entails more student-centered activities and assessments, allowing them to construct their own meaning and understanding of the world without me imposing my beliefs.

Meanwhile, reflective teaching also helps me to not be stagnant. It always reminds me that learning should never cease and that while I am dedicated to advancing my knowledge in my chosen discipline, I must not neglect that I am an educator. I have to always improve my pedagogy, particularly my pedagogical content knowledge. This involves continually thinking about how to improve my teaching strategies, methods, and the like. Reflective teaching helps me evaluate myself, identifying what to retain, remove, improve, or add.

As a Gen Z educator, I acknowledge that students have relatively shorter attention spans. It is a challenge for me to always ensure that I capture their attention. Hence, I always utilize educational multimedia to achieve that. However, the availability of these materials on the internet should not make me overly reliant on them.

This module has helped me realize, too, that deciding which materials to choose to present to your students is crucial, and how you integrate these materials into your lesson is equally important. It will be worthless if you just show it to them; instead, prepare guide questions and critical questions that may induce students’ critical thinking.

As we prepare our curriculum for the next academic year, I am dedicated to using my knowledge from this module in our curriculum development. Reflecting on my first year of teaching, I am now more aware of how I can handle my class better and how I can be the best teacher for my students. I will continually reflect to ensure that I am being an effective teacher for my dear students.

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EDS 111 Module 2: Reflect, reflect, and reflect

Proletarianization is one of the most interesting concepts I encountered in Module 2. Perhaps this was the phenomenon I was thinking--however, wasn't yet familiar with it--when I started working as a novice teacher last year.Here, I would like to emphasize teachers' autonomy, which is being diminished due to the bureaucratic nature of educational institutions where teachers are employed. Also, one of the reasons why some scholars describe the teaching profession as a semi-profession.

As someone who graduated from an educational institution that values academic freedom, adapting to a more bureaucratic institution has posed a challenge for me. Fortunately, I was able to overcome this hurdle by going back with the reasons why I wanted to become a teacher.

Our curriculum was already structured and developed before the academic year began, with a daily work plan to follow. I feel that this structure limits my content and pedagogical knowledge. Despite adhering to these protocols, I have managed to integrate lessons in ways that facilitate my classes according to my preferences. Fortunately, our subject coordinator has been understanding of these adjustments, recognizing the importance of teachers' autonomy.

Another thought-provoking insight on this particular module on how, consciously or unconsciously, teachers are becoming more and more agents of the state because of their necessity to follow the imposed curriculums. Just like how Althusser describes the concept of  ideological state  apparatus, that the state can use the education sector in promoting its ideologies and interest. Hence, one should be critical about it to prevent from serving the interest of some, contrary to our code of ethics in serving the public. 

As a history teacher and a truth-teller of the past, I am actively facilitating the learning experience of my students to help them enhance their critical thinking and combat historical distortions, especially in this digital age. This is in line with the issue of the Department of Education (DepEd) receiving proposals to remove topics on Martial Law from the Philippine curriculum (see Sarao, 2023).

Furthermore, the topic of reflective teaching has become meaningful to me as I strive to always reflect. This can be achieved by fostering a feedback culture among my students. For instance, the assessment results serve not only for students' grades but also as feedback for me on how well my students have met the course goals and how I, as a facilitator of their learning, can further enhance the learning environment.

Indeed, these modules have helped me to be reminded to always reflect on the reasons why I decided to become a teacher, why I wanted to serve the masses, and to reflect more on how I can become a more effective facilitator of learning to my students.

Reference:

Sarao, Z. (2023). DepEd confirms receiving proposal to remove Marcos in "Diktadurang Marcos." Inquirer.net. Retrieved from https://newsinfo.inquirer.net/1830123/deped-confirms-receiving-proposal-to-remove-marcos-in-diktadurang-marcos.

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EDS111 Module 1: A Passionate Teacher

TO BECOME AN EFFECTIVE TEACHER, I would argue that being passionate about teaching is one of the key elements to ensure that we provide students with the best possible learning experience.

Effective Teacher = Passionate Teacher

A passionate teacher can serve as a role model for students to become passionate about learning as well. Moreover, a passionate teacher does not only "transfer" knowledge to students. One of my key takeaways from my courses in PTC is that knowledge is not a commodity that we can simply transfer; educators should first understand the complex processes, principles, methods, and so on, of teaching and learning. This will allow us to become better "facilitator" of students' learning process.

The first module of EDS 111 - Principles of Teaching, specifically focusing on effective teaching principles, underscores that educators should facilitate students' learning processes. It involves making students realize that to learn effectively, they should take control of their own learning – becoming the central agents of their lifelong learning journey.

As both an educator and a learner, it helps me to better understand the complexities of teaching and learning, that knowledge acquisition is a two-way process: teaching the students and learning from them as well.

As a history teacher, these 12 principles of teaching and learning have helped me realize that:

(1) In facilitating students' learning processes, I have to provide them with the best learning environment possible. This entails utilizing historical sources, not only tertiary sources (such as books) but also primary and secondary sources. It also includes boosting my students' self-efficacy by trusting that they are capable of great things. By trusting my students wholeheartedly, I can surely provide them with the best learning experience, as we will not be limited by surface knowledge.

(2) In ensuring that the learning environment is engaging and creative, I have to utilize multimedia to cater to different types of learners. This allows me to assist students in visualizing events and helps me to better narrate in my storytelling, which is an important skill in teaching history.

(3) In making me better realize that I should not be the only voice inside the classroom, by allowing students to be the central agents of their own learning. They should be the ones to construct their own understanding of the concepts to make it more meaningful and prevent rote memorization. I should also be aware of my own prejudices and biases. At the same time, I should not impose these on my students; instead, I should allow them to reflect on their own, especially regarding controversial issues in our history.

(4) In allowing them to be the central agents of their own learning, I should prepare them for various learning activities and assessments that go beyond traditional pen-and-paper methods and will help them think creatively, critically, analytically, and develop other higher-order thinking skills. Specifically, this can be done by providing them with activities like debates, reflection papers, research activities, role-playing, thinking like young historians, and similar activities. These assessments not only provide students feedback on their learning progress but also give educators feedback on the learning process, providing an opportunity to improve. Reflective teaching/learning is also an integral attribute of effective teaching and learning.

(5) In fostering a collaborative and healthy learning environment for my students, especially in teaching History where students' insights are valuable aspects of the learning process, to assess their understanding and clarify conceptions/misconceptions. This can be easily achieved by making students realize that they should not be afraid of making errors and that they are integral parts of the learning process. Doing so will make the learning environment more relaxed, as described by my students, to ensure that students are involved in knowledge construction. Finally, students' collaborative skills and other social skills can be better enhanced by allowing them to work with their peers and explore topics on their own, enabling them to refine their construction of knowledge within groups.

To conclude, while facilitating the learning process of my students, I will revisit these 12 principles of effective teaching and learning from time to time to ensure that I am an effective teacher to my students. And to become more and more passionate about my profession, my calling.

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EDS 111 Self-introduction

Hello, everyone! I'm Dex. I graduated last year, 2023, and started teaching in the same year. I earned my Bachelors degree in Philippine Studies, major in Panitikan ng Pilipinas at Kasaysayan from the University of the Philippines - Diliman. My research interests revolve around local history, oral literature, and and various subjects within the field of Philippine Studies. I decided to enroll at UPOU PTC in my first year of teaching. Interestingly, all the learnings from the courses in PTC have been helpful to me and can be integrated instantly into my classroom as a Philippine History teacher.

Apart from being a required course of the PTC program, I am looking forward to learning valuable things about how to become a more effective facilitator of learning for my students.

After finishing my PTC this August, I will enroll in the UP College of Law for my Juris Doctor degree, and I know that this course (EDS 111) will not only equip me to become an effective teacher, but an effective learner as well. I really have to devise strategies on how to become an effective learner, especially since I will still be a teacher during the day, and learner at night. Hoping that this course will be of great assistance to me. Cheers to our life-long learning journey. May the stars always align for us. Nice to e-meet you all!

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Now that I am aware, I am excited to become one.

Last year brought new opportunities but also proved to be one of the most challenging years in my life. I hadn't anticipated that, after graduating in February 2023, I would find myself teaching junior high school students. My undergraduate degree in BA Philippine Studies (Major in Literature and History) equipped me well during my time at UP to be a teacher. While the university prepared me to present and lead discussions in my undergraduate courses, expressing my thoughts has never been a problem. On the other hand, as a dedication to this profession, I told myself that I have to improve, not just for my own benefit, but ultimately for my students. Recognizing the necessity, I decided to enroll in a Professional Teaching Certificate (PTC) program to acquire additional knowledge that I can apply inside the classroom.

My first month of teaching also coincides with my first semester at UP Online University, where I am enrolled in the Professional Teaching Certificate (PTC) program. Without exaggeration, the experience of being both a teacher in the classroom and a student in EDS 113 has been genuinely interesting and significant. I find it particularly rewarding that the knowledge I acquire from studying the modules can be applied immediately in the classroom setting.

It's not only the Table of Specifications, Bloom’s Taxonomy, and similar concepts that I was not familiar with before, but also the nuances of the significance of assessment. I must say that my ultimate takeaway from EDS 113 is how I now view assessments and understand their key concepts and principles more thoroughly.

As a non-Education graduate, I have come to realize the importance of having well-crafted learning objectives that align with assessments. I appreciate the methods for making traditional assessments critical and designing non-traditional assessments to ensure they are valid, reliable, and meaningful. I also now understand better the significance of using rubrics and, of course, of fostering a feedback culture, which informs both the educator and learners about progress in the learning process.

As a History teacher with the goal of developing my students' critical thinking skills to make them aware of social norms and encourage them to analyze these norms critically, I am eager to apply the knowledge gained from this course to enhance my effectiveness as a teacher. Additionally, as we have discussed in the TIDs, effective teachers know how to assess their students efficiently.  Now that I am aware, I am excited to become one.

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EDS 113 Exercise 2 Takeaways

While serving as the de-facto leader for the other two group activities (one from EDS 113 and one from EDS 157), I was also working on the final exercise for EDS 113, fortunately, with very active group members. This group has been the most collaborative one I've ever experienced in an online course. Kudos to all! I refrained from making initial contributions, unlike in the other two groups, because others were actively suggesting ideas. As a History teacher with materials also to share, I simply reviewed their suggested materials. Despite that, I still managed to contribute in the latter part, especially in the conceptual frameworks of the groupwork. Having said this, EDS 113 Exercise 1 made me a leader; EDS 113 Exercise 2 made me a member, performing both roles simultaneously.

Since I was the de-facto leader for Exercise 1, I had to put extra effort into ensuring the progress of the work. On the other hand, as a member for Exercise 2, I did not want to be a freeloader, so I contributed in areas where there was little to no content. Reading the peer evaluation, a member mentioned that I did not communicate my insights beforehand in the group messaging before incorporating them into the groupwork. Instead, I promptly added them to Google Docs and messaged the group that I had done so. Being open to criticism and suggestions, I also included a comment inviting others to feel free to edit, add, or remove content if they thought it was not needed.

Anyhow, I am grateful that Exercise 2 became easy because I was working with dedicated group members. It only proves that group work can easily be done with the right people.

For the knowledge, the group was able to propose modified learning objectives, TOS, and alternative assessments. This solidifies the group's understanding of the importance of aligning learning objectives with assessments, facilitated with the help of a TOS. Furthermore, given the stigma that History is often considered boring by some students due to information overload, educators should ensure that what they teach goes beyond superficial knowledge. Instead, educators can employ alternative assessments, moving beyond traditional pen and paper methods, to emphasize that history involves more than mere memorization. Alternative assessments, or non-traditional assessments, supported by well-crafted rubrics, ensure that students are assessed on what truly matters while fostering a more engaging and creative classroom environment.

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EDS113 Exercise 1 Takeaways

EDS 113 Exercise 1 was actually my first group activity at UP Open University. I have had several group activities during my undergraduate at UP Diliman; however, this was a different experience as well. Having experienced both face to face and online classes during my undergrad, although we utilized instant messaging applications like Facebook Messenger, we still were able to interact physically to do the group work.

Doing Exercise 1 made me realize that it was harder, compare to f2f class activities, to collaborate with people you just met virtually. There were lots of communication constraints that limit the interaction. Anyhow, I’ve realized that constant communication is a must in a group work in an online course. Rather than going straightforward to task, it’s better to introduce oneself to cite Virgilio Enriquez’s concept of “pakikipagpalagayang-loob.” Indeed, it’s easier to work with people you know. Somehow it bridges the gaps of working with people you just encountered virtually.

I think the presence of facilitator(s) and group leader(s) is also a must. This is just to ensure that the set internal deadlines are being followed. Other than that, initiator who looks over to the groupwork’s progress is also an important aspect for easier collaboration. Not to mention, the essence of time management. It is also important to establish constructive criticism. That since it’s a collaborative work, group members should always be open to suggestions. This will thoroughly help the content of the groupwork to clarify misconceptions and identify possible shortcomings and/or areas for improvement.

On the other hand, this Exercise 1 helped me understand the importance of these things better:

-Of having well-crafted lesson objectives -On how to improve course goals -Of the essence of categorizing competencies using the Bloom’s Taxonomy -On how to ensure that in the learning process, learners can achieve the course goals -Of utilizing TOS to ensure the alignment of assessments and learning objectives -On how to make assessments inform instructions

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MODULE 7B

[FEEDBACK ASSESSMENT TO COMBAT STIGMA]

Module 7B (Peer and Self-Assessment) underscores the idea that feedback does not come only from authority; essentially, it has to come from oneself and peers. It positions learners to be active agents of their own learning and provides concrete and meaningful evidence of students’ progress. Furthermore, it also clarifies misconceptions and resolves misunderstandings.

For this module, what I really appreciate is that feedback should not always come from the teacher, using his/her own designed rubrics or criteria for assessing oneself and peers. One can also utilize student-centered feedback assessment. I particularly like this creative feedback assessment design from Wilder:

"Letter to a Future Student: At the conclusion of a unit, ask students to write a letter to a future student in the class explaining what they've learned in a unit, or what to do when a text is difficult, or what they've learned about their own learning that might help you, etc. Regardless of the topic, the medium provides useful feedback on student thinking and learning while promoting reflection on learning.”

I would surely implement this in my History class. The Letter to a Future Student would not just help me gauge and realize students’ reflections on their own learning, but it would also aid me in combating stigma about History – that it’s a boring subject. By receiving a letter from my previous students, it would help new students of Philippine History realize that History is far more than rote memorization. It would also allow students to gain recommendations and strategies on the learning process that might help the new learners. And this is supported by my former students through their anecdotes about their experience learning the intricate and vibrant history of our country.

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MODULE 7 [TO FOSTER FEEDBACK CULTURE]

While the teacher retains responsibility for teaching and learning, a feedback culture provides students with the tools they need to judge the quality of their own work and inform their own decisions about improvements. When each student is working on specific goals and has targeted advice about the next steps, the teacher will interact frequently with small groups and individuals. The focus of the classroom will be on progress, development, improvement, and achievement (OECD, 2005; Black and Wiliam, 2010).

Last quarter, I faced challenges while checking the quarter exam of my students. It consisted of 50 items, with 20 points allocated to multiple-choice questions and 30 points to short essays. It consumed a significant amount of time since I had to read and check each item individually. Due to time constraints, I couldn't provide individual feedback. Concerned that students might perceive the exam as merely a pass/fail situation, I offered them general feedback on their performance in the multiple-choice section.

One effective approach is having students read questions and asking a volunteer to state the correct answer. This allows me to emphasize key points for them to remember. For the essay portion, I inquired about their experiences with this section. I also provided general feedback on the class's performance, areas for improvement, do’s and don’ts, as well as reminders and pointers for taking this type of exam. Although I recognize the importance of individual feedback, considering the time constraints, I am contemplating starting a report in a Word document, listing each student's areas for improvement.

This module also underscores the importance of feedback for both educators and learners. I firmly believe that students' progress reflects the effectiveness of educators' teaching instructions and methods. An effective educator produces effective learners. I also value the discussion on a gradeless classroom, emphasizing not overly focusing on grades but encouraging students to learn from mistakes. Mistakes should not be viewed as degrading but as opportunities for improvement, fostering an environment where students can freely share insights without fear of errors, normalizing the idea that errors are part of the learning process.

In our history class, I consistently ask for insights after presenting different perspectives. Allowing students to use critical thinking to answer thought-provoking questions has resulted in increased participation in recitations. Creating a safe learning environment where students feel free to share their critical thoughts has emphasized that errors can clarify misconceptions and misunderstandings.

Ultimately, this experience reminds me of the importance of feedback in helping students improve and enhance their learning process. It goes beyond not just only achieving the set learning goals, but also providing them with the necessary skills for their lifelong learning journey. And one way to do that is to foster feedback culture.

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[MODULE 6]

How can I make my assessments in the History class effective?

I always go back to these two questions: Why am I teaching History to these youngsters? Will bombarding them with lots of things to memorize make them more appreciative of history?

Why am I teaching History to these youngsters? What is my ultimate goal? Simple. To develop their critical thinking to always challenge the convention. To not simply accept societal norms. I strongly believe that History can help students develop their critical thinking by making sense of the past and finding connections to the present and future. But how can I achieve this? Of course, by breaking first the stigma that History goes beyond rote memorization. That it is actually an interesting discipline! This course, particularly this module, underscores to me the importance of assessment in the learning process. By utilizing formative assessments and integrating them into discussions, engaging activities that do not involve pen and paper exams are essential. Students want to debate? Go! Role play? Awesome! Games? Sure! Short essay? Alright! Watch multimedia? Okay! Historical discourse? Perfect!

Effective assessments, other than ensuring their alignment, validity, and reliability, should be engaging and interesting to enhance students' learning experiences.

One challenge posed to me by administering non-traditional assessments is scoring or assigning numerical grades to the students. By having well-defined rubrics or criteria, it helps me avoid bias. But, admittedly, it is more challenging to grade non-traditional assessments compared to a traditional pen and paper exam. One thing that helps me combat this challenge is to go back to the course goals. As an educator, what do I want to teach my dear students?

Will bombarding them with lots of things to memorize make them more appreciative of history? Nope! Students will just curse my subject. Interestingly, by facilitating the students' learning process and keeping in mind the lessons in EDS 113, this is what I've received from my students:

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[MODULE 5]

"WE DON'T REALLY HAVE MANY ASSESSMENTS TO DO"

Just a month ago, I received my students' evaluation form, and one comment really caught my attention:

“Tons of things to review, but I know Sir Reyes is trying not to overload us. :D I'm grateful that we don't really have many assessments to do.”

During our first quarter, we had 2 quizzes, 2 seatworks, 2 journals, and 1 final exam. However, these were just the formal assessments. We also had a bunch of informal assessments. In this module, it was underscored that reflective teachers always assess their students, and effective assessments do not bombard students in a way that would bring stress. Every day, we had informal assessments by asking students thought-provoking questions that let them use their critical thinking skills. It serves as a formative assessment for me to determine whether they are learning the things/concepts/skills they should know, as listed in the lesson objectives.

Like my students, I didn’t even realize back then that what I was doing was a form of informal assessment that is formative. It helps me emphasize that history is more than just memorizing historical information. Through these assessments, I can underscore that history is not just about the past; it also entails the present and says something about the future.

Since one of the course goals is to allow students to have a deeper understanding and appreciation of history, non-traditional assessments usually help make the course more engaging and interesting. Instead of just using easy traditional assessments, such as pen and paper exams, I make sure to include non-traditional assessments as well. For instance, a research paper, debate, role play, personal essay, and of course, games. The lesson in this module helps me better realize the importance of having well-defined rubrics and criteria to ensure accurate grading or scoring of students.

Furthermore, I appreciate more the importance of integrating the constructivist approach in doing assessments. This ensures that students formulate their answers based on their prior knowledge, helping them better understand historical concepts. Hence, the call is to make history, as a discipline, not as intimidating as possible. For instance, an activity that allows them to write their personal story, which the teacher can expound upon, saying that it’s not just a mere story but part of their history as well.

[hopscotchlearning]

[MODULE 4]

The Use of TOS in the History Subject

This is my first encounter with the Table of Specifications (TOS). Through the principles of TOS, I have gained a better understanding of the importance of the validity and reliability in designing an assessment, as well as the crucial role of TOS in ensuring the alignment of the assessment with the established course goals.

While it may seem somewhat tedious, with constant use in assessment design, I believe it will become a straightforward process to employ a TOS. As a student, I have had several experiences taking examinations that appeared to be meaningless—simply for the purpose of assigning numerical grades to students. That's why a TOS is vital in designing assessments.

My main takeaway from this module is how to create a TOS, which also cover its principles, including alignment, reliability, and validity. As a history teacher, a TOS could assist me in creating meaningful assessments for my students. As a history teacher, a TOS could aid me in creating meaningful assessments to my students. Since I do not want my students to pay attention to rote memorization, a TOS could guide me in ensuring that I facilitate the students' life-long journey in appreciating the history of their country.

Proper use of TOS in the history subject can also ensure the inclusion of assessments targeting various cognitive levels, including recalling historical facts, analyzing historical events and conflicts, and drawing conclusions and connections. This could surely help students to develop their critical thinking.

Finally, since one of the course goals in history is to develop students’ critical thinking, by utilizing a TOS, I can ensure that assessments align with the course goals. It will also aid in balancing the content of assessments, ensuring coverage of the discussed historical topics, periods, and, of course, themes or turning points. This approach will promote a well-rounded understanding of a variety of historical perspectives.

So, yeah, I will surely use a TOS in designing assessments for my history class!

[hopscotchlearning]

[Module 3] Assessment, Learning

This module has helped me understand the importance of assessments more thoroughly, not just for assigning numerical grades, but, more importantly, for improving the learning experience. I have become more familiar with the assessment purposes, especially the one that truly piques my interest – assessment as learning. Most assessments fall under the categories of formative and summative within the spectrum of "assessment for learning" and "assessment as learning."

One of the course goals in history as a discipline is the development of students' critical thinking. By providing well-aligned assessments under "assessment as learning," students become more engaged in evaluating the quality of their work and exploring the interconnectedness of the studied concepts. This promotes deeper learning and the development of critical thinking skills.

For example, when introducing the concept of historiography, educators can facilitate learning by encouraging students to see themselves as little historians in better understanding the history of their nation. Providing primary sources allows students to think critically and connect the stories of the past to their lives, society, and their country. This not only enhances their critical thinking but also promotes lifelong learning, enabling them to glean lessons from the past and use them as a guide in navigating modern society.

Interestingly, conducting assessments with the purpose of "assessment as learning" makes the learning experience more engaging, as students can relate the stories from the past to their own lives. They realize that the individuals they are studying are not actually "distant" from them and that they can find points of reference to relate to one another.

Next time, I will certainly consider assessments under the purpose of "assessment as learning" to better facilitate my students in their lifelong learning in the subject of history.

[hopscotchlearning]

MODULE 2 [2/2] Learning Objective: To better appreciate history

Perhaps one of the reasons why students often find history boring is that at times, teachers use assessments that don't usually align well with the course content. This makes assessment not only exhausting but also seem pointless to students. That's why it's crucial for us, for history teachers, to revisit one of the core course goals of history – to foster an appreciation of history among the students.

Brissenden and Slater (n.d.) exclaims that, "If your students aren't high jumpers, maybe it's because you aren't asking them to high jump." This emphasizes the importance of using appropriate assessment techniques that encourage students to strive higher, to jump higher.

When it comes to teaching history, it's essential for history teachers to minimize biases and distortions in their narratives. In the same manner, History teachers must stay updated, especially given the continuous emergence of new discoveries. By doing so, educators can ensure the validity and reliability of their assessments to enable them to share accurate and updated historical knowledge with their students.

For instance, it's no longer accurate to refer to "Tabon Man" as the oldest human ancestor found in the Philippines. Recent findings, such as the discovery of Homo luzonensis in 2016, reveal an even older lineage. Similarly, it's important to correct misconceptions, such as Alibata being the name of the Philippine writing system, when it is actually known as Baybayin.

In the field of history, positive revisionism is an integral part of the discipline. To ensure the best possible learning experience for students, it's a must to follow the assessment cycle (plan-do-check-act). If a significant number of your students find history to be a dull subject, it's time to consider revising your learning objectives, teaching instructions, and assessments. By following the assessment cycle, you can create a more engaging and effective history education experience for your students. So say yes to #PositiveRevisionism, no to #NegativeRevisionism!