LEARNING TASK 10
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PERFORMING MY TEACHING LEARNING ACTIVITIES
PERFORMANCE TASK 1
Assisting my Cooperating Teacher in Parent-Teacher Conferences
A parent-teacher conference is a meeting between a student's parents and
teacher or teachers to discuss the child's academic perfonnance and other areas
for improvement. This conference is held every quarter or may be done as
needed. Parents may also request for the conference especially if there are
matters to discuss to improve their children's perfonnance in school.
Your Cooperating Teacher might request you to assist him /her in a Parent Teacher
Conference.
Confer with your CT and write down the things that you need to prepare and the
things to do.
Things to Prepare Things to Do
Organized Classroom Thoroughly clean the room to create a
welcoming environment.
Arrange chairs to encourage interaction.
Set up a designated area for presenters.
Attendance Sheet Distribute the attendance sheet as
attendees arrive.
Collect the completed sheets at the start of
the meeting.
Meeting’s Agenda Write the agenda on the board to keep
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parents/guardians engaged.
Report on Learning Ensure each grade matches the
Progress and Achievement / Consolidation Grading Sheet.
Card. Each grade must be Verify all student grades in the printed
match to Consolidation Report on Learning Progress and
Grading Sheet. Achievement/Card.
Distribute reports to parents/guardians.
Have parents/guardians sign the report and
return it after review.
Organize the returned report cards
alphabetically.
PERFORMANCE TASK 2
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Providing suport by being tutors as part of auxilliary service in partner schools
Aside from your teaching duries wheter face-to-face or virtually, you need to
render auxiliary services. You may be requested to volunteer as a tutor to students
who need help to cope with their academic work. Record in the logbook the details of
what you have done to assist the student assigned to you.
Name of Student: MUCANLAY, LOUIE JAY S. Grade and Section: Grade 3 -
GRATITUDE
Subject: English
DATE -TIME SKILLS/ TEACHING-LEARNING ACTIVITIES
AREAS OF
FOCUS
March 25, 2024 Reading of Ma'am Glades, the Grade 3 adviser, tasked me
(10:20-11:40 Sights Words with teaching reading, focusing on sight words,
AM) to one of her non-readers during my first tutoring
session. Despite my efforts, the student is still
unable to read the sight words.
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ACTIVITY 1: READING THROUGH ICT
In this activity, since Louie Jay has difficulty
reading sight words, I used a laptop to present
some words. By leveraging technology and these
supportive strategies, I aim to make the learning
process more effective and enjoyable for Louie
Jay.
March 27, 2024 Spelling on ACTIVITY 2: SPELLING
(7:30-9:30 AM) sight words During this session, I conducted a spelling test
with Louie Jay. He still showed some difficulty
comprehending the words.
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ACTIVITY 3: LET'S SING THE WORDS
In this activity, I engaged Louie Jay in singing
along with me using an ICT program that
incorporates sight words. Singing can be an
enjoyable method to reinforce memory of sight
words. However, Louie Jay found it more
challenging compared to other students; it felt
akin to tutoring a Kindergarten student. Despite
it being only my second day, it appeared that he
struggled to recall many letter names.
March 29, 2024 READING ACTIVITY 4: READING STORIES
(7:30-9:30 AM) SIGHT Instead of singing, I engaged Louie Jay by
WORDS reading stories slowly. I played a video featuring
THROUGH stories for each sight word. After each story was
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STORY read, I asked him to identify the sight word
presented in the video. This method proved more
effective because, after three repetitions, the only
sight words he struggled to remember were
"the," "and," and "for." He was able to identify
the rest of the sight words.
ACTIVITY 5: SPELLING
Following the reading activity, we transitioned
back to spelling practice. Louie Jay and I
revisited the sight words he had just encountered
in the stories. I prompted him to spell each sight
word aloud, providing gentle guidance and
correction as needed. Despite initial difficulties,
Louie Jay showed improvement with each
repetition. By the end of the session, he
demonstrated increased confidence and accuracy
in spelling the sight words he had encountered in
the stories
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April 05, 2024 READING ACTIVITY 6: READING STORY
(7:30-9:00 AM) COMPREHE After the spelling practice, we resumed reading
NSION stories to assess Louie Jay's comprehension. I
selected a story that incorporated the sight words
we had been working on. As we read together, I
periodically paused to ask questions about the
plot, characters, and key details. Louie Jay
demonstrated noticeable improvement in his
ability to understand and interpret the story
compared to previous sessions. He engaged more
actively with the text, answering questions
thoughtfully and demonstrating a deeper
understanding of the material. Overall, his
progress in comprehension was evident,
reflecting the effectiveness of our targeted
interventions and practice.
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April 08, 2024 Literacy Skills
(10-00- 11:00
AM) ACTIVITY 7: READ AND LEARN COMPLEX
WORDS
Following the successful comprehension
assessment, we proceeded to tackle more
complex words in our reading session. I selected
passages that contained multisyllabic or less
familiar words, challenging Louie Jay's
vocabulary and decoding skills. As we read
through the text together, I provided support by
breaking down the words into smaller parts,
discussing their meanings, and practicing
pronunciation. Louie Jay approached this task
with determination, actively engaging in
decoding and analyzing the complex words.
Despite initial difficulties, he demonstrated
resilience and progress, successfully decoding
and understanding many of the challenging
words by the end of the session. This experience
not only expanded his vocabulary but also
boosted his confidence in tackling more
advanced reading materials.
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PERFORMANCE TASK 3
Participating in local and international webinars and other online professional
activities
A. Write the insights you gained from Participating in local and international
webinars
2-DAY DISTRICT PERFORMANCE TRACKING AND COACHING ON
EARLY LANGUAGE, LITERACY, AND NUMERACY PROGRAM
IMPLEMENTATION” (APRIL 11-12, 2024)
1. Attending the seminar offered enlightening perspectives on the unpacking of
learning competencies. Mrs. Tranquillan emphasized the importance of Most
Essential Learning Competencies (MELCs) in curriculum guidance. Unpacking
these competencies involves breaking down broader concepts into specific daily
objectives, fostering a more structured and understandable teaching method.
Nonetheless, it's vital to maintain a focus on the core competencies in assessments,
irrespective of the unpacking process.
2. The seminar underscored the significance of both a meticulously structured
curriculum and a robust district action plan. An exemplary initiative within the
English-speaking community seeks to prompt students to engage in English,
nurturing an immersive learning atmosphere. Additionally, the integration of
Bloom's Taxonomy in crafting the Table of Specifications (TOS) emerged as a
crucial insight, showcasing how a methodical approach to assessment design
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bolsters validity and guarantees that tests align with the desired learning
objectives.
3. Ms. Cabrera, the District ELLN Coordinator, stressed the importance of
teachers receiving thorough training in Early Language, Literacy, and Numeracy
(ELLN) skills. Particularly for educators in kindergarten through second grade,
familiarizing themselves with the pertinent modules is imperative. Through
repeated exposure and familiarity with the content, teachers can adeptly
incorporate these vital skills into their instruction. Such integration plays a pivotal
role in attaining the desired literacy and numeracy outcomes.
4. The seminar highlighted the significance of utilizing contextualized teaching
materials, including resources like Big Books and PowerPoint presentations,
which can be customized to address individual learning requirements.
Furthermore, integrating activities that enhance Language, Literacy, and
Numeracy Skills, such as inter-school competitions, was proposed as an effective
method to captivate students and cultivate a competitive yet collaborative learning
atmosphere.
5. The discussion on SOLO Taxonomy emphasized the importance of a systematic
method for comprehending student learning outcomes. Employing this taxonomy
enables teachers to assess the depth of student comprehension, ranging from basic
information recall to sophisticated analysis and synthesis. This insight facilitates
the creation of lessons that progressively scaffold from fundamental concepts to
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more intricate ideas.
However, it's noteworthy that the seminar offered a thorough examination of
diverse approaches and strategies aimed at enhancing early language, literacy, and
numeracy skills. It reinforced the idea that a well-structured curriculum, ongoing
teacher training, and innovative teaching materials are key to successful program
implementation. The collaborative spirit of the district's educators and the focus on
integrating practical activities into the curriculum suggest that the district is on the
right track toward improving early education outcomes.
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B. Attach a copy or screenshot your certificate of participation in local or
international seminars or webinars.
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WRITING REFLECTION
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Creating my Individual Personal and Professional Development Plan (IPPDP) is
crucial as it serves as a roadmap for my career advancement and enhances my
effectiveness as an educator. Through this plan, I can pinpoint my strengths and
areas needing improvement, allowing me to concentrate on developing the necessary
skills and knowledge to excel in my role.
For instance, the recent seminar on Early Language, Literacy, and Numeracy
Program Implementation underscored the significance of unpacking learning
competencies and integrating contextualized teaching materials into my lessons.
With an IPPDP, I can establish specific objectives to enhance these areas, such as
acquiring the skills to craft Big Books or PowerPoint presentations that enrich
student comprehension.
Furthermore, drafting an IPPDP enables me to delineate the steps required to
attain my professional aspirations. This involves planning for additional training or
workshops, such as deepening my understanding of Bloom's Taxonomy for crafting
effective assessments or mastering the SOLO Taxonomy to evaluate student
learning outcomes.
Moreover, an IPPDP serves as a valuable tool for communicating with
supervisors and mentors regarding my developmental needs. It showcases my
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proactive approach to career growth and willingness to invest in continuous
learning. This plan facilitates discussions about the support and resources necessary
to accomplish my objectives.
In summary, the process of crafting my IPPDP keeps me focused on my
professional evolution, aligns my goals with my school's objectives, and ultimately
equips me to become a more competent and confident educator, contributing
positively to student learning and the school community.
WORKING ON MY LEARNING
ARTIFACTS
LEARNING TASK 10
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Accomplish your Individual Personal and Professional Development Plan (IPPDP)
using this template. Put at least four(4) targeted skills.
Targeted Developed Desired Start / Remarks
Competencie Activities/ Outcomes Completion
s Skills Training Date
Creating Attend a Ability to APRIL 11- Attended seminar:
Effective workshop on create TOS 12, 2024 2-Day District
Table of making Table that meet Performance
Specification of competency/ Tracking and
(TOS) Specification objective. Coaching on Early
(TOS). Language, Literacy,
And Numeracy
Program
Implementation
Developing Participate in Enhanced APRIL 11- Attended seminar:
Literacy literacy literacy skills 12, 2024 2-Day District
Skills training. among Performance
students. Tracking and
Increased Coaching on Early
student Language, Literacy,
participation And Numeracy
in class. Program
Implementation
Developing Participate in Enhanced APRIL 11- Attended seminar:
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Numeracy numeracy numeracy 12, 2024 2-Day District
Skills training. skills among Performance
students. Tracking and
Increased Coaching on Early
student Language, Literacy,
participation And Numeracy
in class. Program
Implementation
Integrating Attend a Learn to use Able to discuss in
Technology workshop on and integrate “2-Day District
in Teaching using technologies Performance
technology in in teaching Tracking and
teaching and like Coaching on Early
learning presentation Language, Literacy,
process. tools And Numeracy
(PowerPoint, Program
Google Implementation”
Slides, etc.) yet not the main
focus of discussion.
CREDIT: Crezel Jane F. Moreno
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