Mhay Olavidez III-BeEd-27
Scenario1. During a reading comprehension task, students finish quickly but
cannot explain how they understood the text. Propose a method to teach them
to reflect on and verbalize their thinking process.
In this situation, students are finishing reading tasks quickly but can’t explain how
they understood the text. The real issue is that they are not fully aware of their own
thinking while they read or the teaching style being used may not match to their
learning needs.
I would implement or tell them that we are having Reflection every report, and
even when they are asking to read something I will ask them what did they
understand about the text they read. While in every report or discussion all student
complete a short written task. This will encourage them to think more deeply about
what they have read. For example, if the teacher or me as teacher and ask them to
read something, they could respond by answering the guided questions like, “What
did you understand from the text?” or “Explain what you have read”. Also, the
reflection can be done in their house, every discussion they will have the reflection
about it. I would also adjust the teaching style for better support to different learners.
Some students may be strong readers but struggle with analysis, Some may good at
analysis but struggle to read, so introducing varied strategies like discussions,
visuals, audio, or group activities would make comprehension and understanding
develop. These strategies will encourage active participation. Through regular class
discussions, students can share their thoughts, hear their classmates perspectives,
and will develop their ability to analyze and clearly understand every reading and
discussion for them to express their thinking process.
By combining making reflection with interactive strategies, students can will
encourage themselves to become more aware of how they understand texts they
are reading.
Mhay Olavidez III-BeEd-27
Scenario2. A group of students excels in arts and crafts but shows little
interest in reading. How can you integrate their artistic skills to boost reading
engagement?
In number 2 situation, students excel in arts and crafts but show little interest in
reading. The challenge is to combine their artistic strengths with literacy
development.
I would design a Story Art Project that is very similar to creating comic books or
manga, where students develop a story using both their artistic skills and writing and
also will develop their reading and understanding. This approach encourage them to
read short stories or picture books first, so they can gather ideas and inspiration for
their own projects. As they plan their artwork, they will need to think about how their
story art project will flow, the introduction, plot, characters, and setting, which
naturally make them into reading for reference, information, and inspiration. The
more they understand the text, the richer and more accurate their drawing will be.
They can also create summaries of their works and display their work into library or
other facilities so they have the inspiration to combine these two for the better
engagement and learning.
Integrating visual arts into reading activities would make the students stay
motivated, make stronger connections between text and creativity, and they will
actively engage in the learning process while being creative.
Mhay Olavidez III-BeEd-27
Scenario3. A Grade 4 group activity fails because one student dominates
while others stay quiet. How would you redesign the activity to balance
participation?
In the Grade 4 group activity, one student dominates while others stay silent. The
problem is unequal participation, limited collaborative learning or the activity doesn’t
give everyone a fair chance to contribute, and of course I think it is also related to
the confidence of the student
In this kind of situation, I would redesign the activity using a system that me as
their teacher or me as a future educator is assigning their roles like facilitator, scrib,
recorder, reporter, and materials manager. And inform them that every week their
roles will rotate to everyone in the group. Rotating these roles ensures that everyone
has a clear, and essential contribution. I would also encourage them or tell them the
to do the Brain storming or the sharing ideas, where each student must contribute
an idea before doing something or working something. By this it will also help those
students that lack of confident to fell confident by sharing their thoughts, opinions
and ideas. By implementing these design it will help the group to succeed and also
maintain fairness to everyone in the group.
Sharing ideas and rotating roles will promote confidence to everyone. It will
signifies that their opinions and thoughts matter. And it will lead to balanced
participation, respect for all voices and collaborative learning.
Mhay Olavidez III-BeEd-27
Scenario 4. During math lessons, some students need concrete manipulatives
while others can work abstractly. How would you teach fractions to support
both groups?
Some students need manipulatives for fractions, while others can work without
them. The challenge is creating lessons that meet both needs.
In this situation, I would start to teach them with a demonstration using real-life
items and real life experiences that connects to fractions like for example cutting
fruits, folding paper, using measuring cups, or dividing pf foods in real life. Then, I
will group the class into two learning paths, first the Group that uses manipulatives
that will continues with fraction using toys, LEGO blocks, or food models, while the
second group that dont need manipulatives will works on word problems, problem
solving and other that they can do. The groups would also switch so all students
experience both approach. By implementing this it will allows to improve and build
knowledge, like for example for those students who still need manipulative objects, it
will help them to improve and they may not be needing manipulative objects after
that.
Two path approach ensures that every student’s will get benefits and will
consider their readiness in learning, supporting their mastery and inclusivity with
learner-centered.
Mhay Olavidez III-BeEd-27
Scenario5. Your school introduces a new policy for inclusive seating
arrangements, but some parents complain. How would you respond while
upholding the policy?
In this situation, where the school encourage inclusive seating, some parents
have an issue with that. The challenge here is how to acknowledge and appreciate
parent concerns, while also suggested the policy.
First, I would acknowledge the parents concerns in a respectful and well
mannered way, and explain why is inclusive seating arrangement happening. I will
also seek their understanding and cooperation as part of the sake of the learning
experience of the pupils that involved. I would provide research and examples of the
social and benefits especially in academics of inclusive seating arrangement, where
the different and diverse groups will form together. Offering parents the opportunity
to observe a class might also help to convince them of the benefits of this matter. I
would emphasize that the policy does not affect or lessen the ability of students
when it comes to academic experience, but it will enhance collaborative learning
experiences and also will develop awareness to everone. I will also encourage
parents that they could provide ongoing feedback during the school year.
By dealing a parental concern in such a way that have understanding,respect,
and evidence, the school could continue to implement the policy while maintaining a
positive parent relationship with learner inclusivity and respect.
