GROUP+4

Who played roles in the evolution of the political system and what were those roles? || Report on the political system of their country from a historical point of view. Give reports on the various people who have controlled the political parties of their country ||  ||
 * Politics in our Country – High School ||  ||   ||
 * > //Essential Question// ||> //Unit Questions// || //Lesson Description// ||  ||> //PBL IDEA// ||>   ||
 * How did history give rise to the political system of today? || What was the early political system like?

POLITICS IN OUR COUNTRY

Project Based Learning Idea

Storytelling using the Multimedia presentation- 1. The class will be divided in to 5 groups with 6-7 members. 2. Each members will have assigned task to do. (Researcher, Editor, Cartoonist and etc.) 3. The power point presentation should contain reports on the past political system of the country and its historical point of view. 4. Each student should make sure that all the people involved should be placed in the presentation. 5. Students are asked to make their presentation creative. They can include videos as to support the information they are to present. 6. Students should master their reports so that they can answer the questions raised by their classmates. 7. Students should research all of the influential person in the Politcal system of the country. 8.After their presentation the teacher will now give each group a name of one of the influential person that plays a very important role in the political system of the country. 9.Each member will draw an editorial cartoon on that politician and a caption of drawing. 10.Also, discuss some facts about the politician.

-Throughout this activity the discussion will not solely depend on the students giving out some facts on their peers. Hence, the teacher can also create an open discussion so that students can share their knowledge about the topic.-

Anaviso, Sarah Jane Lacerna Nova Starr Apadan, Mia Rose Valencia, Christine


 * Questions for assessment activity**
 * 1) What is the purpose of assessment?
 * 2) What methods are appropriate to meet the purpose?
 * 3) What instrument is most effective?
 * 4) When do I use the methods and instruments?
 * 5) What do I do with the results?

Answers:


 * 1) The purpose of assessment is to //plan out for the on-going student centered activities//. It is a way to evaluate the students output and to somehow see the areas of strengths and as well as the areas of improvements. Assessments main purpose is to always carry out plans that will help he students in their learning process.
 * 2) There are indeed many methods of assessment to clearly determine the appropriate assessment procedure or method. These are namely:

· **Written-Response Instruments**- which includes objectives tests (multiple choice, true or false or matching type), examinations and checklists. · **Performance Tests**- consists of list of behaviors that make up certain type of performance. It is used to determine whether or not the student behaves in a certain way in achieving the task. · **Oral-Questioning**- assessment method that assesses the students stock knowledge and to also determine the students ability to communicate ideas in coherent verbal sentences. · **Self-Checklist**- is a list of several characteristics or activities presented to the subjects of a study. The individuals are asked to study the list.


 * 3. Rubric** is one of the most effective assessment methods because Rubrics has the potential to improve student’s performance as well as monitor it by clarifying teacher’s expectation and to guide students in satisfying those expectations. Rubrics also allow students to acquire wisdom in judging and evaluating the quality of work in relation to the quality of the work of students. With rubrics students became progressively aware of the problems in their work. Rubrics increase the student’s sense of responsibility and accountability. Also, it provides students with more informative feedback about their strengths and areas in need of improvement.

GAUGING STUDENT NEEDS: ● Samples of one student over time ● Data from tests || ● Sequencing Activities ● Classification Charts ● Prioritized Lists || ● Journal || ● Form for recording summaries and questions ||
 * **Assessment Method ** || **Instrument ** ||
 * Examining Student Work || ● Samples of work and assessments from different students
 * Graphic Organizers || ● Concept Maps
 * Know-Wonder-Learn (K-W-L) Charts || ● Topic on chart paper or electronic white board
 * Think-Pair-Share || ● Question or prompt
 * Brainstorming || ● Topic on chart paper or electronic white board ||

● Prompts ● Forms || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Scoring Guide or Rubric <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Forms || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Questions <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Reflections ||
 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Instrument ** ||
 * Project Plans || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists
 * Self-Assessment and Reflection || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists
 * Peer Feedback || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists
 * Observation of Groups || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists

<span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists to help focus expected behaviors || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts ||
 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Instrument ** ||
 * Informal Observations and Anecdotal Notes || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Notes collected in individual or group folders
 * Learning Logs || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Forms
 * Progress Checklists || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklist with milestones, due dates, and approval stages ||
 * Progress Reports || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Forms
 * Project Meetings and Conferences Agenda || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Goals, and Process Form ||

<span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Journal Review Plan || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Schedule for Video Scenes || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Observation by Students <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Observation by Teacher ||
 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Instrument ** ||
 * Written Journals || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts for Entries
 * Video and Photo Journals || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Outline of Photo Sequence and Topic (shot list)
 * Structured Interviews and Observations || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Conference Questions
 * Informal Questioning || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Questions ||
 * Written and Oral Tests and Quizzes || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Test and Quiz Questions ||

<span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Rubrics or Scoring Guides <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Reflection Questions || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Prompts ||
 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Instrument ** ||
 * Products || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Rubrics or Scoring Guides ||
 * Performances || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Rubrics or Scoring Guides ||
 * Portfolios || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Checklists
 * Student-Led Conferences || <span style="color: black; font-family: Arial; font-size: 11pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.25in;">● Forms


 * 4**. In evaluating students output and as well as in helping them find associated solutions with problems.


 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">When Used ** ||
 * Examining Student Work || Before planning the project, look at student work and ask: What skills, knowledge, and understandings do the students demonstrate? What is the evidence? What are the misconceptions? Are there any patterns or trends to focus on? ||
 * Graphic Organizers || At the beginning of a project elicit information from students by creating a graphic organizer on a chart to get an accurate idea of students’ prior knowledge. Provide organizers for individual student use throughout the project. ||
 * Know-Wonder-Learn (K-W-L) Charts || Use at the beginning of a project, during a class discussion, or individually in journals. ||
 * Think-Pair-Share || Use at the beginning of a project and during class discussions. ||
 * Brainstorming || Use at the beginning of project, during a class discussion, individually, or in small groups. ||


 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">When Used ** ||
 * Project Plans || Use at the beginning of a project in conferences with students. Help students develop their own plan and review for feasibility and specificity. ||
 * Self-Assessment and Reflection || Use throughout the project either orally, through conferences, or in written form. ||
 * Peer Feedback || Use throughout the project during group discussions, after a rough draft, or a final product or performance. ||
 * Observation of Groups || Use throughout the project by taking notes, using checklists, and providing prompts while groups work together to complete tasks. Students also assess their own group work skills using checklists and reflections. ||


 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 10pt; line-height: 115%;">When Used ** ||
 * Informal Observations and Anecdotal Notes || Use throughout the unit during group and individual work time. Notes collected in individual or group folders. ||
 * Learning Logs || Review during progress checks, in project meetings, or conferences. ||
 * Progress Checklists || Use during team meetings or in conferences. Students use to monitor progress and help design or customize to meet their needs. ||
 * Progress Reports || Use during key stages of a project, such as at outline or midpoint of the first draft. ||
 * Project Meetings and Conferences Agenda || Brief regular team and individual meetings throughout the project. ||


 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 11pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 11pt; line-height: 115%;">When Used ** ||
 * Written Journals || Use throughout the project, at key points and at the end of the project. ||
 * Video and Photo Journals || Use throughout the project, but may be integrated into final products or performances. ||
 * Structured Interviews and Observations || Use structured interviews and observations throughout the project. ||
 * Informal Questioning || Use throughout the project, often during group work or class discussions. ||
 * Written and Oral Tests and Quizzes || Use at key points within the project and at the end of the project. ||


 * **<span style="background-color: black; color: white; font-family: Arial; font-size: 11pt; line-height: 115%;">Assessment Method ** || **<span style="background-color: black; color: white; font-family: Arial; font-size: 11pt; line-height: 115%;">When Used ** ||
 * Products || Often completed at end of project, but depends on product and length of project. ||
 * Performances || Often presented at end of project, but depends on product and length of project. ||
 * Portfolios || Accumulate work and reflections over the course of a project, semester, class, or year. ||
 * Student-Led Conferences || Schedule at the beginning of the year to help set goals and inform parents of expectations and at the end of a project or the year to reflect on growth. ||

5. **Reflec**t and make some comments for students to understand the things that they need to improve.


 * MODULE 3- ACTIVITY 4**

Nova Starr Lacerna Mia Rose Apadan Christine Valencia || Voice Over Internet Protocol (VOIP) || 1. Ask questions from experts or community resource people 2. Make international links with native speakers in a language class.
 * Names: || Online Communication Tool || How I could use in my classroom: ||
 * Sarah Jane Anaviso

3. Students who may be out of the classroom due to special needs dont have to miss any special events in the classroom. 4. Access professional development opportunities such as conference presentation. 5. provide opportunity to connect with parent if he/she misses a regular conference concerning a student. 6. Students can read, present, or perform for other students. <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">7. Provide mentoring or homework help. <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">http://www.suite101.com/content/tips-for-using-skype-in-the-classroom-a205290 <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> ||

Nova Starr Lacerna Mia Rose Apadan Christine Valencia || WIKI || <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">1. Used for project based learning. Students with access to the Internet outside of school can work together to complete projects without having to be in school. Also, just like none Wiki projects; defining roles and clearly defining the activity, along with assessments are crucial to the success of collaborative learning projects using this strategy. <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">2. Students provide information that fits within specific parameters on the Wiki to demonstrate what they have learned <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">3. Online Resources for Classroom Use <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">4. Collaborative storytelling wiki wherein students will contribute ideas based on certain instructions to create a story together. <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">5. wiki can also be an online learning center where students can link relevant sites from the internet to their lesson/project. <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;"> <span style="background-color: transparent; border: medium none initial; color: #000000; display: block; overflow-x: hidden; overflow-y: hidden; text-align: left; text-decoration: none;">6. Teachers can store files, images, videos, and other information in a special teacher access controlled area of the classroom Wiki. One advantage is that the teacher can enter the information anytime and from anywhere using the Internet. This is great for weekends or over the summer when teachers cannot enter their school.
 * Names: || Online Collaboration Tool || How I could use in my classroom: ||
 * Sarah Jane Anaviso

7. Wikis as a Classroom Webpage. This strategy provides everyday information for students use during the school year. The advantage is that everything a teacher needs and students use is centrally located, eliminating the need for maintenance of a separate website and learning to use special software. Examples of things that can be on a Wiki classroom webpage are calendar of events, newsletters, homework assignments, handouts, notes, science safety rules, classroom rules, power point presentations, pictures of students in class working on projects, and parent permission forms.

<span style="background-color: transparent; border: medium none; color: #000000; display: block; overflow: hidden; text-align: left; text-decoration: none;"> Read more at Suite101: [|5 Strategies for Using Wikis in the Classroom: Engaging Students in Technology Projects that Support Learning] []

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