Saint Mary’s College, Sta Maria, Ilocos Sur, Inc.

Sta. Maria Ilocos Sur, Phils.

DEPARTMENT OF GRADUATE STUDIES

A requirements
In

EDUC. 205
INSTRUCTIONAL
MATERIALS AND
MANAGEMENT
SY 2023-2024

Submitted to:
PRECILA F. MACABEO, MAEd
Professor

Submitted by:
BLESSIE B. MABANAG
MAEd Student
 EDUC 205
INSTRUCTIONAL MATERIALS AND
MANAGEMENT
SY 2023-2024
SUMMER

Objectives:
Teaching material or instructional material
is a generic term used to describe the
resources teachers use to deliver
instruction. Teaching materials can support
student learning and increase student
success. Ideally the teaching materials will
be tailored to the content in which they’re
being used to the students in whole class
they are being use and the teacher.
Teaching or instructional materials can also
refer to a number of teacher resources;
however, the term usually refers to
concrete examples, such as worksheets or
manipulative, learning tools or games help
students develop new knowledge, as
students develop new learning skills they
practice with new learning tools, teaching
materials are different from teaching
resources, the latter including more
theoretical and intangible elements such as
 essays support from other educators or
places to find teaching materials.

Activity 1.Question to consider in selecting

materials. Answers yes or no

Is there a need for the Yes

material?

Does the material Yes

further the objectives
of the lesson?
Does the material Yes
relate to present
learning in other
subjects?
Does material build on Yes
previous learning?
Does the material Yes
relate to present in
other objects?
Is the material current. Yes
Accurate and
defensible?
Is the material Yes
appropriate for the age,
maturity, and
experience of the
students
Is the material suitable Yes
to the reading level of
the student
Is the material Yes
presented at pace
allows for reflection
and review?
Is the material suited Yes
for individual and small
group instructions? Can
the material be used
for direct instruction or
mastery instruction?
Are the physical Yes
conditions in the room
conducive to using the
material?
Is the material free Yes
from bias.
Stereotyping?
Is the physical Yes
representation of the
material acceptable/

Activity 2.
Say something about the eight guidelines for
using instructional materials.
 Effectively utilize diverse instructional
materials to cater to various learning styles,
engage students, and enhance their
understanding by ensuring clarity, relevance,
interactivity, and differentiation.

1.what is instructional materials?

  Instructional materials are the tools that
teachers use to engage students in learning.
They encompass a wide range of resources
and lesson materials designed to support
teaching and enhance student
understanding.

2.what is the purpose of resources in teaching

and learning?
 Learning resources are things that teachers
can access to help them do some aspect of
their job better as part of the professional
development process (either pre-service or
in-service).

3.what is the main purpose of instructional

materials?
 The purpose of resources in teaching and
learning is to.facilitate or propitiate the
process of teaching and learning
 complement or make the work of educators
more efficient
 increase understanding, reinforce key facts,
create deeper learning, motivate, simplify
ideas, etc.
 provide opportunities for students to explore
ideas and knowledge, collaborate, solve
problems and develop knowledge and skills
 help design learning materials that are
relevant, engaging and effective.

4.what do we used instructional materials?

  Instructional materials are the tools that
teachers use to engage students in learning.
They can include textbooks, workbooks,
software, apps, games, videos, and more.
When used effectively, instructional materials
can help students master content and skills
more efficiently.

5. Give the uses of the following instructional

materials.
1.Television: Educational television programs
can be a valuable resource for introducing
new concepts, presenting demonstrations,
and sparking students' interest in a particular
subject.
2.Printed Materials: Textbooks, worksheets,
handouts, and other printed materials
provide students with a foundation of
knowledge and a reference point for further
study.
3.Photographs: Photographs can be used to
illustrate concepts, bring real-world examples
into the classroom, and stimulate discussion.
4.Charts: Charts, such as graphs, diagrams,
and timelines, can help students visualize
information, identify patterns and
relationships, and organize complex data.
5.Workbooks: Workbooks provide students
with a structured approach to learning
through exercises, quizzes, and practice
problems that reinforce key concepts.
6.Realia: Realia are real-world objects that can
be used to provide students with a hands-on
 learning experience. This can be particularly
helpful for teaching about
7.Blocks: Blocks can be used to teach young
children about shapes, colors, spatial
relationships, and basic engineering
principles. They can also be used to promote
creativity and problem-solving skills.
8.Meta cards: Meta cards are cards that
contain keywords or concepts related to a
particular topic. They can be used for
brainstorming, concept mapping, and
vocabulary development.

Activity:
Why use manipulative materials to achieve
differentiated instruction?
 Manipulative materials are powerful tools for
differentiated instruction because they cater
to various learning styles and address the
diverse needs within a classroom.

Define the four classroom elements.

a. Content:
Refers to: The knowledge, skills, and
understanding students are expected to acquire.
This encompasses the core curriculum, learning
objectives, and specific topics covered in a unit.
b. Process:
Refers to: The activities and strategies students
engage in to learn the content. This includes how
information is presented, how students interact
with the material, and the methods they use to
demonstrate their understanding.
c. Products:
Refers to: The culminating tasks or assessments
that demonstrate students' mastery of the
learning objectives. This can include projects,
presentations, essays, quizzes, or
d. Learning Environment:
Refers to: The physical and emotional climate of
the classroom that fosters learning. This
encompasses the classroom layout, the
interactions between students and teachers, and
the overall atmosphere.

TEXTBOOK:

 The textbook plays an important role in

teaching and learning. It represents a useful
resource for both teachers as a course
designers and learners as persons who are
acquiring the English language.however,the
use of a ready-made textbook, has its
advantages and disadvantages.

Feature Advantages Disadvantages

Content * Structured and * Limited
organized perspective,
information may not cover
all viewpoints
Accessibilit * Portable and * Can be
y readily available expensive,
resource especially for
updated editions
Standardiz * Ensures * May not cater
ation consistent to individual
knowledge base learning styles
across a
curriculum
Review and * Valuable * Can become
Revision resource for outdated if
homework, information
studying, and changes rapidly
test preparation
Teaching * Provides a * Relies heavily
Aid framework for on teacher
lesson planning expertise to
and curriculum supplement
development material
What are the example of textbooks?
 Science: "Campbell Biology," "Chemistry:

The Central Science"

 Math: "Calculus: Early Transcendentals,"

"Introduction to Statistics"
 History: "A People's History of the United

States," "The World in the Twentieth Century"

 Literature: "The Norton Anthology of English

Literature," "The Adventures of Huckleberry

Finn"
 Social Sciences: "Principles of Economics,"

"Introduction to Psychology"

What are the two types of textbooks?

 General Textbooks: Provide a broad

overview of a subject area, often used in

introductory courses.
  Specialized Textbooks: Focus on a specific
topic within a subject area, typically used in
advanced courses or for professional studies.

What are the qualities of textbooks?

 Accurate and Up-to-Date

Information: The content should be

factually correct and reflect current
knowledge in the field.
 Clear and Concise Writing: The language

should be easy to understand and avoid

excessive jargon.
 Well-Organized Structure: The information

should be presented logically, with clear

chapter headings, subheadings, and
summaries.
 Effective Use of Visuals: Images,

diagrams, and charts should be used

appropriately to enhance understanding.
 Learning Activities and

Assessments: The book should include

exercises, quizzes, or review questions to
help students solidify their learning.
 Teacher Resources: Some textbooks offer

additional materials for instructors, such as

answer keys, lesson plans, or online
resources.

What is a good textbook?

 Target Audience: Consider the intended

age group and educational level of the users.

  Learning Objectives: The textbook should
align with the specific learning goals of the
course or curriculum.
 Content Accuracy and Depth: Ensure the
information is current, reliable, and covers
the essential aspects of the subject area.
 Presentation Style: The writing style and
organization should be clear, engaging, and
cater to the learning styles of the students.
 Supplementary Materials: Look for
textbooks that offer additional resources like
practice problems, interactive activities, or
online components.

WORKBOOK
 Workbook usually covers important concepts
and tasks related syllabus. Workbooks are
used for solving extra problems and concepts
which students have already studied from
textbook.

What are the uses of Workbook?
Workbooks:
 Definition: A digital or physical file that

serves as a container for organizing multiple

related worksheets.
 Think of it as: A binder holding several

sheets of paper, each with specific

information or tasks.
 Common Uses:

o Education: Creating practice exercises,

quizzes, and assignments for students.

 o Business: Financial planning, budgeting,
project management, and data tracking.
o Personal Use: Meal planning, goal
setting, habit tracking, and budgeting.

What is the difference between workbook and

worksheet?

 Workbooks: Encompass the entire file

containing multiple worksheets.
 Worksheets: Individual pages within the
workbook focused on specific tasks or
information.

What are the guidelines in using workbook?

 Structure and Organization:

o Maintain a clear and logical flow between

worksheets within the workbook.

o Use consistent formatting and labeling

for easy navigation.

 Content:

o Tailor the content to the specific purpose

of the workbook.
o Ensure the information is accurate, up-to-

date, and relevant to the target audience.

 Usability:

o Consider the user's experience level.

o Provide clear instructions and guidance

within the workbook.

 Visual Appeal:

o Use formatting elements like fonts,

colors, and images to enhance readability

and engagement.
Give an example of a workbook based on
grade level. It could be any of the subjects
you are handling.

Grade 1 Level Workbook Example: My Colorful

World
Subject: Colors and Shapes
Target Skills:
 Identify and name basic colors (red, yellow,

blue, green)
 Recognize and differentiate basic shapes

(circle, square, triangle)

 Practice coloring and fine motor skills

Instructions:
 This workbook is designed for children in

Grade 1.
 Encourage children to use crayons or colored

pencils.
 Assist younger children as needed.

Color Splash!
 Instructions: Help the animals find their

matching colors!
 Activity: Each animal (e.g., cat, bird, fish) is

outlined in black and white. Below each

animal are small circles filled with the
corresponding colors (red, yellow, blue).
Children color the animal using the matching
color.

ACTIVITY SHEETS:
 Activity sheet is commonly a piece of
paper with questions or
 activities.pupils can either place
their answers or perform the specific
activity.

1.What is the purpose of activity learning

activity sheets?
 Engaging Learners: ALAS actively involve

students in the learning process, fostering

deeper understanding and retention.
 Differentiation: They cater to diverse

learning styles and abilities, allowing

students to learn at their own pace and in
preferred ways.
 Assessment: ALAS can be used to gauge

student comprehension, identify areas

requiring additional support, and adjust
instruction accordingly.
 Application: They encourage students to

apply their knowledge and skills, promoting

critical thinking and problem-solving.
 Independence and Ownership: ALAS

empower students to take ownership of their

learning, fostering a sense of self-efficacy.

1. How do I make an activity sheet?

 Clear Learning Objectives: State the

specific knowledge, skills, or attitudes

students are expected to develop through the
activity.
 Targeted Activities: Choose activities that

directly align with the learning objectives,

ensuring a focused learning experience.
 Instructions: Provide clear, concise, and
step-by-step instructions that students can
easily understand and follow independently.
 Differentiation: Consider incorporating
options to cater to varying levels of learning
styles, abilities, and interests. This might
involve offering choices in activities, difficulty
levels, or approaches.
 Engagement: Make the activities interesting
and relevant to capture students' attention
and spark their curiosity. Use visuals, games,
hands-on activities, or other stimulating
elements.
 Assessment: Include opportunities for
students to demonstrate their understanding
or mastery of the concepts, such as open-
ended questions, problem-solving tasks, or
self-reflection prompts.
 Clear Learning Objectives: State the
specific knowledge, skills, or attitudes
students are expected to develop through the
activity.
 Targeted Activities: Choose activities that
directly align with the learning objectives,
ensuring a focused learning experience.
 Instructions: Provide clear, concise, and
step-by-step instructions that students can
easily understand and follow independently.
 Differentiation: Consider incorporating
options to cater to varying levels of learning
styles, abilities, and interests. This might
involve offering choices in activities, difficulty
levels, or approaches.
 Engagement: Make the activities interesting
and relevant to capture students' attention
and spark their curiosity. Use visuals, games,
hands-on activities, or other stimulating
elements.
 Assessment: Include opportunities for
students to demonstrate their understanding
or mastery of the concepts, such as open-
ended questions, problem-solving tasks, or
self-reflection prompts.

2. What is the learning activity sheets

in deped?
 Standardized Resources: The DepEd

provides LAS that align with the Most

Essential Learning Competencies (MELCs) of
the K to 12 curriculum.
 Teacher Support: These materials offer

guidance and structure for teachers, reducing

their workload and ensuring consistency in
learning outcomes across different
classrooms.
 Accessibility: LAS are often available online

or in printed format, making them readily

accessible to teachers and students.
 Flexibility: While intended to supplement

instruction, teachers can adapt LAS to their

teaching styles and student needs.

3. What are the worksheets in the

classroom?
 Focused Practice: Worksheets typically

provide structured exercises, drills, or

 problems that help students solidify their
understanding of specific topics or skills.
 Assessment: They can be used to assess
individual student progress or identify areas
where reteaching might be necessary.
 Independent Work: Worksheets can be
assigned for independent practice, allowing
students to work at their own pace.

4. Give 1 example of activity sheet

based on the module learners.
Module: Simple Addition and Subtraction (Grade
2)
Learning Objective: Students will be able to
add and subtract single-digit numbers up to 10.
Activity:
Title: Let's Go Shopping! (A combination of
teacher-led instruction, group activity, and
independent practice)
Materials:
 Play money (cut-out paper circles with

denominations of 1-5)
 Shopping list with pictures of items and their

prices
Instructions:
1.Teacher-Led Instruction: Briefly review
addition and subtraction concepts using
visuals or manipulatives.
2.Group Activity: Divide students into groups.
Each group receives "play money" and a
shopping list.
3.Students work together to calculate the total
cost of items on their list (addition).
 4.If their play money doesn't meet the exact
amount, they can work out how much more
they need (subtraction).
5.Independent Practice: Students
individually complete a worksheet with
similar addition and subtraction problems
using numbers.
Differentiation:
 Provide visual aids or manipulatives for

students who need additional support.

 Offer a separate set of problems with lower

numbers for students who are still developing

their understanding.
 Challenge advanced students with word

problems or open-ended tasks that require

them to apply the concepts in a new context.

VENN DIAGRAM:
 A Ven diagram uses overlapping circles
or other shapes to illustrate the logical
relationships between two or more sets
of items.Often,they serve to graphically
organize things,highlighting how the
items are similar are similar and
different.
Give at least 5 examples of activity about
Venn Diagram related to your grade level
you are teaching. The example should be
suited to the learners.
1. Kindergarten/Grade 1:
 Theme: Animals (pets vs. zoo animals)
  Materials: Large construction paper,
markers, pictures or cut-outs of different
animals (cats, dogs, lions, elephants, etc.)
 Activity:

o Draw two large circles overlapping

slightly on the construction paper,

labeling one "Pets" and the other "Zoo
Animals."
o Place pictures of various animals in the

center (overlapping area) if they belong

to both categories (e.g., fish can be pets
and zoo animals).
o Discuss the unique characteristics of pets

and zoo animals, placing pictures in the

respective circles.
o Adaptation: For younger learners, use

simpler words like "home animals" and

"wild animals" instead of pets and zoo
animals. Provide larger, more colorful
pictures or manipulatives.
2. Grade 2/Grade 3:
 Theme: Sports (indoor sports vs. outdoor

sports)
 Materials: Whiteboard or chart paper,

markers, pictures or words representing

different sports (basketball, swimming,
baseball, gymnastics, etc.)
 Activity:

o Draw two circles on the board or chart

paper, labeling them "Indoor Sports" and

"Outdoor Sports."
 o Brainstorm a list of sports together and
categorize them in the appropriate
circles.
o Discuss the shared and unique features

of indoor and outdoor sports (e.g., both

require physical activity, but some need
specific equipment or facilities).
o Adaptation: Offer word prompts or

incomplete sentences to help students

name sports. Provide visual aids or clues
for younger learners.
3. Grade 4/Grade 5:
 Theme: Historical Figures (explorers vs.

inventors)
 Materials: Worksheet with two overlapping

circles, markers, information cards or brief

descriptions of historical figures (Columbus,
Leonardo da Vinci, Marie Curie, Thomas
Edison, etc.)
 Activity:

o Distribute the Venn Diagram worksheet

with labeled circles: "Explorers" and

"Inventors."
o Provide information cards or descriptions

of historical figures. Students should read

and analyze the information to categorize
each figure in the appropriate circle or
the overlapping area if relevant (e.g.,
Leonardo da Vinci had qualities of both).
o Discuss the specific contributions and

characteristics of explorers and

inventors, highlighting the similarities
and differences.
 o Adaptation: Provide more detailed
information cards or prompts for higher
grade levels. Challenge students to
identify additional historical figures who
might fit in both categories.
4. Grade 6/Grade 7:
 Theme: Literary Genres (fantasy vs. science

fiction)
 Materials: Whiteboard or chart paper,

markers, list of literary elements (magic,

advanced technology, aliens, mythical
creatures, etc.)
 Activity:

o Draw two circles on the board, labeling

them "Fantasy" and "Science Fiction."

o Brainstorm a list of common elements

found in these genres. Discuss which

elements belong to each genre and place
them in the respective circles.
o Analyze the overlapping area, identifying

elements that can be present in both

genres (e.g., advanced technology might
exist in both a fantastical or a scientific
context).
o Adaptation: Use more complex literary

vocabulary for higher grades. Encourage

students to provide specific examples of
books or movies that exemplify each
genre.
5. Grade 8/High School:
 Theme: Historical Periods (Ancient Greece

vs. Ancient Rome)

  Materials: Venn Diagram graphic organizer
(printed or digital), markers/pens, research
materials (books, websites)
 Activity:
o Provide students with a Venn Diagram

template with labeled circles: "Ancient

Greece" and "Ancient Rome."
o Assign research topics related to each

civilization (government, architecture,

social structure, etc.). Students research
and gather information.
o In the Venn Diagram, students list the

unique features of each civilization in the

respective circles. In the overlapping
area, they identify shared characteristics
or influences between the two.

SHORTSTORY

 A short story is a piece of prose fiction that

typically ca read in one setting and focuses
on self-contained incident or series of inked
with the intent of evoking a single effect or
mood.

There are five characteristics of tory. What are

they? Define them.

1. Plot: The sequence of events that unfold in

the story. It typically follows a structure with a
beginning (exposition), middle (rising action,
climax), and end (falling action, resolution).
2. Characters: The individuals or creatures who
inhabit the story and drive the plot forward. They
should be well-developed with distinct
personalities, motivations, and goals.
3. Setting: The time and place where the story
takes place. It
provides context for the characters' actions and
the overall atmosphere of the narrative.
4. Conflict: The central struggle or problem
faced by the characters. It can be internal (within
a character) or external (against another
character, nature, or society). Conflict creates
tension and drives the plot.
5. Theme: The underlying message or idea the
story conveys. It's not always explicitly stated but
can be inferred through the characters' actions,
events, and the overall narrative.
Write a short story. The characters maybe people
or animals.
Characters:
 Luna: A curious and adventurous young owl.

 Hopper: A wise old owl, Luna's mentor.

Setting: A moonlit forest clearing.

Plot:
Beginning (Exposition): Luna, a fledgling owl,
practices her flight under the watchful eye of
Hopper. She longs to explore the vast forest
beyond the familiar clearing.
Middle (Rising Action, Climax): One evening,
driven by her curiosity, Luna disobeys Hopper
and ventures deeper into the forest. She marvels
at the sights and sounds, but soon becomes lost
and disoriented. Fear sets in as darkness
descends.
End (Falling Action, Resolution): Lost and
scared, Luna calls out for help. Hopper, sensing
her distress, follows her calls and guides her back
to the clearing. Luna realizes the importance of
following instructions and the dangers of
venturing into the unknown alone.
Theme: The importance of listening to wise
advice and the potential consequences of
recklessness.

GRAPHIC ORGANIZERS:

 A graphic organizer is a tool or process to

build word knowledge by relating similarities
of meanings to the definition of a word.

What is a graphic organized used for?

Graphic organizers are visual tools used to:

 Organize information: They help structure

and represent knowledge in a clear and

concise way.
 Facilitate learning: By presenting

information visually, graphic organizers aid

understanding, memory recall, and
identification of relationships between
concepts.
 Promote critical thinking: They encourage

analysis, synthesis, and evaluation of

information.
What are the five types of graphic organizer?
 1.Venn Diagram: Compares and contrasts two
or more items or concepts by showing
overlapping areas for shared characteristics
and separate areas for unique features.
2.Flowchart: Illustrates a process, sequence
of events, or steps involved in a task, often
using arrows to indicate the direction of flow.
3.Mind Map: A non-linear diagram that starts
with a central topic and branches out to show
related ideas, subtopics, and details.
4.Timeline: Arranges information in
chronological order, typically using a
horizontal line with dates or time periods
marked along it.
5.Table: Organizes information into rows and
columns, allowing for easy

What are the 10 examples of graphic organizer?

1.KWL Chart: Identifies what

students Know, Want to know,
and Learned about a topic.
2.Story Map: Visually depicts the elements of
a story, such as characters, setting, plot
(beginning, middle, end), and conflict.
3.Cause-and-Effect Chart: Shows the causal
relationships between events or phenomena,
identifying the cause(s) that lead to a specific
effect.
4.Problem-Solution Chart: Identifies a
problem, outlines potential solutions, and
evaluates their effectiveness.
 5.T-Chart: Compares and contrasts two
concepts by listing their similarities and
differences in separate columns.
6.Sequence Chart: Shows the order or
sequence of events in a process or narrative.
7.Cycle Diagram: Represents a cyclical
process or a series of recurring events.

MAGAZINE:

 Is a periodical publication containing articles

and illustrations typically covering a
particular subject or area of interest.

What is the main purpose of a magazine?

Magazines serve multiple purposes:

 Information and Education: They provide

in-depth articles, news, and analysis on

diverse topics, aiming to increase readers'
knowledge, understanding, and awareness of
current issues.
 Entertainment and

Engagement: Magazines often include

features, interviews, stories, and visually
appealing content designed to captivate the
target audience, spark discussions, and
provide leisure reading.
 Marketing and Advertising: Magazines act

as a platform for companies to promote their

products and services to a specific audience
segment.
What are the three types of magazines?

1.Consumer Magazines: Cater to a broad

audience and cover a wide range of interests,
such as lifestyle, news, fashion,
entertainment, hobbies, or current affairs.
(Examples: Time, National Geographic,
Vogue)
2.Trade or Professional Magazines: Target
specific industries or professions, offering
specialized information relevant to the
audience's work or occupational fields.
(Examples: Science News, Harvard Business
Review, Journal of the American Medical
Association)
3.Special Interest Magazines: Focus on a
particular niche or hobby, delving into
specific topics and catering to a passionate
community. (Examples: Bird Watching
Magazine, Woodworking Today)

How do magazine help learners?

Exposure to Diverse Content: Magazines offer
a variety of articles, perspectives, and writing
styles, broadening one's knowledge base, critical
thinking skills, and understanding of different
viewpoints.
 Improved Reading

Comprehension: Engaging with magazine

content encourages active reading,
vocabulary development, and the ability to
grasp complex ideas. This can enhance
students' overall reading proficiency.
  Visual Learning: Magazines often
incorporate high-quality photographs,
illustrations, infographics, and charts, which
make learning more visually appealing and
facilitate an enhanced understanding of
complex topics.
 Motivation and Curiosity: Interesting
articles and features can spark curiosity,
ignite a passion for further exploration, and
inspire learners to delve deeper into their
areas of interest.
 Currency and Relevance: Many magazines
address current events and trends, keeping
learners informed and engaged with the ever-
changing world, fostering a sense of global
awareness.

What are the benefits of magazines?

 Portability and Accessibility: Magazines

are relatively compact and readily available
in print or digital format, making them a
convenient source of information and
entertainment.
 Appeal to Diverse Interests: With a vast
array of magazine types available, individuals
can find publications that cater to their
specific interests and hobbies, promoting
lifelong learning.
 Cultivation of Critical Thinking
Skills: Magazines often present diverse
perspectives on various issues, encouraging
readers to critically analyze information,
 evaluate arguments, and form their own
informed opinions.

NEWSPAPER
A newspaper is a good habit that can provide a
great sense of educational value.it carries
information about
politics,economy,entertainment,sports,business,i
ndustry,trade and commerce.With this habit it
will not only enhance your knowledge about
general information but it will likewise improve
your language skills and vocabulary. Many people
have habits of reading daily newspapers that
their days seem incomplete without taking hold
of early morning newspaper.

Activity:
Headline: The largest and most prominent text
that captures the main story of the newspaper.
Subheading: Expands on the headline,
providing additional details about the story.
Byline: Indicates the author of the article.
Dateline: Identifies the location and date where
the article was reported.
Lead Paragraph: The first paragraph of the
article, offering a concise summary of the key
points.
Body Paragraphs: Provide further details,
explanations, and perspectives on the story.
Image: A photograph or illustration that
complements the article's content.
Caption: A brief description that explains the
image.
Sidebar: An additional story or information box
related to the main article.
Pull Quote: A short, impactful excerpt from the
article, often highlighted to emphasize a key
point.
Give the meaning of the parts of the newspaper.

Section Name Description

General Covers major national and

News international news stories.

Focuses on news relevant

Local News to a specific community or
region.

Contains opinion pieces,

Editorial
commentaries, and letters
Page
to the editor.

Features news and articles

Sports Page related to sports events,
athletes, and teams.

Listings for buying, selling,

Classified
renting, or seeking
Ads Section
employment.
 Provides news and analysis
Business
of the financial markets,
and Finance
companies, and economic
Section
trends.

Covers news related to

Entertainme movies, music, television,
nt Section theater, and other forms of
entertainment.

Features articles on
Home and
lifestyle topics, interior
Culture
design, cooking, travel, and
Section
cultural events.
BIGBOOKS

Activity:

Give 10 examples of Big books.

1.The Very Hungry Caterpillar by Eric

Carle: This colorful and engaging story
follows a hungry caterpillar as it munches its
way through various foods on its journey to
becoming a beautiful butterfly.
2.Brown Bear, Brown Bear, What Do You
See? by Bill Martin Jr.: This repetitive and
rhythmic book features vibrant animal
illustrations, making it a great choice for
introducing young children to colors and
animal names.
3.Chicka Chicka Boom Boom by Bill Martin
Jr. and John Archambault: This lively
alphabet book features the letters of the
alphabet racing up a coconut tree, offering a
fun way to learn and practice letter
recognition.
4.Goodnight Moon by Margaret Wise
Brown: This soothing bedtime story takes
children on a calming journey through a
young rabbit's room as they say goodnight to
everything they see.
5.Where the Wild Things Are by Maurice
Sendak: This imaginative tale follows Max as
he sails away to the land of the Wild Things,
sparking children's creativity and exploring
themes of self-discovery.
6.The Cat in the Hat by Dr. Seuss: This
whimsical story features a mischievous cat
who turns a rainy day into an adventurous
escapade for two young children, capturing
children's attention with its humor and
rhyme.
7.Ten Little Ladybugs by Melanie Walsh:
This adorable counting book follows ten
ladybugs as they gradually disappear
throughout the day, promoting early math
skills while engaging children with its ladybug
illustrations.
8.The Wheels on the Bus by Paul
FitzSimons: This classic action song book
invites children to sing along as different
parts of the bus move, encouraging
 participation and introducing body parts and
sounds.
9.Five Little Monkeys Jumping on the Bed
by Eileen Christelow: This playful counting
book follows five monkeys who get into
trouble jumping on the bed, teaching children
about numbers and consequences in a
lighthearted way.
10. The Mitten by Jan Brett: This
heartwarming winter tale features a lost
mitten that becomes a cozy home for various
animals, promoting themes of sharing and
kindness while showcasing beautiful winter
illustrations.

FLIPCHARTS

A flipchart is a chart that consists of large pieces

of paper which are attached at the top and which
are present information to an audience by turning
over one piece of paper at a time.
What are the types of flipcharts?

Standard Flipchart:The most common

type, featuring a stand and a large pad of
paper sheets that can be flipped over to
reveal new information.

1.Tabletop Flipchart: A smaller and portable

version with a collapsible stand and a less
extensive paper pad, ideal for smaller
presentations or limited space.
2.Easel Flipchart: Similar to the standard
type but with a larger stand resembling an
artist's easel, providing additional stability
and a more commanding presence.
3.Whiteboard Flipchart: Combines a
whiteboard surface with a stand, allowing
presenters to write or draw directly and use
markers to highlight key points.
4.Digital Flipchart: Utilizes a projector and
screen instead of paper sheets. Presenters
can display pre-made slides, images, videos,
and other digital content.

What are the uses of flipcharts?

 Presentations: A popular choice for

lectures, meetings, training sessions,
brainstorming, and any situation where visual
aids enhance understanding.
  Visual Communication: Effective for
displaying key points, diagrams, charts,
graphs, and images to improve audience
comprehension.
 Interactive Engagement: Presenters can
write or draw live, fostering a dynamic and
participatory atmosphere.
 Flexibility: Information can be easily added,
removed, or rearranged during the
presentation, allowing for adaptation.
 Cost-Effective: A relatively inexpensive and
low-tech solution compared to some digital
equipment.

What are examples of flipcharts?

 Teacher in a classroom: Presenting a

science lesson with diagrams, key points, and
interactive elements.
 Business professional: Leading a sales
pitch or product demonstration, showcasing
visuals and data.
 Trainer: Conducting a workshop with step-
by-step instructions, diagrams, and Q&A
sessions.
 Artist: Presenting their creative process,
sketching live, and engaging the audience
visually.
 Event organizer: Displaying schedules,
maps, or important information for
participants.
What are the importance of flipcharts in
teaching?

 Engaging Visual Aid: Large visuals and

colorful markers capture students' attention,
enhance information retention, and cater to
diverse learning styles (visual learners).
 Interactive Learning: Teachers can involve
students by asking them to contribute ideas,
complete diagrams, or answer questions
directly on the flipchart, promoting
participation and active learning.
 Concept Building: The act of writing or
drawing key points during the lesson helps
solidify understanding and allows teachers to
tailor explanations based on students' needs.
 Focus and Organization: Flipcharts help
structure the lesson, ensuring key points are
clearly outlined and the flow of information is
logical.
 Cost-Effective and Versatile: An affordable
and adaptable tool that can be used for
various subjects, activities, and classroom
settings.

PRETEST/POST TEST
A pre/post-test by design covers pf all the topic
which a student will be studying during a
semester. While taking the pre-test of a
beginningnof semester,student are not expected
to know the answers to all the
questions,however, they should be expected to
utilitize previous knowledge to predict rational
answers. When taking a test called a post test at
the end of a semester.

Activity: write 10 pre-test questions and 10 post-

test questions with their answer.
Pre-Test:
Subject: Solar System
1.What is the name of our solar system?
o A. Milky Way Galaxy

o B. Andromeda Galaxy

o C. The Sun System (Answer)

o D. Alpha Centauri System

2.What is the closest star to Earth?

o A. Proxima Centauri (Answer)

o B. Sirius

o C. Betelgeuse

o D. The Sun

3.How many planets are there in our solar

system (excluding Pluto)?
o A. 7 (Answer)

o B. 8

o C. 9

o D. 10

4.What is the largest planet in our solar

system?
o A. Earth

o B. Mars

o C. Jupiter (Answer)

o D. Saturn

5.What is the hottest planet in our solar

system (based on surface temperature)?
o A. Mercury (Answer)

o B. Venus
 o C. Earth
o D. Mars

6.What is the gas giant planet known for

its distinctive rings?
o A. Jupiter (Answer)

o B. Saturn

o C. Uranus

o D. Neptune

7.What is the name of the dwarf planet

that was once considered the ninth
planet?
o A. Eris

o B. Ceres

o C. Pluto (Answer)

o D. Haumea

8.What is the main component of the Sun?

o A. Rock and dust

o B. Mostly hydrogen gas (Answer)

o C. Water ice

o D. Iron and nickel

9.Asteroids are mostly found in a region

between the orbits of which two
planets?
o A. Mars and Jupiter (Answer)

o B. Venus and Earth

o C. Earth and Mars

o D. Jupiter and Saturn

10. Comets are made up of what?

o A. Mostly rock and dust (Answer)

o B. Gas and ice

o C. Molten metal

o D. All of the above

Post-Test:
Subject: Solar System
1.How many planets are there in our solar
system, excluding Pluto?
o A. 9

o B. 8

o C. 7 (Answer)

o D. 6

2.Which planet is known as the "Red

Planet"?
o A. Venus

o B. Mars (Answer)

o C. Jupiter

o D. Saturn

3.What is the name of the largest moon in

our solar system?
o A. Europa

o B. Titan (Answer)

o C. Io

o D. Ganymede

4.What is the main source of energy for

the Sun?
o A. Chemical reactions

o B. Nuclear fusion (Answer)

o C. Solar panels

o D. Geothermal energy

5.What is the name of the belt of small,

rocky objects orbiting the Sun between
Mars and Jupiter?
o A. The Asteroid Belt (Answer)

o B. The Kuiper Belt

o C. The Oort Cloud

o D. The Roche Limit

 6.What is the approximate distance
between the Earth and the Sun?
o A. 1 million kilometers

o B. 10 million kilometers

o C. 150 million kilometers (Answer)

o D. 1 billion kilometers

7.What is the name of the spacecraft that

recently flew by Pluto?
o A. Voyager 1

o B. Voyager 2

o C. New Horizons (Answer)

o D. Cassini

8.What is the gas giant planet known for

its Great Red Spot?
o A. Uranus

o B. Neptune

o C. Jupiter (Answer)

o D. Saturn

9.Asteroids and comets are both leftover

materials from the formation of what?
o A. The Earth

o B. The Moon

o C. The Solar System (Answer)

o D. The Milky Way Galaxy

10. What is the approximate length of

one year on Earth (in Earth days)?
 A. 27 days

CLASSROOM ASSESSMENT

1.Why is summative assessment important to

learning?
 Measures student achievement: It
evaluates how well students have learned the
material covered in a specific unit, course, or
program.
 Provides benchmarks: It allows educators
to compare student performance against
established learning objectives or standards.
 Informs future instruction: Based on the
results, teachers can identify areas where
students need additional support or adjust
their teaching methods for future classes.
 Provides data for
accountability: Summative assessments
can be used to track student progress over
time and measure the effectiveness of
educational programs.

1.Give examples of formative assessment.

 Standardized tests (e.g., SAT, ACT)

 Final exams

 Research papers

 Projects presentations

 Portfolios

2.Why is formative assessment important for

learning?
 Exit tickets: Brief questions or tasks at the

end of a lesson to gauge understanding.

 Observations: Teachers monitoring student

participation, discussions, and engagement

in activities.
 Questioning: Asking open-ended questions

to assess comprehension and identify areas

of confusion.
 Self-assessment: Students reflecting on
their learning and identifying areas for
improvement.
 Quizzes and short assignments: Checking
for basic understanding and identifying
knowledge gaps.

3.How do formative and summative

assessment fit together?
 Provides immediate feedback: Allows

teachers to identify student difficulties early

and adjust instruction accordingly.
 Promotes active learning: Encourages

student self-reflection and involvement in the

learning process.
 Boosts student confidence: Positive

feedback and recognition of progress can

motivate students and build confidence.
 Informs teaching strategies: Helps

teachers tailor their approach to meet

individual student needs and address
learning gaps effectively.

4.What are the ten types of assessment?

Explain each . give examples.
1.Selected Response: Students choose the
correct answer from a set of options (e.g.,
multiple-choice, true/false).
o Example: Which of the following is the

capital of France? (a) London, (b) Paris,

(c) Rome.
2.Constructed Response: Students provide
their own answers in an open-ended format
(e.g., essays, short answer questions).
o Example: Explain the water cycle in your

own words.
3.Performance-Based: Students demonstrate
their skills or knowledge through practical
tasks (e.g., presentations, science
experiments, artistic performances).
o Example: Conduct a scientific

experiment to test the effect of different

factors on plant growth.
4.Oral Assessment: Students answer
questions or demonstrate knowledge verbally
(e.g., class discussions, presentations).
o Example: Participate in a group

discussion about the causes of the

American Revolution.
5.Portfolio Assessment: A collection of
student work showcasing progress and
learning over time (e.g., writing samples,
artwork, project reflections).
o Example: A student portfolio might

include essays, drawings, and self-

reflections demonstrating their learning
journey in a writing course.
6.Peer Assessment: Students evaluate each
other's work based on established criteria
(e.g., providing feedback on presentations or
written assignments).
o Example: Students in a writing class

peer-review each other's essays, offering

 constructive criticism and suggestions for
improvement.
7.Self-Assessment: Students reflect on their
own learning and identify areas for
improvement (e.g., journaling, self-evaluation
rubrics).
o Example: Students complete a self-

assessment form after a science

experiment, reflecting on their
understanding of the concepts and any
challenges they faced.
8.Diagnostic Assessment: Conducted at the
beginning of instruction to identify students'
prior knowledge and learning gaps.
o Example: A math teacher might give a

short quiz before starting a new unit on

fractions to assess students'
understanding of basic concepts.

CLASSROOM ASSESSMENT

1.Why is summative assessment important to

learning?
Summative assessment plays a vital role in
the learning process by:
 Measuring Student Achievement: It

gauges how effectively students have

grasped the knowledge and skills taught
during a specific learning period (unit,
course, program). This provides a snapshot of
their final understanding and progress.
 Identifying Learning Outcomes: By

comparing student performance against

 established learning objectives or standards,
educators can determine if the intended
knowledge and skills have been acquired.
This allows for adjustments to the curriculum
or teaching methods if necessary.
 Providing Benchmarks: Summative
assessments act as checkpoints, offering a
standardized measure of student learning
against established criteria. This facilitates
comparisons between different groups or
classes and helps track student progress over
time.
 Informing Future Instruction: The results
of summative assessments provide valuable
insights into areas where students excelled or
encountered difficulties. This data can be
used to refine future teaching strategies,
identify topics requiring additional emphasis,
and personalize instruction to address
individual student needs.
 Promoting Accountability: Summative
assessments contribute to educational
accountability by providing data on student
achievement at various levels. This
information can be used to evaluate the
effectiveness of educational programs and
make informed decisions about resource
allocation and curriculum development.

2.Give examples of formative assessment.

During Instruction:
 Quick Checks:
 o Teacher: Raises thumbs up/down or uses
hand signals after explaining a concept to
gauge initial understanding.
o Example: "Thumbs up if you think

photosynthesis involves sunlight, thumbs

down if not."
 Think-Pair-Share:

o Students: Think individually about a

question, then discuss their ideas in

pairs, and finally share their thoughts
with the class.
o Example: "Think about the different

types of rocks. Discuss with your partner,

then share one interesting fact you
learned."
 Exit Tickets:

o Students: Briefly answer a question or

complete a short task at the end of a

lesson to assess comprehension.
o Example: "Write down one key point you

learned today about the American

Revolution."
During Activities and Practice:
 Mini-whiteboards:

o Students: Write down their answers or

solutions on mini-whiteboards, allowing

teachers to quickly gauge understanding
as they move around the room.
o Example: Students can solve a math

problem and hold up their answers on

mini-whiteboards.
 Quick Quizzes:
 oTeacher: Administers short,
unannounced quizzes to assess progress
and identify areas where students might
need additional support.
o Example: A short quiz with 3-5 questions

after covering a specific concept in

science.
 Observations:

o Teacher: Monitors student participation,

discussions, and engagement in activities

to identify areas where students might be
struggling.
o Example: Observing if students are

actively participating in group work and

providing feedback accordingly.
Encouraging Self-Reflection:
 One-minute Papers:

o Students: Briefly answer prompts like

"What was the most challenging part of

today's lesson?" or "What did you learn
from the activity?"
o Example: Students write down their

reflections on a sticky note at the end of

the lesson.
 Self-assessment Checklists:

o Students: Reflect on their learning using

checklists that identify key concepts and

skills, allowing them to mark their level of
understanding.
o Example: A checklist with statements

like "I can identify the parts of a plant"

with options like "I understand," "I need
some help," or "I'm not sure."
Remember: Effective formative assessment
should be:
 Frequent and ongoing: Integrated

throughout the learning process, not just at

the end of a unit.
 Student-centered: Encouraging active

participation and self-reflection.

 Actionable: Providing immediate feedback

and opportunities for improvement.

3.Why is formative assessment important for

learning?
1. Provides Immediate Feedback: Unlike
summative assessments that occur at the end of
a unit or course, formative assessment offers
ongoing feedback throughout the learning
journey. This allows teachers to:
 Identify learning gaps: Early detection of

areas where students might be struggling

enables timely intervention and support.
 Adjust instruction: Based on the feedback,

teachers can modify their teaching methods,

provide additional explanations, or offer
differentiated instruction to cater to
individual needs.
 Promote self-awareness: Students gain a

clearer understanding of their strengths and

weaknesses, allowing them to focus on areas
requiring improvement.
2. Boosts Student Engagement: Formative
assessments actively involve students in the
learning process by:
  Encouraging participation: Strategies like
think-pair-share or mini-whiteboards prompt
students to think critically, discuss ideas, and
demonstrate their understanding.
 Promoting self-reflection: Through self-

assessment activities like one-minute papers

or checklists, students become aware of their
learning and take ownership of their
progress.
 Building confidence: Positive feedback and

recognition of progress through formative

assessments motivate students and foster a
growth mindset.
3. Informs Teaching Strategies: The data
gathered through formative assessments equips
teachers with valuable insights into:
 Student comprehension: Understanding

which concepts students grasp well and

where they need additional support allows for
targeted instruction.
 Effectiveness of teaching methods: By

observing student responses and

engagement, teachers can evaluate the
effectiveness of their teaching approach and
adjust accordingly.
 Individual student needs: Formative

assessments help identify students who

might require differentiated instruction or
personalized learning plans.
4. Improves Learning Outcomes: By
addressing learning gaps promptly and tailoring
instruction to individual needs, formative
assessment:
 Deepens understanding: Students have
the opportunity to clarify any doubts and
solidify their grasp of the material before
moving on.
 Enhances critical thinking skills: Active

participation in formative activities

encourages students to analyze information,
solve problems, and think critically.
 Promotes a culture of learning: The focus

on continuous improvement and self-

reflection fosters a positive learning
environment where students are actively
involved in their own learning journey.
4.How do formative and summative
assessment fit together?
 Formative assessment paves the way

for effective summative assessment:

o By identifying learning gaps and

providing targeted support throughout

the learning process, formative
assessment ensures students are well-
prepared for the final evaluation.
 Summative assessment informs future

instruction:
o The results of summative assessments

can reveal areas where the curriculum or

teaching methods need improvement to
better address student needs in the
future.

5.What are the 10 types of assessment?

Explain each.
 1. Selected Response:
 Description: Students choose the correct
answer from a set of pre-defined options.
 Focus: Measures basic knowledge and recall
of information.
 Examples: Multiple-choice questions,
true/false questions, matching questions.
2. Constructed Response:
 Description: Students provide their own
answers in an open-ended format.
 Focus: Assesses understanding, analysis,
and ability to communicate knowledge in
written form.
 Examples: Short answer questions, essays,
research papers.
3. Performance-Based:
 Description: Students demonstrate their
skills or knowledge through practical tasks.
 Focus: Evaluates application of knowledge
and skills in real-world scenarios.
 Examples: Science experiments, artistic
performances, presentations, projects.
4. Oral Assessment:
 Description: Students answer questions or
demonstrate knowledge verbally.
 Focus: Measures communication skills,
critical thinking, and ability to explain
concepts.
 Examples: Class discussions, presentations,
oral examinations.
5. Portfolio Assessment:
 Description: A collection of student work
showcasing progress and learning over time.
 Focus: Provides a holistic view of student
learning, including skills development,
creativity, and reflection.
 Examples: Writing samples, drawings,
project reflections, self-evaluations.
6. Peer Assessment:
 Description: Students evaluate each other's
work based on established criteria.
 Focus: Promotes self-reflection, critical
thinking skills, and providing constructive
feedback.
 Examples: Students in a writing class peer-
review essays, offering suggestions for
improvement.
7. Self-Assessment:
 Description: Students reflect on their own
learning and identify areas for improvement.
 Focus: Encourages ownership of learning,
self-awareness, and setting personal goals.
 Examples: Students complete self-
assessment checklists or reflection journals.
8. Diagnostic Assessment:
 Description: Conducted at the beginning of
instruction to identify students' prior
knowledge and learning gaps.
 Focus: Informs instruction by pinpointing
areas where students might need additional
support.
 Examples: A math teacher might give a
short quiz before starting a new unit on
fractions to assess students' understanding
of basic concepts.
9. Placement Assessment:
  Description: Used to determine a student's
appropriate instructional level in a particular
subject.
 Focus: Ensures students are placed in a
class or program that matches their current
abilities and learning needs.
 Examples: Standardized tests used for
grade level or course placement.
10. Norm-referenced Assessment:
 Description: Compares individual student
performance to the performance of a larger
group (normative group).
 Focus: Provides context for individual
student scores by showing how they compare
to their peers.
 Examples: Standardized tests like SAT or
ACT.

RUBRICS
A rubric is typically an evaluation tool or set of
guidelines used to promote the consistent
application of learning expectation,of life learning
objectives,of learning standards in the classroom
to measure their attainment again,a consistent
set of criteria.
1.What is rubric?
 A rubric is a scoring tool or guideline used to
evaluate student work in a structured and
objective way.
2.What are the types of rubrics? Define.
1. Analytic Rubric:
 Focus: Evaluates each learning objective or

criterion individually.
  Description: Breaks down the specific skills
or knowledge points into separate categories
with detailed descriptions of performance at
different levels (e.g., excellent, good,
satisfactory, needs improvement).
 Suitable for: Assessing complex tasks

where multiple skills or knowledge areas are

involved.
 Example: A rubric for a science experiment

might have separate criteria for hypothesis

development, procedure, data collection,
analysis, and conclusion, each with specific
levels of performance.
2. Holistic Rubric:
 Focus: Evaluates the overall quality of

student work based on a single set of criteria.

 Description: Provides a global assessment

of performance using broader descriptors for

different levels (e.g., excellent, good,
satisfactory, needs improvement).
 Suitable for: Assessing simpler tasks or

overall performance on assignments,

presentations, or projects.
 Example: A rubric for a short writing

assignment might have a single set of criteria

encompassing clarity, organization,
grammar, and mechanics, with descriptions
for different quality levels.
3. Developmental Rubric:
 Focus: Tracks progress over time and

emphasizes skill development.

  Description: Provides descriptions of
performance at different stages of learning,
from early development to mastery.
 Suitable for: Monitoring student growth in

specific skills or knowledge areas throughout

a course or project.
 Example: A rubric for learning a new

language might have levels like "beginning,"

"developing," "proficient," and "advanced,"
with descriptions outlining the expected level
of vocabulary, grammar, and communication
skills at each stage.
4. Checklist Rubric:
 Focus: Provides a simple list of criteria that

need to be met for successful completion.

 Description: Lists the essential elements or

tasks that students need to accomplish

without detailed descriptions of performance
levels.
 Suitable for: Basic tasks or assignments

where completion is the primary focus.

 Example: A checklist rubric for a homework

assignment might simply list the tasks that

need to be completed, such as "completed all
problems," "showed work," and "checked
answers."
5. Point-Based Rubric:
 Focus: Assigns numerical values to

different levels of performance within each

criterion.
 Description: Combines descriptive levels

with point values for each level, allowing for

the calculation of a total score.
  Suitable for: Quantifying performance and
providing a more precise evaluation.
 Example: A rubric for a presentation might
have criteria like clarity, organization, and
delivery, with point values assigned to each
level of performance (e.g., excellent = 5
points, good = 4 points, etc.).

3.What are the three elements of rubric?

1. Criteria:
 Definition: These are the specific

aspects of student work that will be

evaluated.
 Function: They clearly define what

constitutes successful performance and what

skills or knowledge students need to
demonstrate.
 Examples:

o In a writing rubric, criteria might include

content, organization, grammar, and

mechanics.
o A science experiment rubric might have

criteria like hypothesis, procedure, data

collection, analysis, and conclusion.
2. Levels of Performance:
 Definition: These describe the different

quality levels expected for each criterion.

 Function: They provide a clear distinction

between excellent, good, satisfactory, or

needs improvement performance.
 Characteristics:

o Each level should be clearly

defined with specific descriptions.

 o The descriptions should outline what
students need to demonstrate to achieve
that particular level.
 Examples:

o Excellent: Exceeds expectations,

demonstrates strong understanding and

application of skills.
o Good: Meets expectations, demonstrates

a solid understanding of the concepts.

o Satisfactory: Partially meets

expectations, shows some understanding

but needs improvement in specific areas.
o Needs Improvement: Does not meet

expectations, lacks understanding of key

concepts or skills.
3. Scoring Strategy (Optional):
 Definition: This element assigns points or

values to different levels of performance

within each criterion (not always present).
 Function: Allows for the calculation of

a total score for the assessment.

 Benefits:

o Provides a quantitative measure of

performance.
o Simplifies the grading process.

 Considerations:

o Not all rubrics require a scoring strategy,

especially for simpler tasks or holistic

assessments.
o When used, point values should be

clearly defined and aligned with the

descriptions of each performance level.
 4.How do rubrics help student?
1. Increased Clarity:
 Clear Expectations: A well-designed rubric

explicitly outlines the criteria for successful

performance. Students gain a clear
understanding of what they need to do to
achieve a good grade.
 Reduced Confusion: By providing specific

descriptions for each performance level,

rubrics eliminate ambiguity and ensure
students don't misinterpret expectations.
2. Improved Self-Assessment:
 Self-reflection Tool: Students can use

rubrics to evaluate their own work before

submission. By comparing their work against
the criteria and performance levels, they can
identify areas where they excel and areas
requiring improvement.
 Goal Setting: Understanding the

expectations allows students to set

achievable goals for their work and focus
their efforts on mastering the required skills
and knowledge.
3. Enhanced Learning:
 Targeted Improvement: By pinpointing

areas of weakness through self-assessment

using the rubric, students can focus their
learning efforts on specific skills or
concepts they need to strengthen.
 Metacognitive Skills: Developing the

ability to assess their own work based on the

rubric criteria fosters metacognitive skills,
 which involve self-awareness and self-
regulation of learning.
4. Increased Motivation:
 Sense of Accomplishment: Students can

track their progress by comparing their work

against the rubric at different stages.
Recognizing areas where they meet or
exceed expectations can be motivating and
encourage them to continue striving for
improvement.
 Reduced Frustration: Understanding the

evaluation criteria beforehand helps students

avoid feeling frustrated or surprised by their
grades.

TABLE OF SPECIFICATION:

What is table of specification?

 A table of specification (TOS) is a
blueprint used primarily by educators to plan
and design summative assessments (e.g.,
final exams, major projects). It acts as a
roadmap that ensures the assessment
comprehensively covers the intended
learning objectives and skills.
What does the table of specification contain?
 Learning Objectives (Content): This

section outlines the specific knowledge,

skills, and understanding students are
expected to gain from the instruction.
 Learning Activities/Instructional

Methods: This section details the teaching

methods and resources used to deliver the
 instruction and help students achieve the
learning objectives.
 Assessment Methods: This section
describes the types of questions or tasks that
will be used in the summative assessment to
evaluate student mastery of the learning
objectives.
 Weighting/Distribution: This section
assigns a value or percentage to each
learning objective, indicating the relative
importance placed on it in the assessment.
This ensures proportional representation of
different topics based on their significance.

What is the purpose of the table of specification?

 Ensures Content Validity: By mapping the

assessment directly to the learning

objectives, the TOS guarantees that the
assessment truly measures what students
have learned.
 Promotes Fairness: The weighting system

ensures all key learning objectives are

adequately assessed, preventing an
overemphasis on certain topics.
 Informs Instruction: The process of

creating the TOS encourages educators to

reflect on their teaching methods and identify
areas where adjustments might be necessary
to ensure students are prepared for the
assessment.
 Provides a Framework: The TOS serves as

a reference point for both teachers and

students, offering clarity on what will be
covered in the assessment.