Week 11 – Learning Task

(Note: Just make 1 humanistic learning(lesson) from any of the topics finite geometries, fractals, geometric transformations, or projective
geometry – incorporate the learning activity guide in the plan.) This is by group. Refer to the rubrics below so that you will be guided.
References:
1. Maxine P. (2015 October 25). Humanistic Learning [Video File]. Retrieved from https://www.youtube.com/watch?v=H5LCgIzLPuI last August 1, 2017
2. Dr. Andy Johnson (2015 May 22). Humanistic Learning Theory: Overview [Video File]. Retrieved from https://www.youtube.com/watch?v=uMGRWVXyrqg last August 1, 2017
3. Psy30142 (2012 February 9). Humanism Learning Theory and Implementation [Video File]. Retrieved from https://www.youtube.com/watch?v=szvVPC5acF4 last Augus 1, 2017
4. Khanacademymedicine (2013 September 17). Humanistic Theory [Video File]. Retrieved from https://www.youtube.com/watch?v=3UcjojHetfE last August 1, 2017

Learning Evidence to Assess: LE1: Learning Activity Guide

Note: For LE1, there will be three – tier assessment namely: Learning Activity Guide Assessment (30%), Implementation of LAG (40%) and Instructional Materials (30%).

To assess the learning activity guide, the following score sheet will be used.

1 2 3 4
Objectives/ Lesson objectives lack clarity &/or Lesson objective(s) somewhat clear & Lesson objective(s) are clear, measurable, and Lesson objectives are clear & measurable;
measurability; connection to standard measurable; partial connection to the standard specific to the standard learning progression is evidenced
Learning Targets not apparent
x2
Materials & Use of List of materials and use of technology List of materials and/or use of technology is List of materials and technology is provided and Detailed list of materials/technology is provided for
given limited attention in the lesson incomplete or inaccurate. Teacher created accurate for both teacher and students. All handouts, both teacher and students. All handouts, both
Technology plan handouts and/or other reproduced handouts both teacher created and those reproduced from teacher created and those from other resources,
X2 are not attached to the lesson plan other resources, are attached to the lesson plan are referenced in the procedures and attached to
the lesson plan
Introduction Little or no attempt to gather students’ Inadequate attempt to gather students’ Introduces the lesson by sharing purpose, relevance, Introduces the lesson by sharing purpose,
attention and/or set a purpose for the attention and/or set a purpose for the lesson and eliciting schema in student friendly language; relevance, and eliciting schema in student friendly
x2 lesson partially states what the teacher will say language; fully states what the teacher will say
 Procedures Lesson plan has no match between Lesson plan has limited match between Lesson plan has clear match between procedures Lesson plan has explicit match between
procedures and objective(s); no procedures and objective(s); limited teacher and objective(s); adequate teacher modeling or procedures and objective(s); multiple teacher
x4 modeling; no evidence for guided or modeling or examples provided; few examples provided; some opportunities for guided & modeling or examples provided; with opportunities
independent practice; plan missing opportunities for guided & independent independent practice; sufficiently details teacher’s for guided & independent practice; thoroughly
necessary details for teacher’s actions practice; plan missing necessary details for actions step by-step in first person details the teacher’s step-by-step actions in first
teacher’s actions person.
Assessment No assessment provided for the Assessment provided for the lesson but Formative and/or summative assessment has clear Formative and summative assessments are
lesson, or assessment does not inaccurately measures the objective(s) relationship to the lesson objective(s) defined, showing clear relationship to all
(Formative & measure objective(s) objectives address in the lesson
Summative)
x3
Professional Poor quality of professional writing is Fair quality of professional writing is Professional writing is evidenced by 1-4 errors in Professional attention to formal writing is
evidenced by 8 or more errors in evidenced by 5-7 errors in clarity of writing, clarity of writing, spelling, usage &/or grammar evidenced by clarity in writing as well as absence
Writing clarity of writing, spelling, usage &/or spelling, usage &/or grammar of spelling, usage, and grammatical errors.
x2 grammar

To transmute scores in rubric into grade percentage, the following computation shall be applied:

Grade= ( Score
60
×70+30 )
To assess the instructional materials, the scoring sheet below will be used:
Directions: Please rate the instructional materials using the following indicators. Use the following numerical rating below and write your rating in the column provided:

Criteria Description Points

Relevance and Facilitating learning The IMs help on attaining the objectives of the lesson by facilitating learning.
25
Usability/ Navigability The IMs are easy to use and navigate during the activity.
25
Layout/Design This is the total spatial aspect of the IMs.
20
Credits Proper credits to the resources uploaded and other materials is present.
5
TOTAL

To transmute scores in rubric into grade percentage, the following computation shall be applied:

Grade= ( Score
80
×70+30 )

To assess the instructional materials, the scoring sheet below will be used:
Directions: Please rate the implementation of learning activity of the Pre-Service Teacher in a particular subject area using the following indicators. There are five major components in this rating criteria and each
component has specific indicators. Use the following numerical rating below and write your rating in the column provided:

5 - Excellent 4 - Very Satisfactory 3- Satisfactory 2 - Fair 1 -Poor

Statements 5 4 3 2 1
II – Delivery of Instruction and Content

A. The teacher teaches based on planned lesson. X4

B. The teacher conveys accurate content to students, providing clear explanations that extend student thinking.

C. The teacher facilitates students’ understanding of the pre-requisites among relationships of topics and concepts.
 D. The teacher provides learning opportunities that support students’ intellectual and personal development appropriate to their
developmental level.
E. The teacher creates learning experiences that cater to diverse learners and s/he actively engages students in the learning process.
Integration of different learning styles and multiple intelligences.
F. The teacher uses questioning techniques that generate correct responses from the students. Error handling.

G. The teacher clearly connects instruction to students’ prior knowledge and to their life’s experiences in the community.

III – Classroom Management Skills

A. The teacher organizes and uses available physical space, materials, and resources to facilitate movement and communication for
students. X3
B. The teacher consistently treats students with respect, and proactively facilitates respectful relationships among students.

IV – Communication Skills

A. The teacher communicates clearly and accurately to students.

B. The teacher speaks clearly with a well-modulated voice.

C. The teacher uses grammatically correct sentences.

X2
D. The teacher observes and demonstrates correct pronunciation.

E. The teacher’s board work is free from errors in grammar and in spelling.

F. The teacher’s handwriting on the board and lesson plan is legible enough to be read and understood.

GRAND TOTAL

EQUIVALENT GRADE

To transmute scores in rubric into grade percentage, the following computation shall be applied:

Grade= ( Score
230
×70+30 )