A REFLECTION PAPER FOR PED 702: TRENDS AND
ISSUES IN ANDRAGOGY AND PEDAGOGY:
“Valuing Learning in the
Digital Age”
Prepared by:
Florenz L. Lopez
MA ELE
PED 702 – Trends and Issues in Andragogy and
Pedagogy
REFLECTION PAPER: Valuing Learning in the Digital Age
One of the ideas discussed during the plenary session is the CFT or Cognitive
Flexibility Theory. On my part as a teacher, I view this idea as a tool to achieve deep learning
on the part of the students through flexible thinking that results to higher order thinking,
activities that promotes cognitive development, and development of the learner’s affective
attitude. This theory could be best applied in the learning of the students by enabling them to
restructure their knowledge to respond to varied activities using controlled situations within
the classroom. I realized that the use of such activities should be promoted to improve the
learning of the students. Activities must go beyond the traditional pen and paper tests; thus, I
will create performance tasks in my classes that would require students to make use of what
they learn in the classroom and discussions on controlled situations.
While this idea may not be newly introduced to the teachers, thus it’s not that surprising
to come across, it could be challenging since there is a need for different applications and
technologies to integrate this theory in the classroom setting. This part could be disappointing
for most teachers since there is a problem when it comes to availability and procurement of
devices that could be better use to create situations where the students must apply what they
learned using ICT tools.
If I could make changes on the lessons that I teach, it would be the implementation of
more activities that would encourage the creation of performance tasks where students could
apply what they learned in grammar or literary texts using varied ICT tools in creating digital
outputs which are aligned with the current technological skills they would benefit most to learn.
A dilemma that I may encounter though is the unavailability of computer desktops, tablets, or
laptops to accommodate a 1:1 ratio or even at least a 2:1 student to laptop ratio. This is
problematic since it is difficult to teach students how to manipulate ICT tools if they cannot
use the tools themselves. This could be addressed through either requesting the procurement
of needed ICT tools in the Division Office, though it could take a long time to be procured, or
through adjustment of performance tasks that would allow the application of learned
knowledge, usage of ICT tools and creation of digital outputs or ICT assisted performance.
PED 702 – Trends and Issues in Andragogy and
Pedagogy
SELF-EVALUATION
The reflection
posted will be
graded using
the rubric that
follows:
Criteria
Highly
Proficient (4)
Proficient (3)
Nearly
Proficient (2)
Unacceptable
(1)
Depth of
Reflection
Demonstrate a
conscious and
thorough
understanding of the
writing prompt and the
subject matter. This
reflection can be used
as an example for
other students.
Uses specific and
convincing examples
from the texts studied
Demonstrate a
thoughtful
understanding of the
writing prompt and the
subject matter.
Demonstrate a basic
understanding of the
writing prompt and the
subject matter.
Demonstrate a limited
understanding of the
writing prompt and
subject matter. This
reflection needs
revision.
Uses relevant
examples from the
texts studied or your
life to
support claims in your
own writing; makes
relevant connections
between texts and/or
own life experiences.
Uses general or vague
examples from the text
studied or your
Uses unconvincing,
poorly specified
examples or does
life to support some
claims in your writing
with some connections
made between texts,
and/or own life
experiences.
Uses basic but
appropriate language,
with a basic sense of
voice, some awareness
of audience and
purpose and some
attempt to vary
sentence structure.
not include examples
at all; not able to
support claims with
connections between
texts and/or own life
experiences.
Uses language that is
either unsuitable
and/or imprecise for
the audience or
purpose, with little or
no sense of voice, and
a limited awareness
of how to vary
sentence structure.
Demonstrate little or
no control of
academic writing
conventions,
exhibiting frequent
errors that make
comprehension
difficult.
Use of Textual
Evidence and
Historical
Context
Language Use
Writing
Conventions
or your life to support
claims in own writing;
makes insightful and
relevant connections
between texts and/or
own life experiences.
Uses stylistically
sophisticated language
that is precise and
engaging, with notable
sense of voice,
awareness of audience
and purpose, and
varied sentence
structure.
Demonstrates control
of academic writing
conventions with
essentially no errors,
even with
sophisticated language.
Uses language that is
fluent, with evident a
sense of voice,
awareness of audience
and purpose, and the
ability to vary sentence
structure.
Demonstrates control
of academic writing
conventions,
exhibiting occasional
errors only when using
sophisticated language.
Demonstrates partial
control of academic
writing conventions,
exhibiting occasional
errors that do not
hinder comprehension.
TOTAL
3
3
4
4
3
17