Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL MENTORING REFLECTION JOURNAL #1 Date: OCTOBER 10, 2022 Name: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Designation: TEACHER III Topic: USE OF TEACHER AND LEARNER FEEDBACK TO SUPPLEMENT TEACHING PRACTICE Insights or Realizations A. A totally new concept Thru the mentoring session on the use of teacher and learner feedback to supplement teaching practice, I was led to the perception of employing learner feedback as a valuable tool for improving my teaching. This was totally fresh to me, and it opened my eyes to the massive potential for growth and development that can come from actively observing and combining feedback from my students. B. A familiar concept but learned something new Through this concept I gained a deeper understanding of its significance during the mentoring session. I realized that effective teaching practices are not solely based on my own knowledge and experience but also on unceasingly seeking input from my colleagues and incorporating their perspectives into my teaching approach. Lessons Learned A. Easy points One facet that was easy for me to learn and apply to learners was the importance of creating a safe and open environment for feedback. By fostering a sympathetic classroom culture, my students felt comfortable providing honest feedback, enabling me to gain valuable insights into their learning experiences. This allowed me to make informed instructional decisions and tailor my teaching to better meet their needs. B. Challenging points One challenging aspect was learning how to navigate constructive criticism and using it as an opportunity for growth. Initially, I found it difficult to detach myself from personal feelings and view feedback as a means for professional improvement. However, through the session, I learned strategies for embracing feedback, reflecting on it objectively, and implementing necessary changes in my teaching practice. Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL Next Course of Action Based on the session, my next course of action is to actively implement and integrate teacher and learner feedback into my daily teaching practice. I plan to create structured opportunities for students to provide feedback, such as anonymous class discussions, and ensure that their voices are heard and valued. Additionally, I will seek regular input from my colleagues and actively engage in professional learning communities to exchange feedback and ideas. By continuously incorporating feedback, I aim to refine and enhance my teaching practice, ultimately improving the learning experience for my students. Prepared by: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Teacher III Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL MENTORING REFLECTION JOURNAL #2 Date: OCTOBER 10, 2022 Name: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Designation: TEACHER III Topic: UTILIZING LEARNER FEEDBACK TO IMPROVE INSTRUCTION Insights or Realizations A. A totally new concept One of the key insights I gained while reflecting on the topic "Utilizing Learner Feedback to Improve Instruction" is the importance of actively seeking and valuing learner feedback. While it may seem obvious that feedback from learners is valuable, I realized that it goes beyond just collecting feedback; it involves a systematic and intentional approach to incorporate that feedback into instructional design and delivery. B. A familiar concept but learned something new Prior to this reflection, I was already aware of the significance of learner feedback. However, I learned something new in terms of the specific strategies and techniques that can be employed to effectively utilize learner feedback. It is not just about collecting feedback, but about analyzing it, identifying patterns and themes, and then using that information to make informed decisions and improvements in instructional practices. Lessons Learned A. Easy points One aspect that was relatively easy to learn and apply when it comes to utilizing learner feedback is the importance of creating a safe and open environment for learners to provide their feedback. By fostering a culture of trust and respect, learners are more likely to share their thoughts and experiences, enabling instructors to gain valuable insights. This can be achieved by encouraging open dialogue, emphasizing that feedback is valued, and assuring learners that their input will be used to enhance their learning experience. B. Challenging points On the other hand, one of the challenging aspects of utilizing learner feedback is effectively analyzing and interpreting the feedback received. Feedback can vary in nature, ranging from specific suggestions to general impressions. It can also come in different formats, such as written comments, ratings, or verbal feedback. Interpreting this diverse feedback and extracting meaningful insights can be a complex task, requiring careful attention to detail and a systematic approach. Additionally, addressing conflicting feedback or feedback that may not align with the instructor's initial intentions can be particularly challenging. Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL Next Course of Action Based on the insights and lessons learned, the next course of action would involve implementing a comprehensive feedback system that ensures effective utilization of learner feedback. This may include the following steps: 1. Establishing clear feedback channels: Provide various avenues for learners to provide feedback, such as online surveys, in-class discussions, or anonymous suggestion boxes. This will encourage a wide range of learners to share their thoughts. 2. Systematic analysis of feedback: Develop a structured approach to analyze and interpret the feedback received. Categorize the feedback into themes or topics, identify common patterns, and prioritize areas for improvement based on the frequency and significance of the feedback. 3. Incorporating feedback into instructional design: Utilize the analyzed feedback to inform the design and delivery of future instruction. This may involve modifying lesson plans, adjusting teaching strategies, or providing additional resources to address the identified areas of improvement. 4. Communicating changes based on feedback: Keep learners informed about the changes implemented because of their feedback. This helps establish transparency and demonstrates the value placed on their input. It also encourages continued engagement and active participation from learners. 5. Continuous improvement cycle: Implement a feedback loop, where learner feedback is continuously sought and utilized to refine instructional practices. Regularly assess the effectiveness of the changes made and make further adjustments as needed, ensuring an ongoing process of improvement. By following these steps, instructors can create a feedback-driven learning environment that is responsive to the needs and preferences of the learners, leading to enhanced instructional outcomes and an overall improved learning experience. Prepared by: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Teacher III Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL MENTORING REFLECTION JOURNAL #3 Date: DECEMBER 04, 2022 Name: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Designation: TEACHER III Topic: TEACHERS’ FEEDBACK ON THE USE OF ICT IN THE CLASSROOM Insights or Realizations A. A totally new concept Teachers' feedback on the use of ICT in the classroom revealed that it is a totally new concept for many educators. Some teachers had limited exposure to technology in their own education and professional development, making the integration of ICT tools in their teaching a significant learning curve. B. A familiar concept but learned something new For other teachers, ICT in the classroom was a familiar concept, but they realized that there were still many new possibilities and approaches they hadn't explored. They discovered innovative ways to engage students, enhance learning experiences, and streamline administrative tasks using ICT tools. Lessons Learned A. Easy points One easy point teachers learned was that ICT can significantly enhance student engagement. Interactive multimedia presentations, online quizzes, and educational apps drew students' attention and made learning more interactive and enjoyable. B. Challenging points Teachers also found some challenging points while using ICT in the classroom. Technical issues, such as unreliable internet connections or incompatible devices, sometimes hindered the smooth integration of ICT tools. Additionally, adapting teaching methods to effectively incorporate technology required careful planning and experimentation to ensure the desired learning outcomes. Next Course of Action (what to do next to address challenges encountered) Based on the feedback received, the next course of action could involve: 1. Providing comprehensive training and professional development opportunities for teachers to build their ICT skills and knowledge. This could include workshops, online courses, and collaboration with technology experts. Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL 2. Allocating resources and support to address technical challenges, such as improving internet connectivity and ensuring access to compatible devices. 3. Encouraging collaboration and sharing of best practices among teachers who have successfully integrated ICT in their classrooms. This could be facilitated through peer mentoring, online platforms, or professional learning communities. 4. Continuously evaluating the impact of ICT integration on student learning outcomes and adjusting instructional strategies accordingly. This could involve collecting feedback from students, analyzing assessment data, and monitoring student engagement and motivation. By implementing these actions, teachers can continue to leverage ICT effectively in the classroom, enhancing the learning experiences of their students and preparing them for the digital age. Prepared by: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Teacher III Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL MENTORING REFLECTION JOURNAL #3 Date: JANUARY 24, 2023 Name: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Designation: TEACHER III Topic: USING LOCALIZED LEARNING MATERIALS TO IMPROVE TEACHING PERFORMANCE Insights or Realizations A. A totally new concept Using localized learning materials to improve teaching performance was a totally new concept for many educators. They realized the importance of incorporating materials that are relevant to the local context and culture, as it can enhance students' understanding and engagement with the subject matter. B. A familiar concept but learned something new For some teachers, using localized learning materials was a familiar concept, but they discovered new ways to utilize and adapt these materials effectively. They learned that it goes beyond simply translating existing resources and involves creating or sourcing materials that align with students' backgrounds, experiences, and interests. Lessons Learned A. Easy points A. One easy point teachers learned was that using localized learning materials can make learning more relatable and meaningful for students. By incorporating examples, scenarios, and references that resonate with their local context, students can connect with the content more easily and develop a deeper understanding. B. Challenging points However, teachers also faced challenging points while using localized learning materials. It required additional effort and time to find or create appropriate resources that align with the local context. It also necessitated understanding the cultural nuances and sensitivities to ensure the materials are inclusive and respectful to all students. Next Course of Action Based on the insights gained, the next course of action could involve: 1. Encouraging collaboration among teachers, curriculum developers, and local communities to co-create localized learning materials. This would involve sharing experiences, knowledge, and resources to ensure the materials are authentic, relevant, and representative of the students' backgrounds. 2. Providing professional development and training to teachers on how to effectively integrate localized learning materials into their teaching practice. This could include workshops, seminars, and online courses that offer practical strategies and guidance. Republic of the Philippines Department of Education REGION 1 SCHOOL DIVISION OFFICE II OF PANGASINAN LAOAC DISTRICT CASTUSU INTEGRATED SCHOOL 3. Establishing a platform or repository where teachers can access and share localized learning materials. This could serve as a central hub for educators to find resources, exchange ideas, and provide feedback on the effectiveness of different materials. 4. Continuously evaluating the impact of using localized learning materials on teaching performance and student outcomes. This could involve collecting feedback from students, conducting assessments, and monitoring engagement and motivation levels. By implementing these actions, teachers can enhance their teaching performance by utilizing localized learning materials that resonate with their students' backgrounds and experiences. This approach can foster a more inclusive and culturally responsive learning environment, ultimately improving student engagement and achievement. Prepared by: PRINCESS ALEXANDRA MARIE TORRALBA IBAÑEZ Teacher III
