As I’m writing this, we’re just through with our second day of demonstration teaching and observation, fellas.
Observed teachers are given a COT (Classroom Observation Tool) rating by their head teachers and their department’s master teachers. This COT will serve as an MOV (Mode of Verification) in the teacher’s RPMS (Results-based Performance Management System), where, upon completion, will result to an inch-thick compilation of MOVs based on the RPMS’ 12 objectives.
The audience-learners: the teachers in the department.
The observers and raters: head teachers and master teachers.
The venue: school classrooms turned into LAC (Learning Action Cell) cubicles.
The learning materials: maximized use of ICT (Information and Communications Technology) teaching gadgets such as laptops, desktops, big LED monitors, power point presentations, video and movie clips and even cellphones connected online.
It was fun observing, fellas.
Rating fellow teachers has given me that “fatherly” feeling of rating your own children, not as an MT-2 whose position deserves a pinnacle throne which elitist observers usually feel occupying once dealing with subordinates. This scenario has been glued to my brain, when, during my demo teaching in a regional K to 12 seminar-workshop, I was “murdered” by an observing supervisor from another division for integrating SEDP (Secondary Education Development Program) technique in my demo teaching where I used the power point, group dynamics and a lot of graphics and video clips.
After my demo teaching, he interrogated me in the presence of some 200 trainees (in fully-volumed microphone).
“What technique did you use?” he asked.
“Inquiry method, sir, taken from the SEDP plus a K to 12 technique we learned from this training,” I quipped.
“You should have maximized the use of K to 12 techniques!” he suddenly said in a booming voice.
Then he pinpointed that I should have done this and that and that I should not have done this and that although many thought I did right in all aspects. I explained that the K to 12 can use any technique provided that the lesson flow is not infringed and that maximum student participation is done. Those who knew me nodded in agreement.
The infuriated supervisor continued firing his canon but he stopped short when I was about to lose my cool. Later, when he learned of my achievements as an outstanding school paper adviser of the country and as an active member of the print media, his countenance changed and he became friendly until the 12-day training ended.
But there is a saying that it’s okay to forgive your enemies but never forget their names – which I did although he vindicated himself during the awarding ceremonies by whispering to my ear: “Congratulations. You are the best demonstrator of all those who demonstrated in this training.”
I smiled but deep inside, I was still raging.
That’s why since I started observing teachers in our department during observation months, I always made it a point that the post demo meeting with the teacher observed is as private as possible and that I don’t hesitate giving him the highest possible score in the criteria observed.
And if there are points to improve, punch him using gloves made of cotton so that the impact is “soft.”
Going back to our LAC demonstration teaching, no particular techniques were used as long as the lesson contained the basics: objectives, subject matter, learning resources and procedures which contain your motivation, presentation, discussions, learners’ tasks, generalization, evaluation and assignment. In the teaching proper, two areas are a must to be done: the lesson should be aligned to other disciplines for integration and the other one is that the teacher should maximize the use of ICT which is the current trend nowadays.
Moreover, the lesson topic should be taken from the ADM (Alternative Delivery Modality) modules given by the DepEd Central office instead of the SLK (Self-Learning Kit) modules designed by division teachers which are full of localization activities.
And what is localization, fellas?
It is the use of local resources in teaching or the use of local color in the application portion.
Another thing is that don’t forget to reiterate the values extracted where the learners are asked to cite situations on how to apply these values in real life. This portion is where the learners are asked HOTS questions. HOTS stands for Higher Order of Teaching Skills. This will challenge the learners to reason out because HOTS questions start with How and Why.
And so, these are the elements of a good demonstration teaching lesson plan nowadays, fellas, in contrast to that supervisor’s standard of good teaching techniques which earned my ire stored at the back of my brain to these days.
And by the way, where do distant learners get their grades in this distant modular learning modality fellas?
There are only two areas: Written Works (40%) and Performance Tasks (60%).
Of course, to be “supervised” by their parents.
Or “done” by the parents themselves.
And so the question is: are the module answers reliable?
Yes and no.
If the child did it by himself, that’s reliable, but who knows if he was the one who “really” did it?
But if it’s done by his parents, the parents are the ones “graded” making the results unreliable.
If it’s done this way, what technique is that?
It’s the Special Participation technique!