FIELD STUDY 1: LEARNING EPISODE 3

Focus on Gender, Needs, Strengths,

Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

TARGET YOUR INTENDED LEARNING

At the end of this episode, I must be able to:

 Describe the characteristics and needs of learners from diverse background.

 Identify the needs of student with different levels of abilities in the classroom.
 Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class; and
 Demonstrate openness, understanding and acceptance of the learner’s diverse needs and backgrounds.
OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.1 OBSERVING DIFFERENCES AMONG LEARNERS` GENDER, NEEDS,

STRENGTHS, INTERESTS, AND EXPERIENCES; AND DIFFERENCES AMONG LERANERS`
LINGUISTIC, CULTURAL, SOCIO-ECONOMIC, RELIGOUS BACKGROUNDS, AND DIFFICULT
CIRCUMTANCES.

The learners` differences and the type of interaction they bring surely affect the quality of teaching and
learning. This activity is about observing and gathering data to find out how student diversity affects learning.

To realize the intended learning outcomes, work your way through these steps:

Step 1 Observe a class in different parts of a school day. (Beginning of the day, class time, recess, etc.)

Step 2 Describe the characteristics of the learners in terms of age, gender and social and cultural diversity.

Step 3 Describe the interaction and transpires inside and outside the classroom.

Step 4 Interview your Resource Teacher about the principles and practices that she uses in dealing with
diversity in the classroom.

Step 5 Analyse the impact of individual differences of learner’s interaction.

The observation form is provided for me to document my observation.

OBSERVE

An Observation Guide for the Learners` Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space
provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious, and
ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one another
and with the teacher. Are there group that interact more with the teacher than others.

2. Observe the learners seated at the back and the front part of the room. Do they behave and interact
differently?

3. Describe the relationship among the learners. Do the learners cooperate with or compete against each
other?

4. Who among the students participate actively? Who among them ask for most help?

5. When student is called and cannot answer the teacher`s question, do the classmates try to help him? Or
do they raise they raise hands, so that the teacher will call them instead?

Outside class:
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

1. How the student`s group themselves outside class? Homogeneously, by age? By gender? By racial or
ethnic groups? By their interests? Or are the students in mixed social groupings? If so, describe the
groupings.

2. Notice students who are alone and those who are not interacting. Describe their behaviour.

Interview the teachers and ask about their experiences about learners in difficult circumstances. Request them to
describe these circumstances and how it has affected the learners. Ask about the strategies they used to help this
learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to the following
factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

OBSERVATION REPORT

Name of the School Observed: Grace Mission College

School Address: Catiningan Socorro Oriental Mindoro
Date of Visit _______________________________________________________________________

During Class: The class is very competitive and very active. They ask questions if they do not understand their
lesson. They also actively answering the teachers’ questions and they are very focus on listening to their
teachers. The teachers call the students one by one so that all the students have their participation.

Outside Class: The students have their own interests. They usually group themselves, hangout with their
friends and usually chatting with each other. Most of the students hang out in the canteen, I also noticed many
students making TikTok’s.

ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
 There was a student who serve as a leader in the class. He always announcing to his classmates
what to do. If his classmates have inquiries, he was the one should ask. Theres also a student that
was noisy and active, she was always chatting with her seatmate, sometimes she goes around
chatting with her other classmates. I noticed one of the students are left behind, she is always
alone. I don’t see her mingling with her classmates of friends. Even outside the classroom, I
don’t see anybody walking around with her.
What makes the learners assume these roles? What factors affect their behaviour?
 The students assume this role because of what they think their capability is. They believe that
they would be better is they act to be that way. It was influence also by their peers and the
feedbacks of the people around them.

2. Is there anyone you observed who appear left out? Is student who appears “different?” why do
they appear different? Are they accepted or rejected by the others? How is this shown?
 I noticed someone who is always out of place and I think she is left behind. I didn’t notice
someone talking to them except her teachers. I always saw her alone even outside the classroom.
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

I think she was rejected by others because I noticed that she makes her move to approach anyone
but she is being ignored.

What does the teacher do to address issues like this?

 I noticed teachers are approaching her always. They included her in all of the groupings.
Sometimes I saw teachers talking to other members of the group to include her and make a
collaboration with her.

3. How does the teacher influence the class interaction considering the individual differences of the
students?
 There is a big influence of teacher in the class interaction of the students. They give group
activities that can improved the collaboration of the students with each other. As I noticed, the
teachers do their best to encourage every student to care and appreciate each other.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How
does the teacher leverage diversity?
 The teacher makes sure that they know each of their students. They make sure that they know
the backgrounds and differences of their students. They make friendly relationships between
them and their students. Most especially, the teacher also foster respect in the classroom and
letting them talk about their cultural backgrounds.

REFLECT

1. How did you feel in that classroom? Did you feel a sense of oneness or unity among the learners
and between the teacher and the learner?

 Being in that classroom is a privilege for someone like me, learning while observing the students
and the teachers inspire me to continue what I started. I saw the reality of what really happening
inside the classroom. It opens my eyes to see and understand the value of hard work of the
teachers just to share their knowledge to their students. Most especially, I learned a lot of
strategies, and materials that I can use when I become like them.

ACTIVITY 3.2 OBSERVING DIFFERENCES AMONG LEARNERS WITH DISABILITIES,

GIFTEDNESS, AND TALENTS

Resource Teacher: ______________ Teacher’s Signature _____ School: ______________

Grade/Year Level: ___________ Subject Area: ______________ Date: ___________

To realize the Intended Learning Outcomes, work your way through these steps.

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyse your observation data.
6. Reflect your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners` Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the learners.
4. Observe the behaviour of both regular students and those with special needs. Note their dispositions,
pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher`s method in addressing the individual learning needs of the student in his/her class.

OBSERVATION REPORT

Name of the School Observed: Grace Mission College

School Address: Catiningan Socorro Oriental Mindoro
Date of Visit _______________________________________________________________________

As I observed to this class, I encountered different attitudes and behavior of the students. There is student who is
focused to what they do. While the teacher is doing discussion, he has a lot of inquiries about the topic and the
thing that he didn’t understand. There is also a student that always chatting with her seatmates. Sometimes she
became a distraction to all of her classmates. She enjoying walking around and getting the attention of everyone.
I also noticed that one of the students did not fully understand the lesson. Even if the teachers give her extra
attention and always repeating what they want to convey, she seems distracted and always looking around. But
all in all, the teachers of that class did their best to make the students understand their lesson.

ANALYZE
1. Did your observation match the information given by the teacher?
 Yes, based on my observation, the information that I wrote matched with the information given
by the teacher. In terms of the students’ needs and performance, the teacher can handle it
efficiency and developed the things that need to improve.

2. Describe the differences in ability levels of the students in the class? What practices or strategies
are done or should be done to differentiate instruction to meet the needs of the learners.
 The class is composed of diverse learners with different level of understanding. Some students
are struggling to understand lesson, while others are excelling and can learn independently.
Having these kind of students needs effective strategy to respond to their needs. The teacher
must use instructional materials and strategy based on the students need.

3. Describe the methods used by the teacher in handling the students` differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiate instruction? If yes
describe how.
 As I observed, the teacher used different in structural material to present his lesson. He uses
materials that are more likely get the attention and fit for different kind of learners such as video
presentations, different books and gadgets. He also allows his students to collaborate with his
classmates and peers.

REFELECT
1. Recall the time when you were in elementary or high school. Recall the high and low achievers in
your class. How did your teacher deal with differences in ability? Was your teacher affective?
 When I was in elementary school, the students who excelled were those who were financially
secure. They can join different activities. They can focus on their studies when they get home
instead of doing housework. They got higher scores in their exam because they had a lot of time
to study. I also remember that some of my classmates are struggling, especially those IPs. They
had a hard time interacting with others. They are shy about asking the teacher about their lesson.
It's a good thing the teacher we have at that time is very hands-on. She is the one who
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

approaches those struggling students. I am always thankful that she was the one who shaped my
personality at that time.

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

 Being flexible and patient is what a teacher needs to be a good and effective teacher. It is
very helpful in the teaching of the following:

 adaptation for the changes that come, especially for the module of learning.
 to accept diversity and give consideration to the different needs of the learners.
 to be open to innovation and adjust to what changes come in the teaching career.

OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.3 OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS WHO BELONG TO

INDIGENOUS GROUPS.

Resource Teacher: ______________ Teacher’s Signature _____ School: ______________

Grade/Year Level: ___________ Subject Area: ______________ Date: ___________

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 focused on Indigenous People in the Learning essentials of
Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao.
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac.
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental
Mindoro
f. Tabuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-a Schools of Living Traditions, Brgy. Garangan and Brgy. Agcalaga, Calinog, Ilo-ilo
h. T`boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community school, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission from these schools
before you visit.

If an actual visit is not feasible, consider a “virtual visit: through social media. And if still not feasible
consider a “virtual” field study through watching Indigenous Peoples in Philippines videos. There are several
available at YouTube. You can start with this video by Dep-Ed. https://www.youtube.com/watch?
v=FsMjgQNz2Y

3. Write your observation report.

4. Analyse your observation data using the Indigenous education Framework.
5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observation.

An Observation Guide for Indigenous People Education

FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.

If you are watching videos you searched, instead of actual visiting a school, have these questions in mind
as you are watching the videos. You can try to get in touch with the creator of the videos and interview
them too.

1. Before you observe, read about the specific IP group in the school you will visit. Know their norms and
customary greetings. This will help you blend in the school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are learning spaces
arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happens. Describe the learning activities they have and the
teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the teachers, and
in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can use the
questions found on the analysis part of this activity.
OBSERVATION REPORT

Name of the School Observed: Grace Mission College

School address: Catiningan Socorro, Oriental Mindoro

Date of Visit _______________________________________________________________________

One of the schools I know that offer programs for the IP’s is Grace Mission College. I noticed before
that majority of the students there are Mangyan. They offer scholarship program not only for Elementary and
High School, but also for college students. They value their minority students so much.

They always consider things that can surely help them not only in academically but also socially. The institution
helps them to adapt new environment and mingle with other students. They are thinking of a way to ease their
situation. They have free school service to ensure that the students can go to school and not spending so much
money. And most especially, I noticed that they treat fairly in this institution.

OBSERVATION REPORT

(You may include photos here)

ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

1. Does the school foster a sense of Yes, the institution respects the minorities beliefs, culture and
belonging to one`s ancestral domain, a practices. One example is that the institution let the
deep understanding of the minorities chat with their tribesmen using their own
community`s beliefs and practices. language. The institution also respects the culture of
Cite examples. minorities in the sense that they ask for permission of the
leader of the before using things or anything that is related to
the said tribes.
2. Does the school show respect to the Yes, even if this institution is a Christian School, they respect
community`s expression of different religion of their students. I also admired this school
spirituality? How? for having a devotion every morning. They allow students to
attend to it in whatever their religion is.
3. Does the school foster the indigenous Yes, the school accept them and avoid discrimination in this
learners a deep appreciation of their school. They provide activities and programs that can
identity? How? enhance students’ skills and allowing them to join in those
different activities.
4. Does the curriculum teach skills and Yes, this institution promotes diversity. The school taught
competencies in the indigenous students to enhance their talents and skills, but they did not
learners that will help them develop promote or let the minority students forget their culture and
and protect their ancestral domain and traditions.
culture?

5. Does the curriculum link new concepts Yes, they connect their curriculum to the situation,
and competencies to the life backgrounds and culture of their students. They provide real
experience of the community? life examples that relatable to the learners.
6. Do the teaching strategies help Yes, they provide programs and activities that required the
strengthen, enrich and complement the involvement of each student to enhance them socially and
community`s indigenous teaching- academically.
process?
7. Does the curriculum maximize the use Yes, they have their authentic instructional materials that can
of the ancestral domain and activities hasten their minds.
of the community as relevant settings
for learning in combination with
classroom-based sessions? Cite
examples.
8. Is cultural sensitivity to uphold Yes, as I’ve said, the school did not allow discrimination.
culture, beliefs and practices, observed
and applied in the development and
use of instructional materials and
learning resources? How? (For
example, culture bearers of the
indigenous peoples are consulted.)
9. Do assessment practices consider Yes, they consider every learner’s background in the sense
community values and culture? How? that they provide activities that are applicable in different
culture.
10. Does assessment process include Yes, but they also consider the abilities of the students and
application of higher order thinking their level of understanding.
skills?

What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in schools?

 Yes, because Education is the best equalizer, whatever our tribes, whatever our culture is, we all have
a right to go to school and treat equally.

REFLECT

Reflect based on your actual visit or videos that you watched.

FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

1. What new things did you learn about indigenous people?

 I learn from them to become resourceful. They have the ability to do things with their own resources,
without spending so much money, they can make incredible instructional materials. I also liked them
for being optimistic. I know a lot of learners had suffer difficulties not only academically but also
financially, but they have a positive vibe that can make the people surround them smile.

2. What did you appreciate most from you experience in visiting the school with indigenous
learners? Why?
 I appreciate their perseverance to learn. Even if how hard for them to access education, they made a
lot of sacrifices just to have a proper education like when they chose to leave their villages and live
with the stranger who can give them the better opportunity to study for free. I can’t imagine how hard
from them to be far from their loved ones.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open and respect indigenous people by giving respect to their traditions and treat them fairly
and without discrimination.

3.2 Uphold and celebrate their culture, beliefs and practice by not discriminating their beliefs and
accepting their race and practices.

3.3 Advocate for indigenous people education by treating them equally and become a good teacher if
God give me a chance.

SHOW YOUR LEARNING ARTIFACTS

With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and low
achievers in your class? Make a collection of strategies on how to address the students’ different ability
levels.

 Differentiation.

 To promote equity in the classroom and for making learning accessible for everyone.

 Encourage Community Support

 Appreciate each child expertise and encourage them to support who could benefit from their help.

 Flexible- pace learning

 Using a Flexible approach for time- based task can give opportunity to other learners to complete
their activities or task at a more comfortable speed.

 Using Digital Resources

 Nowadays, students are more likely to use digital gadgets. By using digital applications, it can
highlight the skills of the students because of using materials that they are comfortable of.

 Personalize Aims and Objectives

As a teacher, I need to understand more my students. If the students are aiming low, I can give them a much-
needed push, if they aim high, I can praise them. I need to vary the aims in each class to suit the needs of
different learners

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

a. The teacher must do his/her best to reduce student diversity in class.
b. The less the diversity of students in class, the better for the teacher and student.
c. The teacher should accept and value diversity.
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

d. Student diversity is purely due to students` varied cultures.

2. Which student thinking/behaviour indicates that she/he values diversity?

a. He/she regards his culture as superior to other`s cultures.
b. He/she regards his culture as inferior to other`s cultures.
c. He/she accepts the fact that all people are unique in their own way.
d. He/she emphasizes the differences among people and disregards their commonalities.

3. What is teaching-learning implication of student diversity?

a. Compare student
b. Make use of variety of teaching and assessment methods and activities.
c. Do homogeneous grouping for group activities.
d. Develop different standards for different student groups.

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT ______?
a. Affirms and strengthen indigenous cultural identity.
b. Make education exclusive to the indigenous culture.
c. Revitalizes regenerates and enriches IKSPS and indigenous languanges.
d. Anchors the learning context on the ancestral domain, the community`s world view, and its
indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners, EXCEPT ________.
a. Culturally generated learning resources only include indigenous groups artifacts, stories, dances,
songs, and musical instruments,
b. The language use in instructional materials, especially in primary years, which highlight mother
tongue, is consulted with indigenous community.
c. Cultural sensitivity and protocols are observed in development and use of instructional materials.
d. The indigenous community`s property rights are upheld in publishing learning resources.
6. All are best practices for assessment in the indigenous people’s educational framework, EXCEPT
______.
a. Including the practice of competencies in actual community and family situations,
b. Applying higher-order thinking skills and integrative understanding across subject areas.
c. Using international context in assessment standards and content faithfully without modification.
d. Including community-generated assessment processes that are part of indigenous learning system.

7. Read the following comments by the teacher. Which of these comments will most likely make a child
try harder, rather than give up?
a. Sinuwete ka ngayon ditto sa test, ha?
b. Hindi ka talaga magaling sa paksa na ito, no?
c. Nakikita ko na kailangan mo maglaan ng mas mahabang panahon sa paksang ito para lubos mong
maunawaan ito.
d. Nahihirapan ka sa paksang ito, maaari kitang tulungan.

8. Which of the following demonstrate differentiated instruction?

a. The teacher groups the learners by their ability level and makes the groups work with the same
topic but assigns a different task appropriate for each group to accomplish.
b. The teacher divides the class into three heterogeneous groups and assigns the same activity for
each group to work on.
c. The teacher groups the learners by their ability level and assigns different content topics for the
groups to work.
d. The teacher groups the learners by ability levels and assigns each group a different task on the
same topic, and then requests three different teachers, each to assess one of the groups.

9. Which teaching practices gives primary consideration to individual differences?

a. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable.
b. Allowing children to show that they learned the stage of mitosis in a way where they feel most
comfortable except by lecturing.
c. Preparing two different sets of examination, one for the fast learner and another for the slow
learner.
FIELD STUDY 1: LEARNING EPISODE 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

d. Applying two sets of different standards.

EVALUATE PERFORMANCE TASK

Name of FS Student: Castillo, Millet M. Date Submitted: ____________________

Year and Section: IV- Block A Course: BSED-Mathematics

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely answered/ questions/tasks not answered / questions/tasks not
accomplished. answered/ accomplished. answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to the connected to theories; answers not
grounded on theories; theories; grammar and one (1) to three (3) connected to theories;
grammar and spelling spelling are free from grammatical/ more than four (4)
are free from error. errors. Spelling errors. grammatical / spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and swallow;
supported by what supported by what swallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts the context of learning in the context of the reflected on in the reflected on in the
outcomes; learning outcomes. context of the learning context of learning
Complete, well- Complete; well outcomes. Complete; outcomes; not
organized, highly organized, very relevant not organized, relevant complete; not
relevant to the learning to the learning to the learning organized, not
outcome. outcome. outcome. relevant.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2)
deadline. deadline. the deadline. days or more after the
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below

_______________________________________________ ____________________

Signature of FS Teacher above Printed Name Date