alcala-unit2-lesson-4-assessment

Alcala Unit2 Lesson 4 Assessment

Physical Education (Xavier University - Ateneo de

Cagayan)
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Janelle Maureen Z. Alcala BSED III- ENGLISH
PED 20 Unit 2-Lesson 4
ASSESSMENT
Activity 1
A. Get a copy of the syllabus in professional education. Identify one or two

topics and the corresponding specific outcomes, learning activities and
assessment tasks. Determine the beginning teacher indicator/s being
addressed if any. Is there alignment in the learning outcomes, activities
and assessment tasks that address the beginning teacher indicators?
Why and why not?
Ans.
In the first topic (Prefix and Suffix), its learning outcomes, activities
and assessment tasks align with each other since each learning
outcome that is expected to achieve at the end of the lesson has its
corresponding learning activity and assessment to do to be able to
accomplish the learning outcome. The learning outcomes, activities,
and assessment task all address the beginning teacher indicator which
is to demonstrate content knowledge and its application within and/or across
curriculum teaching areas, since the learning activities portray that the
teacher has to demonstrate the content about prefix and suffix, and how
to apply it through identifying prefixes and suffixes in a sentence, and
through constructing new words through utilizing prefixes and suffixes.
• Course Title: ENGLISH LANGUAGE (GRADE 7)

• Course Description:
The English Language syllabus at GEMS Westgreen International

Primary School aims to support students in becoming confident speakers,
secure readers and creative writers who can write a variety of purposes.
We provide students with the opportunities to read and write a variety of
texts, whilst building on their speaking and listening, reading and language
skills.
Course Learning Outcomes:
At the end of this lesson, students should be able to:
➢ Define the terms “prefix”

and “suffix” giving
example
➢ Identify the prefixes

and suffixes in given
words.
➢ Complete given
sentences with
the appropriate words
using prefixes and
suffixes.
➢ Identify the different types of
subjects and predicates
simple,
compound and complete
Topic/Co Learning Learning Assessment Beginning

mpetency Outcome/s Activities teacher
Indicator/s
1.Prefix ➢ Define the • Give the • Create a • Domain 1:
and Suffix terms definition of Prefix Content
“prefix” and prefix and and Knowledge
“suffix” suffix in a Suffix and
giving ½ sheet of tree for Pedagogy
example paper, and assignme -1.1.1
➢ Identify the give nt Demonstrat
prefixes and examples. whereby e content
suffixes in • Encircle the tree knowledge
given the should and its
words. prefixes contain application
➢ Complet and at least within
e given suffixes in ten (10) and/or
sentence the words prefix across
s with inside the and suffix curriculum
the box. leaves. teaching
appropriate • Fill the Use the areas.
words using missing prefixes
prefixes and affixes in and
suffixes. the blank suffixes
➢ Construct to given to
prefix and complete create
suffix each sentence
words, and sentences s with
create . the new
sentence words.
with the
new words.
SELF-REFLECT
(Oral Presentation)
1. Study the beginning teacher indicators in the PPST. As a pre-service

teacher, list the beginning teacher indicators that already acquired as a
result of your teacher education training. Present your answer in the
Facebook page designated to your group.
Ans.
Among the beginning teacher indicators in the PPST, the
beginning teacher indicators that I’ve already acquired as a pre-service
teacher are the following: 1.1.1 Demonstrate content knowledge and its
application within and/ or across curriculum teaching areas; 2.1.1
Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments;
2.2.1 Demonstrate understanding of learning environments that
promote fairness, respect and care to encourage learning; 2.3.1
Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery
and hands-on activities within the available physical learning
environments; 3.1.1 Demonstrate knowledge and understanding of
differentiated teaching to suit the learner’s gender, needs, strengths,
interests and experiences. All of these are beginning teacher indicators
in the PPST that I’ve acquired through my training at the university as an
education student.
2. What happens when a graduate from teacher education program

lacks the competencies/standards of a beginning teacher?
Ans.
A graduate from teacher education program must acquire and
possess all the competencies/standards of a beginning teacher to be an
affective educator, otherwise, that teacher will be ineffective and may
fail as a teacher. The four year course of a teacher education is a
training ground to lay our foundation as a great teacher, and it is only
necessary and is a responsibility of every aspiring teacher to acquire the
competencies and standards of a beginning teacher during this period of

time.
3. How can CQA as a process help the teacher education institutions and
teacher educators achieve compliance to standards.
Ans.
Curriculum Quality Audit or CQA as a process helps institutions
and teachers to achieve compliance to standards because this process
will enable institution and teachers to assess and identify the gaps in the
curriculum based on the standards, whether the curriculum is over-
presenting the standards or under-presenting it. Also, CQA helps
institution and teachers to ensure that the learning outcomes, learning
activities and assessments abide the standards or align with the
standards. And lastly, it helps teachers and institution in creating an
internationally comparable curriculum since they abide with the
standards through CQA; and the standards is the basis of curriculum
analysis.

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Alcala Unit2 Lesson 4 Assessment

Physical Education (Xavier University - Ateneo de

Scan to open on Studocu

PED 20 Unit 2-Lesson 4

A. Get a copy of the syllabus in professional education. Identify one or two

• Course Title: ENGLISH LANGUAGE (GRADE 7)

The English Language syllabus at GEMS Westgreen International

Course Learning Outcomes:

At the end of this lesson, students should be able to:

➢ Define the terms “prefix”

PED 20 Unit 2-Lesson 4

➢ Identify the prefixes

Topic/Co Learning Learning Assessment Beginning

PED 20 Unit 2-Lesson 4

1. Study the beginning teacher indicators in the PPST. As a pre-service

2. What happens when a graduate from teacher education program

PED 20 Unit 2-Lesson 4

PED 20 Unit 2-Lesson 4

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