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A Detailed Lesson Plan in Assessment in Learning 2 Prepared by: Group 5 Learning Area: CTU NEC (ROOM 201) Grade level & Section: BSED MATH 2A Quarter: 2 nd^ Semester Teaching Date: 04/21/ Teaching time: 9:00-12:00 AM Duration: 1-2 hours I. LEARNING OBJECTIVES At the end of this lesson, the students should be able to: a. Define reflective practice and explain its importance in the professional development of a teacher. b. Reflecting on “My Teaching Practice” through essay writing by sharing personal insights and experiences. c. Perform the concepts of Classroom Observation Tool (COT) to real-life classroom scenarios, through group presentation. II. SUBJECT MATTER Topic: Assessment of One’s Teaching Practice Reference: Internet, Google Instructional Materials: PowerPoint, Laptop III. TEACHING -LEARNING ACTIVITIES TEACHER’S ACTIVITY A. PREPARATION Greetings “Good morning, class” “How are you feeling today?” “I’m very glad to hear that! Did you all eat your breakfast?” Prayer “Before we formally begin, let’s ask first for guidance. Class Treasurer, please lead the prayer.”
STUDENT’S ACTIVITY
“Good morning, teacher “ “We’re doing great, teacher!” “Yes, Teacher” (Class Treasurer will respond accordingly) “Dear Lord, we thank You for this day and
“Thank you. Before you sit, kindly check under your chairs. If you see any trash or paper, pick it up and arrange your chairs properly.” Attendance “Let’s now check the attendance. Say ‘present’ when your name is called.” Classroom Rules “Now, before we begin our lesson let’s have our classroom rules! Please remember these rules as they will help us have a productive and respectful discussion.” R – Respect Everyone “We listen when someone is talking and treat each other kindly, even if we disagree.” E – Engage Actively “Your opinions matter. Reflective learning works best when everyone shares and participates.” F – Focus on the Lesson “Let’s avoid distractions. Stay mentally and physically present.” L – Listen to Understand, Not Just to Reply “When others speak, we reflection what they say before reacting.” for bringing us together in Your presence. We ask for Your guidance as we reflect on our actions, thoughts, and lessons learned. Our Father, who art in heaven, hallowed be Thy name. Thy kingdom come, Thy will be done on earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us. And lead us not into temptation, but deliver us from evil. Amen.” (Students will follow the teacher’s instruction accordingly) (Students respond accordingly)
3. “If you had to teach one lesson from your Holy Week experience to someone else, what would it be?” “Those were beautiful and honest answers. See how simple reflection can be? We look back—not to regret—but to learn and grow. And as future educators, we’ll also reflect on our teaching to become better every day.” Teacher’s Activity Reflective Practice Ms. Abayata: “Today class, we’re going to explore a very meaningful concept in the field of education - Reflective Practice. Now what comes into your mind when you hear the word reflective or reflection?” “That’s right! In our everyday life when we say reflection we usually think of a mirror an image. But in teaching, reflection means something much deeper.” “Reflective practice is a process where teachers take time to think deeply about their teaching, this means that teacher don't just simply teach and forget, they pause, they think, they reflect, and they ask themselves.” “Reflective practice involves several important elements. First, we have Assessing Teaching this means that teacher looks back at how the lesson calm and reflect more deeply on things.” (Student will respond accordingly) ”I would teach them the importance of kindness and reflection. Holy Week is not just about rituals, but about being kind to others and taking the time to think about how you can improve yourself. It’s a time to really appreciate the people around you.” “Reflection means thinking about what you did and how did you did it, teacher”
went, This is where the teachers assess and ask themselves “Did the class go smoothly?” “Where the instructions clear?” “Did the students stay engaged?”. It’s like reviewing a performance to see what went right and what could be improved” “Second, we have “Self-Assessment” , this is when the teacher reflects on their own actions and decisions. So just like students evaluate themselves before turning in their assignment, teachers also evaluate how they performed while teaching.” Third, we have “Considering Student Evaluation” , this means thinking about how students responded to the lesson. So the teacher will ask themselves “During the discussion, were their students confused, bored, or interested?” and if most students didn’t do well on activity the teacher may reflect and say “Maybe I need to explain that concept differently next time” “So, through reflective practice teachers improve their professional skills, this happens through observation, analysis, and critical reflection. Reflective teachers use several tools to guide their thinking. Kindly read” “This process of looking at multiple angles such as students performance, data feedback from co-workers or co- teachers, and teachers own experience and emotions, this helps the teacher to make more informed decision about their teaching strategies. That's why reflective practice is also a professional skills because it is used not just for self improvement but also for developing Several tools the guide reflective teachers thinking
- Student performance data test scores or participation
- Feedback from the co teachers or observation
- Their own personal teaching experiences and emotions “They might keep making the same mistakes without realizing it, teacher.” “Their lessons might not improve and students would struggle without receiving any help, teacher.”
Reflective Practice Using Learners Attianment Data Ms. Alicante: “Okay, now before we proceed to our main topic this morning, I'll be asking a few questions. And the class no. that I'm going to call will be the one who answer the question.” Question: What can you say about your teacher's teaching strategies? Are they effective to you?
- and it will be answered of class no. 32 “Okay thank you so much for sharing your insights. And now let's proceed to the next question” “Which teaching method used by your teacher do you like the most and why?
- class no. 10 will be answer “ “Thank you for sharing your answer to us, and now let's proceed to the last question” “Have you ever felt confused during class because of how the lesson was taught? How did you deal with it?” “Can you share your idea class no. 26 ?” “Thank you class for answering those questions. So now it's time to us to proceed our main topic this morning.” “Today I’ll be sharing insights on Reflective Practice Using Learners’ Attainment Data. This approach helps us enhance both teaching quality and student achievement by using data to reflect and improve.” (Student will answer the question) (Student will answer the question) (Student will answer the question)
“What is Reflective Practice? Is there any idea what is it?” “Thank you, so reflective practice means thinking deeply about our teaching: what works, what doesn’t, and why. It’s a continuous process that allows us to grow as educators by analyzing what we do in the classroom.” “Why Use Learners' Attainment Data?” “Assessment data isn’t just for students; it’s a valuable tool for us teachers, too. It shows us how effective our teaching is, highlights gaps in understanding, and guides how we can support our students better.” “When we use data to reflect, we’re able to improve our strategies and instructional methods. It also supports tailored instruction, strengthens our professional practice, and ultimately benefits our learners.” “So now, let’s proceed to Reflective Questions (Chappuis, 2009)” Chappuis (2009) provides us with 7 guiding questions to reflect on. These help us evaluate not only our students’ progress but also our own instructional decisions:
- Who is this and doesn’t get the lesson? – This question prompts us to identify which students are struggling.
- What are the needs and strengths of this student? – Every learner has strengths and areas to develop; we need to understand both.
- What misunderstandings do I need to clear up? – We reflect on common misconceptions we might’ve missed.
- What criticism ought I to offer students? – We think about the kind of “Reflective practice means thinking deeply about our teaching.”
you’ll for listening and cooperating.” “Is there any question?” “Okay, always remember that reflective practice helps us grow as educators and empowers our students to succeed. When we use data intentionally and ask the right questions, we make teaching more purposeful and learning more effective.” Understanding Learner and RPMS- PPST for teacher growth Ms. Abalo: “Today, we will discuss something that’s very important for teachers—especially in understanding their students better and improving themselves professionally.” Do you think test scores are enough to understand how a student is doing? Why or why not? “Exactly. That’s a very important observation. Test scores don’t always tell the whole story.” “That’s why teachers also rely on non- test data. These are things like a student’s family background, economic status, even their culture, language, and religious beliefs.” “Every classroom is filled with students who have different experiences and needs.” “what makes students in one classroom different from one another?” “None so far teacher” “No, ma’am. Some students are smart but get nervous during tests.” “It doesn’t show their attitude or if they are struggling outside of school.” “We come from different families.” “We speak different languages or dialects.” “Some of us learn fast, others need more
“Very good! These differences are what we call individual diversity. As a teacher, it’s important to be aware of these differences to adjust how we teach. The classrooms in the Philippines today are becoming more diverse, and that means we, as future educators, must also adapt”. “Now let’s talk about another important concept: self-evaluation.” Can anyone share what they think “self- evaluation” means? “Yes, self-evaluation helps teachers identify their strengths and weaknesses. According to Ross & Bruce (2007), this helps them improve their teaching more effectively.” “It’s a process that helps teachers grow professionally and personally.” “So, how do we do this in the education system?” “The Department of Education provides a tool for that—called the Results-Based Performance Management System, or RPMS.” “The RPMS ensures that teachers are evaluated not just on test scores, but on how well they apply the Philippine Professional Standards for Teachers (PPST).This is what we now call RPMS- PPST.” “Why do you think we need a system like RPMS-PPST?” “Excellent thoughts! The RPMS-PPST was officially implemented through DepEd Order No. 2, series of 2015, help.” “Checking yourself to see what you did right or wrong.” “Reflecting on your actions or performance.” “To help teachers improve.” “To make sure all teachers follow a standard.” “To ensure students get good education.”
understand that teaching is not just about giving tests and checking scores. It’s about knowing your students, improving your teaching through reflection, and using tools like RPMS-PPST to guide your professional growth” Components of RPMS- PPST Ms. Alferez: “Today, we will tackle the components of RPMS- PPST. Does anyone of you know what RPMS- PPST or what it stands for?” “That's correct! Result- based Performance Management System is a tool provided by the Department of Education to aid instructors in their self evaluation process to ensure that teaching practice is tracked and enhanced. The RPMS aims to promote professional and personal growth by setting standards for performance and behavior and this is currently in compliance with the Philippine Professional Standards for Teachers. Now, let's proceed to the first component which is the job summary. “Do any of you have any idea on what job summary is?” “Yes, exactly. To add on that, the job summary in relation to RPMS is the teacher's role and competency profile. This defines the overall role and purpose of the teacher. It provides a snapshot of what is expected from a teacher in terms of function and professional responsibility. For example, Teacher I's “ RPMS- PPST stands for Result- based Performance Management System- Philippine Professional Standards for Teachers” “A job summary is a concise description that outlines the main purpose, key duties, and scope of a specific job or position, helping to clarify what the role involves and what is expected from the employee.”
job summary may include facilitating student learning in basic education subjects, designing lesson plans, and maintaining classroom discipline. Second component is qualification standards. “Do any of you have any idea what this means?” “You have a point. Qualification Standards are the criteria that the Civil Service Commission has specified as necessary for various teaching positions. The Civil Service Commission is the Philippine government agency that manages civil service rules, ensures merit-based hiring, and promotes professionalism in public service. The Civil Service Commission sets these standards, which usually include educational attainment, eligibility (like passing the Licensure Examination for Teachers or LET), training, and experience. Third component is duties and responsibilities.” “Do any of you have an idea what this means?” “Very good! In the teaching profession, duties and responsibilities are the tasks and obligations of the instructor, which vary depending on the difficulty or standards of the rank or position. For example, classroom teacher's responsibilities may include preparing lesson plans aligned with the K to 12 curriculum and conducting classroom assessments. Fourth component is key result areas (KRAs)” “Do you have any idea what this “A qualification standard is a set of minimum requirements such as education, experience, training, and eligibility that an individual must meet to be considered for a specific position in government or an organization.” “Duties and responsibilities are the specific tasks and roles assigned to a person as part of their job.” “ Key Result Areas (KRAs) are the main
“Next, the sixth component is the means of verification (MOVs). Have you heard about this?” “Okay, since you are new with this term I will discuss it directly. MOVs are the list of documents provided that serves as proof that the goals have been met. A few MOVs contain a rating sheet for the classroom observation tool, daily lesson logs, instructional materials, assessment tools, student outputs, and pieces of evidence of professional development.” “Since you have an idea what MOVs is, can you share your thoughts about this or your own words to describe it?” “Very well. Last component is the performance indicators. Do you have any idea what this means?” “Okay, that's understandable.” “Performance indicators are metrics measuring how well the objectives have been met. Outstanding (5). Very Satisfactory (4), Satisfactory (3), Unsatisfactory (2), and (1) Poor are the five performance levels that are listed. The performance measures listed below are used to rate teachers.” “They are”
- Effectiveness/ Quality The extent to which actual performance compares with targeted performance The degree to which objectives are achieved and the extent to which targeted problems are solved. In management, effectiveness related “Not yet” MOVs are pieces of evidence used to show that the teacher has met the objectives. They are submitted during performance reviews and can be tangible outputs, documents, or digital files. “No, ma'am “
to getting the right things done.
2. Efficiency The extent to which time or resources is used for the intended task or purpose. Measures whether targets are accomplished with a minimum amount of quantity of waste, expense, or unnecessary effort In management, efficiency related to doing the things right. 3. Timelines Measures whether the deliverable was done on time based on the requirements of the rules and regulations, and/or clients/stakeholders Time related performance indicators evaluates such things as project completion deadlines, time management skills, and other time- sensitive expectations. “That's it for the components of Result- based Performance Management System- Philippine Professional Standards for Teachers. I hope you learned something. “ Methods and Instruments for Self Evaluation Ms. Abrasaldo: “Right now, we’re going to explore tools that help teachers grow professionally through reflection. According to the Yale Poorvu Center for Teaching and Learning (2021), there are four effective self-evaluation tools. Let’s go through each one.” “First, we have Reflection Journals. This is a daily or weekly habit where teachers
“That’s right! A video doesn’t lie—it helps you notice your tone, movement, and even moments where student engagement drops. This lets you review your own teaching from a different perspective” “And finally, we have the Teaching Portfolio. This is a collection of documents that represent your teaching journey over time—like lesson plans, feedback, and reflection notes. In the Philippines, these are often the MOVs required for RPMS-PPST.” “What does a teaching portfolio tell you that a single journal entry or one video might not?” “Exactly. A journal gives you a snapshot, but a portfolio gives you the full story. It’s like watching a whole series instead of just one episode. This helps with professional growth and also when you’re applying for promotions or new positions.” “So now you’ve seen how these tools work individually and together. They help you observe, reflect, and grow. And remember—being a great teacher doesn’t just mean helping students learn. It also means being committed to learning about yourself.” “If you were already a teacher, which of these tools would you try first, and why?” “Good choice! Sometimes we don’t realize how our tone or body language comes across until we see it for ourselves. It’s like holding up a mirror to “It shows long-term growth and patterns in teaching practices, not just one moment.” “I think I would try video-recorded teaching first. Watching myself teach could show me things I might not notice otherwise, like how I interact with students or if I’m giving everyone enough attention. (Answers may vary)”
your teaching.” “Alright, let’s review. Can anyone tell me the four effective tools teachers can use to reflect on their teaching?” “Very good! These tools help teachers understand their teaching better and improve over time. Great job, everyone!” Effective Practice through Performance Evaluation Mr. Abelleria: "Right now, we're moving on to the Reflective practice through performance evaluation" “But first kindly please everybody read of what is Reflective Practice through Performance Evaluation?" "Class. They have said that every teachers have different kind of pedagogy or the way they teach their students, then why do we need to evaluate the performance of our teachers?" "Anyone on this side?" “Yes, very good! The performance of a teacher isn't just about the pedagogy itself. It's about to achieve learning goals of the students and to ensure what are needs to improve for your performance as teacher” “what is the use of your pedagogy if your student's is not actually listening to your “Reflection journals, teaching inventories, video-recorded teaching, and teaching portfolio.” (Students read the description) (Student raise their hand) “It's about the effective effectiveness in helping students achieve learning goals, identifying areas for improvement, and ensuring accountability. Not just their style of teaching"
