NARRATIVE REPORT

The English Department had successfully conducted the Third Learning Action Cell Session,
hosted by the ever active Grade 9 English teachers with the theme of “Perseverance is a great
element of success. If you only knock long enough and loud enough at the gate, you are sure
to wake up somebody.” The LAC Session was held at the PAGCOR Building last September 12,
2018 and participated by the English teachers.
As hosted by Sir Emmauel B. Arangale, the program started with the singing of Philippine
National Anthem, then followed by the opening prayer which were presented by the host grade level.
After the prayer, a recap of past LAC session was narrated by Ma’am Cherry Mae B. Gafa.

The LAC Session proper was the introduction of the resource speaker by the emcee, which
was Ma’am Beatriz D. Senobago, MT2. The topic that she delivered was all about “Seminar
Workshop on Cognitive Level and Assessment Strategies.” According to Ma’am Senobago,
assessments should reveal how well students have learned what we want them to learn while
instruction ensures that they learn it. For this to occur, assessments, learning objectives, and
instructional strategies need to be closely aligned so that they reinforce one another. She also added
some important information and application of Higher Order Thinking Skills or HOTS. Based on the
lecture of Ma’am Senobago, HOTS is a concept of education reform based on learning taxonomies
(such as Bloom's taxonomy). The idea is that some types of learning require more cognitive
processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example,
skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a
higher order, requiring different learning and teaching methods than the learning of facts and
concepts.

Higher-order thinking involves the learning of complex judgmental skills such as critical
thinking and problem solving. Higher-order thinking is more difficult to learn or teach but also more
valuable because such skills are more likely to be usable in novel situations (i.e., situations other than
those in which the skill was learned).

After the sharing of meaningful ideas, break away session was the next activity. Teachers from
the same grade level had gathered and accomplished the task given by the lecturer. All together
outputs were presented and discussed by the English teachers.
 IMPACT OF THE ACTIVITY

The activity conducted in the Third LAC Session had a huge impact to the teachers, most
especially in handling teaching strategies. The topic relates to the actual situation in teaching styles
that the teachers have been struggling upon. Classroom assessments do more than just measure
learning. What we assess, how we assess, and how we communicate the results send a clear
message to students about what is worth learning, how it should be learned, and how well we expect
them to perform.
There are also methods that we’ve learned that some teachers also must choose to use. First,
the nature of the information being taught. It is the type of information a teachers wants to teach to
the students. Next is the purpose of instruction, teacher must know what should be the outcome of its
lesson, why the lesson should be taught. Lastly, what the teacher wants to learn from the
assessment.