Teaching Models & Pedagogy
A. Variety of Teaching Models
B. Effectiveness of Teaching
Models used
C. Inclusion of School Values in
Instruction
Core Values
Advocacies
Campaigns
III. Technology for Teaching and
Learning
A. Technology utilized by the
teachers
B. Technology utilized by the
pupils
IV. Student Assessment and
Grading
A. Diversity of Assessment
 There is a need for more
modeling strategies, think
aloud, guided practice, and
independent practice.
 Teachers are difficulties in
implementing collaborative
work since some students are
not participative.
 There are instances when
teachers are having a hard
time in providing immediate
assessment on students’
output due to lacking of time
for checking and conflict in
schedule.
 Failure to connect core
values when teaching
grammar
Using CLE in Smart Room is
not always accessible to use
due to circumstances
beyond our control such as
sharing of resources
between grade school and
Junior High School
Department and conflict of
schedule.
Limited resources such as
computers and internet
connections of the students
at home. (mostly students
from hetero classes)
Students are poor in terms
of constructing sentences
and paragraph that
observes unity and
coherence.
There is a limited
opportunity for pupils to
 Collaborate with teachers
who are good in pupil-
centered teaching models
 Provide more guided
practice, tasked-base
instruction, and other
collaborative activities.
 Make an immediate self
and group assessment
both formative and
summative assessment
which may involve
students while they are in
the process of learning.
 Make use of sample
sentences and texts which
we may connect to our core
values.
Teachers should be flexible
to come up with a ready-
made plan in case the
learning hub is not available
to use.
Teachers should maximize
the use of available
resources in school.
Include theme writing
activity quarterly.
Expose the students with all
types of assessment tools

B. Validity of Assessment
C. Utilization of the Assessment
Results to Improve Instructions
answer variety of test types.
Some test questionnaires
have more low-level
questions than higher level
questions (questions that
cater critical and analytic
thinking).
The test results are not
being utilized for immediate
intervention or remediation.
especially the ones that
reinforce critical and and
analytic thinking and better
communication skills like
essay, analogy, reasoning,
puzzle solving, data
interpretation, etc.
Balance the distribution of
the levels of difficulty based
on 60% (easy), 30%
(average) and 10%
(difficult).
Be consistent in monitoring
pupils test scores evaluate.
Give feedback to the pupils
and parents for immediate
intervention and
remediation.s