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Let them struggle along the way. Doesn't mean they're lost, it is already the dead end.

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Let them struggle along the way. Doesn't mean they're lost, it is already the dead end.

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Give students exercises to practice on their own.

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Give students exercises to practice on their own.

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Since I teach G10 Social Studies (Contemporary Issues) I let students recall first or think about ideas that they can relate from our current topic and build the concepts from their answers

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Peer feedback

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Invest on skill development more than content.

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Invest on skill development more than content.

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Learners will be independent when they know how to learn. Should there be a need to have a conversation on study skills, time managements skills, or life skills in general, do it.

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Encourage reflecting on their learning experience

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Set threads where students has to post their personal goals and targets for the week/session.

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Set threads where students has to post their personal goals and targets for the week/session.

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Last SY, I used this strategy to ensure student engagement, even during asynchronous sessions, and also create a platform where students can post their commitments for the session. In this way, the student and the LF can monitor/track whether students are able to accomplish their own targets.

Sample:
A) Goal Setting Thread
1) What are your goals for today?
2) What do you plan to finish by the end of our session?
3) Was there any goal that you were not able to accomplish in our last session? What was it and how do you to plan to finish it?

B) Today's Achievement Thread
1) What have you accomplished today? How did that make you feel?
2) Was there any goal that you did not accomplish today? What is it and what's your action plan?

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Motivate our students to be engaged in the learning process and set them at their best in the framing mode or synchronous session.One strategy which I can probably do is to share with them a quote relative to the topic and ask them to write about their feelings. In this activity,we can have the opportunity as LF to know them partially better. As we always say, our students have different level of understanding and difficulty. By knowing them, we can actually initiate a personalized approach targetting the needed interventions. We can actually come up with different acitivities with different students like

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Motivate our students to be engaged in the learning process and set them at their best in the framing mode or synchronous session.One strategy which I can probably do is to share with them a quote relative to the topic and ask them to write about their feelings. In this activity,we can have the opportunity as LF to know them partially better. As we always say, our students have different level of understanding and difficulty. By knowing them, we can actually initiate a personalized approach targetting the needed interventions. We can actually come up with different acitivities with different students like

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a. Individual learning
b. digital content
c. group collaboration
d. peer to peer action
The students can choose what activity they prefer and assign a minimum point in each activity. Next strategy is, i can use progress tracker. This is for all students individually where LF could have access to also. In that way, students can assess their own learning and when they get the end results they will feel the gratitude of their hardwork and get to see what improvement they can work on.

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1. Create an environment where student can express their thoughts.
2. Progress tracker for them to check their progress.
3. Daily reminders or quotes can help them to be motivated.
4. Positive feedback.
5. Make them feel that they have you no matter what happens

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Provide Instructions, Expectation and Rubric

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Provide Instructions, Expectation and Rubric

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Give room to reflect and process.

For SHS: give them access to Progress Trackers and process their Action Plans with them. Give feedback every session. Let learners access other Action Plans.
For JHS: set expectations on what activities we will be doing and let them create their own progress trackers in groups.

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Let the students establish their own goals at the start of the session regarding the lesson for the day, and afterward let them have a self-assessment toward their goals every after the session.

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Let the students establish their own goals at the start of the session regarding the lesson for the day, and afterward let them have a self-assessment toward their goals every after the session.

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1. Create an open environment.
2. Motivate the learners.
3. Frame a question that give them space to express.
4. Self-Assessment

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Differentiated Learning/motivation

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Process on Promoting Independent Learning

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Process on Promoting Independent Learning

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1. Motivate our students to be responsible learners
2. Provide self-monitoring tools
3. Guide students to become resourceful.
4. Plan on various tools and strategies
5. Reflect

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Post specific questions that they can answer by consuming the resources, or set expectation on what are the things that they can find (they need to find) from the resources that are necessary to complete the activity

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Post specific questions that they can answer by consuming the resources, or set expectation on what are the things that they can find (they need to find) from the resources that are necessary to complete the activity

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Guiding the students to be more resourceful

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Guiding the students to be more resourceful

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by guiding them to use the resources around them.

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1. Create an open environment.
2.

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2. Set Goals
3. Self-assess

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Make sure A, B, and C learners are distributed well in each of the group that you will create.

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Use questions that will let the students create solutions about the challenges they encounter and give feedback on their own work, also let the students acknowledge their achievements and the tasks that they have accomplished at the end of the class.

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usage of apps or programs that allows students to give their opinion anonymously so they will not be shy in sharing their answers

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Formulate a questionnaire that is geared towards students' reflection whether they were able to hit their personal targets and expectations, goals and objectives of the course, and their takeaways from the EGs

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I once transformed a milestone rubric into a checklist the students can use to, well, check the quality of their speech. I listed down the expectations in terms every student will easily understand then instructed the students to present their speech to their group mates. As the group listens to the presenter, they check which expectations are met and which ones aren't then relayed these information back to the presenter. :)

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1. Confidence Scale (Students will reflect how confident they are in achieving the intended learning goal of the lesson through confidence scale)

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1. Confidence Scale (Students will reflect how confident they are in achieving the intended learning goal of the lesson through confidence scale)

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2. Record and Reflect (Students will note down what they did well and what they could have done better)

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Withholding the answer and Encouraging dissenting views

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Withholding the answer and Encouraging dissenting views

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We are just like stream in the classroom. For the students to be motivated, teacher should be motivated first so that it will overflow to them just like a stream. The momentum of the class always starts with the LF.

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Letting Students Reflect on their Learning Experience

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Letting Students Reflect on their Learning Experience

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It will allow them to improve their learnings as well as the quality of their future tasks.

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self assessment

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Make them curious and excited by not giving all the answers. #CliffHanger

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Make them curious and excited by not giving all the answers. #CliffHanger

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1. Leave a question for them to answer thru inquiry/research.
2. "That's for you to find out."
3. Insert topics that students could relate to. (Music, Current Events, etc.)

Be brief and concise in giving instructions.
(*Thinking if applicable pa ba si MVP sa online set up)

- Jaia Mangalino

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Building relationship with your students

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Building relationship with your students

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Have the students/groups make Action Plans to track student's roles/tasks given in a group, their own timeline/pacing in finishing tasks, and their expected outcomes. Action Plan can guide you for easy feedback giving or checkpoints.

- Shena Quinones

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Help students develop learning goals based on their personal learning strengths.

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Help students develop learning goals based on their personal learning strengths.

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Honor Circle
- Group students strategically (interests, skills, etc.)
- Have students assume roles, and establish duties and responsibilities
- Delegation of tasks: delegate tasks groupmates can perform well; if groupmate is unfamiliar, have other guide and assist him/her

Class-wide Goal Setting
- Asides from the set learning objectives, based on the concept at hand, "what else would you want to achieve today, and how?"
- Involve the whole class, and have students lead the goal-setting

For Lengthy Tasks
- For reporting, chunk the worksheet into segments which one group may report, but every group must give insights after one group reported.

Areas for Strengthening
- Instead of using "weakness," we may use "areas for strengthening" to boost the confidence of our students.

A Tale of A Thousand Stars Diary
- Keep a journal or a diary of your interventions, where you got it, what inspired you to use it, how you would adopt it in your class, what were the responses of your students, how successful is it in your class, and how can you improve the use of it?
- You may also note observation on students, your emotions on that day and how you overcome them?
- It will help us see the trends, patterns, and can be a basis for future decision-making as well - a reminder that you have come so far, and you have surpassed so many challenges, ergo, you can still go on.

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Give just enough instruction, not every single thing

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Give just enough instruction, not every single thing

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Provide students with a voice and choice and unleashing their creativity

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Provide students with a voice and choice and unleashing their creativity

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1. Assign groups strategically depending on the task given
2. Instead of the LF thinking of what tools to use for collaboration, let the students figure out how they can collaborate with each other. As the faci, check if the tool can be used and is student-friendly.
3. Be open to criticism and new ideas. Never assume that every critic is a hater. Learn to realize that not all ideas you have are correct. Being open to constructive criticism means that it is not only the students who are growing as a person but the teachers as well.

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use different web site that can