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This section demonstrates my skill in designing both unit and lesson plans, which differ mainly in their scope. For instance unit plans outline broader objectives, while lesson plans focus on specific ones. Think of a unit plan as a bird’s-eye view of a city, covering all the key landmarks, while a lesson plan zooms in to street level, detailing each step of the journey. Alongside the unit plan, I’ve included a learning hierarchy using a "roadmap" showing the logical sequence for teaching the unit’s concepts.

The first part of this section features one such unit plan and its corresponding hierarchy. The second part dives into lesson planning, broken into four key areas. First, I connect unit and lesson objectives to ensure alignment. Next, I develop lesson plans using varied teaching strategies. Then, I explore instructional scaffolding on how to support students as they build new skills.

Finally, I explain task analysis, breaking down complex topics into manageable steps. Together, these elements create a more student-centered, clear, and effective approach to curriculum delivery.

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This multidisciplinary approach brings global warming to life for Form 3 students by connecting Biology and Geography seen in curriculum integration. As they examine how carbon dioxide emissions damage coral reefs and how rising seas threaten coastal communities, students don't just learn theory but they see how these issues interconnect in the real world. The theme-based structure encourages them to think critically, work together, and develop practical solutions, transforming abstract concepts into tangible understanding. By blending these subjects, we're not just teaching about climate change but we're helping students experience how different fields of knowledge work together to address complex global challenges.

Throughout my teaching career, my passion for evolving as an agent of change is driven by the need to guide my students in dynamic environment. I've embraced various teaching strategies for instance Differentiated Instruction and Inductive learning which shifted the focus from academic performance to growth and development of one's character. The need for collaboration through methods like Think-Pair-Share, Project Base learning were quite engaging. My journey in this noble profession reflects a deep commitment to meaningful change in education.

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2a. Sample of instructional objectives for a lesson

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2a. Sample of instructional objectives for a lesson

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A reflective summary stands out as an important part of a teaching journey in developing his/her skills. This is because it is profound and personal in nature by showcasing growth and self-awareness. It is more than a list of accomplishments; rather, it describes in depth the intricacies of one’s experiences, challenges, and learning outcomes.

Through self-reflection, you show the ability to analyze one’s values and practices in a constructive manner which demonstrates a willingness to change and improve. It taps into the emotions of the audience and relates to them on a different level while still being true and genuine. This kind of self-reflection strengthens one’s belief in their teaching philosophy while also helping others empathize with one’s enthusiasm and commitment.

All in all, it serves as an avenue for self-validation in regards to one’s willingness to continually improve, and to make a positive impact on students.

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The technology that was integrated into my lessons plan were PHET interactive simulations and Quizzez. Since Biology is a type of Science under the Science and Technology field, it is quite useful to utilize technology in the learning process.

Cognitive activity is boosted by using PHET simulations and learning and practicing skills can be done in a safe and controlled environment. Children who are vulnerable to real world scenarios can sit in the comfort of their classroom and explore concepts, use knowledge in a virtual setting which promotes critical thinking, decision making and overall performance (Breuer & Kummer, 1990).

Using E assessment (Google Form) is very resourceful since it assists teachers with time management in delivering the assessment methods and allow for timely feedback to students (Whitelock, 2009).

References

Breuer, K., & Kummer, R. (1990). Cognitive effects from process learning with computer-based simulations. Computers in Human Behavior, 6(1), 69–81. https://doi.org/10.1016/0747-5632(90)90031-b

Whitelock, D. (2009). Editorial: E-assessment: Developing new dialogues for the digital age. British Journal of Educational Technology, 40(2), 199–202. http://dx.doi.org/10.1111/j.1467-8535.2008.00932.x

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This assessment is designed for Form 5 Biology students (ages 14–16), as part of their unit on reproduction. The debate topic and rubric align with their developing critical thinking skills and the curriculum’s focus on real-world applications of biological concepts.

Creating this task taught me how performance assessments like debates can make learning more dynamic. Students don’t just absorb facts, they engage deeply by researching, arguing, and collaborating. However, I also saw potential drawbacks, like uneven participation or subjective grading, which require clear structures to ensure fairness. Most importantly, I realized how well-designed rubrics don’t just measure learning but they shape it by guiding students toward higher-order skills like evidence-based reasoning and respectful discourse. These insights will help me design future assessments that balance rigor with accessibility

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Evidence of Collaboration on Curriculum Integration 

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Evidence of Collaboration on Curriculum Integration 

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Voice Recording 1 of Conversation with Geography Teacher

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Evidence of Collaboration on Curriculum Integration 

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Evidence of Collaboration on Curriculum Integration 

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Voice Recording 2 Conversation with Geography Teacher

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A - INTRODUCTION ITEMS https://padlet.com/JulietBahaw/breakout-room/5Wkoqm3rJVEK48pM-RdZYv7L3Wg4abrPl

B - UNIT & LESSON PLANNING SKILLS

https://padlet.com/JulietBahaw/breakout-room/Bk5x4drQVlwnqZgz-RdZYv7L3Wg4abrPl

C - TECHNOLOGY INTEGRATION

https://padlet.com/JulietBahaw/breakout-room/mVbpvYpEdwOPqRkn-RdZYv7L3Wg4abrPl

D - GROWTH IN ASSESSMENT COMPETENCE

https://padlet.com/JulietBahaw/breakout-room/xPdL4geAkwW1qpwK-RdZYv7L3Wg4abrPl

E - TRANSFORMATIONS

https://padlet.com/JulietBahaw/breakout-room/BbjnqxrEdwkO493Q-RdZYv7L3Wg4abrPl

F -REFLECTIVE SUMMARY

https://padlet.com/JulietBahaw/breakout-room/YQjo4KGPEWjd4DwL-RdZYv7L3Wg4abrPl

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2a. Criteria to distinguish performance assessment from traditional assessment. 

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2a. Criteria to distinguish performance assessment from traditional assessment. 

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2a Criteria to distinguish Performance Assessment