EDS – Principles and Methods of Assessment


Through the course of my reading and watching materials for Module 3 I came across a  very good note, it said that self-monitoring / self-evaluation is a skill that can be learned from school and is a good skill for employees. That really was an eye-opener for me though at that time I have not really delved much into all the reading materials on self and peer assessment. It somehow made sense already. This is one thing I like with PTC there’s just so many ideas applicable and truly helpful to my profession now even before I start being a teacher.


We are taught that self-evaluation teaches a person to be critical of her output checking and rechecking her own work, revising it until it demonstrates what is exactly asked of the student. Students say she’s done once all said, expected and stated on the rubric is on the output, though teachers do not explicitly require high-quality output from students but because self-evaluation is being observed it results to high-quality output. In every workplace high-quality output is expected and is required from everyone; automatically self-evaluating our ideas before we say it, reflecting on past mistakes,  self-monitoring our contributions to the team and critically checking our proposals before we submit them are all essentials to stay relative to the management’s expectations and demands of work.


And if you are like me who did not hear about self-assessment during high school and college years staying on top of my work with high-quality result was a challenge, it took me a while to practice self-assessment, it was on my 3rd job when I started self-assessment I wanted to know why my immediate supervisor thought I’m inefficient and how come I appeared as if I don’t know what I was doing.  Since I did not know about self-assessment you can also expect that peer assessment was not something that I had a good practiced on, so for me to hear my immediate supervisor said those words it damaged me right away it felt like a final verdict and there was no option to redeem myself. I’ve never been a quitter, so slowly I observed my practices and compared it to my colleagues and true enough I was inefficient and I still didn’t know much about the industry I was in.

Students nowadays who have been exposed to self and peer assessment are more reliable and capable to provide sound judgments on tasks, situations and reactions of people using words that provides guidance, clarity and encouragements, compared to people like me who did not get to practice that I’m sure my feedback/assessment would be more of a show off, putting myself on a pedestal which is the common tendencies of human beings. More so students who have received multiple peer feedback have learned how to listen with the end goal in mind of improvement, respecting the person and the feedback though they don’t fully agree and to learn to accept that their peers may know things that they would not know until it is shared with them. Compared that to my reactions; I immediately shrunk, felt betrayed and distanced myself because I felt ashamed of how  I was being seen by people I worked with.  My reaction was crucial to my improvement just like the students, it was a slow pace of improvement for me because I had to heal first and force myself to constructively take my immediate supervisor’s feedback before I started evaluating myself and when I saw what she had seen in me I had to learn to accept it and push myself to improve.

Why I shared this? I’m just overwhelmed in my own way of the benefits of self and peer assessment and I’ll be depriving students of good working experience and high-quality contribution in their work if I don’t embrace self and peer assessment in my classroom.


EDS – 113 Principles and Methods of Assessment

What do I know of Assessmentsurvey-opinion-research-voting-fill-159353

Prior to reading this Module, I have not given it much of thought. What I know of it is very far from what is said in the materials. I thought it was something to show who fails and who passes and how low is the score of those who did not pass.  It had never occurred to me that it was meant to purposefully gather data for the goal of improving student learning or teacher way of teaching.

Assessments had a very negative, traumatic and, burdensome image to me. I have lined up Assessment with the regular tests and exams that our teachers gave monthly and quarterly. Because I’m not the typical student who easily understand topics and has a good concentration that quickly remembers topics and discussions I had to always gave a harder effort to get above passing score in tests or exams. Whenever my professors informed the class to not be scared, the assessment will not be part of our grade that it just meant to know where we are in our knowledge I and my classmates had always felt that he was lying and he was trying to cover the truth that it’s a big chunk of our final grade. So when the result arrived and I would compare my score to the score of my classmates there is that sickening feeling that I could have done better had I put more effort (more and more). By the way, the feedback that the professors gave was very general, he summed up all the results and announced it to the whole class, there was no one-on-one feedback for us to know the specifics. Maybe it was because of the size of the class it will take up the whole year or semester just to squeeze us all in their schedules.

Assessment and the Manner of Giving Feedback

The first assessment done on me that I could remember was back in grade 1 when my mom thought of transferring to another school. While we were on our way to the other school my mother said that there is an exam and it will just be an easy exam. When we got there we were ushered into a room with a lady behind a desk, I’m not sure if she is the principal, guidance counselor or one of the tenured teachers there. I was a given a piece of paper with a story on it and told to read it and asked me what is the story about after that, 2 new pieces of papers were given to me and they were grammar test for sad face cartonEnglish. Once this is done the lady checked my papers then stared at me before speaking.  When she spoke again, she was gentle and direct to the point, she told my mom that I did not meet their standard and that I could try again next year. As a child, I think that was the first experience of rejection, though there was definitely a feedback given on a timely manner however it would have been better I guess If I was asked to step out of the room and wait outside so that they could discuss my fate.

As much as it is important to provide feedback in a timely manner it is also important to be conscious of the manner of giving feedback. What I have in mind is if Assessment is important to move forward with necessary improvements then giving feedback appropriately encourages the students to move along with a right understanding of shortcomings, concrete plans for improvement and strengths. It defeats the purpose and the goal of Assessment when giving feedback is done this way.

My Turn to Give Feedback

Last year while I was an ESL teacher we give feedback to all our students on a daily basis. It is a requirement and we have to type it in a box and students and parents have access to it. What I did differently is that I verbalized my feedback while typing it in the box at first I thought this may come across as insulting and very discouraging. It is my first time to be an online teacher and I needed to do something to fill in the excess time, feedbacklittle did I know that it’s something my students appreciated so much. Please take note that my experience with that lady behind the desk has nothing to with this one,  I only remembered that experience while I was going through the materials earlier this day. My Chinese students felt that I was there to really teach them and not just read words to them or make them read and answer activities. This experience of being appreciated for something that I did to help me fill the time at first and then became an integral part of my teaching routine did not always result in appreciation, there were students who thought it was too much and that reading my assessment since they have access to it after the class is already enough.

There was also a student who specifically asked me to lessen my correction of her errors because it consumes time and she would prefer if I just typed in the chat box and she will read it after the class. What I want to point out here is that just like what is said in the materials that Assessment has the goal of improving both the student and the teacher and in this example if it means to just type in my assessment & feedback or corrections and the students take the time to read it and study it more after the class then why not, it’s the style of teaching that suits her and that eventually will improve her still.

EDS 103 – Theories of Learning

No easy road nor shortcuts in true learning

long road

I could not say I have epistemological belief prior to this study. The term itself is very new to me. What I remember to do when studying, was I need to get to a certain level of understanding wherein I could teach what I have read and understood and the approach transfer of knowledge is simplest form if possible. Whenever I it assures me that I was able study well what was given to me.

I would say I’m guilty of doing quick reading especially when there is limited time, when it’s cramming time there are still too many things to do and so little time left, I’m just too conscious of time I’m spending on to understand certain topic. I can attest to the truthfulness of the effect that, understanding is very shallow when there is a need to demonstrate understanding difficulty arises. Yes it’s also true that quickness to give a list of things that has been understood but there are just bits and piece of the whole information or knowledge offered in the topic.

As a result I aim to give more time and pleasure in reading and pausing to mull over the material on the on the coming semester. Now that I exactly know the load of reading and various activities I have to accomplish. I’m more prepared for the coming semester to do my part and gain more knowledge that what I was able to gain here.


EDS 111 – Principles of Teaching

Further Thoughts on the Course

thought buble


What I only knew before about teaching is the direct traditional teaching of teacher’s knowledge if the teacher does not have good knowledge of the subject then woe to the students and to the parents who are paying for their kids’ education. I know that teachers have different styles of teaching which may match or not match the students way of learning, since my time as a student was more than a decade ago I didn’t think much of the necessity to incorporate technology in teaching what I thought was it’s an open option, like, if I’ll be a teacher in a prestige school like a friend of mine who is a teacher in the Internal School of Manila I thought for her technology is mandatory but for simple private and public school I thought it was just an open option, it’s the teachers’ prerogative.

Just like professional improvement, I know teachers need to keep on studying but a requirement from each school for teachers to attend in-house training, 3rd party/external trainings is something new, even the part that teachers need to collaborate with others share best practices and encourage teachers for opportunities maybe the reason why I did not even venture to think that these activities are happening was due to lack of obvious impact and result to teachers content knowledge and teaching styles when I was still a student.

Only when I studied professionalism in this course was exposed to the fact that not all countries would have high regard to their teachers to consider them as professionals. For me then, other stakeholders of education stepped in to contribute to what should students learn nowadays to make learning relevant but not because, they are stepping in due of lack of trust in teachers, and that they don’t see that teachers are competent enough to teach young learners.

I enjoyed answering, thinking and completing the task for Teacher Nina, I don’t have formal teaching experience, to imagine what she is going through (they she may just be a fiction) is very daunting for me same feeling I felt when answering all the FD’s in this course. Questions would always make me think deep about what a read and several times I would feel that answering FD questions would have been a lot easier if I only have formal teaching experience just like many of my classmates. Teacher’s Nina and FD questions gave me a glance of what would be like when I become a teacher, this may not comprise it all but at least I’m not joining the profession empty-handed. I plan to talk about teaching experiences with my teacher friends and watch more real life uploaded videos to have more ideas on teaching. I still want to continue tutoring my Chinese students and some high school girls (until I can take the licensure exam and practice this profession) in our church as my way of applying specific topics like; reflective teaching, diversity and creativity. I think among many topics of this course these are the one with much relevance to tutoring Chinese for English language and teaching in Sunday School and Discipleship in our church.

The friend that I mentioned earlier invited me to be her assistant teacher in her classes this will give more opportunity to have firsthand experience of the concept and principles in this course as well as apply more topics into practice with the guide and mentorship of a veteran pre-school teacher.

EDS 103 – Theories of Learning

Challenge Faced


I have always had a hard time expressing my thoughts and feeling in words. To demonstrate my knowledge of this course through words was such an ordeal for me just like any other activities that involved writing in this course. I hope through the completion of these tasks I was able to improve my writing skills and at some point overcome difficulty of expressing my thoughts and emotions in words.

As much as it was a challenge it was also a fun experience to be able to recount my understanding how understood them in my own words using some experiences. My target is really to apply constructing my own knowledge, this is truly something new to me since I was exposed to traditional teaching method in school.

Due to the short period of time I would have wanted the course not to be so jam-packed. Since it’s not possible to have the traditional classmate engagement I wanted to read my classmates thoughts and have more conversations with them, with so many individual tasks that I have to do (ejournal, reading, researching, answering TID questions) I had to put it aside. I hope next time that you’ll take this in consideration. I understand that all topics were considered due to high relevance and importance because I don’t have any formal background in teaching I was hoping to have time to mull over on principles of each topic but could not do so. It felt like there’s just too much to finish and I have to continue moving forward no time to stop and pause to digest.

Thank you so much for all your efforts, guidance on our learning, for your patience and accommodations to all our good and crazy questions. I genuinely enjoyed completing your course though I had mountains of challenge answering your TIDs I still want you to be my teacher/instructor on the next courses.

EDS 111 – Principles of Education

Reflections Through Learning



While going through the material regarding diversity I was thinking of myself while I’m tutoring my Chinese students, and the time when I first started tutoring them. It was a shock for me to experience teaching a language to students who unlike me or unlike many Filipinos can construct simple sentences in English. Ages of my students ranges from 5 years old to 34 years old. The first month was the most difficult one because I have let go of my impatience and accept that they don’t respond to me not because they have low intelligence but because they do not understand the language they have to use to communicate to me. Just like what it said in the material I have to accept every student’s similarities and differences not just for other students but also for me. The role to be culturally responsive is heavier on the teachers part, when I continued to think the way I thought like, they should be understanding me since they wanted to learn English, require better effort on learning how to respond in English and to expect them to formulate their thoughts initially in English I have failed as a culturally responsive teacher. I have failed to demonstrate respect, consideration, tolerance in those moments, I did not meet my student where they were, though I was aware of their struggles and how they wanted to learn I did not give them patience and sincerity that I would want my teacher to give me if I am the student. I have often thought that as a person I value equity, I practice fairness not until this module did I realize that there is double standard in my thinking and preferences.colorful faces

I think I have expected it from myself to be tolerant of differences since I live in the Philippines, here we are exposed to Chinese, Koreans, Taiwanese who stays temporarily to study, western films are very much supported but little did I know that what I thought natural of me is something that I have to consciously work hard to display. This is not going to be a quick fix, I have to continuously expose myself to materials that would correct my attitude and practices to be a tutor that displays real concern and respect.

I told you before, I occasionally teach in our Sunday School and facilitate discipleship classes with the same group because of that I bought several card games and board games to entice them to attend and when our sessions are nearing their exams or just right after exams then instead of traditional discussion we’ll have games. That is already my attempt on incorporating fun in my teaching, as a person I’m really not artistic whatever I lack in the “naturally creative” department I try to offset with games that I could buy.


So this went on for years, several students have graduated from my class and when we would have time to get together they would still look for the games they have used when they were my students. All along I was thinking that I did well since they learned and had good memories with me. It would have been better had I known how to incorporate creativity early own.

I have a girl friend that also goes to the same church I go, she handles the college class as I handle the high school class. Recently we would have discipleship classes on the same afternoon, every time this happen I would hear sounds of cheers and laughter coming from her room, every topic to discuss she’ll have group activities for icebreaker and games for application. I would often think that I could never teach like that, it will be a challenge to get their attention to focus back to the topic if they will always laugh and pause for a games. Also how could I have creative ideas on how my students could apply what I thought from the Bible, shouldn’t we just have to wait for a situation wherein they could apply the Bible principles to their lives?creative thinking My initial reaction was, I guess for her it’s just so easy, she’s musically incline person so her brain is much creatively wired than mine.

But then again this module corrected by thinking, creativity is not just about art, it’s not about people who are creatively wired.  It’s about expressing one’s own ideas in many different ways, it’s being innovative on how a teacher could present information in ways that students will understand considering the differences on personality and capabilities of students, it’s allowing students to find multiple solutions to a problem. One more thing, I should have not limited myself into thinking that games are there to engage them to think practical applications it could be as simple as, freedom for kids to demonstrate what they have learned. Lastly, my discipleship class need to be always be serious to assure me that they are learning.


Since this semester is about to end, I’m thinking of having the kids come over to my place for another discipleship class. I don’t have much ideas yet but I’ll start with a movie, color pens and colored papers. I don’t have yet the complete picture in mind but I’ve got to start somewhere right?



American Psychological Association (2016). Creativity in the classroom. Retrieved from:


Dr. Sherri (2014). Strategies for Teaching Culturally Diverse Students. Retrieved from:


EDS 103 – Theories of Learning

Unguided Thought on Critical Thinking

I’ve seen several photos of my parents, even photos of their parents while they were engaged in different community activities (nothing serious though) and then there were movies shown decades ago both here in the Philippines and in United States that I have watched several times; these images were full of simplicity, directness, there is also a sense to those images and films of being open – people seems to be approachable and trusting.

close mindedAs I spent time with my friends and talked with some acquaintances and even being around my colleagues’ I noticed that sarcasm has always been a part of our response regardless of what or who is the topic.  People would often tell me that I sounded defensive and close-minded at times that I should learn to compromise my thoughts and beliefs, learn to see situations through the eyes of other people. The prevalence of argumentative responses and arrogance in our statements whether we are aware or of it or not, whether we believe this or not can be ignored but cannot be denied.

How did we jump from being simple, approachable, trusting and spontaneous people to being skeptic, standoffish and cynical people?  What had triggered us to be so different from those people who lived generations before us? Could this be brought by our attempt to be prudent on the things that are happening around us? I’m really at loss here so please be patient to me while a try to make sense of my own thought bubble.

thoughts and wordsAt the moment I could only surmise one thing… we wanted to be better thinkers, we don’t want to be easily swayed by some opinions, we wanted to check and compare their thoughts with our own thoughts that were shaped by different factors before we could believe them. This innate reaction may not be noticeable to many and may be it is the imperfection in us that instead of demonstrating positive effects of being critical minded people we are showing the unguided effects of it.

“Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. (The Critical Thinking Community. Defining Critical Thinking .” Retrieved from: http://www.criticalthinking.org/pages/defining-critical-thinking/766)

Above quote corrects my assumption that it’s not natural of human being to be practicing critical thinking, every person has their own preconceived inaccurate ideas of what is happening around us. Thinking about this more, it is safe to say that it’s common for anyone to have unguarded opinions and thoughts that are not shaped by facts however, when we respond to conversations or reacts to any statement it’s as if we are very knowledge credible discerning person.

Reactions I mentioned early are not even about unguided effects of critical thinking. To exhibit critical thinking on any given topic or conversations is a laborious intentional deliberation conscious act of one person to direct his mind into having higher information by scrutinizing his own thoughts, carefully looking for mistake and constructing better knowledge. Asking or questioning something or someone are not enough to say a person is critically thinking. Just like how it was sent in the below quote,

“Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.” . (The Critical Thinking Community. Defining Critical Thinking .” Retrieved from: http://www.criticalthinking.org/pages/defining-critical-thinking/411)

“Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’s own, or one’s groups’, vested interest. As such it is typically intellectually flawed…” (The Critical Thinking Community. Defining Critical Thinking .” Retrieved from: http://www.criticalthinking.org/pages/defining-critical-thinking/766)

buddiesThough critical thinking per se is not perfect and it has it’s own weakness depending on why it is being used, knowing how to practice it is very influential we should not use this as way to dominate a conversation or to act, speak or think, highly of ourselves and think to less of other people when we engage in a conversation or when just merely responding to a statement.

Foundation for Critical Thinking. Retrieved from:



EDS 103 Theories of Learning

Labor my knowledge

lego head

I would love to watch a real classroom scenario wherein vibrant discussions among students are ongoing, wherein students are encouraged to formulate their own thoughts about a certain topic and share their questions, analysis and discoveries with their classmates. I could just imagine the energy each student has that is vibrating within the walls, those bright eyes that eagerly observes what is happening around them and their ears that is so attentive to each other’s comments. These are students who would not accept textbook information as their over-all knowledge, these students would not allow knowledge from teachers to be just injected to them.

how does it workBefore they reached that point of being their own source of knowledge, motivated individuals who are discontent of plain teacher-centered teaching, there were once children who went through different growth levels. As they were growing different pieces of information with the help of their own environment are being added to their existing knowledge. As they were trying to make sense of things in their environment some things are very easy to understand but there so much that they could not easily grasp as well, so they go through assimilation -> disequilibrium then finally, accommodation.

tutoringAs a child continues to grow he or she would need a help to do some tasks or understand some information that is just a little bit advance for him or for her. Now this part is crucial for a learner, remember at the beginning of this journal I was talking about students who are the drivers of their own knowledge, who construct it and not absorbed knowledge from someone else. I believe that we could initiate the mindset of each child to construct their own knowledge from the moment we started assisting them. When the assistance we give encourages the child to think, leads the child to the path of discovery and triggers the mind of a child to analyze images, objects and ideas  then, this is where independent learner starts. At a very young age the child is exposed to the practice of I-will-labor-for-my-own-knowledge and the child will think that my-teacher-is-my-support not my source of knowledge, and if this is continued throughout he or she whole child growth then we all know that he or she will be an independent learner. But if instead of exposing the child to this kind of learning environment, the child is exposed to too much assistance causing the child to observe how tasks should be done and to just passively sit and listen to the teacher now this style creates dependent students. He or she will be feeling lost and frustrated that she could not do things on her own. I believe that the child could still learn but will not reach his or her full potential because of how he or she was exposed to learning.

constructivistMaybe this is something that we could ask ourselves, how were we guided and helped by our parents, siblings and teachers when we were growing up? How did we get our knowledge when we were still in school? How is our mind being shaped now that we are adults?

What we have read about this module is a good knowledge to be added in our minds but, could you say that laboring for your own knowledge is good for you? Or for you it’s better to be fed by textbooks, teachers or whoever you think is credible? I could see the appeal why one person would choose textbooks, teachers and any credible person; it saves time, money and energy, information would more likely be accurate anyway, maybe the person is already contented with his current knowledge or maybe with his or her lifestyle does not need so much information and etc.

We can’t change how we were assisted or how we were taught when we were students, but we can definitely offer something better to our students, something to many of us did not experience, it’s the “sense of being empowered”, when we let students to be laborers and drivers of their knowledge we are empowering them to empower themselves to learn what they need, to maximize their abilities in building up their knowledge. When our assistance is initially based on the child’s ability and guides them to reach their full potential at any given growth level, when we provide activities for kids to challenge what they already know then we know that as teachers we have encouraged and led them to the way of constructing their on knowledge.


UCD Teaching and Learning. Constructivism and Social Constructivism. Retrieved from:


Huitt & Hummel (2003). Piaget’s Theory of Cognitive Development. Retrieved from:



EDS 103 -Theories of Learning

Cognitive Theories of Learning & how it has helped me

This module is both complex and interesting for me. There were moments that I felt I just had enough of words, phrases and what they mean with my study. Each concept are highly informative and educational, it gives me mental visions of puzzle pieces falling in to right places whenever a concept gives explanation to how my mind works. overflowingThere were moments when I felt that pieces of information are almost the same with what I had previously read from another PDF. Then I’ll remember it’s because this Module is so much about how my mind works, portions of readings are mentioned in another readings too.

I’ve told you before about my tutoring experience with an ESL company. Every class has only 25 minute allotted time. I did not get the logic of it, I thought that classes are highly expensive but with very minimal chance of learning, like I have to rush finishing the whole material in one time slot or else I’ll cram the next day. I just could not get the logic behind a language class with only 25 minute time slot, there’s just so much explaining to do to person who could barely understand my words, who had to think in their own language and then translate each local word in English words before they could verbalize their thoughts and emotions.

There was an “aha moment” while reading the Primacy/Recency Effect by Sousa I was thinking maybe this is the reason behind the 25 minute class. I’m not sure if the people who structured the class based it on the Primacy /Recency Effect. Whether they did or did not is beside the point. Now I could focus my mind to how beneficial this could be to those kids and adults who spent 5 days in a week just to learn and be more familiar to the English language. Now that I know when their focus is more on the lesson or on something else I could pattern our tutoring class to that.

I already know I have STM and LTM prior to this module. As I was finishing my bachelor degree there were instances that I would feel it’s just too much, there’s no more space for other information. Admittedly I feel the same way right now, there’s just too much information to digest, too much principles and concept to understand then commit to memory. Fortunately, part of the reading is about how to increase the chance of understanding and retaining information.

You can just imagine how this week’s study has been a challenge and a good help to me, not just on how I understood my mind better, but also how I could maximize my time with students lastly, but not the least is how I could go on with more reading to complete my study of PTC without feeling the pressure that I’m no longer able to quickly and fully understand and retain what I read.

Clear practical application of this is to maximize my study by making sure that all distractions that will take up load will be eliminated, sounds or noise that would cause me to divide my attention from my study should be stopped. There should be a conscious and continuous intention from me to focus my mind to what I’m reading and to use both words and images to understanding and retain concepts.


  1. Primacy/Receny Effect, David A. Sousa
  2. Cognitive Load theory: implications of cognitive load theory on the design of learning, Paul A. Krischner, (2002) https://pdfs.semanticscholar.org/7883/a38d51593d21d06db2ec1375e0507220b576.pdf
  3. Dual Coding Theoretical Model of Reading, Mark Sadoski & Allan Paivio (2004), file:///C:/Users/HP/AppData/Local/Temp/Dual%20Coding%20Theory%20-%20Mark%20Sadoski-2.pdf
  4. https://archive.org/stream/ilhem_20150323_1458/[John_Santrock]_Educational_Psychology,_5th_Editio_djvu.txt


EDS 111 – Principles of Teaching

Comfortable or accountable?


How would you describe your teaching perspectives prior to your reading of the module resources?  How would you compare your prior conceptions about learning and teaching to the ideas discussed in the resources of this module?  What factors influenced your conceptions about teaching and learning?

> Well Teacher-Centered teaching was still my choice teaching style and I still want I to practice until after I read and watched the resources of this Module. This is also evident to how I defined teaching and learning in Activity 4 Part 1. This is not a surprise though, it was the teaching I received when I was a student so I thought that if it worked for me, it will work on my students as well.

   Well compared to the 21st Century education, my concepts of learning and teaching is more of “I” I know the content so I will teach and I know how to teach it better than anyone else.

Have your perspectives’ changed after studying the module resources?  How or how not?

> Yes it has, by being exposed to the 21st century teaching skills that this Module had provided. It has changed the setup of mind from the old-school way which is the teacher centered to student centered learning. Specifically to let go of my assumption that when I become a teacher I could still teach like how I got my education in school, since I learned that way I’m thinking my students will learn also.

How willing or open are you in challenging your prior conceptions about teaching and learning, and applying contemporary teaching perspectives and approaches that would better serve the need of the students for more holistic and active learning?

> Very much willing, even to the point that I would want to develop the skill of persuasion if in case the school that I’ll be joining in does not believe or practice 21st century teaching styles  to make them see the benefits of this to the students.

   I would like to experience the results of not feeding my fears of trying something different, of not being in my comfort zone. Because those results will be my motivation to break more walls and be global

Which among the contemporary teaching perspectives and approaches discussed in this module resonates with you?  Why?

> My only teaching exposure is ESL. As I tutor I practice more airtime for my students, I’ll just speak to let them know that I’m listening and that I believe in their ideas. It really has to be Student-Centered Learning because verbalizing their thoughts is the only way for them to be a better speaker of the language.
If I don’t formulate open-ended questions about the subject matter the class would just mostly be a reading a class. They know that by engaging their mind to answer my questions( whether oral or written) their mindset will be changed from initially thinking in Chinese then translate it to English when they speak to a mindset that is now mapping ideas in their head in English language and then smoothly verbalizing their thoughts using English words as well.

Knowing your inclination for specific teaching perspectives, how can you ensure that you will not fall into the trap of a one-size-fits-all teaching  and that you will observe the teaching principles as intellectual and varied work – “adopting appropriate teaching roles to support learning goals” (Eberly Center, 2015)?

>Having accountability partner / colleague, one who is good at practicing hands-on learning of 21st Century Education to check on me anytime. At least this would keep me on my toes if I’m practicing it or not and I have some one I can collaborate with.

> This one may seem very far-fetch to practice all the time but I’ll try, whenever I feel comfortable with my pedagogy then I know I’m not practicing the 21st Century Education principles.


I go crazy whenever my plans do not push through. It frustrates me whenever I don’t have the control of situations. I don’t like to plan all the details but those parts of an activity that I planned, I expect them to happen the way I have envision them in my head. It gives me the feeling of relief that there are things in my future that will not rattle my self-control and will not put my patience to test.

For me having the ability to do the things I need to do and control situations gives me high sense of confidence on the outcome. I know that this feeling stemmed from several past experiences of being left out or forgotten. Whatever their reasons were it had pushed be to be so cautious and independent.

The reason why I started my blog this way is because, 21st Century Education is so not me. It’s the antonym of my core. It’s about student teaching her classmates through her own understanding, it’s about being out there directing them to find answers to their own questions, just like in the video students learning is not concentrated to discussions in a classroom set-up, we can go out let the students see it for themselves, may it be in the park, through field trips or in laboratories. It’s all about being creative and resourceful when passing knowledge to students not be so dependent on textbooks, letting them use use technology to express their understanding, and it’s about longer air-time for students, lime light on them not me.

Practicing the principles of 21st Century Education will put teachers in situations of constant change, unpredictable students’ questions and more-patience-needed scenarios, these should be good for me or, I should say way better. If this is what it takes for my kids to feel like they are now really students, they are now open to learning and studying then I should say not having a strict plan in class is good, less control for a vibrant class is worth it.

I believe there’s nothing wrong to plan ahead of time, to control situation and to be self-reliant. It is when we boxed them to a textbook-teaching with little room for hands-on learning and self expression of their understanding that keeps us teachers safe in our comfort zone but limiting their learning. It definitely will not rattle me as teacher if I will just mainly focus on a book that I have read so many times, share its ideas to my students again and again. I’m sure being self-reliant in that scenario will not be a problem, it will be  natural of me not be needing any other teacher’s point of  view on my teaching since I “think” I have become a master on my subject.  But this module had thought me a very important lesson, a teacher has to be open to collaboration, teamwork to give the best to their students, not just those students who are coming to their classes but students of colleagues as well. Self reliance according to this module should be change to a sense of teamwork.

What I have to remember as a teacher is not to prioritize the feeling  of ease or comfortable while teaching but I have to remind my self  how accountable I am to the time my students spent in the school. The whole time they are enrolled should be at least equal to the amount of learning they are getting from us.

We want our students to conquer the world, let the sky be their limit then our pedagogy should mirror that.


1.) Student-Centered Learning (21st Century Education) (Pear Tree Education Inc. (2013, February 21). Student-centered learning (21st century education) [Video file].

2.) Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer |   TEDxFargo (TEDx Talks. (2015, October 13). The power of student-driven learning: Shelley Wright at TEDxWestVancouverED [Video file].)

3.) Hands-On Learning / Experiential Education (21st Century Education) (Pear Tree Education Inc. (2013, February 14). Hands-on learning / Experiential education (21st Century Education) [Video file].)

4.) Project-Based Learning Challenges (21st Century Education) (Pear Tree Education Inc. (2016, December 11). Project-based learning challenges (21st century education) [Video file].

5.) Collaboration / Finnish Education (21st Century Education) (Pear Tree Education Inc. (2013, February 20). Collaboration / Finnish education (21st century education) [Video file].)