Posted in Distance Learning, EDS103 Reflections, Insights, and Realizations, UPOU

He Who Teaches Learns


EDS103 Module 1 e-Journal

As a trainer and future educator, I am interested in how people learn. This will give me great insights on ways to tap students potential and how effective I can be as a teacher. I would like to be able to guide students, motivate them and encourage them so that learning can be both meaningful and fun.

As a student, I have my ways of acquiring knowledge and processing them. During examination period, I would usually create a one page handwritten reviewer using the littlest font that I could write to squeeze all the important information I need to memorize.  The second practice that works for me is thru recording myself as I read the lesson, asking question and giving a little pause for answer, followed by the correct answer to the question. I would then listen to my recorded voice using my old “Walkman’s” headset, specially when the noise outside the dorm is unbearable.

Thanks to technology, I can still listen to the lessons, but with the help of a gadget like an iPad. I noticed though that I still need to focus on what is being said, otherwise, the sound is also like a noise that fades away and have little memory retention or none at all.     Comparing reading vs. listening, I understand it better when I read the texts.

In Module 1 Lesson,  I believe that nature and nurture both play an important role in the learning process. I also learned that change in an individual were both an outcome of learning thru experience and maturation. Formal schooling helped me learn and persevere both mentally and socially but I also learned a lot from experience. Thru experience, practice and actual application, lessons are more memorable.

I am really excited to know more about learning and I hope that I can finish the course and really LEARN all that there is to learn.


He Who Teaches Learns

Module 1 References

Posted in Distance Learning, EDS113 Reflections, Insights, and Realizations

Instruct, Inspire, Assess, Improve


My EDS113 Final e-Journal Entry

What am I taking home from this course?
How have my views changed?
Have I been moved into action?

I wanted to write all the learnings in EDS113 but it won’t fit here so I just put it all together in one poster, it may not be complete but these are the memorable ones for me.

Before taking up this course, I didn’t know how a lot of work were put in the assessment process. I have learned how assessment should be aligned with learning objectives, why assessment need to be valid and reliable, how to gather evidence, how to measure assessment and a lot of other things.

I will definitely make use of Rubrics and Table of Specifications because I think these are effective tools in aligning assessment with specific learning outcomes. I also want my students to develop creative, cognitive and metacognitive thinking skills by carefully planning and designing assessment. Bloom’s Taxonomy will assist and guide me in writing the learning goals and objectives.

Another lesson that really inspired me is the Benefits of Failure. I am excited to share the growth mindset concept not only to my students but to other people as well.  Timely and effective feedback can also help motivate students to keep going.

Who could miss the Plan, Do, Check, Act in the assessment cycle? This is not only applicable in assessment but also in our everyday lives. We have to plan, make it work, check the strengths and weaknesses, reflect, review and revise as needed or completely discard the plan and make a new one.

As a future professional teacher, I believe we can benefit in employing both traditional and non-traditional assessment. I am confident that I can put into practice the learnings here both personally and professionally. Congratulations to all!

Posted in EDS113 Reflections, Insights, and Realizations

Procrastination is the Thief of Time

ProcrastinationMy EDS113 Module 5 e-Journal

“Procrastination is the action of delaying or postponing something.”  I think almost everyone can relate to this especially during exam preparation, assignment tasks or even in work-related projects. As a result, on the day or near the deadline, students tend to cram and squeeze all the learnings in a short span of time. This might result in a positive outcome or most probably not. Early preparation is still recommended.

As a student, some of my study habits include preparing a one-page reviewer written or typed, find a study buddy,  record the lessons using a tape recorder and listen to it repeatedly, and study with a background music because it relaxes me. It works for me but may not work for others.

I prefer taking exams with exact answers like Math and hate the essay types because I think am not good with words. A strategy that I used during exams is answering the items I know first, then skipping the difficult ones and going back to it if there’s remaining time left. For performance test like oral exams, I practice in front of a mirror 🙂

After learning this module, I learned more about non-traditional assessments and how they complement the traditional assessments. Comprehensive assessment, Differentiated assessment, Reflective assessment, Constructivism and Authentic assessment are just some of the different types that we can adapt in our teaching practice.

Personally, I might use reflective assessment techniques to anticipate, review, reflect and adjust lessons based on the learners need and learning objectives. The differentiated assessment might be more difficult to manage but with proper planning and design the teacher will be able to face the challenge and will be more competent with experience.

The Edutopia youtube video on Five Keys to Comprehensive assessment is also adaptable where:

  • making sure goals and measures were shared to students so they know what to do with the information that they will receive
  • giving formative feedback and letting them act on the feedback in a timely manner
  • taking a summative assessment as a reference of what students have learned at that time
  • asking student’s to perform and use the learning in actual situations
  • letting students take ownership of their own learnings.

“The comprehensive assessment might be the most cost-effective educational intervention that will help students engage,  perform and help in improving critical thinking skills.”


Posted in Distance Learning, EDS113 Reflections, Insights, and Realizations

The Power of Yet


My EDS113 Module 6 e-Journal

The Power of Believing that You Can Improve is the heart of the TED talk of Dr.Carol Dweck that using the work “yet” will inspire students to keep moving rather than feel sorry for themselves. Having a growth mindset helps in overcoming difficulties and face challenges that they can learn from. Although the Benefits of Failure is just a supplement resource, I have been inspired by the reading materials and how a growth mindset sees mistakes as opportunities to learn.

In this module, I have learned how assessment planning and construction should be created and developed and why reporting and feedback are essential in the assessment process.

New learnings are the guidelines for making Table of Specifications, Rubrics and Test creation and why we need to use them. It increases the validity and reliability of assessment. Planning and Review will consume a great deal of time but once set up and standardized, grading and scoring will be more objective, aligned with the learning outcomes and will also help teachers score or grade in lesser time. I also learned why the raw scores are not used in the final grade but the scaled scores to make the comparison of grades more meaningful.

I also learned that for an assessment to be effective, it has to be valid and reliable, transparent, objective, fair, manageable and aligned with the learning goals and objectives. I also learned the different types of feedback, how to feedback and when.

This module has a lot of new information for me and I am positive that the learnings here were very much applicable and hopefully I can use them when I am finally a teaching professional.

In my line of work, we have a scoring guideline on how to score the exam papers of the trainees but it is in paragraph form. I think I can do a rubric to make it easier to read and understand. It is also the practice of one of our Training Manager to ask the trainees of something that is not yet covered in the lecture, just to check if they are reading the Training Manual in advance. I will share with him what I have learned. Only assess what has been taught. An organizational change and training procedure is happening now in our company and we are encouraged to feedback any strengths or weaknesses of the change.This will be an opportunity for me to use feedback in improving our training process and documentation.

I am still excited to learn more, I hope you are too! 🙂


UP Open University, 1 EDS 113 Module 6 2017 Assessment Planning, Reporting, Feedback.pdf

Posted in EDS113 Reflections, Insights, and Realizations

Why Assess?


My EDS113 Module 4 e-Journal

I was given a Phase 2 IE Training in Ho Chi Minh City which means the class already did Phase 1. Phase 1 Training consisted of theory, computation, and application of Industrial Engineering in the apparel industry. The class was concluded with a summative assessment at the end and those who passed will have a training certificate.

While each participant already has a student manual, I do not have any material to start the training with. I need to prepare a PowerPoint presentation and I am thinking if I will align it with the student manual or with the final exam that was given during the Phase 1.

Anway, before the training we had a meeting with the factory and they requested certain topics as the focus of the Phase 2 training. Phase 2 usually is a form of an audit to check if the students still remember what they studied in Phase 1 and also practice the theories that they have learned but since the factory requested new topics to tackle and wanted to know how to implement change, I have to re-do my presentation to accommodate their request.

On the first day, I did a recap as a review of the past learning and also grouped them into teams to work on improvements. The class was composed on Koreans who have managerial positions and Vietnamese who have a staff level positions. To balance the team, I made sure that each team has at least 1 Korean and 1 Vietnamese. The whole week will be spent observing the factory production lines, monitoring their output and efficiency and finding ways to improve the current method, layout or process.

Each team needs to make a presentation of the data, findings, and proposals as the result of their study. Every day, I will go with 1 team and guide them on how they will go about their study. Sometimes, I will go with them just to observe how they work as a team and how they communicate with each other and the production leaders. Some teams work wonderfully in a group, but one team, in particular, is not so successful. Each individual has a different approach and ideas but has one goal. I explained to them that to be successful in their study, they have to listen to each other, disagree agreeably and work as a team. picture1

In this training, I believe I have practiced both formative and informal assessment. Every day I will ask one member of each group to discuss their progress and in turn, I will give a comment or constructive feedback. What I will do on the next day will depend on how the class went during the day. Since the summative assessment was already done in Phase 1, it is optional in Phase 2 to give another assessment. The teams will be assessed based on their presentation and improvement outcome. The teams all did great in the end.

I was also planning to give them a short quiz at the end to gauge their learning, but since the team presentation went well, there is no need for this anymore. I have also planned to do peer assessment but the boss told me to dismiss the class early, thus it was not used.

Overall, I believe I achieved my goal of guiding them how to do improvement implementation and I am fortunate that I have the opportunity to apply what I learned in EDS113 in actual situations. Some of my students also came back to me to thank me for the guidance and support I gave them.

Robert Stake’s maxim reminded me the difference between formative and summative assessment.

Indeed, every day is always an opportunity to learn something new.

Reference: Robert Stake’s maxim retrieved from

Posted in EDS113 Reflections, Insights, and Realizations

Second Chances


Module 3 – On Assessment Purposes and Alignment

I am acrophobic and yet in my new job, traveling is a requirement. Although I can request my hotel room to be on lower floors, I simply cannot choose especially if it is not available. Clients offices could be on the top floors as well.  I just say to myself “lose the fear?” or “lose the job!”. When inside a plane, I am assessing myself if I am still scared with turbulence but who’s not?

Anyway, I am trying to align my thinking so I can get started. In my two previous projects, the training assessment went well. Everyone passed the examination with flying colors. All who passed will receive a license card and a certificate with their name on it and is recognized globally. I am proud that the training produced competent licensed practitioners. Basically, this is an example of assessment OF learning.

Only on my third project, I have asked the class if they want their training manuals in their local language which is Bahasa but the class chose English versions. During the class, if there are some clarifications or questions raised, I explain again, give more examples and made sure that the explanation was translated so they hear both English and Bahasa.

Before the final exam, a mock exam was given to gauge whether the class is ready and have a full grasp of the course. Since they were not yet ready judging from the result of the mock exam, the final exam was rescheduled the following week. As we go through the training, I occasionally write down notes that I can incorporate into my next project which is a form of assessment FOR learning.Every training is different so I need to recalibrate my teaching strategy, update my Powerpoint Presentation, add what works and eliminate the unnecessary tasks.

Exam day, I am as nervous as they are but with high hopes that everyone will pass. I have one student who failed both theory and practical exam. A re-sit is allowed using another set of exam papers but final grade will be at 75% regardless if the student get a higher mark on the 2nd take. Lo and behold, the student failed again. I am ready to give her a failing mark but my superior asked me to give it another chance. It is not a normal practice but since training cost is high and we still have three weeks to study the software and do guided application, why not. This time she passed.

I learned later that one of her family was hospitalized and was not able to study prior to the exam and on top of that, during the training, she was pulled out three times to attend to some production problems.  I still believe that our forms of assessment were still aligned with our learning objectives and sometimes, one just need a second chance or should I say third chance.



Posted in EDS113 Reflections, Insights, and Realizations



My EDS113 Module 2 e-Journal

Plan – Do – Check – Act, simple. This is one of my favorite learnings in Module 2. Miss one and everything could go wrong. I have known this before as Deming Cycle during my college days. I have applied this both personally and professionally.

     As a Training and Productivity Consultant, we were given projects overseas, mostly in Southeast Asia. We make our travel plans on our own. I book my own air ticket, hotel reservations, and land transfers. We need to plan ahead so we can get cheaper rates or it could balloon as the flight date nears.
     Aside from the logistics, an email to the company will be sent regarding training preparation e.g. participants list, language spoken, training room, projector, printer etc. This might seem obvious, but it is better to spell it out or something might be missing, never assume. Student Manuals were also sent to the company 2 weeks before the training. Just last month, our staff in charge of dispatching the documents failed to send them before the training starts. As a result, copies were printed so that students can use something temporarily, time that could have been spent in learning.
     After everything else was considered, it is very important that you come prepared to class. The student knows if you are confident and have full knowledge of the subject matter.
     Next step is Do. Do lecture, do discussions, do exercises that will help the class understand the topic better. I like the fact that we can practice our own teaching styles and adjust the pacing according to the speed of the class. Usually, we have a different mix, this batch were mostly new hires and a newly formed team. Basics that were not usually tackled were also given time to accommodate the newbies.
     Check and evaluate what works and make some adjustments on the weak areas. I usually make notes of the questions raised by students that can be elaborated or explored, suggestions on how some things can be better and proposal of what they want the system should be doing.
     Act on it. After each training, we submit a project report which includes the examination result on the 1st week, performance on the 2nd week and actual application on the 3rd and 4th week. Errors encountered using the system, achievements, methods improvement that were actually implemented as well as the recommendations.
     This way, administrative or system errors can be addressed. Training Material were also continuously developed. This cycle is also useful for assessment for continuous improvement.
     I am sharing my plan for this course. I am still on the Do part of the cycle but I am hopeful to be in the Act soon, until I am back on track 🙂


Posted in EDS111

A Step Closer

If I may borrow EDS111 quote, “Hardship often prepares an ordinary person for an extraordinary destiny – C.S. Lewis”. Taking this course is one of the many hardships an educator has to overcome, but it is well worth it! 🙂

Indeed, the assignments, tasks and group activities we participated in were just a preparation for the real challenge, that is being in a classroom full of students who were eager to learn and making a difference in their lives. Aside from content mastery, an effective teacher knows how to reflect, always finding ways to improve, takes into consideration student diversity, good in classroom management and who also keeps abreast with the changing time.

A teacher is also teachable who participates in Professional Learning Communities, Lifelong Learning and Personal Development and also takes into consideration the different teaching perspective.

There are a lot of highlights of this class. From the readings, I took particular interest in TPACK and how it can be utilized for 21st century learners. The resource materials regarding Student Diversity (Bilingualism, Acceleration, Poverty and Handling Misbehavior, Cultural Differences, etc.) have also taught me on how to respect every student regardless of their background giving each child an equal opportunity to learn.

This course also paved way for new friendships and relationships.  I hope to continue to open the communication with the members of my group and other classmates as well who I had a pleasure of knowing.

I hope to learn more about making an instruction plan and lesson planning. I have 9 more units to go but I already feel a step closer to becoming a professional educator.


Image resource: