Lesson 2 ENGAGE

Lesson 2
Engage
To be able to apply the principles and concepts of collaboration among mathematics or
science learning communities, do the following tasks as preliminary activity for this
lesson.
Step 1: Community
Ask students to group themselves and make a word cloud for COMMUNITY. They can
create this online (e.g http://www.edudemic.com word-cloud-generators/) or they can
just create using recycled bond paper or Manila paper, if there is no net access. They
can also use the following applications for this exercise:
a. Wordsalad
b. Wordle
d. Wordables
C. WordArt
e. WordCram 1. WordItOut
Step 2: Presentation
Let them present their work to another two groups.
Step 3: Processing
Process the activity by asking the common words generated for the word given.
Facilitate a synthesis of generating their working definition of online community. Let
students work in pairs and browse the net and find online communities for mathematics
or science teachers. Using a checklist (to be created) for evaluating an online
community, allow ample time for them to find out relevant communities. Let them share
at least two that they have reviewed and justify why they recommend such sites.
Explore
Functions and Features of Communities of Learning (COLs)
No man is an island. This maybe is a cliché, but it will always remain to be true and
useful for the attainment of any work goals. With the demands of the 21" Century
classrooms and workplaces, the need to have a community to help you achieve your
teaching and learning goals is of prime importance. After all, "it takes a village of
educate a child" is undoubtedly true.
This need is directed to the development of Communities of Learning or COLS. A
Community of Learning is a group of education and training providers working together
to help learners achieve their full potential. Each Community of Learning sets shared
goals or achievement challenges
based on the particular needs of its children and youths. The Community of Learning
works with students, their parents, and communities to gchieve those challenges. By
collaborating and sharing expertise, students' learning pathways are supported and their
transition through the education system improves as proven by research. This approach
also provides more opportunities for parents, families and communities to be involved
with their children and young people's learning (Ako, 2020).
IGI Global (2020) cited the following descriptions and concepts of COLS taken from
various sources: 1. The collection of participants in a course who work cooperatively
and collaboratively in solving tasks that lead to consensus and
collective understanding of ideas.
2. A community of learners "can be defined as a group of people who share values and
beliefs and who actively engage in learning from one another-learners from teachers,
teachers from learners, and learners from learners. They thus create a learning-
centered environment in which students and educators are actively and intentionally
constructing knowledge together. Learning. communities are connected, cooperative,
and supportive. Peers are interdependent in that they have joint responsibility for
learning and share resources and points of view, while sustaining a mutually respectful
and cohesive environment."
3. Defined as a group of people who share values and beliefs and who are actively
engaged in learning from one another.
4. A group of people who: 1) share a joint enterprise that is understood and continually
negotiated by its members, 2) have a mutual engagement that binds members together
into a social entity, and 3) have created a shared repertoire of communal. responses
(ways of thinking, being, and doing) that members have developed over time.
5. Group of teachers who are actively engaged in collectively constructing meaning.
6. A group of learners on the edge of new learning and under continuous reflection, the
new community learning comes in various shapes and sizes; it is not one size fits all
mentality.
7. This term is an overarching understanding of the group of students, also including the
instructional facilitator, who come together with the intention to learn information while
also supporting the larger group's instructional understandings and efforts. This term
reflects a philosophical understanding, that learning is not a singular activity but,
instead, is a socially supported effort.
8. A place were student learners are made to feel that their prior knowledge, the
knowledge that they are acquiring, and the skills that they are learning to acquire future
knowledge together. are all tied
Explain
To be able to benefit from existing and free COLS. Do the following
activities:
Step 1: Literature Review
With a group of two to three members, search for at least 3-5 peer- reviewed research
articles (e.g from EBSCO) that talk about the effectiveness of being a member of COLS.
Step 2: Sharing
Take note of the findings of the literatures read and present these through a
presentation software. Highlight the key points from the presentations and synthesize by
asking them how COLS can help in the professional development of mathematics or
science teachers.
Step 3: Exploring Free COLS
Look for free COLS in mathematics or science teaching and learning where you can
sign up. After signing up. participate in the discussions or any activities in the COL and
share the results of your experience to the whole class. After which consider going back
again to your learning plan and analyze how you may maximize or use this COL that
you explored.
Evaluate
Activity 1: Revisiting of PB learning plan: integration of collaborative activities in
mathematics or science learning plans
Step 1: Planning for Collaborative Activity
Plan for a collaborative activity using the appropriate collaborative tool that can be
integrated in the learning activities of your learning plan. Revise their learning plan to
accommodate the collaborative activity drafted.
Step 2: Completing the Learning Plan

Re-organize your learning plans to complete all the needed outputs that were required
in each part. Provide a checklist of the elements they have to complete.
Activity 2: Demonstration of Design Learning Plans
Step 1: Organizing Instructional Materials for Microteaching
Give time for students to organize their instructional materials for their microteaching.
Provide the microteaching rubric a day/week before the actual implementation of their
unit plan. Let them microteach only the part where the technology integration is
supposed to take place in the unit.
Step 2: Processing the Demonstration Activity
Before the actual teaching, give the rubric to the peer evaluators. These rubrics will be
handed right after the demonstration. Process the highlights and lowlights of the
demonstration activity by letting the peer evaluators share their comments based on the
rubric used.
Step 3: Writing Reflection Paper
Let students write their reflection on their microteaching highlighting their key learning
and their area/s of improvement.
Activity 3: Presenting Completed Learning Plan
Step 1: Finalizing the Learning Plan
Re-read your learning plan from the title up to its last part and revise if there is a need to
revise to ensure that all the lessons you learned from the first to the last module of this
material were integrated.
Step 2: Finalizing the Student and Teacher Support Materials
After finalizing the entire learning plan, review again the student and teacher support
materials that you developed. If there is a need to revise and improve them for final
evaluation, do it.
Step 3: Showcasing of the Learning Plan with the Teacher and Student Support
Materials
Present to the class your learning plan, together with the teacher and student support
materials for evaluation.

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Step 2: Completing the Learning Plan

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