Our job is to teach the students we have.

Not the ones we would like to have.

Not the ones we used to have.
But those we have right now.
All of them.

-Dr. Kevin Maxwell

MODULE 1 MODULE 1: Overview

1
Title: Teaching: A Profession, Vocation, and a Mission
Description: Module 1 introduces you to the teaching profession. This consists of three lessons. Lesson 1 dwells on teaching as a profession. It starts with the discussion on the
elements of a profession followed by an analysis to determine if teaching has all the elements of a profession. Lesson 2 discusses the historical development of
teaching in the Philippines. This includes the laws and regulations governing the professionalization of teaching in the Philippines. Lesson 3 discusses teaching as a
vocation and as a mission.
Purpose: This module intends to provide you with an overview of teaching as a profession, vocation, and mission. It will provide a background on the historical development of
teaching in the Philippines as a noble profession that builds the builders of the nation. This will help you reflect on your vocation and mission as a teacher and to formulate
an initial plan to become a professional teacher.
Key Words and Concepts: Elements of a Profession, Mission, Profession, Professional, Professionalism, Professionalization Act, Teaching Profession, Vocation

Requirements: At the end of Module 1, you are expected to submit the following:
1. simple action plan on becoming a professional teacher;
2. a graphic organizer on the historical development of teaching as a profession in the Philippines; and
3. reflection essay on one’s vocation and mission as a teacher.

2
 After answering the
pretest, you may proceed
to Lesson 1.

Lesson 1
Learning Outcome: Formulate a simple action plan on becoming a professional teacher through an analysis of the elements of a profession. (CO/PPST: 6.3.1; 7.4.1)
Topic: Teaching as a Profession

3
Learning Tasks:
Activity: Dialogue analysis. Read and analyze what the word “professional” means in the following dialogues. Write your idea in the space provided below the box.

Have you been After so many

to Mr. years of studying, Wow! I am
Barbosa’s new my son will at last
Yes, it’s superb! happy that your
house? graduate this
I was designed son will soon be
year. a professional.
and built by
professionals.
Barbosa?

D1: Professional means ___________________________________ D2: Professional means ___________________________________

My daughter I admire the way I agree! She is

is a licensed I am glad that your
Mrs. Flores deals patient and
engineer. How children are now
with “helicopter courteous to
about you, professionals.
parents”. the parents.
Jane? Unfortunately, my
son did not yet pass
My daughter is the licensure
She is also
a registered examination. Mrs. Flores is
fair and
nurse. How highly
caring to her
about you, professional.
students.
Peter?

4
 D3: Professional means ___________________________________ D4: Professional means ___________________________________

Analysis: Think over your answers to the dialogues. What is the profession? What does the word professional mean? Answer the following questions for you to be able to
come up with your concept of teaching as a profession.
1. What is the profession?
Profession means _______________________________________________________________________________________________________________.
2. When do you say that a person is a professional?
A person is a professional _________________________________________________________________________________________________________.
3. Is teaching a profession?
Teaching is a profession because ___________________________________________________________________________________________________.
4. Is professionalization synonymous with professionalism?
Yes/ No because ________________________________________________________________________________________________________________.

Abstraction: After analyzing the dialogues and answering the questions, you now have a better concept of what a profession and its elements are. Read the additional
information below to supplement your understanding of lesson 1.

Teaching as a Profession

Merriam-Webster defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation. It is also a vocation or
employment. This implies that a profession is a calling, vocation, or job that needs expertise gained through lengthy and thorough educational training. The word professional
according to Cambridge Dictionary relates to having the qualities that you connect with trained and skilled people, such as effectiveness, skills, organization, and seriousness
of manner. This implies that the term professional is the quality of knowledge, skills, and attitude of people. Thus a person is sometimes described as “professional” “highly
profession” or “unprofessional”. From these, you could identify the elements of a profession.

There are six elements of a profession (Bilbao, et al, 2018):

1. Initial Professional Education. A professional to gain competence undergoes a long and intensive academic preparation. It starts with a college/university degree
program and should continuously learn after graduation.

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 2. Accreditation. The college/university degree programs are approved by the Commission on Higher Education (CHED) in the Philippines to guarantee compliance with
government regulations and requirements in producing competent graduates.
3. Licensing. A license is required for professionals to practice one’s profession. A license is provided by the Philippine Regulatory Commission (PRC) after passing the
licensure examination for their profession. A license has to be renewed regularly.
4. Professional Development. To improve professional competence, one has to undertake Continuing Professional Development as mandated by R.A. 10912, otherwise
known as the CPD Act of 2016. CPD points are a requirement in the renewal of the license.
5. Professional Societies. These are organizations with individual members practicing a profession in which the organization maintains an oversight of the knowledge,
skills, conduct, and practice of that profession. It focuses on giving support and improvement of the profession as well as public interest and commitment to ethical
standards.
6. Code of Ethics. It is a guide designed to help professionals conduct themselves honestly and with integrity in the practice of their profession. It is a document that
outlines ethical principles based on the organization’s values and standards. Violation of the code of ethics of the profession is one of the grounds for revocation or
suspension of license.

Professionalization and professionalism seem to be similar but are different. Professionalization involves acquiring a high-status profession which includes certifications
and accreditations. Teaching was professionalized by R.A. 7836, later amended by R.A. 9293 requires teachers to take the Licensure Examination for Teachers (LET). As
professionals, teachers are expected to perform specific duties to society, school, students as specified in the Code of Ethics for Professional Teachers. Professionalism, on
the other hand, is the attitude toward work. This is manifested through the observance of the Code of Ethics and laws governing teaching.
It is expected that you have now a wider and deeper knowledge of the lesson. If you have any questions, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

Application: Now that you have a clear knowledge of the lesson, find out how you can apply it to your future profession.

Share your insights and feelings about the lesson.

I think _______________________________________________________________________________________________________
I feel ________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Below is a simple action plan template on becoming a professional teacher in the future. You accomplish the template by
indicating what you will do starting today and within 3-4 years to become a professional teacher.

6
 Objectives Strategies/Plan of Action Time Frame Resources Needed Success Indicators
(What are the elements of the (How are you going to (When are you going to (What materials do you need (How are you going to
profession that you want to achieve?) accomplish the objectives?) accomplish your to accomplish your measure your progress?)
strategies?) strategies?)

Your simple action plan will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Simple Action Plan

Name of Student: _________________________ Program/Year/Section: ______________________ Date of Submission: ____________________

Criteria Excellent Good Fair Poor Very Poor

(5) (4) (3) (2) (1)
SMART Objectives
Achievable Strategies

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 Clear-cut Time Frame
Suitable Resources
Acceptable Success
Indicators

Remarks: ____________________________________________________ Raw Score _______ X 100 /25 = Rating _______ Rated by: __________________

After submitting the simple

action plan, you may
proceed to Lesson 2.
8
 Lesson 2

Learning Outcome: Illustrate on a graphic organizer the historical development of teaching as a profession in the Philippines. (CO/PPST: 6.3.1; 7.4.1)

Topic: Historical Development of Teaching as a Profession in the Philippines

Learning Tasks:
Activity: Watch-think-write. You will start Lesson 2 by watching a brief video on the Historical Development of Education in the Philippines created using PowToon by
Jason Jeremy Y. Pocaan at [Link] This video will help you gain insights into the evolution of Philippine Education. Through
this video, you are also expected to visualize the development of teaching as a profession. While watching the video, take note of the important events in the
development of Philippine education. After watching the video, accomplish the graphic organizer below.

Watch-think-write Learning Sheet

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 Name: ______________________________ Program/Year/Section: __________________________ Date: __________________________

Period Events

Analysis: Try to analyze your graphic organizer. Answer the following questions.

1. Who were the teachers during the different periods of the historical development of education in the Philippines?
The teachers during the different periods were ______________________________________________________________________________
___________________________________________________________________________________________________________________
2. When do you think did teaching became a profession?
Teaching became a profession __________________________________________________________________________________________
___________________________________________________________________________________________________________________
3. When do you think teaching was professionalized in the Philippines?
Teaching was professionalized __________________________________________________________________________________________

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 ___________________________________________________________________________________________________________________

Abstraction: It is good that you have many ideas about the development of education in the Philippines and the development of teaching as a profession. Read the
additional information below to supplement your understanding of lesson 2.

Historical Development of Teaching as a Profession in the Philippines

The teaching profession in the Philippines has evolved starting from the foundation of teacher training to professionalization laws. Teaching in the Philippines started
as an informal way of transmitting knowledge, skills, and values. As early as the pre-Spanish period informal teaching was conducted by the parents and tribal tutors. The
first teacher of the children were their parents who conducted vocational training. Children learn through informal conversation, observation, imitation, and participation. The
tribal tutors, those with specialized roles in the community like the babaylan, provided training to selected young people to lead and participate in religious activities.
Knowledge was passed on from generation to generation through oral traditions and writing systems like the baybayin.

There was no formal public education system in the Philippines before 1863. The formal education during the Spanish period started with religious-oriented local and
parochial schools organized and supervised by the local priest while some secondary and college schools were set up for the sons and daughters of the Spaniards residing
in the Philippines. The Spanish friars and missionaries were the teachers of these schools. The formal public education system was established in the country by Queen
Isabella II of Spain through the Spanish Educational Decree of 1863. The 3 important features of this decree are: 1) complete education system with elementary,
secondary, and college levels; 2) government supervision and control of the schools; 3) establishment of teacher training institutions called normal schools. Through this
decree, each town was provided with two elementary schools, one for boys and one for girls. These were free and compulsory. Secondary education was provided in some
selected cities in the country while college instruction was provided by the University of Santo Thomas, the oldest university in the Philippines. The first normal school was
established in Manila to train male teachers, called Escuela Normal de Maestros. This was under the Jesuits. In 1875, normal schools for women were established. The
foundation of teacher education begun during the Spanish period. On August 4, 1765, through the Royal Decree of King Charles of Spain, each town was required to have
one teacher. Another Royal Decree was promulgated on November 28, 1772, which specified the qualifications of teachers. However, it was only in 1863 that the training of
Filipino teachers was realized.

During the First Republic, the schools maintained by the Spaniards were closed briefly by the Aguinaldo government. The schools were placed under state control
and supervision. The administration and supervision of local schools were transferred from the priests to the local authorities. There was no teacher training during this
period.

During the American period, the schools were reopened on August 29, 1898, with the American soldiers as the first teachers who used English as the medium of
instruction. In 1901, the Second Philippine Commission passed Act No. 74 which created the Department of Public Instruction and formally established the primary
schools, and in 1904 the intermediate schools. The secondary schools or provincial high schools were established through Act No. 373. The Philippine education system

11
was completed with the inclusion of higher education institutions such as in 1901 the Philippine Normal School (now Philippine Normal University) to train aspiring Filipino
teachers and in 1908 the University of the Philippines.

The increase in enrollment in public schools resulted in a shortage of teachers. Because of this, the Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from America, called the Thomasites. To further address the urgency of teachers, the Philippine Government financed
the college education of qualified Filipino students to study in American colleges and universities through the Pensionado Act of 1903 or Act No. 854. Those bright young
Filipino scholars were called Pensionados.

The Spanish normal school, Escuela Normal de Maestros was replaced with Philippine Normal School (PNS) and was formally opened on September 1, 1901. It
first offered a two-year general secondary education program for two decades. In 1928 it became a junior college offering a two-year program to graduates of secondary
schools. In 1949 it was converted into Philippine Normal College (PNC) through R.A. No. 416 and offered the four-year Bachelor of Science in Elementary Education
(BSEE) program and subsequently through the years started other undergraduate programs. This means that the current teacher education programs that other teacher
education institutions in the Philippines now offer have evolved from a two-year general secondary education program to a four-year degree program. It likewise expanded
from teaching in elementary to college or higher education with different specializations or majors.

Two legal documents professionalized teaching in the Philippines. First is Presidential Decree No. 1006 issued by President Ferdinand E. Marcos in 1976. This is a
decree providing for the professionalization of teachers, regulating their practice in the Philippines, and other purposes. This decree cited among others the need “ to
ensure in the immediacy and urgency of teacher recruitment, qualitative requirements are not overlooked, it has become necessary to regulate the teaching profession”, the
reality that “ although teaching requires many years of collegiate study, it is the only course that is not yet considered a profession”, and the importance of teachers “in
recognition of the vital role of teachers in nation-building and as an incentive to raise the morale teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.” P.D. 1006 required the teachers to get a Professional Teacher Certificate from the Civil Service Commission (CSC) by taking
and passing the Philippines Board Examination for Teachers (PBET).

Second is Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, an act to strengthen the regulation and supervision of
the practice of teaching in the Philippines and prescribing a licensure examination for teachers and other purposes. This law transferred the regulation and licensing of
teachers from CSC to the Philippine Regulation Commission (PRC). The PBET was replaced with Licensure Examination for Teachers (LET).

If you have any questions, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

12
Application: Now that you have a clear knowledge of the lesson, try to apply it by working on the succeeding tasks.

Share your insights and feelings about the lesson.

I think _______________________________________________________________________________________________________
I feel ________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Create a graphic organizer showing the development of teaching as a profession in the Philippines. You can use one of
the samples below as your guide or you can make your design. You refer to these links: [Link]
infographic or [Link]

13
 Your graphic organizer will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Graphic Organizer

Name of Student: _________________________ Program/Year/Section: ______________________ Date of Submission: ____________________

Criteria Excellent Good Fair Poor Very Poor

(5) (4) (3) (2) (1)
Organization Extremely well organized. The Organized. The order Somewhat organized. Poorly organized. The Extremely disorganized.
order and structure of information and structure of The order and structure direction is unclear and No direction and flow
are very compelling and fluid. information are not of information are not flow is frequently not are very erratic.
confusing. It is fluid. confusing and smooth.
somewhat fluid.
Content Understanding of content is Understanding of content Shows some Shows incomplete Understanding of
highly evident. Very thorough is evident. Thorough and understanding of understanding of content. content is not evident.
and insightful. insightful. content.

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 Creativity Interesting, new, and helpful. An Interesting, new, and Somewhat interesting Not interesting but Not interesting and not
original presentation that helpful. An original and helpful. The somehow helpful. helpful. Did not serve its
includes identifying unknown presentation for its presentation serves its Minimally serves its intended purpose.
events. intended purpose. intended purpose. intended purpose.

Ideas Represent a variety of important Represent important Represent important Represent minimal Did not represent
concepts with multiple concepts with more than concepts with some concepts with few important concepts and
connections in the discipline. one thoughtful connections in the connections in the had no connection to
connection in the discipline. discipline. the lesson.
discipline.

Remarks: ____________________________________________________ Raw Score _______ X 100 /20 = Rating _______ Rated by: __________________

After submitting the

graphic organizer, you may
proceed to Lesson 3.

Lesson 3

15
 Lesson 3

Learning Outcome: Describe on a reflection essay your vocation and mission as a teacher. (CO/PPST: 6.3.1; 7.4.1)

Topic: Teaching as a vocation and a mission

Learning Tasks:
Activity: Read-reflect-react
 Read the article “Teaching Is a Vocation-A Calling,” written by Teacher Randall in 1962 found on the link below:
[Link]
 Reflect on the following questions:
1. Why did the author think that teaching is a vocation?
2. Why did he state that a teacher is the most important person in any civilization?
3. What did he think about the responsibilities of the teacher?
4. What did he say about the role of the head teacher or principal?
5. Are his ideas still true today?
 React to the following issues:
1. Teaching is no longer a vacation, it is just a job.
2. Teaching is not just a vocation, it is also a mission

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The article is on the next page

TEACHING IS A VOCATION- A CALLING

By: “Teacher Randall”- 1962

Teaching is more than a noble profession. It is a vocation, a calling. The teacher is the most
important person in any civilization, as on him depends the molding of the nation. There are not many
born teachers, but there are those who love teaching, and there are those who enter it as an
occupation. The chief qualification for a teacher is his or her love for children; from there can follow the
training by good teachers and professors of techniques and principles. Good teacher-pupil relationship
is very important.

A teacher must know that he or she is teaching, not only a subject, but a child. A teacher must
know each child in his or her charge – especially in his early years – his temperament, his academic
capability, his health, his bent, his home background and anything that may be hindering him from
doing his best. This will equip teachers and help them to educate. Each child must taste success at the
beginning by beginning with the simple to the complex, the concrete to the abstract, the known to the
unknown and to develop at its own rate. This will give him confidence. A good teacher, by his/her
methods will be able to motivate the pupil, awaken his interest, and arouse his curiosity. Teachers can
make learning pleasant. They must exhibit energy, enthusiasm and cheerfulness, and never cease to
learn themselves. A teacher who ceases to learn becomes irrelevant.

Here I wish to make a comment on the role of the Head teacher or Principal. He must at all times 17
give valuable support to his teachers. He, himself, must be a good teacher and his relationship with his
teachers and parents must be good at all times. He must be able to command respect and, with his
 After reading the article, fill out the graphic organizer to map out your learnings.

What I Read My Reaction

My Reflection

18
Analysis: Try to analyze your graphic organizer. Answer the following questions.

1. What is a vocation?
Vocation means _____________________________________________________________________________________________________
___________________________________________________________________________________________________________________
2. What makes teaching a vocation?
Teaching is a vocation because _________________________________________________________________________________________
___________________________________________________________________________________________________________________
3. How can a teacher fulfill his/her vocation?
A teacher can fulfill his/her vocation ______________________________________________________________________________________
___________________________________________________________________________________________________________________
4. What is the mission?
Mission means ______________________________________________________________________________________________________
___________________________________________________________________________________________________________________
5. What is the mission of the teacher?
The mission of the teacher is ___________________________________________________________________________________________
___________________________________________________________________________________________________________________
6. How can a teacher fulfill his/her mission?
A teacher can fulfill his/her mission ______________________________________________________________________________________
__________________________________________________________________________________________________________________

Abstraction: Your answers indicate that you have many ideas about the lesson. Read the additional information below to supplement your understanding of lesson 3.

19
 Teaching as a Vocation and a Mission

You might be wondering whether teaching is the right vocation for you or a good opportunity for personal and professional growth. Even if your long desired dream
is to become a teacher you probably asked yourself if you could handle the multiple tasks of a teacher or if your desire to be a teacher is strong enough to withstand the
challenges of this profession. If you think teaching is the right vocation for you, you might wonder what your mission is. Let us analyze the two important terms in this
lesson, vocation, and mission.

According to the Merriam-Webster dictionary, vocation means “a summons or strong inclination to a particular state or course of action especially: a divine call to
religious life”, it is an “occupation”. In simple terms, it is a compelling call or calling. When there is a call, there is a response. Vocation, therefore, is one’s response to a
call beyond oneself to use one’s strengths and gifts to serve. It is a sense that God is directing one to a particular task, relationship, or mission. It is the unfolding of how
one may live his/her life at a particular time. Vocation does not only refer to religious calling because there are other callings like being married or staying single. Vocation
can also apply to occupations like teaching because teaching is serving the students, parents, community, and the state. It is not just a job where one works to earn a
living, become rich, famous, and powerful. Of course, these are important. However, vocation is more than that. It is a calling to use the gifts from God to make a positive
contribution to the world by serving humanity. That is the bigger purpose in life. Vocation involves hearing and responding to the “voice” which calls one to live a
purposeful life. That purpose is to specifically make a difference in the lives of the students and help make the world a better place to live in. If your vocation is to become
a teacher, what then is your mission?

Mission according to Merriam-Webster dictionary, is “a specific task with which a person or a group is charged”, “a body of persons sent to perform a service or
carry on an activity”. This means that a mission is a specific task a person is sent to perform or carry out. What then is the mission of the teacher? The mission of the
teacher is to teach. To teach is not limited to the teaching of reading, writing, arithmetic, and right conduct. It is not only acquiring higher-order thinking skills. It is not only
to develop productive citizens. It is not just according to Alfred North Whitehead, to develop “a man of culture and expertise” nor it is just as Bernard Russell puts it, “to
provide opportunities for the child’s growth and to remove the hampering influences. Teaching is all these and more (Bilbao, 2018, 16).

To teach is to help the students develop their full potentials to live a productive, successful, happy, and meaningful life. To accomplish this mission, the teacher
needs full preparation. Teachers need to embody personal and professional qualities for effective teaching. Here are the personal qualities teachers must demonstrate.

R. J. Walker’s 12 Personal Characteristics of Effective Teachers Personal Qualities and Attitudes Teachers Must Possess

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 (Bilbao, et al, 2018, 39)
(Lim, et al, 2014, 18-19)
1. Prepared-comes to class each day ready to teach 1. Good personality-character and appeal the teacher exudes as they walk
2. Positive-have optimistic attitudes about teaching and students and relate to others
3. Hold high expectations-set no limits on students and believe that everyone 2. Honest-good sense of value, trustworthiness, and manifest integrity as
can be successful a professional
4. Creative-are resourceful and inventive in how they teach their class 3. Enthusiastic-have pleasant outlook, optimistic, and with a sense of
5. Fair-handle students and grading fairly humor
6. Display a personal touch-approachable 4. Caring-compassionate and interest in others, understanding how
7. Cultivate a sense of belonging-have a way to make students feel welcome people feel and reacts
and comfortable in their classrooms 5. Role model-model good behavior and sets a good example for others to
8. Compassionate-are concerned about student’s problems and can relate to emulate
them and their problems 6. Fair-impartial, open-minded, and objective judgment and decision-
9. Have a sense of humor-make learning fun and do not take everything making
seriously 7. Friendly-demonstrate pleasant, warm-hearted, and loving relationships
10. Respect students-do not deliberately embarrass students; teachers who with students
give the highest respect get the highest respect 8. Respectful-well-behaved, politeness, and courtesy in dealing with the
11. Forgiving-do not hold grudges students and the public
12. Admit mistakes-quick to admit being wrong 9. Dedicated-devoted, loyal, and committed to the profession
10. Creative-do things in their way, create new and original ideas
11. Flexibility-adapt to a situation, do not easily get disturbed or upset
when unexpected situations and problems arise

Here are the 4 evaluation models/frameworks of effective teaching (Bilbao, et al, 2018, 32). This is the list of professional qualities of effective teachers.

Robert J. Marzano’s Causal Teacher Charlotte’s Framework for Teaching James H. Stronge’s Teacher Teacher Evaluation Standard-The
Evaluation Effective Performance Evaluation Mid-Continent Research for
System (TEPES) Education and Learning (McREL)

21
 Model
Planning and Preparing Planning and Preparation Instructional Planning Teachers facilitate learning for their
Assessment of/for Learning students
Teachers know the content they
teach
Classroom Strategies and Behaviors Instruction Professional Knowledge Teachers facilitate learning for their
Instructional Delivery students
Communication Teachers know the content they
teach
Reflection on Teaching The Classroom Environment The Learning Environment Teachers establish a respectful
Student Progress environment for a diverse population
of students
Teachers reflect on their practices
Collegiality and professionalism Professional Responsibilities Professionalism Teachers demonstrate leadership

The personal and professional qualities Filipino teachers are expected to demonstrate are also indicated in the Code of Ethics for Professional Teachers and the
Philippine Professional Standards for Teachers. You will learn these in Module 2.

The expectations cited above indicate that to be true to one’s vocation and mission as a teacher, one has to have more, do more, and be more. Mediocrity or the
“pwede na mentality” should be avoided. Teachers should strive for excellence in everything they do.

At this point, it is expected that you now have a clear understanding of lesson 3. If you have any questions, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

22
 Application: Now that you have more learning about the lesson, try to apply it by working on the succeeding tasks.

Share your insights and feelings about the lesson.

I think _____________________________________________________________________________________________________________
I feel ______________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Write a group reflection essay about your vocation and mission as a teacher. Reading online articles on the topic is
recommended to support your essay. You are expected to follow the format below.
Format:
Front: style - Times New Roman and font size-12
Margins-1in
Orientation: Portrait
Paper size: A4
Doubled space
Include a page header on top of every page
Insert a page number on the top right of every page except for the title page
Include a Title Page, Introduction, Main Body, Conclusion, and References.
Word Count: 500-700 words from Introduction to Conclusion.

Your reflection essay will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Reflection Essay

Name: ___________________________ Program/Year/Section: ___________________ Date of Submission: ______________

Categories Excellent (4) Good (3) Average (2) Poor (1)

Reflective Thinking Explains the student’s thinking and learning Explains the student’s thinking about Attempts to demonstrate thinking about Do not address the student’s thinking
processes, as well as implications for future his/her learning processes. learning but are vague and/or unclear and/or learning.
learning. about the personal learning process.
Depth of Analysis Exhibits an in-depth analysis of the learning Reflects an analysis of the learning Attempts to analyze the learning Do not move beyond a description of

23
 experience, the value of the derived learning experience and the value of the derived experience but the value of the learning the learning experience.
to self or others, and the enhancement of learning to self or others. to self or others is vague and/or unclear.
one’s appreciation for the teaching profession.
Making Connections Articulates multiple connections between the Articulates connections between the Attempts to articulate connections Do not articulate any connection to
learning experience and content from other learning experience and content from between this learning experience and other learning or experiences.
courses, past learning, life experiences, other courses, past learning experiences, content from other courses, past
and/or future goals. and/or future goals. learning experiences, or personal goals,
but the connection is vague and/or
unclear.
Clarity of Presentation Consistently precise and unambiguous Mostly precise and unambiguous wording, Imprecise or ambiguous wording. Consistently imprecise or ambiguous
wording, clear and lucid sentence structure. mostly clear sentence structure. Mostly Confusing sentence structure. Poorly wording, confusing sentence structure.
All citations are well-chosen, effectively effective choice of citations. Mostly chosen citations, or ineffective framing Citations contradict or confuse
framed in the text, and explicated where effective framing and explication of citation and explication of citations. student’s text.
necessary. where necessary.
Mechanics Clean, correctly formatted (12-point font, Clean, correctly formatted (12-point font, Correctly formatted (12-point font, Sloppy or incorrectly formatted and not
Times New Roman, normal margins), written Times New Roman, normal margins), Times New Roman, normal margins), written in full sentences. Many spelling
in full sentences. Virtually no spelling or written in full sentences. A few minor written in full sentences. Several or grammatical errors. Inconsistent
grammatical errors. Consistent citation style. spelling or grammatical errors. Consistent spelling or grammatical errors. style of citation.
citation style. Inconsistent citation style.
References Uses 3 or more references. Uses 2 references. Uses 1 reference. No references.

Remarks: ____________________________________________________ Raw Score _______ X 100 /24 = Rating _______ Rated by: __________________
Modified version based from sources: [Link]
[Link]

24
 After submitting the
reflection essay, review the
3 lessons on this module,
and then answer the
posttest.

Lesson
Lesson 3

25