INSET 2024
Subject: Science 7
PD/Session Title: Building Brilliance: Exploring the Engineering Design Process in Science"
Date and Time: November 25, 2024
TEACHER’S REFLECTION
Name:_RAINY ROSE A. BARIMBAO _ School: SAN JOSE NATIONAL HS
1. What are your significant learnings in the sessions?
I learned how the Engineering Design Process (EDP) can be a powerful tool in science education,
encouraging students to think critically, design solutions, and engage in hands-on experimentation. It’s
not just about teaching content but about fostering creativity and problem-solving. I also learned how to
guide students through the iterative process of designing, testing, and improving their ideas, which
mirrors real-world engineering practices.
2. What are your learning gaps that are addressed in the sessions?
Before the session, I had limited understanding of how to integrate engineering design effectively into
science lessons. The seminar addressed these gaps by providing clear steps on how to structure lessons
that allow for problem-based learning and how to create an environment where failure is seen as a
learning opportunity rather than a setback.
3. What are the issues you encountered related to the sessions/topics discussed?
A challenge I encountered was the need for resources and time to carry out hands-on design projects.
Not all schools have access to materials or enough time to conduct thorough design-based activities.
Additionally, I found it difficult to envision how to integrate the EDP into existing science curriculums
that are already packed with content.
4. How do you intend to implement your learnings in the sessions?
I plan to introduce more hands-on projects that incorporate the engineering design process, starting with
small-scale design challenges that fit within the existing curriculum. I’ll encourage students to
collaborate and engage in trial and error, allowing them to improve and refine their ideas. Additionally, I
will create more opportunities for reflective thinking, where students can discuss what worked, what
didn’t, and how they can improve their designs.
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
INSET 2024
Subject: : Science 7
Pd/session title: Transforming ideas into impact: The design thinking process in
science.
Date and Time: November 26, 2024 (1:00-5:00)
TEACHER’S REFLECTION
Name: RAINY ROSE A. BARIMBAO School:SAN JOSE NHS
1. What are your significant learnings in the sessions?
I learned that the Design Thinking process can be a powerful framework to help students approach
scientific challenges with creativity and empathy. It encourages them to deeply understand problems,
brainstorm diverse solutions, prototype, and test ideas. The focus on human-centered design in science
education was particularly valuable, as it connects scientific inquiry with real-world applications.
2. What are your learning gaps that are addressed in the sessions?
Before the seminar, I wasn’t fully aware of how to structure lessons around the Design Thinking process
in a science classroom. The session addressed this gap by providing a clear, step-by-step guide on how
to facilitate each stage: empathize, define, ideate, prototype, and test. It also helped me understand how
to guide students in creating solutions that are not only scientifically sound but also relevant to the needs
of the community or users.
3. What are the issues you encountered related to the sessions/topics discussed?
One issue I encountered was the challenge of integrating Design Thinking into existing curriculum
frameworks, which may already be tightly packed with content. Additionally, I realized that not all
students may be familiar with or comfortable with the open-ended nature of this process, which can
sometimes feel unfamiliar compared to traditional, structured science lessons.
4. How do you intend to implement your learnings in the sessions?
I plan to incorporate the Design Thinking process into science projects, starting with smaller-scale
problems that students can explore and solve. I’ll guide them through the stages of empathizing with
real-world issues, brainstorming solutions, and testing prototypes. To help students adjust to this
process, I will provide structured guidance at first and create opportunities for group collaboration. Over
time, I aim to foster a mindset of creative problem-solving and experimentation.
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
INSET 2024
Subject: SCIENCE 7
PD/Session Title: Assessing innovation: Evaluating EDP and DTSP through inquiry and
problem- based learning
Date and Time:NOVEMBER 27, 2024
TEACHER’S REFLECTION
Name: RAINY ROSE A. BARIMBAO School: SAN JOSE NATIONAL HS
11. What are your significant learnings in the sessions?
I learned how to assess innovation by combining the Engineering Design Process (EDP) and Design
Thinking Solution Process (DTSP) with inquiry-based and problem-based learning (PBL). The focus on
assessing not just the final product but the thinking and learning process behind it was eye-opening. I
also learned that the role of the teacher in this context is to guide and facilitate, allowing students to
actively explore and create solutions while developing critical skills like collaboration and reflection.
2. What are your learning gaps that are addressed in the sessions?
I had gaps in understanding how to assess the creativity and problem-solving aspects of students’ work
effectively. The seminar helped me by introducing frameworks and rubrics for evaluating the process of
inquiry, ideation, prototyping, and iteration—rather than just focusing on the final outcome. It clarified
how to balance formative and summative assessments in a more holistic way that values student
innovation.
3. What are the issues you encountered related to the sessions/topics discussed?
One issue I encountered was how to measure and assess soft skills like collaboration and creativity,
which are central to the processes discussed. Another challenge is how to design assessments that are
flexible enough to capture the learning journey, especially in open-ended PBL and inquiry projects,
without being too time-consuming or complex.
4. How do you intend to implement your learnings in the sessions?
I plan to implement assessment rubrics that focus on the entire learning process—emphasizing critical
thinking, teamwork, and problem-solving skills. I will incorporate both formative assessments (e.g.,
progress check-ins, peer evaluations) and summative assessments (e.g., final presentations, prototype
reviews). I aim to create inquiry-based learning opportunities where students can demonstrate their
innovation while receiving constructive feedback throughout the project
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
INSET 2024
Subject: SCIENCE 7
PD/Session Title: Assessing innovation: Evaluating EDP-DTSP in science through project-
based, and design thinking- based assessment
Date and Time: NOVEMBER 28, 2024
TEACHER’S REFLECTION
Name:RAINY ROSE A. BARIMBAO School:SAN JOSE NATIONAL HS
1. What are your significant learnings in the sessions?
I learned how to assess innovation by combining the Engineering Design Process (EDP) and Design
Thinking Solution Process (DTSP) with inquiry-based and problem-based learning (PBL). The focus on
assessing not just the final product but the thinking and learning process behind it was eye-opening. I
also learned that the role of the teacher in this context is to guide and facilitate, allowing students to
actively explore and create solutions while developing critical skills like collaboration and reflection.
2. What are your learning gaps that are addressed in the sessions?
I had gaps in understanding how to assess the creativity and problem-solving aspects of students’ work
effectively. The seminar helped me by introducing frameworks and rubrics for evaluating the process of
inquiry, ideation, prototyping, and iteration—rather than just focusing on the final outcome. It clarified
how to balance formative and summative assessments in a more holistic way that values student
innovation.
3. What are the issues you encountered related to the sessions/topics discussed?
One issue I encountered was how to measure and assess soft skills like collaboration and creativity,
which are central to the processes discussed. Another challenge is how to design assessments that are
flexible enough to capture the learning journey, especially in open-ended PBL and inquiry projects,
without being too time-consuming or complex.
4. How do you intend to implement your learnings in the sessions?
I plan to implement assessment rubrics that focus on the entire learning process—emphasizing critical
thinking, teamwork, and problem-solving skills. I will incorporate both formative assessments (e.g.,
progress check-ins, peer evaluations) and summative assessments (e.g., final presentations, prototype
reviews). I aim to create inquiry-based learning opportunities where students can demonstrate their
innovation while receiving constructive feedback throughout the project.
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
INSET 2024
Subject: ENGLISH 7
PD/Session Title: Assessing innovation: Evaluating EDP-DTSP in science through project-
based, and design thinking- based assessment
Date and Time: NOVEMBER 29, 2024 (8:00-12:00)
TEACHER’S REFLECTION
Name:RAINY ROSE A. BARIMBAO School:SAN JOSE NATIONAL HS
1. What are your significant learnings in the sessions?
I learned how teacher ideologies and sociolinguistic factors play a crucial role in shaping multilingual
English language classrooms. The seminar emphasized the importance of understanding the cultural and
linguistic diversity students bring to the classroom. By reconceptualizing traditional teacher roles, I now
see how integrating students' local languages and cultural experiences into the English curriculum can
enhance learning outcomes and make the classroom more inclusive.
2. What are your learning gaps that are addressed in the sessions?
Prior to the seminar, I didn’t fully appreciate the significance of sociolinguistics in teaching English in
multilingual contexts. The session helped address this gap by exploring how language policies, teacher
beliefs, and students' linguistic backgrounds can influence the learning environment. It also clarified
how to adapt my teaching strategies to meet the needs of diverse learners, promoting a more inclusive
and effective approach to language education.
3. What are the issues you encountered related to the sessions/topics discussed?
One issue I encountered was how to balance the integration of multilingual approaches while ensuring
that English proficiency is still the primary focus. There’s also the challenge of overcoming traditional
teacher mindsets that may view students' native languages as barriers rather than resources.
Additionally, finding appropriate materials and strategies that respect and incorporate linguistic diversity
can be difficult, especially in classrooms with students from very different language backgrounds.
4. How do you intend to implement your learnings in the sessions?
I plan to incorporate more culturally responsive teaching strategies by recognizing and valuing students'
linguistic backgrounds. I will use multilingual resources and encourage students to share their cultural
perspectives. I also aim to modify my teaching practices to create a more inclusive and collaborative
learning environment, where students’ home languages are seen as assets rather than obstacles to
learning English.
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
INSET 2024
Subject:
PD/Session Title: Introduction to Adobe Creative Cloud, Microsoft 365 Overview with Learning
Accelerators, Unleash Your Creativity with Canva for Education"
Date and Time: NOVEMBER 29, 2024 (1:00-5:00)
TEACHER’S REFLECTION
Name: RAINY ROSE A. BARIMBAO School:SAN JOSE NATIONAL HS
1. What are your significant learnings in the sessions?
I learned how to use Adobe Creative Cloud, Microsoft 365, and Canva for Education to enhance
creativity in teaching and learning. Adobe Creative Cloud’s tools can help design engaging and
interactive lessons, while Microsoft 365’s Learning Accelerators can streamline tasks and encourage
collaboration. Canva for Education offers easy-to-use design tools for creating visually appealing
educational materials. I realized the importance of using these tools to make lessons more interactive
and engaging for students.
2. What are your learning gaps that are addressed in the sessions?
Before the session, I was unfamiliar with many advanced features of Adobe Creative Cloud and
Microsoft 365 that could make teaching more efficient. The seminar addressed this by introducing
useful features like templates, collaborative tools, and learning accelerators. I also learned how to
leverage Canva to create visually engaging resources without needing advanced graphic design skills.
3. What are the issues you encountered related to the sessions/topics discussed?
One challenge I encountered was understanding how to integrate these tools into an already busy
curriculum. It can be overwhelming to figure out where to start and how to use these tools efficiently
without consuming too much time. Another issue was the accessibility of these tools, as not all students
may have access to the software or devices needed to fully engage with these tools.
4. How do you intend to implement your learnings in the sessions?
I plan to incorporate Adobe Creative Cloud and Canva to create visually engaging teaching materials
such as presentations, infographics, and interactive activities. I will use Microsoft 365’s collaboration
tools to encourage students to work together on projects and share ideas. To address accessibility issues,
I will provide alternatives for students who may not have access to these tools, and I will start by
introducing small, easy-to-use features before moving on to more advanced tools.
Prepared by:
______________________
Teacher’s Signature
Content Noted:
_____________________ ___________________________
LAC Facilitator MT/School Head/Collaborative Expertise In-charge
