Teacher Shane developed a scheme or chart for cooperative and collaborative group activities based on the contextualization of learners’ learning profiles. Design of group dynamics varies according to the profiles of students. She suggests the learners have activity reflection notes for improving their personal contributions during group activities.

While Teacher Caselyn gives feedback on the learners’ performance output, it is also a good practice that the learners give also feedback on the lesson; as well as what has transpired during the group activities.

Teacher Jade involves the learners in developing their own classroom activities. She pilot the activities suggested by the learners, and choose what would be most effective as a good motivational activity.

Teacher Bert, a seasoned teacher in MAPEH realizes that he could no longer relate to some student vocabularies. Thus, he uses peer teaching to bridge the gap between his lexicon and the younger generation’s lingo

A Health Teacher brings her learners to a known faith healer in their barrio so they can have raw observations and create their own reaction about the traditional way of healing diseases in their area. A teacher uses local issues like the renovation of one of the heritage houses in their municipality to give way to the opening of a fast food chain.

A teacher invites a former alumnus to share his inspiring story of hard-earned success, which has contributed in generating more successes among other people in the locality.

A Grade 8 Araling Panlipunan teacher evaluates his/her learners’ knowledge on different religions in Asia by doing a gallery walk, where learning groups answer specific questions or perform specific tasks in each station of their gallery walk.

A TLE teacher uses documentary films that depict different ways of caregiving to infants and adults in different parts of the country.

Teacher Jerms assigns reading buddies in his class to develop reasoning and critical thinking fostered in his literature classes