MULTI – FACTORED ASSESSMENT TOOL
SESSION GUIDE
Day /Time : Day ______Session _____
Time Duration : 2 hours and 30 minutes
Session Title : SEB-ME AND MYSELF (Whether Weather)
Objectives:
At the end of the session, the participants shall be able to:
1. Explain the different socio-emotional behaviour and social skills briefly;
2. Develop confidence in performing the activities of every skills during the
simulation;
3. Show appreciation on the importance of the conduct of the socio-emotional and
social skills assessment through simulation;
4. Display positive attitude in the performance of different skills that relate with
socio-emotional behaviour and social skills .
Key Understanding
Socio-Emotional Development includes the child’s experience, expression and
management of emotions and the ability to establish positive and rewarding relationships with
others. It encompasses both intra- and interpersonal processes.
Introduction
Say: As a teacher, we encounter varied behaviour of our learners. Misbehaviour is one of the
common challenges faced by teachers in the classrooms. It is a big challenge on our part as
teachers on how to handle and give appropriate intervention and modification to address their
needs.
Resources Needed:
Presentation/LCD/Laptop
Manila Paper, crayons/pentel pen/pair of scissors/colored markers, sheets of
coupon bond
Meta strips for all participants
MFAT materials
Cut-out faces of emoticons(size: 4” x 4”)
-happy
-sad
-excited
-angry
Pencil
Pictures of the following:
a. At home – father cooking
b. School – teacher writing on the board
c. Playground – boy dribbling the ball
d. Market – mother buying vegetables
White plastic envelope
Priming: Springboard of the activity (5 minutes)
Play the song “Ngumiti Tumawa Magsaya Kumanta”
Chorus
Mukha mo'y pumapangit Ang tanging payo ko sa 'yo
Kung ika'y magsimangot Simulan mo sa ngiti
Di lang ikaw ang may problema At gaganda ang mundo
Sino may ganoon din, hindi ba?
Ngumiti, tumawa, magsaya, kumanta
Isipin mo ay yung iba Loob mo'y gagaan, pati ang problema
Ang pamilya'y magulo Ngumiti, tumawa, magsaya, kumanta
May problema sa kuwarta Gagaan pati ang problema
Bawat tao'y may suliranin
Di lang ikaw kung iisipin La la la la la ...
Kung "very serious" ka
Magpahinga muna Baka naman mabuang ka
Sa problemang dinadala
Kung "very serious" ka (Repeat Chorus)
Baka naman mabuang ka
La la la la....
(Repeat Chorus 2, except last line)
Activity Steps/Procedures (10 minutes)
Basket of Emoticons
Procedure:
1. Group the participants into four (4).
2. Let the participants sing the song “Ngumiti Tumawa Magsaya”
3. Pass on the basket with emoticons.
4. If the facilitator says “stop”, the group holding the basket will pick one
emoticon.
5. The group shows the emoticon and the facilitator asks the following:
a. What are the things that make you happy?
b. What are the things that make you sad?
c. What makes you angry?
d. What makes you excited?
Note: The facilitator will write the participants’ answer on the board.
Analysis: (20 minutes)
1. Discuss the causes why people feel happy/sad/angry/excited based on the
participants’ answer.
2. Ask: In times you were happy or sad, how do you manage your emotions?
Let the participants discuss how they manage their emotions.
3. In your classroom, were there times also where your learners felt happy? angry?
Based on your experience, how did you manage such emotions of your learners?
Abstraction: (1 hour)
Ask: Do you know of any tool that would assess the emotions of your learners?
(Let participants share their answers.)
Present and demonstrate the different skills of domain number 5 through slide
presentation.
Ask the participants if they have questions or clarifications.
Application: (50 minutes )
Let each group simulate the Social Skills and Socio-Emotional Behavioural activities
indicated on the task cards. (Distribute the Multi-Factored Assessment Tool (MFAT)
Group 1:
1. Plays with peers
2. Follows rules and regulations
3. Participates in the conversation
4. Shows sportsmanship
5. Expresses appropriate emotions
Group 2:
6. Makes friends easily
7. Imitates adult activities
8. Identifies personal belongings.
9. Identifies self as a member of a family/cultural group
10. Shows initiatives to work on tasks
Group 3:
11. Accepts criticisms positively
12. Engages in communication with others
13. Shows self-control
14. Use courteous expressions appropriately
15. Apologize when necessary
Group 4:
16. Pays attention to someone talking
17. Seeks or accepts help when he/she needs it.
18. Waits for one’s turn
19. Displays sense of humor
20. Leads a group activity
Ask: How do you find the activity?
What insights have you gained?
What is its significance in relation to your work and to the life of our learners?
Closure (5 minutes)
Let the participants sing the song “A Love to Last a Lifetime”.
We're all just merely passing through sparrow
Doing what we can do in a lifetime But that's life
We have more than one adventure to take We'll take each day as it comes
More than one dream to make in our lifetime Never leaving the crumbs for the morrow
As for me there's only one dream As for me, all of my days I will spend them
And that's to love you, my love all with you
With a love to last a lifetime Loving you with love to last a lifetime
We're fools we sometimes do crazy things
And our hearts would take wins like a
Ask:
What is the title of the song? (A Love to Last a Lifetime)
What kind of love? (A love that lasts a lifetime.)
Say:
It’s certainly the kind of love we need for our learners, “A love that lasts a
lifetime.”
References:
https://m.youtube.com ( Ngumiti, Tumawa, Magsaya, KUmanta; A love that Last a Lifetime)
