Professional Documents
Culture Documents
TEACHER EDUCATION
Quezon City
STUDENT TEACHING
Portfolio
of
Cherrylyn D. Magada
Bachelor in Business Teacher Education
Assigned to:
Justice Cecilia Muñoz Palma High School
Molave St., cor Narra St., Payatas B, Quezon Ctiy
S.Y. 2010-2011
Submitted to:
Approval Sheet
Acknowledgement
Dedication
I. Introduction
Philosophy
Mission
Vision
History
Vision
Mission
Plans/Programs
Organizational Structure
Location (Map)
IV. Final Demonstration Plan
(memos/journals/articles)
X. Curriculum Vitae
XI. Attachments
A. Picture
B. Lesson Plans
D. Daily Schedule
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Office Administration and Business Teacher Education
Teacher Education
Quezon City
Approval Sheet
To the students.
And most of all to OUR HEAVENLY FATHER, who have given me the knowledge, wisdom
I would like to dedicate this portfolio to the following persons who greatly one way or
To my parents who give their full support financially and emotionally as well as their
To my beloved cooperating teacher Mr. Mike J. Nieras for continuously supporting me,
and for imparting his ideas and for being optimistic as much as I did.
To JCMPHS faculty and students for cooperating with me to do this practice teaching.
INTRODUCTION
Effective teaching is the rewarding result of a well-guided transitioin between theory and
lasting effects and more influence on subsequent behavior of the learner. To this end, it can be
said that the success of student teaching is attribute to how well a teacher coordinator guides her
student teachers in the different areas which contribute to effetive observation and the technical
Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:
and international leader in higher education and an innovative global powerhouse of quality and
relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest
quality learning experiences and growth in instruction, research and service to our country and
MISSION
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;
5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;
10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
HISTORY
The history of PUP may well parallel the nation's growth and development. As it met the
needs of a fledgling Philippine civil service under American rule forged from anvil of Spanish
colonialism, so will it serve the rising expectations of the people in the 21st century...desirous
now of reclaiming their rightful place in the community of independent nations. As it has
withstood the test of time, so will it continue to pace contemporary Philippine history.
The main campus is located at Santa Mesa, Manila, along the Pasig River. The PUP
Manila consists of three sub-campuses named Mabini, NDC and M.H. del Pilar. The house
where Mabini died is now located in the campus of the Polytechnic University of the Philippines.
The simple nipa house retains the original furniture, and some of the books he wrote, and also
contains souvenir items, while hosting the municipal library and reading facilities, hence, the
main campus is named after Mabini. Some campuses are located on the other side of the
metropolis and the rest are located across the country. The Polytechnic University of the
Philippines System is among the state universities in the Philippines with the lowest tuition.
History
Take a journey to the University's humble beginnings as it started being a business school.
1904
In response to the demand for training personnel for the government service and to the felt need
to provide skills essential for private business employment, the Manila Business School (MBS)
was founded on October 1904 as part of a City School system under the superintendence of CA
O'Reilley.
1908
On account of the fact that the great majority of its students came from the province, the MBS
was made into an Insular (or national) school and accordingly renamed Philippine School of
Commerce (PSC). At first, the intermediate curriculum was prescribed in addition to subjects
such as typewriting, bookkeeping, and stenography. Afterwards a four-year secondary course in
commerce was offered in addition to the courses in Bookkeeping, Stenography, Typewriting and
Telegraphy.
This is the edifice on Gen. Solano Street (in San Miguel, Manila) occupied by the Philippine
School of Commerce (1908-1933). This building was formerly occupied by the Bureau of
Audits and the Philippine Senate.
1911
The PSC was placed again under the supervision of the Superintendent of City Schools for
Administrative purposes only, but retained its status as an Insular school. The PSC produced its
first batch of high school graduates. During this year the course in telegraphy was discontinued
since the Telegraph School of the Bureau of Posts offered better facilities.
1912
The PSC offered a one-year course in Stenography for high school graduates. The course proved
to be successful and popular because of its positive results. Those who took the course got easily
employed as stenographers and later as office managers.
1917
To keep in step with changing conditions, the PSC started revising its courses of study. Under
the leadership of Acting Principal Luis F. Reyes, it continually raised its general requisites. To
enable young people employed during the daytime to acquire further training, it opened night
classes (These classes would be discontinued in 1932 because of the government's retrenchment
policy).
Luis F. Reyes
From 1904, the PSC has known several homes: an old Spanish building located at the foot of a
small bridge at San Rafael Street, near the Mapa High School to an old house at the corner at
Dulungbayan Street (now Rizal Avenue) and Dolores Street (now Bustos Street), Santa Cruz,
Manila. Two years later, it was transferred to Gunao Street, corner Arlegui in Quiapo, in the
building which now housed the Manila Blue Printing. At the end of another two years, it found
itself in a building in General Solano Street, San Miguel, formerly occupied by the Bureau of
Audits and the Philippine Senate where it had the consolation of staying for four years. A
building behind the San Miguel Church was its next destination where it stayed for about twelve
years. Then back to the Gen. Solano Building. In this last place, it remained for seven years up
to 1933.
1933
The PSC was merged with the Philippine Normal School (PNS) and the Philippine School of
Arts and Trades. During the merger, which lasted for 12 years, it operated under the supervision
and administration of the PNS Superintendent. The PSC students who completed their respective
courses were considered graduates of the PNS. The PSC replaced its secondary curriculum with
a two-year junior college curriculum.
1940
The existence of PSC caught the attention of then President Manuel L. Quezon. In his
graduation address at the Rizal Memorial Stadium on March 26, 1940, he said in part (addressing
the graduates of the School of Commerce):
"I can tell you why you are forgotten on these occasions. It is because you do not belong here...
I will do my best to get the National Assembly to set aside a special appropriation for a building
for the School of Commerce, so that graduates of this school will henceforth be where they can
be noticed."
1942
Subsequently, then Congressman Manuel A. Alazarte, with then department head Luis F. Reyes,
formulated a bill to this effect and was presented to Congress. Unfortunately the Pacific War
broke out. The plan was not carried out.
During the war years, the PSC was among those institutions of learning compelled to declare a
blackout on culture.
1946
Shortly after liberation, Superintendent Luis F. Reyes resumed tasks for the re-establishment and
rehabilitation of the school. The appeal was returned with more than eight thousand pesos
allocation received from the national funds of the Bureau of Public Works for purposes of repairs
and maintenance of public buildings.
The ruins of the Normal Hall building was turned into an improvised house of learning and on
August 4, 1946, it was able to open formally regular classes to surprisingly eager students. The
PSC offered one-year and two-year courses in retailing merchandising and a complete four-year
course in distributive arts education.
1947
Meanwhile, the PNS found it necessary to use the Normal Hall building as a dormitory. PSC, in
turn, resigned to its lot of again working in humble crowded rooms. This drove school
authorities to seek remedies for this unbearable situation. Representations were made to the
Philippine Alien Property Administrator, through Malacañang and the Department of Foreign
Affairs, for the acquisition of the Lepanto site.
Such representations were so intensified that on July 31, 1947 the two buildings in Lepanto (now
S.H. Loyola) Street in Sampaloc, Manila were turned over to the Philippine Government for the
exclusive use of the PSC. The School began to move and on August 4 the official transfer was
effected.
This building was occupied by the House of Congress before it was transferred to PSC (1947)
1948
The PSC acquired the P.E. grounds, also on S.H. Loyola Street.
1949
Republic Act No. 415 was passed, providing for the establishment of teacher-training
departments in government schools. The PSC was one of the beneficiaries of the said Act.
1951
Three departments were organized: Teacher Training, Business Education, and Research.
When the Philippine Educational System celebrated its Golden Jubilee, the PSC was awarded a
plaque in recognition of its achievement "for bold and successful pioneering in vocational
business education."
This period covers the time where the business school became a college whose main thrust is in
commerce.
1952
Through Republic Act (RA) 778 passed by both houses of Congress on May 20, 1952 and signed
by then Philippine President Elpidio Quirino on June 21, 1952, the PSC was converted into the
Philippine College of Commerce (PCC), with Luis F. Reyes as its first president. The PCC
broadened its program offerings with the inclusion of undergraduate courses in commerce and
related fields.
1954
This Institution celebrated its Golden Jubilee.
The 50th Founding Anniversary was celebrated on the Lepanto Grounds (October 1954)
1955
For its "dynamic leadership in vocational business education", the PCC was conferred by the
Business Writers Association of the Philippines the title of "Business College of the Year."
The Annex Building (also in S.H. Loyola St.), which had housed the Congress of the Philippines,
was officially turned over to PCC.
1956
When Reyes retired, Prof. Pacifico A. Velilla took over the PCC presidency.
Pacifico A. Velilla
1960
Atty. Victor dela Torre was designated Acting College President.
1962
Immediately after assuming the presidency, Dr. Nemesio E. Prudente established an Advisory
Committee for the President, a CPA review class, a scholarship committee, and a codified set of
rules and regulations for the College.
Dr. Nemesio E. Prudente
1963
The College Code was printed, the Public Relations Program established, and the first issue of
the PCC Faculty Journal published. Other initiatives taken during that school year include:
1965
Through Pres. Diosdado Macapagal's proclamation, the Pandacan site of the Bureau of Animal
Industry was reserved for PCC's use. The student assistantship program was instituted and a
system of financial aid was introduced. Instructors with masteral and doctoral degrees were, as a
matter of policy, automatically promoted to Assistant Professor 1 and Assistant Professor 2,
respectively.
1967
Important developments during that school year include:
1968
The development of the preceding school year led to the rise of social consciousness among the
PCC constituents and to the revision of the college charter by the passage of RA No. 6980
authorizing the offering of courses in the social sciences related to business education. Besides,
the Sta. Mesa (A. Mabini) Campus was assigned for the use and disposition of the PCC. Also,
the titles of the lots on S.H. Loyola St. were awarded to PCC through congressional legislation.
1969
Initiatives included the following:
Appointment of the president of the Supreme Student Council as member of the Board of
Trustees (now Board of Regents);
Offering of the following in lieu of the two-year basic commercial course: Bachelor of
Arts, Master of Arts, and Master of Business Administration; and
Securing the exemption of PCC personnel from civil service rules and regulation as well
as from the application of the Wage and Position Classification Office (WAPCO) criteria.
Short-term courses in Electronic Data Processing (EDP) were offered under the Faculty
of Accountancy.
1971
Among the important developments were:
The institution's transformation from a college into a university happened during these period.
1972
When martial law was declared, Dr. Narciso Albaraccin, Jr. was designated Officer-in-Charge
(OIC), with Dr. Pablo T. Mateo, Jr. as Performance Officer. Among the changes under
Albaraccin were:
1973
Dr. Isabelo T. Crisostomo succeeded Albaraccin as OIC.
1975
The PCC opened its branch in the Bataan Export Processing Zone (BEPZ), Mariveles, Bataan.
1976
The Faculty of Arts and Sciences (FAS) was reestablished, the Master of Public Administration
(MPA) and the Master in Economics (ME) programs were added in the Graduate School, and the
various offices were re-structured.
1977
After Dr. Mateo became president in May 1977, the ladder program was expanded to all degree
courses; 13 additional degree courses using the ladder approach were introduced. The "techno-
business" curriculum was developed, and introduced were adult business education and non-
degree courses in business/distributive arts.
1978
Through Presidential Decree (PD) 1341, PCC was converted into a chartered state university and
accordingly renamed Polytechnic University of the Philippines (PUP). This led to the
broadening of course offerings and the restructure/streamlining of the University's administrative
organization.
1979
Among the accomplishments of this period were:
Face-lifting of A. Mabini Campus through construction of the main library, the
University canteen, the ecumenical chapel (Interfaith Chapel), and the 3rd, 4th, and
portion of the 5th floors of the XYZ building (Main building in Mabini Campus);
Establishment of a branch in Lopez, Quezon (June 1979);
Revision of undergraduate curricular programs;
Establishment of consortia with the Construction Industry Board for the Opening of
Master in Applied Statistics, the Philippine Normal College for the conduct of teacher
education courses in PUP Lopez, and La Consolacion College for a program in
Cooperatives;
Expansion of graduate programs to include masteral programs in Public Administration
(MPA), Public and Business Administration (MPBA), Economics (ME), Accountancy
(MAC), as well as doctoral programs in Public Administration (DPA) and Business
Administration (DBA);
Creation of the Institute of Technology;
Introduction of ladderized baccalaureate courses in Tourism, Hotel and Restaurant
Management, Office Administration, Government Accounting, and Library Science; and
Start of the PUP Review Center (Summer 1981).
The EDP/Computer Data Processing Management (CDPM) unit was created under the
Faculty of Business and Cooperatives. It started to offer a four-year ladderized course,
known as Bachelor in Computer Data Processing Management (BCDPM).
1983
In spite of the country's economic difficulties, PUP's 71 ladderized technical and professional
programs continued to be viable. There were significant accomplishments like:
1984
The University underwent reorganization. It adopted the "cluster colleges" set-up, where each
college prepared the program and supervised all the subjects required in the degree program
offered in the college. It set up a University Center for Technological Research, the function of
which was to conduct research and produce inventions/innovations in technology areas most
needed by the communities served by PUP. For lack of sufficient rooms, laboratories, and
related facilities, the University considered the completion of the 5th floor of the XYZ-Main
Academic Building a top priority in its infrastructure program.
The PUP also established a tie-up with the University of Life in the training of trainors/project
managers needed in the KKK program, as well as with the Ministry of Trade, the Ministry of
Local Government and Community Development, and the NACIDA in these agencies'
continuing training program to upgrade their personnel.
This period brought about a dramatic change in the University firming its commitment to the role
of education as an equalizing factor.
1986
In April 1986, the PUP presidency was reassumed by Dr. Nemesio E. Prudente, who has seen
university education as an equalizing instrument that would enable the children of the
economically disadvantaged to climb up the ladder of society - and to counterbalance the
dominating influence of the affluent few in the nation's day-to-day affairs as well as help greatly
in charting its long-term destiny.
Dr. Prudente had the PUP philosophy, mission, and strategies formulated by a multi-sectoral
committee; a new PUP logo designed; a new PUP hymn composed; and the
administrative/academic organization restructured. This led to the renaming/raising of the
following departments of the University:
FROM TO
Electronic Data Processing (an area in the College of Computer Management and
College of Business) Information Technology (CCMIT)
Institute of Hotel and Restaurant Management College of Hotel and Restaurant Management /
Food Science and Technology (CHRMFST)
Physical Education and Sports College of Physical Education and Sports
(CPES)
Institute of Economics, Banking, and Finance College of Economics and Politics (CEP)
Institute of Technology College of Engineering and Architecture (CEA)
It also led to the creation of the College of Languages and Mass Communications (CLMC), the
Institute of Social History (ISH), and the Institute of Labor and Industrial Relations (ILIR).
Aside from this, the nontraditional masteral programs in Business Administration were
strengthened.
In PUP Manila, the Community Relations Office was created under the Public Affairs Office and
the community outreach programs of the branches were strengthened.
University governance was democratized. The Academic Council was expanded to include not
only full professors but associate and assistant professors as well. The open-door policy was
institutionalized, the University Code revised, and the PUP Five-Year Development Plan (1987-
1992) drafted.
The University increased enrollment at all levels as well as the number of scholarships and
financial aid grants; it also offered short-term technical-vocational courses and maintained its
laboratory high school.
The University improved its instructional, co-curricular, and administrative facilities; it also
acquired more and bigger campuses.
1987
The developments during this school year include:
1988
The Administration stepped up efforts to develop the physical facilities for PUP Manila and the
branches. It also followed up the acquisition of the 10-hectare lot of the National Development
Company which is adjacent to the University's A. Mabini Campus in Sta. Mesa, Manila. It
likewise followed up bills in Congress, such as those...
The University established centers and institution for special studies with their respective
academic journals as well as consortia, linkages, and joint projects with local and international
agencies. It implemented its yearly evaluation and merit promotion scheme for the faculty and
administrative staffs. And it conferred doctoral degrees, honoris casua, to four prominent
personages.
Other developments:
PUP continued to dominate the SCUAA and the PICUAA. The PUP Banda Kawayan was made
the official entertainer of the Philippine Pavilion Hotel during the opening of the World
Exposition '88 in Brisbane, Australia, and the Bagong Himig again emerged as the champion in
the national choral singing competition.
1989
The PUP Graduate School introduced a nontraditional program to the degree of Master in
Economics.
PUP Manila started to offer traditional baccalaureate degree programs in Sociology, Political
Science, and Cooperatives. PUP Lopez, on the other hand, introduced two additional courses:
Bachelor of Science in Civil Engineering and Bachelor of Science in Electrical Engineering.
The Board of Regents approved the offering of Bachelor of Science in Chemistry, Bachelor of
Science in Criminology, Bachelor of Science in Forestry, Forest Ranger Certificate, and Diploma
in Fisheries Technology.
The University, furthermore, continued to explore the "Open University" concept. It also started
to develop the 17-hectare campus in Taguig, Metro Manila.
Faculty members teaching the same subjects were required to use a common syllabus, for this
would facilitate departmentalization of final examinations, particularly in the basic subjects.
The University adopted the policy that only students who pas the qualifying examinations in the
third year of the particular specialization may continue to enroll in courses with board / licensure
examinations.
Also established were Professional Chairs in Political Economy, Banking and Finance,
Computer Science, Engineering, and Marketing, as well as the Research Institute for Politics and
Economics (RIPE) and the Center for International Relations (CIR).
The University got elevated to level one status, which meant, among other things, higher salary
rates for University personnel.
It was also able to complete the P.E. Bldg. on A. Mabini Campus, the Graduate School Bldg. at
M.H. del Pilar Campus, and a two-storey building in PUP Lopez. It rehabilitated the old PNB
Bldg. for the use of PUP Bataan.
1990
The initiatives of the University in School Year 1990-1991 include the following:
To keep pace with changing conditions, the University underwent continuous change in this
period. This is where the first lady president of the University was appointed and the first
University president to undergo a selection.
1991
Important events that took place in that year:
Establishment of the Research Center for Peace, Justice, and Democracy.
Setting of special make-up classes in English
Inauguration of the new four-storey three-wing University Library.
Granting of teaching and research chairs in Management by the Personnel Management
Association of the Philippines.
Publication of five Open University modules, Sinag of the CAS, IC Balita, Student
Handbook, LBEC Handbook, RIPE monographs, STRDC monographs.
Signing of MOA with Palawan National Agricultural College, Quirino State College, and
University of Southeastern Philippines for the offering by the University of Master of
Educational Management.
Offering by the Pamantasang Bayan of vocational / technical and baccalaureate programs
in 25 municipalities.
Signing of MOA with Bataan Shipyard and Engineering College, Inc., which agreed to
become a training station of the College of Engineering, PUP Bataan.
Start of construction of Mass Communications Center of the Philippines Building.
Retirement of Dr. Nemesio E. Prudente, designation of Dr. Zenaida A. Olonan as Officer-
in-Charge.
Appointment of Dr. Jaime Gellor as Acting President (April 3 - July 3, 1992), which
created confusion.
Appointment of Dr. Zenaida A. Olonan as first lady President of the PUP.
1997
The PUPWebSite Project began.
This is the first insignia used for this site. It began as a feasibility project of a group of computer
students who named themselves as the Abyss Creative Group
On October 11, 1997, Pres. Fidel V. Ramos conferred his support for the computerization project
of the University.
The former Bachelor in Information Technology (BIT) was revised as Bachelor of Science in
Computer Science (BSCS) while the Bachelor in Computer Data Processing and Management
(BCDPM) was improved and became Bachelor of Science in Information Technology (BSIT).
1998
The PUPWebSite Project was changed to PUPWebSite and it served as the official Internet site
of the University. It formally launched on January 27, 1998 in GeoCities.com.
On August 1998: Pres. Joseph Estrada visited PUP during its "Linggo ng Wika" Celebration.
During that time, his Excellency conferred his support for the construction of the Information
Technology Center of the University.
November 13, 1999: Dr. Ofelia M. Carague was appointed as the 10th President of the
University and the first to undergo Republic Act 8292 (or the Higher Education Modernization
Act), wherein the selection was made through a committee
A series of infrastructure projects started on this year spearheaded by the Special Projects Office.
1999
The University celebrated its 95th Foundation Anniversary with the theme: "Sandaang Taon
Para Sa Pilipino, Panimulang Pagdiriwang" (One Hundred Years for the Filipino, The Beginning
of the Celebration). This is the first of five countdown celebrations to the University's
centennial.
The computerization program of the University was made into reality. This is spearheaded with
the creation of new offices - the PUP Information Linkages Systems (PUPILS, headed by Prof.
Rosicar E. Escober) and PUP Information Technology Center (PUP IT Center, headed by Prof.
Mely R. Luya).
A transition point as the University heads for the future, grasps new and emerging technologies,
and prepares itself to become globally competitive.
2000
April 2000: PUP Information Technology Center started its operation with Prof. Mely R. Luya as
the director. Later that year, it changed its name to Information and Communications
Technology Center (PUP ICT Center).
February 2000: The University was conferred by the Commission on Higher Education (CHED)
as a Center of Development for Excellence (CODE) in Information Technology. read news
article about this
March 2000: PUP was designated by the Department of Science and Technology (DOST) as a
Virtual Center for Technology Innovation in Information Technology (VCTI-IT) and during the
Year-End Commencement Exercise, PUP was declared an Information Technology Zone.
June 2000: The Master of Science in Information Technology program began with Prof. Rosicar
E. Escober as the chairperson.
On June 30, PUP ICT Center was declared as a Microsoft Certified Government Technology
Education Center (GTEC).
PUP celebrated its 96th Foundation Anniversary with the theme: "PUP @ 96: Knowledge
Connectivity to e-Economy."
2001
Important developments during this year include:
Generally, for the period 1998-2001, 45 major projects and 31 minor projects were
accomplished, unprecedented physical developments so far in PUP. Among these
infrastructure projects includes the CLMC Building and Theater, Student Center,
Laboratory High School Building, Interfaith Chapel, Grandstand, Gymnasium and
Swimming Pool, and PUP ICT Center Phase 1 and 2;
Almost all the programs of the academic units of this University have been submitted for
accreditation. Four (4) programs have gone through a formal survey and sixteen (16)
programs went through the first survey to achieve the enhanced accredited status towards
accreditation level 3. In fact, it ranked third in the Top 10 SUC’s with the most number of
reaccredited (Level 2) programs which totaled to nine (9) programs. Consequently, it
ranked first in the top 12 State Universities and Colleges with the most number of
accredited (Level 2) programs which totaled to fifteen (15) programs;
The performance of PUP graduates in Professional/Licensure Examinations in the fields
of Accounting, Architecture, Chemistry, Education, Engineering and Nutrition and
Dietetics have showed noteworthy results;
Twenty (20) modules were reviewed, edited and evaluated and were all recommended for
student use;
Curricular offerings of seventy-three (73) programs have been revised, and have passed
through the scrutiny of the Curriculum Evaluation Committees (CECs) in the
Department, College and University levels;
New colleges have been created: The College of Law, College of Communication,
College of Nutrition and Food Science, College of Tourism and Hotel and Restaurant
Management, College of Architecture and Fine Arts, and the College of Languages and
Linguistics;
New programs have been approved: The Bachelor in Public Administration and
Governance of the College of Economics, Finance and Politics and Master in Library and
Information Science;
New subjects/courses were added into the various curricula to meet the demands of the
changing times, especially in the fields of communications, engineering and other
sciences;
The PUP through the CNTSP-ETEEAP is still one of only three (3) universities that were
able to institutionalize and implement the ETEEAP despite absence of budgetary support
from the CHED;
A new program in the Commonwealth campus was opened - Bachelor of Science in
Entrepreneurial Management;
The Graduate School successfully participated in the implementation of e-linked graduate
courses with UP, PNU and EAC;
Students and faculty have actively involved themselves in various personal/professional
developments e.g. graduate school, conferences, trainings, etc.;
Linkages to national and international entities and organizations have widened e.g.
participation to national and international conferences, national and international
networks and grant to PUP faculty of scholarships abroad.
Implemented ATM Payroll System;
Modernized offices in the Mabini Campus;
Processed 891 special scholars under President GMA Scholarship Program;
Implemented Information Systems for key operations such as human resource,
enrollment, students, and payroll;
Through proper financial management, economic support was extended to the whole PUP
Community, first time ever in the history of the University;
PUP celebrated its 97th Foundation Anniversary with the theme: "PUP: Kabalikat ng
Pamahalaan sa Pag-aangat ng Antas ng Buhay ng mga Mamamayan" (PUP: Together with the
Government in Uplifting the Lives of the People)
2002
PUP celebrated its 98th Foundation Anniversary.
2003
Dr. Ofelia M. Carague completed her term as University President on April 20, 2003. Through
Board Resolution No. 202, Dr. Samuel M. Salvador was designated as Officer-in-Charge.
The offering of AB Theater Arts for school year 2003-2004 was unanimously approved by the
Board of Regents.
Consistent to existing Civil Service Rules and the PUP Merit System for Faculty and Academic
Staff, 176 faculty members and 30 administrative staff were promoted one step higher in rank,
and 36 faculty members and 7 administrative employee enjoyed permanent or temporary status.
2004
On January 26, Dr. Salvador's designation was reclassified as Acting President of the
University. Preparations for PUP’s centenary became the most strategic agenda of his
stewardship.
On September 18, 2004, over 30,000 students, faculty and alumni of the
Polytechnic University of the Philippines create a "human rainbow" in a move
to boost the image of the school and a bid to set a new record for world's largest
human rainbow in the Guinness Book of World Records.
2005
Through a Board Resolution, Dr. Dante G. Guevarra was appointed Officer-in-Charge, which
took effect on July 1.
Dr. Dante G. Guevarra
October 1, the University celebrated its 101st Founding Anniversary. Through another Board
Resolution, Dr. Guevarra was appointed Acting President extending his term for another year.
Other events that took place on that year were: DBM e-budget Training (July 11-29), Training on
Computer Literacy and Proficiency Training Program of the Office of the Vice President for
Research and Development (OVPRD), Philippine Educators Network for Training, Research,
and Development, Inc. (PENTRAD) and The Rotary International (Oct.13-14, and 17 and 18),
Microsoft Office Specialist PUP Faculty Training (Partners in Learning Program, July 13-27),
Microsoft Faculty and Student Ambassador Program Cascades (Technical and Business
Management trainings) to A. Maceda Integrated School Teachers and Students (November 10-
11), First ever PUP Technology Day at PUP ICT Center (November 18), Computer literacy
program for the disabled military of the Department of National Defense and Armed Forces of
the Philippines (September 24, October 8 & 15, 20).
PUPCET iApply, a Web-based PUP College Entrance Test (PUPCET)Application System was
pre-released on December to accommodate PUPCET applicants until January 31, 2006.
JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL
VISION
Justice Cecilia Muñoz Palma High School is an educational institution developing well-
rounded individuals for the establishment of a self-reliant and responsible community.
MISSION
A. COMMUNITY PROFILE
Barangay PAYATAS got its name from Payatas Estate, a vast tract of land covering
approximate area of 5, 295 hectares. PAYATAS is
derived from the word “PAYAT sa TAAS” meaning the soil of highlands is not fertile compared
with the lowlands along Marikina River. It occupies a little less than 20% of the city’s land area.
The population was almost 125,000 as of 2003. majority of the residents fall below the poverty
level, living harsh and poor conditions in the depressed areas. The language used is Tagalog and
secondary dialects are Waray, Ilonggo, Visaya, Bicol, Ilokano, Panggalatok and Kapampangan.
B. DEMOGRAPHY
• Payatas area has a population of 125,000 more or less 10% of the city’s 2003 estimated
population.
• Average annual population growth rate for the past 10 years is 15.23%
• High growth rate is due to immigration. The continuous influx of migrants is alarming.
Estimates indicate that more than 80% of the residents are migrants.
• The female population comprises 49.66% while the male population constitutes 50.66%
of the population.
• Women of the reproductive age, (15-44 years old) are 51% of the total female population.
• The population is described a generally young.
• School age population (7-12 years old) is estimated to be 32% of the total population.
C. HEALTH
D. HOUSING
• Roughly 60% of the residents are squatters needing decent housing. These occupy some
700 hectares more or less excluding NGC.
• The unabated influx of squatters remains a major problem usually blamed on squatter
syndicates and prevailing issues.
• Development efforts which cover housing are often hampered by the opposition of
squatters who rely heavily on such long hand issues.
DEVELOPMENT ISSUES/POTENTIAL/OPPORTUNITES
PHYSICAL
The school was formally opened in 1988 with Mrs. Sheridan G. Evangelista of the Social
Studies Department of Lagro High School as Officer-In-Charge. Regular classes started with 258
students and 7 regular-permanent teachers assigned by Ms. Gutierrez, former principal of Lagro
High School (Main). These teachers were Mr. Endrico S. Anacion, Mrs. Marissa C. Macatanong,
Mr. Gil Panis, Mrs. Cristina M. Feliciano, Mrs. Flordeliza T. Ramos, Mr. Cresencio B. Juanich
and Mr. Jose R. Zoleta. Four classroom building was built at Bicol Street, Payatas through the
joint effort of the barangay officials and civic-spirited leaders of the community. Payatas Annex
came into existence as an annex of Lagro High School. Mrs. Evangelista was followed by Mrs.
Felicisima Tañedo, who served the school for only three months. Mrs. La Paz Veloria came in
next and followed by Mr. Liberato C. Garcia who managed the school for almost four years.
Then came Ms. Amelita B. Yapit who served for two and a half years.
It was during the administration of Mayor Ismael Mathay III, when the city government
constructed a three-storey building. Another one-storey building was built facing the Mathay
Hall with three classrooms until the construction was stopped by the DPWH. In the year 1999, a
four-storey building with 12 classrooms was constructed through the generosity of former
Congressman Dante V. Liban, the Division of City Schools and DPWH. This additional building
helped address the accommodation problem of the growing population of the school.
Payatas High School is strategically located at Molave and Narra streets and the
boundary of Villa Gracia Homes.
It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of Lagro High
School Payatas as Master Teacher/Officer-In-Charge. She continued the efforts started by the
predecessors prioritizing on the basic necessities of both the teachers and the students by
providing clean water and functional comfort rooms. It was also during her time that Lagro High
School Payatas Annex gained its independence.
With the promotion of Mrs. Violeta D. Jordan, a new MT II In-Charge in the person of
Mrs. Lydia S. Ramos was assigned. The school has seen numerous improvements in terms of the
school’s physical facilities and academic achievement in her two years stay as an administrator.
Ms. Juanita C. Alajar assumed principalship on October 16, 2005. Using available
resources judiciously, she improved the learning environment by landscaping nooks and corners.
The library was extended and more books and reference materials were added. The registrar,
clerk and book keeper were provided computers to facilitate speedy preparation of report.
The Centennial Rotary Club donated water purifier. Liban and Mathay buildings were
repaired and repainted. An 18 classroom-four storey SB Hall, stage and fences were constructed
under the leadership of Honorable Feliciano Belmonte Jr.
Payatas High School was renamed Justice Cecilia Muñoz Palma HIGH School on
November 22, 2006. Justice Palma clan donated 10 brand new computers and the rotary Club of
Marikina Hills another 10, enabling the school to put up a computer room at Belmonte Hall.
Truly blessed, our school is a recipient of 21 computer units from CICT, Office of the President.
About 200 families enjoy the “Pantawid Pamilyang Pilipino Program” in 2009.
Through proper coordination with Ateneo Pathways to Higher Education, many poor but
deserving students enjoy scholarships at prestigious universities. Those who have graduated help
the school by organizing career orientation to fourth year students and donating books for the
library.
Another 15-classroom 4 storey SB building was constructed that the big number of
students per class was lessened. Inspired by the unwavering support of the City Government,
Justice Cecilia Muñoz Palma Foundation Inc., NGOs, parents, teachers and students, Ms. Alajar
continuously improve the school.
Organizational Chart
JCMPHS MAP
Effect of Computer Supported Problem Based Learning on
Students’ Approaches to Learning
Serife AK
The purpose of this paper is to investigate the effects of computer supported problem based
learning on students’ approaches to learning. The research was conducted as a pre-test and post-
test one-grouped design used to achieve the objectives of the study. The experimental process of
study lasted 5 weeks and was carried out on 78 university students. The Scale of Approaches to
Learning was used as the data collection instrument, which was The developed by researcher.
The collected data were analyzed by paired simple t-test. According to the results, it can be
stated that problem based learning has a significant effect on adopting a predominantly deep
approach to learning by students.
School Counseling
A number of terms such as the practice teaching, student teaching, teaching practice, field
studies, infield experience, school based experience or internship are used to refer to this activity
(Taneja, 2000). The term practice teaching embraces all the learning experiences of student
teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the
practicing of teaching skills and acquisition of the role of a teacher; the whole range of
experiences that students go through in schools; and the practical aspects of the course as distinct
from theoretical studies (Stones and morris, 1977).
Practice teaching is the name of the preparation of student teachers for teaching by practical
training. It is the practical use of teaching methods, teaching strategies, teaching principles,
teaching techniques and practical training and practice / exercise of different activities of daily
school life.
2. To provide an opportunity for evaluating the student potential as a teacher and suitability
for the teaching profession.
4. To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him / her to develop method of control.
5. To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.
6. To enable the student teachers effectively to plan and prepare lessons.
10. To provide student teachers with an opportunity to have teaching evaluated and to gain
from the benefits of constructive criticism.
11. To provide an opportunity for self evaluation and to discover own strengths and
weaknesses.
12. To develop skills in future teachers related to teaching like fluent speaking, meaningful
reading, using blackboard and other teaching material.
13. To provide an opportunity to liaise with school environment, its functioning and with
community and its resources.
14. To provide for the exchange of ideas and methods between practicing school and teacher
training institution, by teacher training institutions’ staff and students, perceiving new
ideas material and equipment in use in practicing schools and introducing new ideas,
material and equipments into the school.
Stages in Practice teaching
Primary Stage
It is necessary to make a trip of student teachers to that particular school, where they are going
for practice teaching. The main aim of this tour is to see the concerned head teacher, class
teachers and school staff in order to acquire information about school and its environment.
Student teachers must observe the teaching methods of school, methods of concerned class
teacher, copies or notebooks of the students and their usual routine. On return from the tour
student teachers must have the details about scheme of studies, age of the students, strength of
the class, abilities and specific problems of the students, timing of the school, textbooks and
teaching aids.
DepEd assigns disaster marshals and educates employees on
occupational safety
The Department of Education Central Office has issued an office memorandum to
inform its employees of the conduct of a one-day Occupational Safety and Health
Seminar on March 30 and an Earthquake and Fire Drill on March 31.
DepEd, in partnership with the Project Alliance on Social Dialogue, has performed a
workplace assessment to resolve issues and concerns on occupational safety and
health of DepEd employees.
The assessment identified earthquake and fire prone hazards in different buildings
being used by DepEd Employees in the Central Office. This prompted Engr.
Hernandez’s team to include the central office in the disaster preparedness
interventions that the department is doing.
The Occupational Safety and Health Seminar will be conducted on March 30, 2011 at
the Bulwagan ng Karunungan, DepEd Central Office from 8:00 am to 4:00pm, followed
by an Earthquake/Fire Evacuation Drill on the following day, March 31, 2011 at 10am.
The seminar/drill aims to educate DepEd Disaster Marshals on the identified hazards in
the workplace and how to respond to each of these when the need arises in order to
minimize vulnerabilities. It also intends to avoid or limit the adverse impact of hazards
disaster risks that may strike without warning.
Hernandez furthered that the activity is in line with the observance of the Fire
Prevention Month, a month-long campaign which includes the conduct of fire prevention
activities nationwide every March. These activities are administered in coordination with
the Bureau of Fire Protection (BFP), local government units, firefighting agencies, and
other institutions.
A DepEd Occupational Safety and Health Committee will be created. Likewise, DepEd
Disaster Marshals (at least two Marshals for every floor of the building within DepEd
Complex) will be designated.
Recently, DepEd discussed the state of public schools and their structural integrity as
they may be affected by earthquakes. It also mentioned the major interventions being
undertaken such as the inspection of DepEd classrooms for possible structural defects
to ensure that these can survive earthquakes, the conduct of earthquake drills, and the
continuous monitoring on the status of schools near waterfronts that may be in danger
from tsunamis.
The department has also constructed a number of hazard resilient school buildings in
the Eastern Sea Board area, in compliance with the National Building Code Standards.
These buildings can withstand earthquake and typhoons and has an estimated lifespan
of more than 50 years.
www.deped.gov.ph
Literacy rate in the Philippines has improved a lot over the last few years- from 72
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the
number of schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in
the elementary schools and 362 percent in the tertiary schools. For the same period,
enrollment in all three levels also rose by 120 percent. More than 90 percent of the
elementary schools and 60 percent of the secondary schools are publicly owned.
However, only 28 percent of the tertiary schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business
management courses. Table 1 shows the distribution of courses taken, based on School
Year 1990-1991. Note that the difference between the number of enrollees in the
commerce and business courses and in the engineering and technology courses may be
small - 29.2 percent for commerce and business and 20.3 percent for engineering and
technology. However, the gap widens in terms of the number of graduates for the said
courses.
TABLE 1: TERTIARY ENROLLMENT AND GRADUATION BY
FIELD OF STUDY. SY 1990-1991
FIELD OF STUDY ENROLLMENT GRADUATION
No. % No. %
Arts and Sciences 196,711 14.6 29,961 13.6
Teacher Training & Education 242,828 18.0 34,279 15.5
Engineering & Technology 273,408 20.3 32,402 14.7
Medical and Health - related 176,252 13.1 34,868 15.8
Programs
Commerce/Business
392,958 29.2 79,827 36.1
Management
Agriculture, Forestry, Fishery,
43,458 3.2 7,390 3.3
and Veterinary Medicine
Law 20,405 1.5 2,111 1.0
Religion / Theology 1,695 0.1 209 0.1
TOTAL 1,347,715 100.0 221,047 100.0
On gender distribution, female students have very high representation in all three levels.
At the elementary level, male and female students are almost equally represented. But
female enrollment exceeds that of the male at the secondary and tertiary levels . Also,
boys have higher rates of failures, dropouts, and repetition in both elementary and
secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to
look closely and resolve the following important issues: 1) quality of education 2)
affordability of education 3) goverment budget for education; and 4) education
mismatch.
1. Quality - There was a decline in the quality of the Philippine education,
especially at the elementary and secondary levels. For example, the results of
standard tests conducted among elementary and high school students, as well as
in the National College of Entrance Examination for college students, were way
below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across
social groups. For example, the socioeconomically disadvantaged students have
higher dropout rates, especially in the elementary level. And most of the
freshmen students at the tertiary level come from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate
the highest proportion of its budget to education. However, the Philippines still
has one of the lowest budget allocations to education among the ASEAN
countries.
4. Mismatch - There is a large proportion of "mismatch" between training and
actual jobs. This is the major problem at the tertiary level and it is also the cause
of the existence of a large group of educated unemployed or underemployed.
1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is
very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is
based on participation rates and units costs. This clearly favors the more
developed regions. There is a need to provide more allocation to lagging regions
to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to
enhance access. This may not be the best way to promote equity. An expanded
scholarship program, giving more focus and priority to the poor, maybe more
equitable.
4. Get all the leaders in business and industry to become actively involved in
higher education; this is aimed at addressing the mismatch problem. In addition,
carry out a selective admission policy, i.e., installing mechanisms to reduce
enrollment in oversubscribed courses and promoting enrollment in
undersubscribed ones.
Educational Attainment:
Personal Profile:
Skills:
Knowledgeable in Ms Office
• Word
• Excel
• PowerPoint Presentation
• Typing Skill
Lesson Plan in TLE IV
Drafting
I. Objectives:
II. Content:
III.Procedure
A. Preparatory Activities
1. Opening Prayer
2. Checking of Attendance
3. Review
4. Motivation
5. Unlocking difficulties
C. Generalization
- Regular polygons are plane figures that have equal
numbers of sides and angles. Octagon is one kind of
regular polygon having eight equal sides. There are four
steps in sketching an octagon.
D. Valuing
IV. Evaluation:
-Ask the students to draw any object using the guidelines in making
Octagon.
V. Agreement:
1. What is Pentagon?
January February
Date In Out Total Date In Out Total
3 7:50 1:00 5hrs 10mins 1 8:14 1:37 5hrs 23mins
4 7:48 2:40 6hrs 28mins 2 8:19 1:24 5hrs 5mins
5 7:42 2:22 6hrs 4mins 3 8:01 4:19 8hrs 18mins
6 7:54 12:46 4hrs 40mins 4 8:27 1:37 5hrs 10mins
7 7:28 12:45 5hrs 17mins 7 8:08 1:28 5hrs 20mins
11 8:05 3:54 7hrs 50mins 8 8:50 3:28 6hrs 18mins
12 8:11 1:05 4hrs 44mins 10 8:01 2:01 6hrs 18mins
13 8:05 12:30 4hrs 25mins 14 7:53 1:24 5hrs 17mins
14 8:15 6:26 10hrs 11mins 15 8:43 12:22 3hrs 5mins
17 7:59 1:15 5hrs 14mins 16 8:19 2:19 6hrs
18 7:45 1:20 5hrs 5mins 17 7:58 1:58 6hrs
19 7:52 2:46 6hrs 38mins 18 9:13 4:11 6hrs 36mins
20 8:12 2:12 6hrs 21 8:07 3:06 6hrs 59mins
24 8:30 12:58 4hrs 28mins 22 8:22 2:17 5hrs 21mins
25 8:11 2:00 5hrs 49mins 23 8:22 12:30 4hrs 8mins
27 8:02 12:14 4hrs 12mins 24 8:27 1:27 5hrs
31 8:04 3:05 7hrs 1min total 90hrs
total 99hrs 3mins