FIELD STUDY 1 TO 2

  SUBMITETED TO Prof. Diane
Mae P. Ulanday
Content of Portfolio in FS 2

Cover Page
Table of Contents
Acknowledgment
Student Profile

I. Profile of the School
A. School History
B. School Profile (location)
C. Mission and Vision
D. School Programs
E. School’s Faculty and Staff (Teacher’s List)

II. Observations
a. Learning Episode 1
b. Learning Episode 2
c. Learning Episode 3
d. Learning Episode 4

IV. Rubric for the Portfolio

VI. DTR

VII. Certificates

VIII. Pictures/Documentation

AKNOWLEDGMENT

We would like to thank the following:
First and above all
ALLAH almighty

The school that we had been observed
UPPER TUMBLER II ELEMENTARY SCHOOL

The prof. who never say no to my Batch no other than
Prof. Diane Mae P. Ulanday

The patiently entertain us with my partner from the first day to second
Vilma F. Cortez

The cheerful and also entertainer teacher on our 3rd to last day
Jessa Mae Jaganas

To my classmates that are really struggled to finish this challenge and
learnings
ELGEN_D

Also to my special someone that that give me an inspiration
Raiza Pendatun

To my Family and friends
****THANK YOU SO MUCH****
***ALLAH BLESS US ALL***

I. PROFILE OF THE SCHOOL
A. UPPER TAMBLER ELEMENTARY SCHOOL II HISTORY:
It was on May 2, 2002 that Upper Tambler Elementary School II came
to its existence when it was divided from Upper Tambler Central
Elementary School because of the wide area, nig number of teachers
and pupils that is quite difficult to supervise.
Mrs Lorna R. Salarza, the first principal headed the school for one (1)

year with thirty - three (33) teachers and one thousand three hundred
ten (1,310) pupils and on that year she initiated programs and projects
to improve the newly created school.
The following year Mrs. Salvacion M. Magbuhos, Principal 1headed
the school for five (5) years and four (4) moths from June 1, 2003 to
October 1, 2008 and implemented some developments to the school.
On October 2, 2008, Mrs. Arlyn P. Alboroto, Master Teacher 1 served
as the officer in charge of the school for eight (8) moths before Mr.
Celso P. Tingzon, Principal 1 came in and headed the school for one
(1) year and seven (7) months from June 6, 2009 to January 21, 2011.
Mr. Harry B. Villanueva, Principal 1 from Chiangco Elementary School
assumed office on that same day and served the school.
Today Ms. Leonisa David, Principal 1 serves the Upper Tambler
Elementary School II that continues to grow and develop because of
the fast growing population in the community. The school has already
forty - eight (48) nationality funded teachers with two thousand
seventy - six (2,076) pupils including preschool, having twenty - five
(25) school buildings used for instructional and non - instructional
instructions.
Through resource generation and effective curriculum implementation
by accountable and committed school personnel with the continuing
support of the stakeholders, Upper Tambler Elementary School II shall
continue providing quality education to all its clientele in extending
learning and service for common goal.

B. SCHOOL PROFILE(LOCATION)
SCHOOL PROFILE
DATA ON SCHOOL PROFILE
Area in Square Meter 40, 392 sq. meter
How Required Donated
Date Required Febraury 12, 1982
Donor (if donated) Proclamation No. 2164
Title/Lot No. Human Settlement Lot No.02

DATA ON SCHOOL PLANT

MISSION AND VISION UPPER TAMBLER ELEMENTARY SCHOOL II VISION AND MISSION: THE VISION OF THE SCHOOL: We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. .centered public institution. as stewards of the institution. ensure an enabling and supportive environment for effective learning to happen.based and complete basic education where: • Students learn in a child .friendly. • Family community and other stakeholders are actively engaged and share responsibility for developing life . +5 K.sensitive.Non – Academic 0 Principal's Office 1 Computer Room 1 Library 1 Home Economics 0 School Canteen 1 ALS 0 School Clinic 1 Academic (39 elem. • Administrator and staff. THE MISSION OF THE SCHOOL: To protect and promote the right of every Filipino to quality. • Teachers facilitate learning and constantly nurture every learner. culture . the Department of Education continuously improve itself to better serve its stakeholders. safe and motivating environment.long learners. As learner . gender . equitable.D) 43 TOTAL 47 C.

15 have decreased by 29. And again.D.16 2013 -2014 2014 – 2015 2015 . enrollment is decreasing. SY 2014 -2015 compared to current year's enrollment has decreased by 4. SCHOOL’S FACULTY AND STFF (TEACHER’S LIST) . SCHOOL PROGRAMS SCHOOL ENROLLMENT FOR THE LAST THREE YEARS GRADE LEVEL SCHOOL YEAR 2013 .2014 compared to SY 2014 . In SY 2013 .14 & 2014-15 2014-15 & 2015 . E.2016 Inc Dec Inc Dec KINDER 241 255 250 14 -5 GRADE 1 291 272 287 -19 15 GRADE 2 332 297 279 -35 -18 GRADE 3 341 336 301 -5 -35 GRADE 4 282 338 324 56 -14 GRADE 5 273 272 333 -1 61 GRADE 6 319 280 272 -39 -8 TOTAL 2079 2050 2046 70 -99 76 -80 ANALYSIS: Data show that in two (2) consecutive years.

the first principal headed the school for one (1) year with thirty three (33) teachers and one thousand three hundred ten (1. . big number of teachers and pupils that is quite difficult to supervise. 2008 and implemented some developments to the school.NUMBER OF TEACHERS SY 2015 . 2003 to October 1. 2002 that Upper Tambler Elementary School II came to its existence when it was divided from Upper Tambler Central Elementary School because of the wide area. The following year. Mrs. Principal I headed the school for five (5) years and four (4) months from June 1. Magbujos.III 0 5 5 Master Teacher . Mrs.310) pupils and on that year she initiated programs and projects to improve the newly created school. Salarza.I 3 28 31 Teacher . Salvacion M.I 0 1 1 Master Teacher .School 0 5 5 Grade I 0 6 6 Grade II 0 6 6 Grade III 0 6 6 Grade IV 2 6 9 Grade V 1 7 8 Grade VI 1 7 8 Alive 0 1 1 Total 4 44 48 Upper Tambler Elementary School II Background of the School It was on May 2.II 0 1 1 TOTAL 4 44 48 NUMBER OF TEACHERS SY 2015 .2016 GRADE LEVEL MALE FEMALE TOTAL Pre . Lorna R.2016 ITEM/POSITION MALE FEMALE TOTAL Teacher .II 1 9 10 Teacher .

Villanueva. My Intended Learning Outcome . 2011. Principal 1 from Chango Elementary School assumed office on that same day and served the school up to present. Principal 1 came in and headed the school for one (1) year and seven (7) months from June 6. Harry B. Arlyn P. Mr. Mrs. Master Teacher 1 served as the officer in Charge of the school for eight (8) months before Mr. Tingzon. Alboroto. On October 2. It is good to find out the manner and the extent to which these principles are applied in the classroom. My Learning Episode Overview This episode is centered on time-tested principles of learning which when applied will lead to effective learning. Celso P. 2009 to January 21. 2008.

My Performance Criteria I will be rated along the following: a. organization. depth and clarity of my classroom observation-based reflections. completeness. d. . clarity of my portfolio and e. b. I must be able to identify classroom practices that apply or violate each of the principles of learning. I will use the Observation Sheet for a more focused observation then analyze and reflect on my observations with the help of guide questions. I will work my way through these steps: My Learning Activities As I observe a class. My Learning Essentials My Map To realize my Intended Learning Outcomes. c. completeness and depth of my analysis. Time of submission of my portfolio. quality of my observation and documentation.In this Episode.

3. Every morning children perform exercise through dancing in randomly pair and group in stop dance. Learning is an active process. Teacher shows a picture while asking pupils of what did they figure out on the picture. Learning is enhanced in an atmosphere of cooperation and collaboration. 2. Pupil writes letter A instead of Teacher writing for him/her.Resource Teacher: Teacher’s Signature School: Grade/Year Level: Subject Area: Date: Principles of Learning What did the Resource Teacher do which applies/contradicts the learning principle? Application of the Principle Non-application/Contradiction of the Principle 1. As what I had explained from my previews statement. My Analysis 1. Teacher gave task for her/his pupils in addition without knowing the process of addition. 4.”. Which principle/s of learning was/were most applied? As I observed. the most applied principle on that day were “Learning is a cooperative and a collaborative process. Teacher directly discus the intended learning outcome in front. Learning is the discovery of personal meaning and relevance of ideas. a very cooperative one. . Teacher writes her intended learning outcome on the board. which was given on that day. Teacher writes a letter A for his/her students instead of students writing it their own. Effective learning begins with the setting of clear and high expectations and learning outcomes. The teacher was also enjoying her class. Teacher gave a task for her/his pupil which is a dance individually on the spot. that most of the student were very active in participating. In the quiz. Learning is enhanced in an atmosphere of cooperation and collaboration. Learning is a cooperative and a collaborative process.

In this situation. teacher mostly facilitates with the learning for the students and they. The learner would take hard to catch up the lessons as well. In education.2. How did the non-applicant of these learning principles affect learning? The non-applicable learning principles affect the learning’s of the learner negatively. How did the application of these learning principles affect learning? According to my observation the learner affected by those learning principles through the guide of the teachers that they can learn more and explore their own ideas with a cooperative and collaborative skill that he/she can bring it in the future. I do agree with these principles. The status of how the teachers and learners do can easily be determined. are the one who gives some ideas about a certain topic. the students. “Learning is the discovery of personal meaning and relevance of ideas”. maybe by using the wrong pattern of teaching. Which principle of learning was least applied? Why was/were the principles not very much applied? Give instances where this/these principle/s could have been applied. . this thing were least used. The learning principle that was applied least from all the principles is the. the enumerated principles can be used in studying a certain schools if they are doing what exactly supposed to be an act of teaching kids. Do you agree with these principles of learning? Or have you discovered that they are not always correct? Yes. Mostly of the class was being done by the teacher herself. In relation to the class that I did observed. 3. For the further advancement of a certain school. this could be a basis of studying the area of learning should be changed or need some improvements in terms of executing the subject to be tackled in every class. 5. 4. A principle in a certain area of subject is a very important factor that can be used in determining a certain facts.

My Learning Portfolio My Learning Episode Overview .

I must be able to: • Identify the guiding principles on lesson objectives/learning outcomes applied in instruction • Determine whether or not lesson objectives/intended learning outcomes served as guiding star in the lessons observed • Judge if lesson objectives/intended learning outcomes are SMART My Performance Criteria I will be rated along the following: f. I will reflect on the guide questions given below. h. completeness. Intended learning outcomes/lesson objectives set the direction of the lesson. I will follow these steps: My Learning Activities 1. time of submission of my portfolio. For them to serve as guiding star they must be SMART and formulated in accordance with time-tested principles. My Learning Essentials My Map I will observe three (3) different classes. clarity of my portfolio and j. I will use the Observation Sheet for a more . depth and clarity of my classroom observation-based reflections. quality of my observation and documentation. My Intended Learning Outcome In this Episode. organization. completeness and depth of my analysis. To realize intended learning outcomes. i. As I observe a class. g.

• Measurable.focused observation then analyze my observations with the help of guide questions then reflect on my observations and answers. • Result-oriented. 4.the lessons are just enough and not too logic. The resource Teacher began her lesson by reviewing the previous lesson. 3.it is interesting because of it is always connected to the modern generation. The resource teacher introduces her/his lessons objectives. Share lesson objective with students Sharing objectives are the parts that the teacher is carefully spread out the lesson thoroughly. • Attainable. Cortez Teacher’s Signature School: Upper Tambler II Grade/Year Level: 6 Subject Area: Filipino Date: Guiding Principles Related to Lesson Objectives/Intended Learning Outcomes Teaching Behavior/s which Prove/s Observance of the Guiding Principle 1. Measurable. Begin with the end in mind.students are always showing their feedback and all . 1. Attainable. Lesson objectives/Intended Learning Outcomes are Specific. Resource Teacher: Vilma F. result-oriented and Time-bounded (SMART) • Specific-teacher tackled the lesson specifically. 2.

• Time-bounded. lesson objective with students .it was done for just in time limit. 2. Begin with the end in mind. The resource Teacher began her lesson by exercising her students to active their minds. Resource Teacher: Teacher’s Signature School: Grade/Year Level: Subject Area: Date: Guiding Principles Related to Lesson Objectives/Intended Learning Outcomes Teaching Behavior/s which Prove/s Observance of the Guiding Principle 1.are cooperating to the teacher as well.

they just simply bless in hand or to respect elders. After exercised she started to share the lesson objectives about clean and green program and how to separate the waste into another. Did his/her lesson objectives serve as guiding star in the sense that the development of the lessons was guided by his/her lesson objectives/intended learning outcomes? Yes it is. Ask permission from your resource Teacher for you to copy his/her lesson objective for the day’s lesson. at the same time they did learn in terms of physical for the exercise mentally for the participation when the teacher telling the story behavioral that every time they can see a people older. Measurable. Attainable. result-oriented and Time-bounded (SMART) The resource teacher specifies the differences of wastes in practice. because as I see from the objectives to the evaluation it is too interesting and also measurable for the children in kindergarten. they just enjoy for it. She did make a 2 different box which is biodegradable and recyclable and let her student pick wastes and put it into different boxes. My Analysis 1. 3. She tackled also of what they can prevent in this particular practice and what is happening to our ozone layer nowadays. Lesson objectives/Intended Learning Outcomes are Specific. Why is it sound teaching practice for a teacher to “begin with the end in mind” and to share his/her lesson objectives or intended learning outcomes with his/her students? .

the learners are actually net in classroom and few of them are slightly malnourish but still they are practicing for avoiding that particular problem. because it is followed from the curriculum basis and the teacher is teaching sincere with a heart. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your answer. that help them to be focused in terms of listening in the lessons. they are always giving a feedback from the lesson and it is affective the way they express it emotionally with matching action in every idea. \ . Where the lesson objectives/intended learning outcomes in the cognitive. psychomotor and affective? Why or why not? Yes it is really necessary because without any of these objectives the learners can be lack of something that maybe they can just proceed into the next level but there is always missing. Practicing skills as well and in terms of mentally. that is the most powerful basis why is this particular teacher got the respect of the learners that’s why the students are cooperating to her always. 5. psychomotor and affective domains? Support your answer.the learners are sometimes asking the teacher from the particular lesson that they didn’t really understand as well. 2. Do SMART objectives help the lesson become more focused? As what I’ve observed. The teacher giving them a chance to express their perception and they are also cooperating with her. 3. as I observed the learners are actives. Cognitive. Affective intended learning outcome every time the teacher did evaluate the learners.The teacher started her teaching in smooth voice while sharing the objectives but if the student didn’t cooperate she has to show a slight of anger for the discipline. while ending it whit a friendly sounds. Is it necessary to have objectives always in the 3 domains- cognitive. Yes it is. 4. Psychomotor.

My Learning Portfolio “A straight path never leads anywhere except to the objective” .

My Intended Learning Outcomes In this Episode. This Episode revolves this around the pedagogical approach. I must be able to: • Determine the teaching approach used by the Resource Teachers .My Learning Episode Overview The K to 12 Law explicit the pedagogical approach for the K to 12 Curriculum.

Salandanan (2013) Principles of Teaching. Quality of my observations and documentations. Depth and clarity of my classroom observation-based reflections. teacher is the only expert and the only source of information Learners construct knowledge by receiving information from teacher and integrating it with their experiences and prior information (constructivist). inclusive. and developmentally appropriate”. collaborative. 10533. and G. reflective. 5 e) It shall be “learner-centered. d. Teacher centered approach vs. competitive Collaborative Indirect. the Enhanced Basic Education Act of 2013. 5 a) The tables below contrast teacher-centered and learner-centered approach to teaching-learning Table 3. inquiry-based. learner-centered approach Teacher-centered Learner-centered Subject matter-centered Learner-centered Teacher-dominated Interactive “Banking Approach” Constructivist Disciplinal Integrated Individualistic. Time of submission of my portfolio My Learning Essentials R. Teacher centered approach vs. learner-centered approach Teacher-centered Approach Learner-centered Approach Knowledge is deposited by teacher in the minds of students (“banking system”). c. Teacher dominates class proceedings Students are actively involved . organizations. guided Direct Source: Corpuz. clarity of my portfolio and e. Emphasis is on subject matter for the test Emphasis is on using knowledge learned to solve problems in real life contexts. B. Completeness.A. b.• Identify instances where the pedagogical approaches of the K to 12 Curriculum contained in the law are observed My Performance Criteria I will be rated through the following: a. states: “The curriculum shall use pedagogical approaches that are constructivist. and integrative”. Completeness and depth of my analysis. (Sec. (Sec. Quezon City: Lorimar Publishing Table 4.

analyze and reflect on my observations. Culture is individualistic and highly competitive Culture is cooperative. Resource Teacher: Jessa Mae Jaganas Teacher’s Signature.in learning activities. To realize my Target/Intended Learning Outcomes. My Map I will observe one Resource Teacher teach. I will follow the following steps: My Learning Activities I will observe one Resource Teacher with the use of an Observation Sheet for greater focus. School: Upper Tambler II . Focus is on single discipline Makes use of interdisciplinary and multidisciplinary approach. I will analyze my observations with the help of guide questions then reflect on my observations and analysis. collaborative and supportive Only students are viewed as learners Teachers and learners learn together.

learner does not miss the lesson anyway and construct new ideas. learners enjoyed the lesson while gained knowledge. d. inquiry-based-  lesson must be enteresting that learners would be curius.Teacher assigned a secretary for the list of all effort in working of the learners. . reflective-  Happiness while teaching the lesson and also showed the values. f. developmentally appropriate-learning activities fit the developmental stage of children  Teacher used visual aid in lecturing in Filipino specifically paraphrase‘’tayutay” connected to the equivalent meaning in English subject.constructivist-  teacher connecting the lesson from the past days to metaine the sequence.teacher taught everybody.inclusive-no learner was excluded.Grade/Year Level: Subject Area: Date: Teacher-centered Student-centered Did teacher focus only on one discipline/subject? Did teacher connect lesson to other disciplines/subjetcs? What teaching-learning practice show that teaching approach was: a.  Teacher pronounced the words loudly the even at the back can heard. e.collaborative-students worked together.e. learners divided into group particularly in cleaners of every areas to practice them to collaborate to the groupings.integrative-lesson was multidisciplinary.g. Math concepts were taught. b. In Science. learners can ask question for the cralification and evaluation to their minds. learners participated in every task. . g. c. learners are all in mood after doing their everyday tasks specifically in cleaning the classroom areas which all of them had their task.

If you abide the pedagogical approaches that the K to 12 Law states. My Analysis 1. as a whole was instruction teacher- centered or student-centered?  Both of the practice is really effective.  Sometimes cannot proceed in participating to the lesson of teacher when he/she feels bored. would you be teacher-centered or student-centered? Why?  If I can reteach them. sometimes the learners can experience of failing but if the teacher will guide the learner maybe the learner won’t take it as a negative experience but he/she maybe take it as a challenge or an inspiration to study well next time and to avoid failed again. 3. 5. I’m going to teach them as learner centered because they are the reason why there is a teacher and I have base on their learning ability on how they would be capable of to my lessons. Were there instances when the students could have been involved in class proceedings but were not? Give example/s. What are possible consequences of teaching purely subject matter for mastery and for the test?  The consequences of teaching purely are can lead you to be professional in and out of you personality while for the test. 4. sleepy and maybe she/he experiences financial and food problems. If you were to reteach the class. 2. which there is sometimes that the teacher has to change and improve her/his strategy to catch the interest of the learners. The Filipino lesson is also the more values they had gained like in constructing sentence that even if you want to say something negative to other you can just paraphrase it into smooth words that other cannot feel hurt to what you said on the spot. Based on your observations. will you be more teacher-centered or student-centered in . Without any of the instruction center maybe the learners can feel bored.

-The emphasis of the lesson is probably trough test and also when they are using it in real life.approach? Explain your answer. When theteacher giving test to the learner particulary in reading practice she did know if how the student master reading.  in terms of k to 12 curriculum I must to follow and I have to choose teacher center approach because as a teacher we have to do our task and the teacher must be the ruler of the class so that I have to share what learning deserve for them. Were students involve in the teaching-learning process? How? Or were they passive recipients of instructions? . Teacher-centered Student-centered Did teacher lecture all the time? -The teacher is not lecturing all the time because she also has to give sometime for the students to think like giving them tasks. Was the emphasis mastery for the lesson for the test? Prove. Was class atmosphere competitive? Why? . Was the emphasis the students’ application of the lesson in real life? Give proofs. we can maybe destroy it. The application of it in real life is that ‘’ all human must to care the environment impact if we don’t.The learners are involved in these particular process trough giving them tasks. giving them knowledge which really useful and measuring them on how and what did they learnt from the particular lesson.’’ Avoid burning trash and recycle the recyclable materials. -Resource teacher lesson about how the relation of human in mother earth.

good air condition and has a educational post around the room .-The atmosphere is one of the biggest part of learning and as I observed in this particular classroom is too competitive beacause it has a suitable chairs for children. Was class atmosphere collaborative? Why? -Yes the room is comptable for the learners as I saw they had a alphabet posts in the fron suitable blackboard and well manage things inside the classroom. .

they consume their time in order to teach the learners.Between teacher student-centered approaches. the latter must be more pedagogically sound because even the R. 10533. 10533. we are always involved about gaining knowledge.  Between teacher-centered and My Learning Portfolio 1. Or is it better to use both approaches? -teacher is the source of learning that’s we have to respect them as our second parents. present the pedagogical approaches to the K to 12 Curriculum as stated in R. mandates it for K to 12. -learner is the center of curriculum. Give the main features of each approach. Learners are must be cooperative. collaborative and well disciplined. the Enhanced Basic education Act of 2013.A. Serving a useful purpose . Write your reflections about it. discipline and knowledge because that is their mission to guide us from their expertise. we are the constructivist we have to unlock the knowledge inside of our minds teachers just integrating us with prior information.A. without them we couldn’t learn and maybe there is no professional nowadays they teach us values. With a graphical organizer.

Bring learners into equal participation Always ask an information that’s not really clear Work jointly on an activity as a team to produce something Understandable and specific 2. star teacher oof the day this help teach each other 3. Put them here. 1. I must be able to identify the application of some . It comes after the FS student has been introduced to methods of teaching. the more they learn.. My Intended Learning Outcomes In this Episode. Research on at least 3 teaching learning activities/techniques that can be used at the beginning or end of a lesson. My Learning Episode Overview This Learning Episode is about the guiding principles in the selection and use of the teaching method. A student-centered approach is very interactive. Select activity partner this can create collaboration to the pupils. Answer the quizzes or give quizzes the more the student expose to the quizzes. 2.

Time of submission of my portfolio. analyze and reflect on my observations. clarity of my portfolio and j. g. Depth and clarity of my classroom observation-based reflections. My Learning Essentials My Map I will observe at least 3 Resource Teachers. My Performance Criteria I will be rated through the following: f. I will write down my reflections on my observations and experiences. organizations. Completeness. Quality of my observations and documentations. i.guiding principles in the selection and use of teaching strategies. To reach my Target. Completeness and depth of my analysis. I will follow the following steps: My Learning Activities I will observe one class by using an Observation Sheet for greater focus then analyze my observations with the help of guide questions. Resource Teacher: Teacher’s Signature School: Grade/Year Level: Subject Area: Date: Guiding Principles in the Selection and Use of Strategies Teaching Behavior of the Resource Teacher that . h.

superman etc. batman. and the better the learning. its better to broad than specific which much easy to forget. 5. the more. A non-threatening atmosphere enhances learning. Did you find the Teacher adhering to all the principles of teaching- learning? Was there any principle that was violated? Explain your answer. Teaching learners a basic lesson again and again every school day to master the particular lesson without threatening. 3. Learning is meaningful when it is connected to student’s everyday life. o As I observed the resource teacher did her best by adhering all . 2. The more senses that are involved. The teacher teach the general term of the lesson just for the children to have an idea to the lesson. Teacher used story book to open the curiousities of the learners into the particular story. 4. Teacher show a little anger to get the attention of learners afterwards motivating them. 6. The teacher teached them a values to respect elders and exercise maintaine the learners health. Learning is an active process. Teacher connected the lesson into the hobbies of a children nowadays like in a cartoon movie caracter.Applies the Principle 1. 7. An integrated teaching approach is far more effective than teaching isolated bits of information. Good teaching goes beyond recall of information. Emotion has the power to increase retention and learning. Teacher always recalling the lesson past day for a brief words before they proceed in the another topic. My Analysis 1.

aspect of the principle but no one is perfect maybe sometimes she violates it but she did it for a good reason. Which principle of teaching was not applied. o It is actually yes because as I saw on that particular class. Sometimes human have to lie in order sacrifice something for the good of others. there are something that you can how they learnt and how they applied it. hence not observed? If not applied can you of an instance where it could have been applied? o I don’t know because of a lack of time that have been given to us that’s why I don’t have an idea about this question. 2. dddddddddddddddddddddddddddddddddddddddddddddddddddddddd dddddddddddddddddddddddddddddddddddddddddddddddddddddddd dddddddddddddddddddddddddddddddddddddddddddddddddddddddd dddddddddddddddddddddddddddddddddddddddddddddddddddddddd ddddddddddddddddddddddddddddddjkkkkkkkkkkklllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll l .

The more senses that are involved.My Learning Portfolio Are the pedagogical approaches to K to 12 as stipulated in Enhanced Basic Education Act of 2013 based on these principles of teaching-learning? (Refer to R. 10533. the more and the better the learning. Pedagogical Approach to K to 12 1. 4 for the pedagogical approaches). Good teaching goes beyond recall of information. 2. Inquiry-based 1. Sec. Constructivist Principle of Teaching 1. Come up with a table like this. . Learning is meaningful when it is connected to student’s everyday lives. 2. 2. Learning is an active process.A.

the more. Collaborative 1. 2. Learning is meaningful when it is connected to student’s everyday life. 2. Reflective 1. Learning is an active process. A non-threatening atmosphere enhances learning. 2. the more and the better the learning.3. 7. . Developmentally appropriate 1. Inclusive 1. 6. Integrative 1. The more senses that are involved. 2. An integrated teaching approach is far more effective than teaching isolated bits of information. Emotion has the power to increase retention and learning 5. Emotion has the power to increase retention and learning 4. 2. The more senses that are involved. An integrated teaching approach is far more effective than teaching isolated bits of information. A non-threatening atmosphere enhances learning. and the better the learning.