Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
Individual Development Plan
Supervision: Cooperative Professional Development
Teacher: Evelyn T. Paglinawan
Observer: Rhea S. Bolatin
Juliet A. Santos
Aubrey M. Arebuabo
Topic: Pagbibigay Kapangyarihan sa Kababaihang Pilipino
sa Pamamagitan ng Estadistikang Kasarian
The teacher started class by discussing the vocabulary words of the lesson.
The students gave the meaning of the vocabulary words and use it in a sentence.
The lesson started with reading the essay “Pagbibigay Kapangyarihan sa
Kababaihang Pilipino sa Pamamagitan ng Estadistikang Kasarian.” The class was
divided into three groups for the discussion graphs activities. The first group
recorded the status of women in Taiwan. The second group recorded the status of
women in Taiwan today and last group will give the conclusion of the set. A
student will report to each group the outcome of the activity. After the activity
they review the essay with questions that will examine the content of the essay
to be answered by the students. What is the topic, purpose, thoughts and essays.
The teacher discussed fully the content of the essay. It is about the status
of women in society.
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
Individual Development Plan
Supervision: Cooperative Professional Development
Teacher: Juliet A. Santos
Observer: Rhea S. Bolatin
Evelyn T. Paglinawan
Aubrey M. Arebuabo
Topic: KAY MARIANG MAKILING (TULA)
ni Edgar Calabia Samar
The class started with reviewing the last topic discussed by the teacher. It
was about the legend of Mount Makiling with the subject: about the love of a
homeland and a fairy tale. The most famous is the version that Jose Rizal
describes. According to the story, Mariang Makiling likes a farmer. He watches
over the peasant who loves him too. The time has come for war and the farmer
has to join because he has no husband. In order not to be included in the war, the
young man married another woman. A few days after the wedding, the farmer
visited Maria Makiling. Maria Makiling said that a farmer needs a person's love.
Maria Makiling did not like that the farmer did not trust what he could do to
protect the farmer in war. Since then, the farmer has never seen Maria Makiling
again.
The lesson proper was a poem entitled “ KAY MARIANG MAKILING ”
by Edgar Calabia Samar. The teacher read the poem in the class while the
students quietly following the reading. Then, the teacher asked them if they did
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
not understand any word or line. The teacher clarify whatever they do not
understand - but did not give interpretation. Part of the poem is having
opportunities in many types of reading and meaningfulness. Just clutter the lines
if they literally mean that they are having difficulty understanding. If they are
more literally what they mean, the question may be returned to the class: what
does that line mean?
I really liked how after the teacher asked what these terms meant and no
one answered right away, she did not immediately provide the answers. The
teacher encouraged students to give ideas and she did not provide additional
explanation until someone offered their thoughts. I think this technique works on
a couple different levels. First, by refusing to just give answers to the students,
they will get used to offering their thoughts and be forced to interact and engage
with the content. Offering opinions and thoughts in a class discussion is a
necessary skill for students to have and by expecting students to participate in
discussion models what students will experience in their other classes. Eliciting
ideas from students also serves to foster critical thinking and recalling prior
knowledge. It forces students to interact in their target language and participate
in the discussion.
After that they had an activities per group to guide their discussion: The
first group describe the person speaking in the poem. What was the problem with
which he was carrying? The second group give the different meaning with the
words used in the poem. In the first part of the poem, the poet can play when it
comes to words - he repeats the words but the meaning is different. Determine
what is the difference between "goodbye" in the first line of "goodbye" on the
second line? What about "possible" on the third line and the "possible" on the
fifth line? What does the poet mean by saying "What place can he have?"
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
Remember that in the poem, every word and language use is reasonably certain.
What is the reason for using a poet of similar words with different meanings? The
fourth group answered the question, What is the implication of this poem? After
the initial questions and the story of the man about his mother, his story went
where his Father's encampment collapsed. What would be the cost of this incident
to the problem of the person at that time?
Overall, I found the student-teacher interactions in the classroom very
student-centered and teacher-facilitated. The teacher was clearly at the head of
the class, but it was also clear that every student’s opinions and ideas were valued
parts of the classroom dynamic.
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
Individual Development Plan
Supervision: Cooperative Professional Development
Teacher: Rhea S. Bolatin
Observer: Evelyn T. Paglinawan
Juliet A. Santos
Topic: Aspekto ng Pandiwa
The lesson started with reading the text “Ang Aking Inspirasyon”, the
students listened carefully to their teacher and after that the teacher asked them
what are the underlined words. Some students answered it correctly but some did
not. In this class, you can observed that diversity is present in the classroom.
There are really differences in the students in terms of their cultural backgrounds,
on how they interact, their cognitive capabilities, etc. The students who seem to
be performing well are those students at the front especially the girls. Those
students who are always behind the discussions are just quite in their seat. The
high and low achievers are different. The high achievers are active in the class,
participate very well, finishes a task faster, loves to interact with the teacher and
also they love to socialized with others. On the other hand, the low achievers
sometimes participate in the class, they take time to do a certain task and
sometimes they just depend on their leader when they are grouped. They seem
bored sometimes while listening to their teacher. They are shy and afraid
sometimes to talk with their teachers. But the teacher try to deal on the different
individual learning needs of the students, you can see that she’s doing great
because she’s applying methods which helps to address the learning of the
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Malabon City
TAÑONG NATIONAL HIGH SCHOOL
students. She knows how to impart knowledge in a way that her students will
really learn and she also know that student’s different backgrounds are one of the
factors to be considered in the teaching-learning process. Even though the topic
was familiar to the students, still they forgot the knowledge that they got in their
elementary days. That’s the reason obviously you can see the differences
between the high and low achievers in class.
