UNIVERSITY OF ANTIQUE

COLLEGE OF TEACHER EDUCATION

Sibalom, Antique

PORTFOLIO
Presented to

The faculty of College of Teacher Education

University of Antique

Sibalom, Antique

In Partial Fulfillment

Of the Requirements for the Degree of Bachelor in

Secondary Education Major in Biological Sciences

By:

JAYSON G. PANDAN

Pre-Service Teacher

BSESD-BioSci-4D

Second Semester, A.Y. 2018- 2019

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

SPECIAL
TOPICS
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Editing, Formatting
& Writing Thesis
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No. 1: Editing, Formatting & Writing Thesis

Date: December 7, 2018

Venue: UA Convention Hall

Resources Speaker: Runato Basañes, PhD

Bio-data of the Speaker:

Dean of College of Teacher Education

Former Associate Professor IV at University of Antique

Former Education Program Supervisor 1 at Department of Education,

Division of Antique

Former Secondary School Principal 1 at Valderama NHS, Valderama, Antique

Former Secondary School Teacher at Sido-San Juan National High School

Former Acting Registrar and College Instructor at Antique Para-Medical
Institute, Inc.

Studied Diploma in Science Teaching major in Mathematics at University of the

Philippines Open University, Los Banos, Laguna

Studied Major in Mathematics at Polytechnic State college of Antique Studied

Elementary Education at Bongbongan I Elementary School

Lives in sibalom, Antique

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Summary/Reflection

Editing, Formatting & Writing Thesis

Editing is all about making it easy for the reader to read your work. The
editing process involves looking at the work in three distinct ways: editing for
structure helps the reader follow the logic of your argument editing for language
and style good use of grammar and consistency in writing style help the reader
concentrate on the content proof reading gets rid of the spelling errors,
inconsistent formatting and other annoying distractions to allow the reader to
remain focused on your writing. From the beginning you need to start planning
the structure and style of your thesis before you start writing it. You will need to
find out the conventions required for your discipline, whether there is a
particular style manual you will be required to follow, what referencing system
needs to be used, etc. Deciding on and finding out about these from the
beginning will save you a lot of time later on in the project. If you have concerns
about your skills in formal written English, you need to seek advice and
assistance as early as possible in the writing process. Ask your Supervisor how
to find out about what workshops/tutorials/workgroups may be available. At
the end if you have followed the planned structure and style, then editing these
facets of your work should be a relatively straightforward check for consistency.

Editing, formatting and writing thesis are not simple things in the life of
college students like us in different areas that required research before we
graduated in a certain course. Maybe we experienced challenges and different
problems during the times we work for it. We faced different personalities of
our groupmates or partner in making a research. But obviously that’s
happened true to life or normally happens in this situation. Personally I
experienced it during our thesis writing. I experienced the difference in the
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

personality of my groupmates and their interest than before. We experienced

challenges especially in spending time and place to do our thesis. We
encountered also to sleep in other houses. To eat with their family and different
experiences that we cannot experienced before. During this seminar with Dr.
Runato Basañnes for editing, formatting and writing thesis was my opportunity
to learn practically. He discussed the strategies in editing, formatting and
writing thesis very well. As a future teacher like him, we need to mastered it
even the basic so that in the future it becomes easy to us especially in writing
thesis for masteral.

In the future, we can’t deny the fact that we could not teach research in
high school. As a secondary teacher, your loads in teaching depends in the
principal of the school where you employed. Because sometimes, school heads
challenge their teachers to handle different subjects even it is not your major or
specialization. But we need to accept it because as far as I know teachers are
always ready. We are always open to accept new knowledge and experiences in
our life as a teacher and still working for our improvement as an effective
teacher. So that in the future our learners become productive and globally
competitive professionals of the country.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Values Education
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No. 2: Values Education

Date: January 11, 2019

Venue: UA Convention Hall

Resources Speaker: Kristopper Ryan T. Gidaya, PhD

Summary/Reflection

Values Education

Second Day of our seminar and our speaker was Mr. Kristoffer Ryan T.
Gidaya. He first tackled to us about “Values education for today’s World:
Exploring the Role of Schools”. He first discussed to us the modern dilemmas
of today: inequality, poverty, disease, and ignorance, depletion of renewable
resources and enslavement of human person. He mentioned alos about the
DepEd Core values (Makatao, Makabansa, Makakalikasan, Makadiyos) ad also
our own values, the UA Core Values (Excellence, Commitment, Integrity, Social
Responsibility). He was also mentioned the values that the students want from
their teacher he gave us 4: Respect and Fairness, someone reliable to whom
with listening and professionalism.

Values are the most problem for the youths nowadays. Values talk about
your personality. As a future, I observed the major problem especially in our
students. Nowadays, parents suffered on how to discipline their children. Even
they always remind their children to do good always and to avoid those things
that could harm them, but is not enough to establish good values to them.
Even the school observed the rampant changes among students as they grow.
Why these things happened? During my time late 90’s, young children enjoy
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

playing outside with their classmates, playmates, cousins, even their brother
and sister. They enjoy playing physically under the heat of the sun. They are
not simply playing, but they also develop their social interaction with people
and to discover their personal abilities and talents. Unlike at this moment the
children play at early age using gadgets and they are exposed to danger in
terms of using prohibited social sites and games not suited to them. These
things were normally adapted by people through time because of social status
in the community if you are inn or you follow the trend it simply means you’re
updated. But we don’t mind that these things are slowly killed our society and
values without limitations and prevention. Like in the young ages today, they
are very advanced in using gadgets than older to them, because in the young
age they are already exposed to it. That’s why you can observe the difference in
their values, because based on Bobo Doll experiment by Banduras that young
child exposed to one room and he let the child to watch the TV. Right after, the
child simply follows what he saw in the TV. So, in this experiment was clearly
explained what are the negative effects of using gadgets without limitations. In
this case, we could conclude that values education is very important in
teaching.

Values education was already included in curriculum in different subject

areas. It was used to enhance the learning process through integration of
values in the lesson. But the problems are the interest of the students, their
attention, their differences of emotional state, and their abilities to do their
task. These things were interrupted by using gadgets and early exposed to
social world. The big impact of social media to them is very dangerous even to
old one. Their studies might be affected, interest to go school, and to their
actions. As a teacher or a parent to them is not too late to prevent these things
could happen. We can do things that very helpful to them like setting
limitations and regulations in using gadget as in early age. You can think other
activities especially outdoor activities; like sports, picnic, camping and
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

travelling out of town. We can also teach them the bad effects of too much
exposing in gadgets and the negative effects of social media. So, even in this
way we can open their minds that gadgets or social media is not only a way to
make our life happy and enjoyable.

Moreover, as a future teacher, this is a challenge for me on how to

impose values in my lessons every day. But I believe we’re all responsible to

this problem as a community. We can teach them even we are not in the
classroom by giving advices and words that could touch their hearts. In the
end we can do a lot even we use different strategies and approaches in teaching
them. For me values are not significantly inherited but it goes through
observations.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Peace Education
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No. 3: Peace Education

Date: January 25, 2019

Venue: UA Convention Hall

Resources Speaker: Fr. Gerald P. Lacson

Bio-data of the Speaker:

Summary/Reflections

Peace Education
Luke 11:5-8, Then Jesus said to them, “Suppose you have a friend, and
you go to him at midnight and say, ‘Friend, lend me three loaves of bread; a
friend of mine on a journey has come to me, and I have no food to offer him.’
And suppose the one inside answers, ‘Don’t bother me. The door is already
locked, and my children and I are in bed. I can’t get up and give you anything.’
I tell you, even though he will not get up and give you the bread because of
friendship, yet because of your shameless audacity he will surely get up and
give you as much as you need. This was the verse read by Fr. Gerald P. Lacson.

Humankind needs to take lessons from its past in order to build a new
and better tomorrow. One lesson learned is that, to prevent our violence-ridden
history repeating itself, the values of peace, non-violence, tolerance, human
rights and democracy will have to be inculcated in every woman and man —
young and old, children and adults alike. Peace Education was our third topic
in our seminar. We, the BioSci students assigned to facilitate this seminar. We
invited Fr. Greald P. Lacson to be the resource speaker to discuss about “Peace
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Education”. He tackled all the needed information about peace education. He

mentioned about what is peace, violence, education, politics, and different
laws. He also mentioned that if there will be an absence of peace it will result to
discrimination, war, extreme poverty, starvation, structural violence, avoidable
diseases and physical violence. He lastly discussed about the different types of
violence.

Education is the road for peace. As a teacher we must responsible to

educate our students. Peace pursue, self-discipline, loving others, open-
mindedness, hope and democracy. From the word “peace” means that a period
of time when is no war or fighting. The definition simply says that peace is the
absence of war. But definitely we’re not talking all about war. War there
represents some activities that could lead to disturbances in your mind or
emotions. Example in school there is bullying between your students, so there
is absence of peace to them. so, as a teacher we could help them through
teaching. We always teach them that peace is not always taking place when
you are free. But there are aspects that should responsible for war. We can use
teaching to integrate peace in our students especially in our lessons. We must
need to include it even in the activity and we need to emphasize it after we
introduce it. In that way it is easy to them to analyze the importance of
knowledge that you gave to them. In the future they will never forget it even
they going old. Finally, I learned that if you teach with peacefulness inside the
classroom there is no problem to them. You must show love to them in
teaching and most especially the fairness in treating them inside and outside of
the classroom.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Contextualization, Localization,
and Indigenization
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No. 4: Contextualization, Localization, and Indigenization

Date: February 1, 2019

Venue: UA Convention Hall

Resources Speaker: Ms. Leiha Estares

Bio-data of the Speaker:

Name: Leiha S. Estares

Address: Nueva Street, Poblacion, Patnongon, Antique

Educational Attainment:

Elementary: Tubudan-Cansadan Elementary School (Valedictorian)

National Training of Trainors in Araling Panlipunan (Mga kontemporaryong

Isyu)

Summary/Reflection

Contextualization, Localization, and Indigenization

Problems on students’ diversity with diverse needs still persist nowadays. To

address this problem, the teacher need to be conscious on their socio-cultural
background so as to benefits everyone in the classroom. Localization and
contextualization can be done in all learning areas; localization maximizes materials,
activities, events, and issues that are readily available in the local environment; to
contextualize, teachers must use authentic materials, and anchor teaching in the
context of learners’ lives. Contextualization is a prerequisite in addressing the content
and organization of activities to be undertaken in the classroom. Students'
engagement in their schoolwork increases significantly when they are taught, why they
are learning the concepts and how those concepts can be used in real-world contexts.
Cultural contextualize education motivates students to know more about their
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

cultural heritage in order to appreciate and understand other cultural heritage. The
current concern in several countries and enlightens discussions about the importance
of refinement of national cultures as an overall purpose of the curriculum and how
this match idea of qualifying students for life does. This day is full of learning’s, Mrs.
Leiha S. Estaris, our speaker discusses to as about “Contextualization, localization,
and indigenization”. She begins he topic by showing pictures of different cultures,
festivals and even the local heroes that popular in our own province. She mentioned
some articles that are involved in today’s curriculum. She also shared to us her
knowledge about how what we should do to make some effective instructional
materials.

Contextualization, localization, and indigenization are some strategies in

teaching to teach in an effective way and long-term learning. As a teacher, our role in
learning process is to facilitate their learnings to become productive and competitive.
We used these things to enhance our teaching especially in giving knowledge to them.
Today our students rely on their environment and they actually learned to it.
Contextualization, location, and indigenization are very useful in today’s curriculum, it
because it could help us to make our lesson more effective. Like this time, we have
more of less 50 students in one classroom. And they are different cultures, localization
sometimes and tribes. But as a teacher you must always ready to deal with them. In
order to get their interest in the lesson you must know how to use contextualization,
localization and indigenization in your lesson. In some cases, we use these things in
the presence of materials in our environment and some subject areas that related to
use their environment, culture, peoples and things in their subject. To become more
effective, we look learning materials present in the place where we belong, so that it
easy to our students to learn effectively through these things familiar to them.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Philippine Professional Standards

for Teachers
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No. 4: Philippine Professional Standards for Teachers

Date: February 8, 2019

Venue: UA Convention Hall

Resources Speaker: Dr. Gaudencio C. Riego

Summary/Reflection

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality
reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32,
s. 2009. It emerged as part of the implementation of the Basic Education
Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for
Mindanao (BEAM), the Strengthening Implementation of Visayas Education
(STRIVE) project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of

teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who
are properly equipped and prepared to assume the roles and functions of a K to
12 teachers.

The Philippine Professional Standards for Teachers, which is built on

NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

in the K to 12 Reform through well-defined domains, strands, and indicators

that provide measures of professional learning, competent practice, and
effective engagement. This set of standards makes explicit what teachers
should know, be able to do and value to achieve competence, improved student
learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards, therefore,
become a public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal
growth and professional development.

PPST is our topic for this day and it was talked by Dr. Riego. He shared
to us the Philippine Professional Standard for Teachers. He mentioned about
the 7 domains and 37 strands of PPST. He explained to us the difference
between Proficient Teacher Indicator (PTI). Beginning Teacher Indicator(BTI),
and Individual Performance Commitment and Review form (IPCR). Certainly
this was the day that I learned a lot even I’m listening to what Sir. Reigo
discussed about PPST. He was a good speaker in this topic. Being a pre-service
teacher and to be a teacher in the future, it is a must and I must have to
engaged myself with all the things that he delivered to us, especially for the
standards in teaching profession. I learned also that to be an effective teacher
know the standards for a professional teacher and I’ve learned also that is
should have these four skills: critical thinking skill, communication
collaboration and creativity. So that, in the future I’m become one of the
effective and competitive teacher in the country.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Multi-cultural Education
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Topic No: 4
Topic: Multi-cultural Education
Date: February 8, 2019
Venue: UA Convention Hall
Resources Speaker: Alex C. Delos Santos

Summary/Reflection

Multi-cultural Education

Educators will be more successful if they understand five variables that

matter in working with a diverse student population. Many findings from
multicultural education research can be applied in the everyday world of
teachers and administrators. This observation holds regardless of whether the
educators work with many students of color or with only a few.

The research shows that five areas matter a great deal in the education
of a multicultural population: teachers' beliefs about students, curriculum
content and materials, instructional approaches, educational settings, and
teacher education. One other area—whether the race and ethnicity of teachers
affects student learning—remains unclear. Multicultural education describes a
system of instruction that attempts to foster cultural pluralism and
acknowledges the differences between races and cultures. It addresses the
educational needs of a society that contains more than one set of traditions,
which is a mixture of many cultures.

This day is our 6th seminar in our special topics and our resource
speaker was Mr. Alex C. Delos Santos. He discussed about “Multi-cultural
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Education”. He started the topic with some silly jokes so that all of us will not
get bored. He introduced about multi-cultural, the different principles, goals
and elements involved in the multicultural education.

We live in this world with different beliefs, customs, traditions, cultures

and principles in life. We have different sentiments in our life especially to
understand something. These things were primarily exists inside the classroom
from preparatory until in tertiary level. These scenarios were personally
observed and witnessed by the teacher. The teachers there play as a
neutralizer. In which they help students to understand the differences of
individuals inside and outside of the classroom. The teacher has a big
responsibility on how to handle it in a long period of time with them. As a
future teacher this is our challenge on how to handle this kind of scenario in
actual and different set of students every school year.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Documentation
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Mother Tongue
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Seminar No: 7
Topic: Mother Tongue
Venue: UA Convention Hall
Resource Speaker: Mrs. Donna Marie V. Mabulac
Date: March 8, 2019 (AM)

Summary/Reflection

Mother Tongue

One of the changes in Basic Education Curriculum brought about by

the new K-12 program is the introduction of Mother Tongue- Based
Multilingual Education (MTB-MLE) specifically in Kindergarten, Grades 1, 2
and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by Grade
1.”
MTB-MLE refers to “first-language-first” education that is, schooling which
begins in the mother tongue and transitions to additional languages
particularly Filipino and English. It is meant to address the high functional
illiteracy of Filipinos where language plays a significant factor. Since the child’s
own language enables her/ him to express him/herself easily, then, there is no
fear of making mistakes. It encourages active participation by children in the
learning process because they understand what is being discussed and what is
being asked of them. They can immediately use their mother tongue to
construct and explain their world, articulate their thoughts and add new
concepts to what they already know.
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Currently, there are twelve major languages or lingua franca that shall
be language of instruction. The major languages are Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao, and Chabacano. With this challenge posted about
MTB- MLE, Capitol University, College of Education plans to institute the MTB-
MLE Teacher Development Program through its Center for Professional and
Continuing Education (CPCE) with focus on teaching reading in the mother
tongue and the production of reading materials. Local stories, poems,
biographies, folktales, legends, jokes, riddles as well as the traditional oral
literature will be put into writing that will become part of the leaching-learning
repertoire. The plan is to localize the Cebuano/Visayan materials to Cagayan
de Oro context and linguistic use. Next focus will be the production of
materials of the Indigenous Peoples found in the region.

Our topic was all about mother tongue and Mrs. Mabulac was our
speaker. She started the seminar with an active participation of my co pre-
service teacher. She give us an activity in which we are going to make a poem,
a song or a rap in “kinaray-a” words and the topic will be about graduation. It
was really a very effective motivation and relevant to the topic. She discussed
briefly about mother tongue that used as the major instruction from grade 1 to
grade 3 and the importance of mother tongue to children.

The most important thing in this world is to know how to love your own.
In this seminar I learned how to love my own language as a Filipino especially
for being Antiqueňo. As a future teacher, I appreciated the efforts of DepEd in
introducing Mother Tongue subject and as a medium of instruction in
elementary level. As what I observed, in some countries they don’t know how to
speak foreign languages but they are rich and they are competitive. Their
students started to learn and discover something through their own language.
Unlike in the Philippines, we teach our children in the very young age in
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speaking English, so that they look smart or vey genius. Actually is not. Even
you know how to speak English but the foundation of your own dialect or
language is weak, still it not works effectively. That’s why at this moment
DepEd implement this curriculum not just to upset English literate learners
but it helps them to know deeper their own dialect so that in the future they
are easy to express their own thoughts and to have strong foundation of
knowledge and ideas through their own.
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Sibalom, Antique

Documentation
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Inclusive Education
and
Differentiated Learning
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Seminar No: 8

Topic: Inclusive Education and Differentiated Learning

Venue: UA Convention Hall

Resource Speaker: Mr. Frank S. Embultura

Date: March 8, 2019 (PM)

Summary/Reflection

Inclusive Education and Differentiated Learning

Inclusive education and differentiated instruction are two methods of

teaching that attempt to reach all students, regardless of disability or skill
level. However, the two are not mutually exclusive, if anything. Inclusive
classrooms are the result of teachers mastering the art of differentiated
instruction. However, both types of instruction can be interwoven to create the
best education possible for all students.

In an inclusive classroom, children with disabilities are blended in with

students with no documented disadvantage. Depending on the severity of a
child's disability, he may have a one-on-one aide with him at certain, or all,
times of the day to either help with the material being learned or with other
actions. The teacher and aide may work together to compile lessons and
material that the disabled student is more capable of utilizing, but for the most
part the material presented is the same for all. Inclusive classrooms usually are
very accepting of all children and are an important part of student learning.
Both disabled and non-disabled children learn the same material, and they
also learn the valuable lesson that everyone is worthy of an education.
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Differentiated instruction is teacher jargon for "lessons for everyone." In

other words, differentiated instruction is a strategy teachers employ to be sure
that each student maximizes his potential for learning. For example, if teaching
about mammals in a fourth-grade class, a teacher may give two students
differently leveled books about mammals to ensure readability. Differentiated
instruction works dynamically; teachers want to push the higher performing
students further while also trying to help lower performing children reach
necessary standard standards -- all while learning the same material and
skills.

Inclusive Education and Differentiated Learning is our topic for this day,
and Mr. Mark S. Embultura was our speaker he shared to us all of the needed
information that we can use in the field of teaching. He shared some ideas
about inclusive education and rights of some children that have disabilities. He
also gives some tips in his experiences in dealing students with special needs.

Education is for everyone. As teachers, we need to cater students even

they have disabilities to learn and to explore their own skills. In this seminar I
learned how to do a certain action that could help students with disabilities in
our school. We learned also some steps in school regarding to special
education. And in this seminar I learned also the differences of inclusive
education and differentiated education. As a future teacher, it is my privilege to
learn and to explore about student with disability and how to assist their
learning inside the classroom with normal students. In the end, I should to say
nobody is out in the mainstream of the learners, but everyone is included and
no one should be excluded.
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Sibalom, Antique

Documentation
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Environmental Education
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Seminar No: 9

Topic: Environmental Education

Venue: UA Convention Hall

Resource Speaker: Mr. Frank Francis V. Natividad

Date: March 15, 2019

Summary/Reflection

Environmental Education

Environmental education may best be defined as a process directed at

creating awareness and understanding about environmental issues that leads
to responsible individual and group actions. Successful environmental
education focuses on processes that promote critical thinking, problem solving,
and effective decision-making skills. Environmental education utilizes
processes that involve students in observing, measuring, classifying,
experimenting, and other data gathering techniques. These processes assist
students in discussing, inferring, predicting, and interpreting data about
environmental issues.

Environmental education is not environmental information.

Environmental information is providing facts about specific environmental
issues or problems. This may be accomplished through news releases,
informational brochures, bulletins, videos, or other media techniques. It is
often geared toward the general public instead of targeting a specific group or
audience. Information can be very useful to the highly motivated individual
who is concerned about a specific topic or issue and can be a critical element of
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

environmental education. Environmental problems and issues are complex and

there are not simple answers. Often there are many possible solutions or no
obvious solution at all. It is through the processes of quality environmental
education that students can sort through the frequently biased, emotional, and
propagandized elements of environmental issues, weighing various sides of an
issue in order to make informed, balanced, and responsible decisions.

The last topic is about Environmental Education and Sir Mark Francis
Natividad was our last speaker for special topics. He started his topic with a
very interactive motivation. He made us enjoy as well as learning. He also
discusses to us some of the important things that we can do to protect the
environment. He mentioned that through environmental education people will
be aware on what is happening in our environment as of today. In the
discussion, Environmental Education deals with the need to protect the
environment because global warming, pollution and many other environmental
issues that brings our environment in danger. One of the most effective means
to healthy environment is giving proper education to new and old generations.

Our environment today was critically in danger. We always focus in our

needs and to make ourselves satisfied. Our lifestyle, wants and pleasure are
the contributors to increase the demand of products that normally come from
natural resources. We tend to use plastics or instant materials that it’s been
proven that the no. 1 source of pollution in our environment. We don’t know
how to discipline ourselves even how to keep our rubbish inside our bag or
pocket but we simply throw it unconsciously. These things are very simple that
these become the roots of all problems that we encountered until at this
moment. As a science teacher in the future, I’m always be reminded on how to
inculcate this learning to my future students to become a nature warrior and
they become model to their fellow generation. Furthermore, I’m trying to touch
the hearts of others to fall in loved in our environment so that in the future
their children still have a kind of environment for worthy living.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

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