National Teachers College

629 J. Nepomuceno St., Quiapo, Manila

School of Teacher Education

2nd Semester, SY. 2019 - 2020
PRINCIPLES OF TEACHING 1

NAME: dela Cruz, Bryan D. Schedule: SAT, 10:00am – 1:00pm

Block and Section: 4.2BSEDENG Professor: Ms. Mariel Coleen Framil

 Week 9: Outline of Cognitive Skill and Components of Subject

Matter Content.

Cognitive Skills Affective

1. Facts 1. Thinking Skills 1. Values
2. Manipulative
2. Concepts 2. Attitudes
Skills
3. Principles
4. Hypotheses
5. Theories
6. Laws

 Week 11: Lesson Plan

Semi-detailed Lesson Plan in ENGLISH 10

I. OBJECTIVE:

a. Identify literary devices using Prior Knowledge.

b. To provide their own examples to demonstrate mastery.

c. To specify the different types of figures of speech.

II. SUBJECT MATTER:

a. Topic: Literary Devices Using Prior Knowledge

b. References: Celebrating Diversity through World Literature: Grade

10

c. Instructional Materials: Written in Manila paper and Cartolina and

Jumble words in construction paper.

III. PROCEDURE:\

A. Pre – activity

1. Prayer and Greetings

2. Checking of attendance

3. Prior knowledge

 Asking Questions

a. What is a Literary Devices

b. Do you remember any figurative language? Can you list

some?

4. Turn your book on page 423-424 answer the “Magic Square

Box.”

B. Motivation
  Students will group into 5 with 7-8 members in each group, they

will form the jumble letters to form into one of the figure of

speech.

Group 1 – personification

Group 2 – Simile

Group 3 – hyperbole

Group 4 – metaphor

Group 5 – onomatopoeia

 After the word, teacher will define the figures of Speech present

in the jumble letter.

C. Activity

 Students will read the following sentences and identify what

figure of speech being referred.

1. The flowers in the meadow dance gracefully as the wind pass.

2. I wonder lonely as a cloud.

3. Every mother serve as a light in every home.

4. I am very hungry, I could eat a horse!

5. Tick tock, tick tock, said the clock.

D. Analysis/Discussion
  Teacher will ask the students again about the figure of speech.

1. Again, what figures of speech used in the sentences?

2. What is personification? Simile? Hyperbole? Metaphor? And

Onomatopoeia?

E. Abstraction

 What is a figure of speech?

 What is the importance of using figures of speech in a sentence?

F. Application

 Students will go back to their perspective group. Each group will

give five sentences using a figure of speech they are assigned.

Group 1 - personification

Group 2 – Simile

Group 3 – hyperbole

Group 4 – metaphor

Group 5 – onomatopoeia

G. Assessment

 Read the following sentences below and identify the figure of

speech used.
 1. If I can’t get a smart phone, I will die.

2. She shines like diamond.

3. ZZZZZZ!!! The sound of the bees around the tree.

4. He is older than the hills.

5. That child is a bear when he is sleepy.

6. He is big as an elephant.

7. Chug! Chug! Chug! The train yells upon going to town

8. The trees dance in gladness when the rain comes.

9. The pie is heaven.

10. You are my sunshine.

H. Assignment

 Read page #427.

 Week 12: Library Research Journal Entry

Between norm-referenced and criterion-referenced evaluation,

which one is more appropriate for mastery learning or outcome

based education model?

The tension between criterion-referenced and norm-referenced assessment

is examined in the context of curriculum planning and assessment in

outcomes-based approaches to higher education. This paper argues the

importance of a criterion-referenced assessment approach once an

outcomes-based approach has been adopted. It further discusses the

implementation of criterion-referenced assessment, considering to what

extent the criteria and standards adopted are implicitly norm referenced. It

introduces a compatible interpretation of criterion-referenced and norm-

referenced assessments in higher education, and illustrates how their

combined use can avoid grade inflation and also provide useful information

to educators, employers and learners. Instead of seeing criterion referencing

and norm referencing as a dichotomy, assessment in higher education

benefits from their synthesis through a feedback loop that emphasizes

alignment between learning and assessment; such feedback and alignment

are essential features of quality assurance and enhancement. After going

through the characteristics and difference between norm and criterion-

referenced test we can conclude the following things. First of all, both are

suitable for different tasks. Secondly, both have their own criteria of

judgment. And lastly, they follow different norms and values.

 Week 13: Learning Journal

Why is formative assessment also known as assessment for

learning, summative assessment as assessment of learning, and

self-assessment as assessment as learning?

Assessment for learning is commonly referred to as formative assessment–

that is, assessment designed to inform instruction. If we can agree that the

purpose of assessment is to provide data to revise planned instruction, then

the only type of assessment that’s not ‘assessment for learning’ is

‘assessment of learning,’ commonly referred to as summative assessment.

Assessment is generally broken down into three categories: assessment

before instruction (pre-assessment), assessment during instruction

(formative assessment), and assessment after instruction (summative

assessment). To further complicate matters, it could be argued that pre-

assessment is both assessment of and for learning–that is, it assesses ‘prior

knowledge’ (as a pre-assessment) and that data is then used to revise

planned instruction (making it formative assessment).

In truth, most of this is semantics and a bit confusing. There are many ways

to measure understanding and the primary distinction in most K-12

classrooms for most assessments is function: What is the assessment

supposed to do? If you’re using the ‘test’ so that you can see what students

do and don’t know so that you can more accurately plan future learning

lessons and activities, then it’s assessment for learning (even if you’re

obviously doing so by performing an assessment of learning).

If instead, the assessment is merely a kind of benchmark to see ‘how well

they can do’ and you’re moving on, then it’s primarily an assessment of

learning. There is significant overlap between the two; in fact, the same test

given in one circumstance would be considered an assessment of learning

while in another circumstance be considered an assessment for learning.

In short then, the difference between assessment of learning and

assessment for learning is a matter of function and purpose–a matter of

‘who’: assessment of learning is a way to see what the students can do while

assessment for learning is a way to see what the teachers should do in

response.

 Week 14: Study the Guiding Principles of Classroom

Management.

Classroom Management

"A proactive approach to discipline prevents unnecessary disciplinary

problems from cropping up:

"Classroom management is not yet teaching; it is a necessary condition for

teaching."

Classroom management is a term which means the teachers capability to

manage the classroom and the whole class before and during the time of

class. It also includes the proper arrangement of facilities inside and the

seating arrangement of the student. And most of all is treating problems

properly. 3M's to facilitate learning, first is Moment, this includes time.

Second is Materials, this includes instructional materials such as visual aids

and books. And lastly, Man pertains to the Pupils/Learners/Students.

Principles in classroom management are Consistent, proactive discipline is

the crux of effective classroom management. Establish routines for all daily

tasks and needs. "Routines saves you a lot of time","Strike the golden mean

between extremely easy and extremely difficult activities". Orchestrate

smooth transition and continuity of momentum throughout the day. "Have

eyes on the back of your heads, Be aware of what is happening inside the

classroom", Strike a balance between variety and challenge in student

activities. As classroom manager, be aware of all actions and activities in the

classroom.

 Week 15: Disciplinary Problems to Work Lists

Teacher-related Student-related Classroom-related

 Lack of Time for (1) Loss of Respect for  Favoritism:

Planning. ... Teachers Indiscipline may

 Lot of paperwork. (2) Lack of Ideals be caused by

... (3) Defective teachers who

 Performance Educational System favor some

Pressure from (4) Effective Freedom- students in their

School Fight (5) Economic teaching and

Administrators. ... Crisis. classroom

 Balancing Diverse management

  The rules are not

enforced
Learning
 Lack of
Needs. ...
Communication
 Handle too many
Teacher-student
masters. ...
relationship
 Get burn out
 Lack of
easily. ...
leadership
 Lack of proper
 Lack of
funding.
motivation

 Bad habits

Week 17: Classroom Seat Arrangement

Clustering the desks into small groups

promotes student-to-student interaction.

Students develop skills such as

communication, problem solving,

collaboration, and more in this arrangement.

These clusters offer safe and comfortable

environments for students to share ideas. This comfort, however, also lends

itself to off-task behavior and large increase in noise level and distractions.