Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

EXECUTING MY DEMONSTRATION LEARNING PLAN

Learning Task No. 11A

What Lies Ahead?

Name of Student Teacher : Carina T.
Evero______________________________________________________________________________
Course : BSED_____________________________Year and Section : 401_____________________________
Cooperating Teacher _____________________________ Signature ___________ Date : 6/29/21______________
Cooperating School _______________________________________________________________________________________

11A LEARNING TASK

Executing My Demonstration Learning Plan

Desired Learning Outcomes

 Demonstrate knowledge of teaching strategies that promote literacy and numeracy
skills
 Demonstrate of knowledge of managing classroom structure that engages learners,
individually or in groups, in meaningful exploration, discovery and hands-on
activities within the available physical learning environment

Essential Questions
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 individually?
2.2 in groups?
 What strategies may be designed for meaningful exploration, discovery and hands-
on activities within the available physical learning environment.
 Understandings
Literacy skills are those gained through reading well as using media and technology. The
new ways to read and write have also introduced new skills:
- consuming information
- producing information
Numeracy skills – using numbers to perform calculating and estimating task, such as
handling cash, budgeting, measuring and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy
 Entry pass
 Exit pass
 First liner
 Jigsaw
 Inquiry chart
 Listen Read Discuss (LRD)
 Partner Reading
 Reading Guide
 Reciprocal Teaching
 Story Maps
 Story Sequence
 Visual imaging
 Entry pass
 Think Aloud Time
 Writing Reading
 Challenge log
 Matching Books To Phonics
 Alphabet Matching
 Anticipation Guides
 Concept Sorts
 Concept Maps
 Directed Reading Thinking
Activity (DRTA)
 Question the Author
 Reading Guide
Numeracy
 Using number line
 Looking for patterns
 My Think Board
 A Hundred Plus Chart
 Using Reflection Sheets
 Using Conversation Table
 Assessment Checklist
 Using Cards
 Using Numerical
Charts/Diagrams
 Strike it Out
 12 Pointed Star Game
 Dicey Operation

Teachers employ varied strategies to cater to diverse types of learners .Some learners
work best when working alone, while others find joy working with others. These are the
advantages of individual and group work for student.
Individual Work Group Work
 Gain Independence to think through their  Listening to and respecting other
own ideas
 Improve confidence in working through  Thinking about one’s problem in
problem, even when they don’t feel certain variety of ways
about every step  Getting to a deeper level
 Work at their own level rather than having understanding through having to
to adapt to suit their group members explain a perspective and discuss it
 Practice self-control – both in staying with others with different
focused on tasks at hand to avoid turning to perspectives
a classmate or asking teacher for the answer  Sharing knowledge/abilities to get a
 Get more comfortable taking actions on their better hold on a problem that they
own could do individually
 Gain creativity and effective thinking  Holding group members accountable
processes that can apply to problem solving and being held accountable in return
across a range of subjects and types of issues
The following teaching strategies may be used for group activities
•Think pair Share •Stir the Teams

•Group Mapping Activities •Circle the Sage

•Team Games Tournament (TGT) •Numbered Heads Together (NHT)

•Simple Round Robin Brainstorming •Round Table Session

•Simultaneous Round Robin Brainstorming •Milling Around Session

•Agreement Circle •Jigsaw

•Round robin •Tea Party

These are some strategies which shall be best for individual activities.
•Monologue • Letter writing

•Story Telling •Reflection log

•Puppetry •Diary

•Newscast •Poetry writing

•Sketch to Stretch •Essay writing

Hands-on Activities – provide the learners to expire and discover learning and keep
them actively engaged in the activities. Through these activities they retain the information
longer and accurately remember the things they learned. They also find the activities more
meaningful, enjoyable and rewarding.

Some hands-on activities are: number maker , play the bag game , algebra tic- tac-toe,
human knot game , verbs relay game , toss and blend , compare fractions , card game , cause and
effect cards , consonant blend , scavenger hunt, multiplication table games, sight words memory
game and the like.
 My Performance Tasks
PERFORMANCE TASK 1: Write your Learning Plan for your demonstration lesson using the Daily
Lesson Format prescribed by DepEd. Make sure to incorporate the strategies that will promote
literacy and numeracy skills. Employ Individual and group activities to ensure learner
engagement. Provide Hands-on activities to make the class more enjoyable.

Subject Area: FILIPINO

TOPIC/Learning Content:  Uri ng Pangungusap ayon sa gamit

Learning Competencies
Learning Outcomes
Content Standards
Performance Standards
 What to attain or realize?
 Nakikilala ang mga uri ng pangungusap ayon sa gamit.
 Nakabubuo ng pangungusap sa bawat uri ng pangungusap
ayon sa gamit.
 Naisapuso at nagagamit ng maayos ang mga uri ng
pangungusap.

What to use?
Learning Resources  Hiyas ng Lahi, Wika at Panitikan IV Imelda Vasquez et.al
sa pahina, 96- 98
 Power point presentation

What to do?
Procedures: Before
the lesson  Balik-Aral sa nakaraang aralin at Pagsisimula sa bagong
aralin.
 Magbalik-aral sa natapos na aralin tungkol sa
nakaraang aralin.

 Paghahabi sa Layunin ng Aralin

The lesson Proper  Itanong, Bakit mahalagang pag-aralan ang uri ng
pangungusap.

 Pagtatalakay ng bagong konsepto at paglalahad ng bagong

kasanayan
 Iproseso ang mga sagot ng mga mag-aaral.

 Paglinang sa kabihasnan( tungo sa Formative Assessment)

 Pagtalakay sa bahaging Alam mo ba? P 96.
After the lesson  Paglalapat ng Aralin sa Pang araw-araw na buhay.
 Pagbibigay ng konkretong paraan sa tamang
paggamit ng salita sa pakikipagtalastasan.

 Pagtataya sa Aralin
 Maikling pagsubok tungkol sa mga Uri ng
Pangungusap ayon sa gamit.
PERFORMANCE TASK 2: Write your BEFORE, DURING, and AFTER teaching strategies that you
will do in your demonstration lesson.

Teaching Strategies
BEFORE Before the discussion begin, I will make sure all of the chair are
arrange and the sorroundings are clean including the
blackboard to make sure there is no distruction. Next is we will
be having a short exercise to awaken their mind and energize.
After that, I will check first their attendance if there is absent or
if none. Proceed to recall the lesson we tackled on the other day,
having variety of question for the class to answer they truly
learn from the past lesson. And having a motivation related to
the new topic, I will let the class guess if what is the new topic
to be discussed.

DURING During the discussion of course I will present the topic using
powerpoint presentation and the class also has a photocopy
of the topic for them to have guide and can answer directly if
I have some questions. I will make sure that all of them are
going to participate and learn from my discussion. I want my
class has a proper interaction and can learn althroughout the
discussion. I have group activity and I will choose the
talkative learner to become the leader of the group. He will
be the one to make and lead the activity given and assign
member to read it infront. I think the best way to improve
their ability and a purpose to make them interested in the
class is to appreciate their capability and their presence that
they are part of the class not only focusing to honor student
sitting in front but focus on the slow learner to make them
realize that they are always part of the class duscussion.
AFTER After the lesson I will give an assignment to the students for
them to read and advance the topic to be discussed the next
day. And give the list of materials needed for the next
activity.
PERFORMANCE TASK 3: Execute your Lesson Plan. You will be rated by your Cooperating
Teacher, College Supervisor.

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: _______________________________________ Name of Mentor: _______________________________

Subject Taught: ________________________________________ Date: __________________ Time: ___________________
School: _____________________________________________________________________________________________________
Legend: 5 – Outstanding 4 – Very Satisfactory 3 - Satisfactory 2 – Fair 1 – Needs Improvement
 PERFORMANCE TASK 4: Answer the following questions briefly.
A. After the demonstration lesson, I felt accomplished relieved and relaxed. Accomplished
because finally I did it without any error it was not my last performance but I was able to
render in front of the camera assuming that I have a cooperative class and a teacher to
witnessed how I manage to demonstrate the lesson. Relieved because I was done it successfully.
Relaxed because I will be able to stop thinking about it. Because finally I can sleep without
studying my lesson plan to demonstrate, and feel relieved because I cant fell any nervous and
finally I can stop my overthinking attitude worrying what would be the possible outcome of my
demonstration.

B. Complete the matrix by checking the areas you need to improve on:
Improve  Learning Outcomes
 Learning Environment
 Strategies
 Instructional Materials
 Modes of Assessment
 Others, please specify _______________________

Enrich  Knowledge
 Skills
 Others, please specify _______________________

Experiment  New Strategies

 Instructional materials
 Differentiated activities
 Others, please specify _______________________

Modify  Attitudes
 Expectations
 Others, please specify _______________________

Learn  New subject matter

 Varied learning styles
 New innovations
 Current issues
 Others, please specify _______________________
 My Assessment Tasks
Encircle the letter of the correct answer.
1. Which activities promote the use of numbers through estimating, calculating, budgeting,
analyzing?
A. Media
B. Literacy
C. Numeracy
D. Information

2. Which activities develop reading as well as the use of media and technology?
A. Media
B. Literacy
C. Numeracy
D. Information

3. Which activities allow the learners to explain and discover the learning concepts through its
application in the real world context?
A. Musical activities
B. Performance activities
C. Hands on activities
D. Real work activities

4. Which strategies include group work and collaboration?

A. Team Teaching
B. Team work strategies
C. Cooperative strategies
D. Collaborative strategies

5. Hand son activities are provided to learners in order to _____________.

A. to develop self-esteem
B. to promote independence
C. to ensure teamwork and unity
D. to let them enjoy and learn at the same time

My Learning Artifacts
 Make a photo collage of the demonstration lesson you have conducted in your cooperating
school. Make a reflective journal too.

My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.

MY TOTAL SCORE
 ________________________________________
Signature of Practicum Supervisor

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY
TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

ARTICULATING MY PERSONAL PHILOSOPHY OF TEACHING

Learning Task No. 11B

What Lies Ahead?

Name of Student Teacher : Carina T.
Evero_______________________________________________________________________________
Course: BSED-Filipino _____________________________________Year and Section: 401
________________________________
Cooperating Teacher _____________________________ Signature ___________ Date : July 2, 2021____________
Cooperating School _______________________________________________________________________________________
 11B LEARNING TASK

Articulating My Personal Philosophy of Teaching

Desired Learning Outcomes

 Articulate a personal philosophy of teaching that is learner-centered
 Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, resect, and integrity
 See opportunities to establish professional links with colleagues.
 Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers

Essential Questions
 What is your personal philosophy of teaching?
 What behaviors must be exhibited by professional teachers?
 How do we establish professional links with colleagues?
 How can you concretize the professional development goals based on the Philippine
Professional Standards for Teachers (PPST)

Understandings
A personal teaching philosophy is a statement of beliefs and attitudes relative to purpose
of education and role of teaching.
According to Stephen Brookfield in his boo the Skillful Teacher (1990) the development
of a teaching philosophy can be used for several purposes.
 Personal Purpose – a clean picture of why you are doing what you are doing what you
are doing that you can call up at points of crisis. This is crucial to your personal sanity
and morals.
 Pedagogical Purpose – knowing clearly what kind of dent/niche you want to make in
the word that you must continually as yourself. The fundamental evaluative questions of
all: “What effect am I having on students and their learning?’

TIPS ON WRITING Personal Teaching Philosophy

 There is no required content or set format.
 It is 1-2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell” in the classroom.
 Make it memorable and unique.
 Our own philosophy.
Source: Brookfield, S. 92006). The skillful teacher, San Francisco: Jossey-Bass. ucat.uso.edu

Things to Remember When Writing a Philosophy Statement

 Reasons why you want to become a teacher
 Duties and responsibilities of an effective teacher
 Beliefs about how students learn
 Approaches methods and strategies which are needed in effective teaching
 Views of different stakeholders in teaching and learning
 Theories or philosophies of teaching and learning that are similar to your ideas
 Reasons why teaching is the most important profession
 Challenges/obstacles of teaching which you want to overcome

Source: Wiltz, Nancy W. et al. (2013). Developing and presenting a professional portfolio in early
childhood education. Pearson educ. Inc.

My Performance Tasks
PERFORMANCE TASK 1
Observe your cooperating teacher for several weeks and months. How did she/he exhibit the
qualities of caring, respect, and integrity?

 During my observation my cooperating teacher always ask the student politely if they
doesn’t understand the lesson. She try to reach out those talkative student sitting at the
back. She surely made their voice loud to clearly deliver the lesson without any problem
of hearing the topic. He repeat the explanation to the student who did not follow the
lesson and not listening until everybody understands. She managed to keep calm but
sometimes become irritated if some students keep on talking at the back without listening
then after the discussion they keep on asking.

As a teaching intern, how did you exhibit the qualities of caring, respect, and integrity? cite
specific situation or instances.
 Students acquire these values and behaviour from adult role models and peers, and in
particular, through an understanding of the principles of academic integrity. When
students learn integrity in classroom settings, it helps them apply similar principles to the
other aspects of their lives.

As a teaching intern, how did you exhibit the qualities of caring, respect, and integrity? cite
specific situation or instances.
  I am going to focus on my students. My job as a teacher is to remember that I am
there to serve the students in my class and I will do so to the best of my ability with a
positive attitude. I chose to be a teacher and I choose to love it.
 I will speak up for what is right. I am an advocate for my students and I want my
administration to know what is developmentally appropriate and what my students
need. I will fight for that in a respectful and professional way.
 I will remember that parents send me the best kids they have. Someone said this to
me when I first started to teach and it has stuck with me ever since. I truly believe
that we all do the best we can as parents. It is my job to respect that and help my kids
be successful in school no matter what. I can’t change their home life, all I can do is be
a positive influence on them without judgement.
 I will show respect towards my students at all times. Let’s be completely honest even
though some will criticize me for saying this, but we all know there are going to be a
few challenges in your class. I will remember that these students are people too who
deserve respect and I will become their advocate to ensure they get everything they
need to be successful in the classroom. I will respect them inside the classroom as I
remember to keep my reactions in check and outside the classroom by talking about
the situation only when necessary and with the utmost respect.
 https://www.simplykinder.com/teaching-with-integrity/

PERFORMANCE TASK 2

A. Cite specific instances on how you establish professional links with your colleagues.
1. Be Trustworthy
Few things damage a teacher's relationship with their colleagues more than spilling
secrets, gossiping, or talking smack about administrators. So don't. When not if, but when—
someone tells you something in confidence, keep it to yourself. When you hear gossip, don't
participate. And never talk trash. It will always come back to bite you. Showing your
colleagues that they can trust you is a fundamental step in building strong relationships with
them.

2. Listen
If you're a new teacher, it's absolutely imperative to listen to the vets around you.
We get it: You're full of enthusiasm, and you're eager to contribute to meetings. But be careful
you don't want to come across as a know-it-all when you're a novice.
Of course veteran teachers want to hear new teachers' voices. But presentation is critical.
Veteran teachers and staff will help you acclimate to the culture of your building. They'll help
you navigate the ups and downs of teaching. Observe how veterans speak in meetings, during
professional learning group time, and with other colleagues. You'll learn valuable information.
3. Ask Questions
Asking questions is an easy and effective way to build relationships with your
colleagues. If you don't understand something or you need help, don't be afraid to ask
questions. Your administrators, your teachers, and especially your mentors—they want to
help you. They'd much rather you ask a question than watch you flounder.
Ask your colleagues questions about their interests and hobbies outside of work, too. Get to
know them better. Maybe you both love Pearl Jam that could help build your bond. I love
listening to my colleagues share their child-rearing tips and cooking ideas and talk about their
travel adventures.
4. Support Your Colleagues
Almost every teacher I know is working on an initiative, engaged in committee work,
or piloting new lessons or assessments. Supporting your colleagues' work shows them that
you care about their interests and are willing to show up when they need you. Participate in
their committees. Test-drive their new lesson plans. Take their surveys. And if you see
something that resonates with you, talk to the teacher handling that work. They'll appreciate
the support and interest.
5. Offer Your Help
If you have a special skill, let your colleagues know and offer your help. Reverse
mentoring is powerful.
6. Respect Boundaries
Look, we don't need to tell you that teaching is a stressful gig. If you see a teacher on
the phone, in a conversation with another colleague, or enjoying a solo lunch, just keep
moving. Don't bother them. If you borrow something, return it in a timely manner. Respecting
your fellow teachers' boundaries is critical to building bridges and keeping the workplace civil.
Modeling this respect can also help your students learn how to identify and respect others'
boundaries, something kids learn through practice, the Child Mind Institute says. Developing
your emotional intelligence will help you empathize with your colleagues and know when to
engage and when not to.
7. Be Real
No one likes a phony. When you interact with a colleague, be yourself, and be honest.
Look to create genuine relationships with your fellow teachers, not transactional ones. This
will show your colleagues that you're invested in the relationship.
8. Celebrate
Get to know your colleagues better by creating memories with them.
Teachers frequently go out for dinner or drinks, and sometimes they attend cultural events
together. Schools throw holiday parties. Teachers unions hold soirees. At my school, most of
the teachers go to prom every year. Many teachers attend student sporting events, musical
performances, and school plays. Take part in these outings when you can.
You don't need to attend every school-related event, but showing up at least once in a while
shows that you're a team player.
9. Branch Out
Forming relationships with teacher colleagues can help you feel more fulfilled in your
career, but it's also perfectly acceptable to develop relationships with your principal or other
administrator, too. Over the years, I've counted many of my bosses as dear friends.
Friendships with administrators can lead to complications, however, so keeping the
relationship healthy is key. To avoid blurring lines, make your intentions clear when speaking
to an administrator by saying things like, "I'm speaking to you as a friend now, or As an
employee, I think Entrepreneur suggests remembering that the purpose of your relationship
with your principal isn't to win favor; it's to build a connection based on "mutual respect,
which will lead to better communication, the ability to work through disagreements and a
partnership where you can support one another through difficult times.
 B. Interview your CT, as him/her how he/she establishes professional links with colleagues

 __________________________________________________________________________________________________________

 _________________________________________________________________________________________________________

 __________________________________________________________________________________________________________

PERFORMANCE TASK 3
A. Read the Philippine Professional Standards for Beginning Teachers (PPST). Explain how
you will realize the professional development goas using these standards.

 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. It enables teachers to select, organize, and use appropriate
assessment tools, the Philippine Professional Standards for Teachers(PPST)
aims to produce better teachers in our country by improving their
qualifications skills and by increasing their levels of knowledge, practice and
professional engagement.

http://esorlem3.simplesite.com
My Learning Artifacts
Make a photo collage of the

My Scoring Rubric
 Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor