Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY
TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021
MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO
Learning Task No. 8
Classroom Demonstration Teaching
Name of Student Teacher _________________________________________________________________________________
Course _________________________________________________ Year and Section ________________________________
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________
8 LEARNING TASK
CLASSROOM DEMONSTRATION TEACHING
LITERACY SKILLS & NUMERACY SKILLS
Literacy Skills are those gained through reading as 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 tasks such as
handling cash, budgeting, measuring, and analyzing.
Some Strategies to Promote Literacy and Numeracy Skills
Literacy Numeracy
Entry pass Independent reading Using number line
Exit pass Think Aloud Time Looking for patterns
First liner Writing Reading My Think Board
Jigsaw Challenge Log A Hundred Plus Chart
Inquiry chart Matching Books to Phonics Using reflection sheets
Listen Read Discuss (LRD) Alphabet Matching Using conversion tables
Partner Reading Anticipation Guides Assessment Checklist
Reading Guide Concept Sort Using Cards
Reciprocal Teaching Concept Maps Using Numerical Charts and
Story Maps Directed Reading Thinking Diagrams
Story Sequence Activity (DRTA) Strike it out
Visual Imaging Question the Author 12 Pointed star game
Reading Guide Dicey Operation
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Teachers employ varied strategies to cater to diverse types of learners. Some learners
work best when working alone, while others find joy working with other. These are the
advantages of individual and group work for students.
Individual Work Group Work
Gain independence to think through their Listening to and respecting other ideas
own
Improve confidence in working through Thinking about one’s problem in variety of
problem, even when they don’t feel certain ways
about every step
Work at their own level rather than having Getting to a deeper level understanding
to adapt to suit their group members through having to explain a perspective and
discuss it with others with different
perspective
Practice self-control both in staying focused Sharing knowledge/abilities to get a better
on tasks at hand to avoid turning to a hold on a problem that they could do
classmate or asking teacher for the answer. individually
Get more comfortable taking actions on Holding group members accountable and
their own being held accountable in return.
Gain creativity and effective thinking
processes that can apply to problem solving
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 Session Round Table
Simultaneous Round Robin Brainstorming Milling Around
Session Jigsaw
Agreement Circle Tea Party
Round Robin
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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 Sketch Essay writing
Hands-on activities – provide the learners to explore 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 race, 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.
TIPS FOR YOUR DEMONSTRATION LESSON
Make sure that your lesson plan has been approved by your cooperating teacher.
Ask your cooperating teacher if there are some guidelines you need to follow.
Prepare all the needed materials days before your scheduled demonstration.
Provide copies of your lesson plan preferably with a cover sheet or folder.
Rehearse your lesson. Take note of the time and the way you have to move.
Learning your students’ names is very important.
Prepare for some unexpected incidents – discipline problems, technical difficulties and
the like.
Make certain that your activities are varied so as to have an engaged and lively
classroom discussion.
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My Tasks (Activities)
A. Complete the episode matrix to help you n preparing your lesson pan.
What are your objectives?
Remember:
Make the objectives SMART
Use behavioral terms
Include the three (3) domains
- cognitive
- affective
- psychomotor
What is your content?
(Subject Matter)
Remember:
Scope of the lesson
Sequencing the lesson
Time allotment
Resources needed
What methods/procedures
should you employ?
Remember:
Methods to use
Strategies to employ
Activities for the different types
of learners
What assessment tools shall you
use to measure learning?
Remember:
Traditional assessment
Non-traditional assessment
Other modes of assessment
B. Go to the library and research on your topic. Have a pre-conference with your
cooperating teacher. Write your outline and ideas here.
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My Performance Task
PERFORMANCE TASK 1: Write your Learning Plan for your demonstration lesson using
theDaily Lesson Plan 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.
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PERFORMANCE TASK 2: Write your BEFORE, DURING, and AFTER teaching strategies that
you will do in your demonstration lesson.
Teaching Strategies
BEFORE
DURING
AFTER
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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
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PERFORMANCE TASK 4: Answer the following questions briefly.
A. After the demonstration lesson, I felt _______________________________________________________________
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B. Complete the matrix by checking the areas you need to improve on:
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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 Analysis
1. What went well in my lesson? Why?
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2. What did not go well? Why?
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______________________________________________________________________________________________________________
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3. What did my students learn?
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4. What did I learn about planning?
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5. What did I learn about teaching?
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6. What improvements will I make to be more effective in my class?
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My Reflections / My Insights
In preparing my instructional materials, I realized that:
After the demonstration lesson, I felt
____________________________________________________________________
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After my demonstration, I realized that _________________________________________________________________
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These are the things that I learned from my learners: _________________________________________________
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My Learning Artifacts
Make a photo collage of the demonstration lesson you have conducted in your
cooperating school. Make a reflective journal too.
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My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)
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My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS
Standard of Standard of Acceptable Acceptable
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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
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Signature of Practicum Supervisor
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